2013 texas staar test - grade 8 -...

2013 TEXAS STAAR TEST - GRADE 8 - SCIENCE

Total Possible Score: 54 2012-2013 School Year: Needed Correct to Pass - 28 Advanced Performance - 46

2013-2014 School Year: Needed Correct to Pass - 34 Advanced Performance - 46

This file contains the State of Texas Assessments of Academic Readiness administered in Spring, 2013, along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is available to the public under Texas state law. This file was created from information released by the Texas Education Agency, which is the state agency that develops and administers the tests. All of this information appears on the Texas Education Agency web site, but has been compiled here into one package for each grade and subject, rather than having to download pieces from various web pages. The number of correct answers required to "pass" this test is shown above. Because of where the "passing" score is set, it may be possible to pass the test without learning some important areas of study. Because of this, I believe that making the passing grade should not be considered "good enough." A student's goal should be to master each of the objectives covered by the test. The "Advanced Performance" score is a good goal for mastery of all the objectives. The STAAR test is being phased in, so passing scores (and some advanced performance scores) will go up in 2013-2014. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since TAKS questions are changed each year, some proposed questions for future tests are included in each year's exams in order to evaluate the questions. Questions being evaluated for future tests do not count toward a student's score. Those questions are also not included in the version of the test made available to the public until after they used as part of the official test. The test materials in this file are copyright 2013, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express written permission from the Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials and related materials for individual personal use only without obtaining written permission of the Texas Education Agency. For full copyright information, see: http://www.tea.state.tx.us/index.aspx?id=6580#copyright Questions and comments about the tests should be directed to:

Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected]

Hard copies of the released tests (including Braille) may be ordered online through Pearson Education at http://www.texasassessment.com/publications/ or by calling 866-447-3577.

When printing released questions for mathematics, make sure the Print Menu is set to print the pages at 100% to ensure that the art reflects the intended measurements.

For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above. To download additional tests, go to www.scotthochberg.com.

Provided(as(a(public(service(by(Scott(Hochberg,(former(Texas(State(Representative.((Scott(represented((parts(of(Southwest(Houston(from(1993(through(2012.(No(tax(dollars(have(been(used(for(this(posting.(

GRADE 8Science

Administered April 2013

RELEASED

Copyright © 2013, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without expresswritten permission from the Texas Education Agency.

State of Texas Assessments of

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SCIENCE

Page 5

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DIRECTIONSRead each question carefully. For a multiple-choice question, determine thebest answer to the question from the four answer choices provided. For agriddable question, determine the best answer to the question. Then fill inthe answer on your answer document.

1 Some dairy farmers want to increase the amount of milk produced by their cows. How canthe farmers use selective breeding to increase milk production?

A By increasing the age of the cows that are bred

B By choosing cows that are high milk producers

C By limiting the number of offspring per cow

D By choosing cows that can produce milk after eating the most food

2 A balance and a graduated cylinder are used to determine the density of a mineral sample.The sample has a mass of 14.7 g and a volume of �� FP�� What is the density of themineral sample?

F �� J�FP�

G �� J�FP�

H �� J�FP�

J �� J�FP�

GO ON

3 The three vehicles shown below are all traveling at a speed of 15 m/s, but only the pickuptruck has a changing velocity.

Minivan Sedan

Pickup truck

The pickup truck has a changing velocity because the pickup truck —

A can accelerate faster than the other two vehicles

B is traveling in the opposite direction from the other two vehicles

C is traveling on a curve in the road

D needs a large amount of force to move

GO ON

4 The model below shows two continental plates.

Folded mountains

ContinentContinent

The folded mountains in this model form at which type of plate boundary?

F Transform boundary

G Divergent boundary

H Subduction boundary

J Convergent boundary

5 A researcher wants to experiment with an element that reacts like phosphorus (P) but has agreater atomic mass. Which element should the researcher select for the experiment?

A Nitrogen (N)

B Sulfur (S)

C Arsenic (As)

D Silicon (Si)

GO ON

6 Wild Soay sheep live in a cold environment on a small Scottish island. The sheep used to belarge because they gained extra weight during the summers in order to survive the harshwinters. A recent change in the island’s climate has caused grass to be available for a longerperiod each year, so survival conditions for the sheep have become less challenging.

Researchers who study these sheep have most likely observed a decrease in thewild Soay’s —

F size

G life expectancy

H reproduction rates

J body temperature

GO ON

7 Two boxes and their masses are shown below.

Mass = 2.0 kg Mass = 1.3 kg

Which of the following situations shows work being done?

A A student is sitting in a chair and holding both boxes.

B A student is holding the large box 1 m above the floor.

C A student is standing and holding the small box.

D A student is lifting the small box 0.5 m from the floor to a table.

GO ON

8 The graph below shows the percent of seeds from two plant species that sprout when grownin water containing different amounts of salt.

Salinity of Water (mg sodium/L water)

Response of Seeds to Saltwater

0 200

Species 2

Species 1

400 600 800

See

dsTh

atSpr

out

(%)

100

50

Which of the following best summarizes the effect of saltwater on these plant species?

F Species 1 can sprout only in freshwater, and Species 2 can sprout only in saltwater.

G Both species can sprout in freshwater and saltwater, but Species 2 can sprout in a highersalt concentration than Species 1.

H Both species need salt in their water, but Species 2 needs more salt than Species 1.

J Species 1 can sprout only in water with a low salt concentration, but Species 2 is notaffected by the salt concentration.

9 The Milky Way galaxy is described as a disk of stars orbiting a central point on the disk.Which of these best explains why people on Earth cannot see the entire shape of the MilkyWay?

A Earth is a part of this galaxy.

B Many more stars exist outside the galaxy.

C The stars in the center of the galaxy are extremely small.

D The center of the galaxy consists of a dense cluster of stars.

GO ON

10 For an investigation, a student measures the speed of a cart as it rolls down a ramp. Thestudent then records data in the table below.

KL

MN

Location

Cart’s Speed Down a Ramp

AverageSpeed (m/s)

KLMN

0.250.520.731.08

Which of these best explains the student’s data?

F The speed of the cart decreases as the cart rolls down the ramp because of frictionbetween the cart and the ramp.

G The speed of the cart increases as the cart rolls down the ramp because the force actingon the cart is greater than the force of gravity.

H The speed of the cart increases as the cart rolls down the ramp because the forcesacting on the cart are unbalanced.

J The speed of the cart decreases as the cart rolls down the ramp because the forcesacting on the cart are balanced.

GO ON

11 A model of an atom is shown below.

Nucleus

An atom of which element is represented by this model?

A Boron (B)

B Carbon (C)

C Neon (Ne)

D Sodium (Na)

GO ON

12 The satellite photograph below shows a large meteorite crater that is 1200 m in diameter and170 m deep. This crater is located in a flat, arid part of northeastern Arizona.

© G

eoey

e

How will this crater most likely change over time?

F It will get deeper as it fills with water.

G It will rise up like a volcanic crater.

H It will become less deep as the rim erodes.

J It will widen as it fills with lava.

GO ON

13 Certain species of whiptail lizards have only female individuals and no males. These lizardsreproduce asexually. What is one disadvantage of asexual reproduction for these lizards?

A A new population can be established by a single individual in a relatively short period oftime.

B All the members of a population are genetically very similar and less able to surviveenvironmental changes.

C They are smaller than lizards that reproduce sexually.

D They are more likely to develop a variety of tail lengths.

14 Two cars with different masses travel at the same speed down a hill toward a stop sign. Whatwill happen when both cars apply brakes at the same time to stop?

F The car with the smaller mass will require less force to stop than the car with the largermass.

G The car with the larger mass will maintain its velocity while traveling down the hill.

H The car with the smaller mass will take longer to stop than the car with the larger mass.

J The car with the larger mass will have less inertia than the car with the smaller mass.

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15 Which of the following best describes an electron?

A It has no charge and about the same mass as a proton.

B It has a negative charge and much less mass than a proton.

C It has a positive charge and much more mass than a neutron.

D It has a negative charge and about the same mass as a neutron.

GO ON

Tropic of Cancer

Tropic of Caprico

rnEquator

North Pole

South Pole

16 Which of these locations on Earth experiences the least change in the number of daylighthours throughout the year?

F Equator

G North Pole

H Tropic of Cancer

J Tropic of Capricorn

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17

Greenplants

Cottontailrabbit

White-footedmouse

White-taileddeer

Raccoon

Coyote

Berries,fruits, nuts

How many organisms in this food web eat only producers? Record your answer and fill in thebubbles on your answer document. Be sure to use the correct place value.

18 A scientist spilled a few drops of dilute hydrochloric acid (HCl) on a lab table. For safetypurposes, the scientist sprinkled some baking soda (NaHCO3) onto the spill. Whichobservation would provide the best evidence that a chemical reaction occurred?

F The baking soda and hydrochloric acid combined, and bubbles formed.

G The baking soda absorbed the hydrochloric acid.

H Some of the baking soda dissolved in the hydrochloric acid.

J The hydrochloric acid evaporated, leaving only the baking soda.

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19 In the classroom demonstration shown below, a rubber ball is dropped from Position 1. Theball bounces as shown.

Dropheight

1

2

4

3

Bounceheight

At which of these positions does the ball have both the greatest kinetic energy and the leastpotential energy?

A Position 1

B Position 2

C Position 3

D Position 4

GO ON

20 Which information could a student determine from only the chemical formula of a protein?

F The color of the protein

G The number of molecules in each sequence that makes up a protein

H The physical arrangement of atoms in the structure of the protein

J The number of atoms of each element in the protein

21 What is one condition that is necessary for a hurricane to form?

A Warm ocean water

B A strong cold front

C Cold ocean water

D A strong warm front

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22 Four students raced toy cars on a track. The mass and the acceleration of each car isrecorded in the table below.

Toy Cars

Acceleration (m/s2)

2.03.01.52.5

Mass (kg)

0.190.150.250.21

Toy Car

1234

Which toy car had the greatest applied force?

F 1

G 2

H 3

J 4

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23 A teacher asks a student to write the chemical equation for photosynthesis. The student’sresponse is shown below.

lightCO2 + H2O C6H12O6 + O2

The equation is not balanced correctly. Which of these is a balanced equation forphotosynthesis?

lightA 12CO2 + H2O C6H12O6 + O2

lightB CO2 + 9H2O C6H12O6 + O2

lightC CO2 + H2O 3C6H12O6 + O2

lightD 6CO2 + 6H2O C6H12O6 + 6O2

GO ON

24 Some students collected leaf samples. The students used the leaf identification key shownbelow to identify a leaf sample.

Leaf Identification Key

Step

1a1b2a2b3a3b4a4b5a5b

Go to 2Go to 5Go to 3Go to 4Sugar mapleBlack mapleGinkgoSweet gumHorse chestnutHoney locust

Simple leaf (single leaf)Compound leaf (leaves grouped on a stem)Leaves directly opposite on twigLeaves not directly opposite on twigLeaves with 5 lobesLeaves with 3 lobesLeaves that are fan-shapedLeaves that are star-shapedLeaves arranged like a fanLeaves directly opposite on stem

Characteristic Species

Based on the identification key, which type of tree is this sample from?

F Ginkgo

G Honey locust

H Horse chestnut

J Black maple

GO ON

25 The diagram below shows four phases of the moon as it revolves around Earth.

EarthFull New

First quarter

Third quarter

1

3

42

A student builds a model based on this diagram. The student uses foam balls to represent themoon and Earth and a flashlight to represent the sun. The student should shine the flashlighton the model of Earth from Position —

A 1

B 2

C 3

D 4

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26 An object will continue moving in a straight line unless it is acted on by an unbalanced force.Which of the following best explains Earth’s motion?

F There is no unbalanced force acting on Earth because space is empty and nothingtouches Earth.

G The gravitational force pulling Earth toward the sun is equal and opposite to the forcepulling the sun toward Earth, so there is no unbalanced force acting on Earth.

H The sun moves in an elliptical orbit around Earth, and the sun’s gravity pulls Earth along.

J Earth moves in an elliptical orbit around the sun because the gravitational force of the sunattracts Earth.

GO ON

27

Grasses HawksFrogs

Snakes

Grasshoppers

Decomposers

Which organisms in the food web shown above compete for the same food source in thisenvironment?

A Grasshoppers and snakes

B Hawks and frogs

C Frogs and snakes

D Decomposers and grasses

GO ON

28 A car travels at a constant speed of 15 m/s for 2 minutes. The car increases its speed from15 to 25 m/s during the next minute and then travels at a constant speed of 25 m/s for2 more minutes. Which of the following graphs best represents the car’s motion duringthis 5-minute period?

F H

G J

Time (min)

Spe

ed (

m/s

)

Time (min)

Spe

ed (

m/s

)

Time (min)

Spe

ed (

m/s

)Time (min)

Spe

ed (

m/s

)

GO ON

29 While exploring a lake in Argentina, Laguna del Diamante (Diamond Lake), scientists foundrocks covered with mats made of photosynthetic microbes. Flamingos in the area filter thenutrient-rich microbes by pumping the lakewater through their bill. What is the relationshipbetween the photosynthetic microbes and the flamingos in the Laguna del Diamanteecosystem?

A The microbes are parasites, and the flamingos are hosts.

B The microbes are carnivores, and the flamingos are predators.

C The microbes are herbivores, and the flamingos are carnivores.

D The microbes are producers, and the flamingos are consumers.

30 A student walks 2 km in 30 minutes. What is the student’s average speed in km/h?

Record your answer and fill in the bubbles on your answer document. Be sure to use thecorrect place value.

31 Hay is made up of organic compounds. What are the main elements in manyorganic compounds?

A Helium, carbon, sodium

B Sodium, hydrogen, nitrogen

C Carbon, hydrogen, oxygen

D Radon, oxygen, helium

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32 Some students take care of a vegetable garden. When it is time to plant in the spring, thestudents leave part of the garden empty in order to observe ecological succession. Which ofthese will most likely occur first?

F Development of topsoil

G Growth of weeds and grasses

H Growth of trees and shrubs

J Development of a stream

33 When trying to identify an unknown element, a scientist determines what other elements theunknown element reacts with chemically. Which property of the unknown element determinesthe other elements it reacts with?

A The total number of neutrons in the unknown element

B The total number of particles in the nucleus of the unknown element

C The number of protons in the nucleus of the unknown element

D The number of valence electrons in the unknown element

GO ON

34 Plants use energy from sunlight, water, and carbon dioxide to produce sugar. Which structureis found only in plant cells and helps plants capture energy from sunlight?

F Vacuole

G Nucleus

H Chloroplast

J Cell membrane

GO ON

35 The thick black lines on the map below show the locations of mid-ocean ridges.

Mid-Ocean Ridges

Source: USGS

Which geologic feature is most likely to form at a mid-ocean ridge?

A Peninsula

B Volcano

C Delta

D Plateau

GO ON

36

Force Acting on Cart(N)

Cart Acceleration(m/s2)

1

2

5

6

?

0.2

0.4

1.0

1.2

2.6

Some students measure the acceleration of a wheeled cart being acted on by varying forces.The students record their data in the table shown above. According to the data table, howmuch force is acting on the cart when the students measure an acceleration of 2.6 m/s2?

F 13 N

G 7 N

H 8 N

J 12 N

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37 The model of the periodic table below shows the locations of four elements.

1 3

4

2

Periodic Table

A student is asked to identify an element that is a pale-yellow brittle solid and does notconduct electricity. At which location in this periodic table would the element most likely befound?

A 1

B 2

C 3

D 4

GO ON

38 A section of a topographic map is shown below.

1400

1500

Contour interval: 20 m

1600

1300

1200

X

Y

What is the difference in elevation in meters between Point X and Point Y on the map?


GO ON

39 The diagram below shows a hot air balloon rising. Propane gas tanks are seen at the bottomof the balloon.

What energy transformations occur when propane gas is used to lift the balloon?

A Mechanical light chemical

B Chemical mechanical thermal

C Thermal chemical light

D Chemical thermal mechanical

40 An atom has 25 protons, 30 neutrons, and 25 electrons. What is the charge of theatom’s nucleus?

F ��

G ��

H ��

J ��

GO ON

41 Sometimes tectonic plates do not move easily past one another, and the plates become stuck.Forces build up, and when the plates finally move, tension is released, as shown below.

Epicenter

Seismic wavesPlates

The sudden movement of the plates is caused by —

A the mass of the plates

B the weight of the plates

C unbalanced forces

D gravitational force

GO ON

42 A student sets up the investigation shown below.

Drain hole

The colored waterflows through thegravel and outthe drain hole.

Water is poured througha coffee filter soakedwith food coloring.

Clear plastic cupfilled with gravel

Coffee filter

The movement of colored water through the gravel best models —

F condensation of water vapor

G surface runoff of precipitation

H conservation of water

J pollution of groundwater

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43 The Couch’s spadefoot lives in Texas and has the characteristics listed below.

Characteristics of the Couch’s Spadefoot

• Their pupils are vertical slits.• Adults have mottled brown backs and light-colored bellies.• Their eggs and tadpoles develop quickly in temporary

ponds that form after rain.• Adults live in holes they dig using special “spades” on

their rear feet.• Adults eat insects and spiders.

The Couch’s spadefoot is adapted to a certain type of environment. Which of these resourcesis most likely scarce in this environment?

A Soil

B Sunlight

C Water

D Oxygen

GO ON

44 How many atoms of oxygen are in a molecule of glucose �& + 2 �"� ��


45 Baleen whales eat zooplankton by taking a large amount of water into their mouth. Thesewhales use special structures in their mouth to separate zooplankton from the water. Becausebaleen whales eat zooplankton, they are classified as —

A producers

B predators

C parasites

D hosts

46 A student keeps a record of the phases of the moon for one month. On the first night of thestudent’s observations, the full moon is visible in the sky. After the full moon, which of thesephases will the student observe next?

F Waxing crescent moon

G Waxing gibbous moon

H Waning crescent moon

J Waning gibbous moon

GO ON

47 The characteristics of a particular organism are listed below.

Characteristics of an Organism

• Is multicellular• Is autotrophic• Has cell walls• Has cell nuclei• Can reproduce sexually or asexually

In which kingdom should this organism be classified?

A Fungi

B Eubacteria

C Plantae

D Animalia

48 The chemical equation shown below represents a reaction that produces fuel for certain cars.

CO + +H2 2O CO H2

Which substance represented in this equation is classified as an element?

F CO

G H2O

H CO2

J H2

GO ON

49 The Hertzsprung-Russell diagram below shows how the brightness, surface temperature, andcolor of stars are related.

Hertzsprung-Russell Diagram

Surface Temperature (K)50,000 25,000 11,000 7,800 6,300 5,300 3,800

0.01 sun

1 sun

100 suns

10,000 suns

Brigh

tnes

s

Supergiants

Giants

White dwarfs

Main sequence

Supergiants

Giants

White dwarfs

Main-sequencestars

Blue

YellowOrange

White

Red

Red

Blue

YellowOrange

Barnard’s Star

White

Red

Red

Which of these observations of Barnard’s Star is most likely accurate?

A Barnard’s Star is less bright than the sun, has a surface temperature below 3,800 K, andis red.

B Barnard’s Star is less bright than the sun, has a surface temperature above 3,800 K, andis red.

C Barnard’s Star is brighter than the sun, has a surface temperature below 5,300 K, and isyellow.

D Barnard’s Star is brighter than the sun, has a surface temperature above 5,300 K, and isyellow.

GO ON

50 Some scientists studying aquatic plants notice that flooding often leads to a decrease in therate of photosynthesis among aquatic plants. Flooding causes more sediment to besuspended in the water. The increased sediment concentration decreases the amount of lightthat reaches the plants. Why does a decreased rate of photosynthesis lead to a decrease in aplant population?

F Less water is available for absorption.

G Less tissue is available for plant growth.

H Less energy is available for reproduction.

J Less soil is available for leaf development.

GO ON

51

June

December

MarchEarth’s orbit

Equator

September

Sun

Earth would not have seasons if it —

A no longer tilted on its axis

B stopped rotating on its axis

C took an additional month to orbit the sun

D revolved around the sun in the opposite direction

GO ON

52 During an investigation, a student combined the two clear, colorless solutions shown below.

Solution 1

Compound Adissolved in

water at 25˚C

Compound Bdissolved in

water at 25˚C

Solution 2

The student observed that the temperature changed from 25°C to 23°C when the solutionswere combined and that a white substance rapidly formed and settled to the bottom of thecontainer. What most likely happened to produce these results?

F One of the original compounds came out of solution.

G The solutions reacted chemically.

H Some of the water froze into ice crystals.

J Rapid evaporation of water occurred, leaving a solid.

53 Why does Earth get more energy from the sun than from all the other stars in the universecombined?

A The sun is much larger than the other stars.

B The sun is much hotter than the other stars.

C The sun is much more dense than the other stars.

D The sun is much closer than the other stars.

54 The diagram below shows a boat moving north in a river at 3 m/s while the current in theriver moves south at 1 m/s.

Boat3 m/s

Current1 m/s

NEW

S

How will the boat be affected if it enters a part of the river where the current is moving southat 2 m/s?

F The boat will move slower.

G The boat will move faster.

H The boat will stop.

J The boat will move to the west.

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERSON THE ANSWER DOCUMENT.

545598 ISD47171 2 3 4 5 A B C D E Printed in the USA

April 2013Science

STAARGRADE 8

ItemNumber

ReportingCategory

Readiness orSupporting

Content StudentExpectation

Process StudentExpectation

CorrectAnswer

1 4 Supporting 7.11(C) B2 1 Supporting 6.6(B) 8.4(A) J3 2 Supporting 8.6(B) 8.3(B) C4 3 Readiness 8.9(B) 8.3(B) J5 1 Readiness 8.5(C) C6 4 Readiness 8.11(C) 8.3(A) F7 2 Supporting 7.7(A) 8.2(E) D8 4 Readiness 8.11(B) 8.2(E) G9 3 Readiness 8.8(A) A10 2 Readiness 8.6(A) 8.2(E) H11 1 Readiness 8.5(B) 8.3(B) A12 3 Readiness 8.9(C) 8.3(B) H13 4 Supporting 7.14(B) B14 2 Readiness 8.6(C) F15 1 Readiness 8.5(A) B16 3 Readiness 8.7(A) F17 4 Readiness 8.11(A) 8.3(B) 318 1 Readiness 8.5(E) 8.1(A) F19 2 Supporting 6.8(A) B20 1 Readiness 8.5(D) J21 3 Supporting 8.10(C) A22 2 Readiness 8.6(C) 8.2(E) J23 1 Supporting 8.5(F) D24 4 Supporting 7.11(A) 8.2(E) H25 3 Readiness 8.7(B) 8.3(B) D

STAAR Grade 8 Science 2013 ReleaseAnswer Key

( ) ( )26 3 Supporting 6.11(B) J27 4 Readiness 8.11(B) 8.3(B) C28 2 Supporting 6.8(D) 8.2(D) F29 4 Readiness 8.11(A) D30 2 Supporting 6.8(C) 8.2(E) 431 1 Supporting 7.6(A) C32 4 Supporting 7.10(C) G33 1 Readiness 8.5(B) D34 4 Supporting 7.12(D) H35 3 Readiness 8.9(B) B36 2 Readiness 8.6(A) 8.2(E) F37 1 Readiness 8.5(C) 8.3(B) C38 3 Readiness 8.9(C) 8.3(B) 36039 2 Supporting 6.9(C) 8.3(B) D40 1 Readiness 8.5(A) F41 2 Readiness 8.6(C) 8.3(B) C42 3 Supporting 7.8(C) 8.3(B) J43 4 Readiness 8.11(B) 8.2(E) C44 1 Readiness 8.5(D) 8.3(B) 645 4 Readiness 8.11(A) B46 3 Readiness 8.7(B) 8.2(E) J47 4 Supporting 6.12(D) 8.2(E) C48 1 Supporting 6.5(C) J49 3 Readiness 8.8(A) 8.2(E) A50 4 Readiness 8.11(C) H51 3 Readiness 8.7(A) A52 1 Readiness 8.5(E) 8.2(E) G53 3 Supporting 8.8(B) D54 2 Readiness 8.6(A) 8.3(B) F

Grade 8 Science Assessment

Eligible Texas Essential Knowledge and Skills

Texas Education Agency Student Assessment Division

Fall 2010

STAAR Grade 8 Science Assessment

Reporting Category 1: Matter and Energy The student will demonstrate an understanding of the properties of matter and energy and their interactions.

Grade 8

(8.5) Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to

(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in the nucleus and electrons in the electron cloud; Readiness Standard

(B) identify that protons determine an element’s identity and valence electrons determine its chemical properties, including reactivity; Readiness Standard

(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements; Readiness Standard

(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts; Readiness Standard

(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and Readiness Standard

(F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. Supporting Standard

STAAR Grade 8 Science Page 2 of 12


Fall 2010

Grade 7

(7.5) Matter and energy. The student knows that interactions occur between matter and energy. The student is expected to

(C) diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids. Supporting Standard

(7.6) Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to

(A) identify that organic compounds contain carbon and other elements such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur; and Supporting Standard

(B) distinguish between physical and chemical changes in matter in the digestive system. Supporting Standard

Grade 6

(6.5) Matter and energy. The student knows the differences between elements and compounds. The student is expected to

(C) differentiate between elements and compounds on the most basic level. Supporting Standard

(6.6) Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to

(A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability; and Supporting Standard

(B) calculate density to identify an unknown substance. Supporting Standard



Fall 2010

Reporting Category 2: Force, Motion, and Energy The student will demonstrate an understanding of force, motion, and energy and their relationships.

Grade 8

(8.6) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to

(A) demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion; Readiness Standard

(B) differentiate between speed, velocity, and acceleration; and Supporting Standard

(C) investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches. Readiness Standard

Grade 7

(7.7) Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy. The student is expected to

(A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still. Supporting Standard

Grade 6

(6.8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to

(A) compare and contrast potential and kinetic energy; Supporting Standard



Fall 2010

(C) calculate average speed using distance and time measurements; and Supporting Standard

(D) measure and graph changes in motion. Supporting Standard

(6.9) Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to

(C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy. Supporting Standard



Fall 2010

Reporting Category 3: Earth and Space The student will demonstrate an understanding of components, cycles, patterns, and natural events of Earth and space systems.

Grade 8

(8.7) Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and Moon. The student is expected to

(A) model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons; Readiness Standard

(B) demonstrate and predict the sequence of events in the lunar cycle; and Readiness Standard

(C) relate the position of the Moon and Sun to their effect on ocean tides. Supporting Standard

(8.8) Earth and space. The student knows characteristics of the universe. The student is expected to

(A) describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Hertzsprung-Russell diagram for classification; Readiness Standard

(B) recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star; Supporting Standard

(C) explore how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe; and Supporting Standard

(D) model and describe how light years are used to measure distances and sizes in the universe. Supporting Standard



Fall 2010

(8.9) Earth and space. The student knows that natural events can impact Earth systems. The student is expected to

(A) describe the historical development of evidence that supports plate tectonic theory; Supporting Standard

(B) relate plate tectonics to the formation of crustal features; and Readiness Standard

(C) interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering. Readiness Standard

(8.10) Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to

(A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents; Supporting Standard

(B) identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and Supporting Standard

(C) identify the role of the oceans in the formation of weather systems such as hurricanes. Supporting Standard

Grade 7

(7.8) Earth and space. The student knows that natural events and human activity can impact Earth systems. The student is expected to

(C) model the effects of human activity on groundwater and surface water in a watershed. Supporting Standard

Grade 6

(6.11) Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to

(B) understand that gravity is the force that governs the motion of our solar system. Supporting Standard



Fall 2010

Reporting Category 4: Organisms and Environments The student will demonstrate an understanding of the structures and functions of living organisms and their interdependence on each other and on their environment.

Grade 8

(8.11) Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to

(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems; Readiness Standard

(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition; Readiness Standard

(C) explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; and Readiness Standard

(D) recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems. Supporting Standard

Grade 7

(7.10) Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to

(B) describe how biodiversity contributes to the sustainability of an ecosystem; and Supporting Standard

(C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds. Supporting Standard



Fall 2010

(7.11) Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to

(A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification; and Supporting Standard

(C) identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals. Supporting Standard

(7.12) Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to

(B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems; Supporting Standard

(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole; and Supporting Standard

(F) recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life. Supporting Standard

(7.14) Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to

(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction; and Supporting Standard

(C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus. Supporting Standard



Fall 2010

Grade 6

(6.12) Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to

(D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms. Supporting Standard



Fall 2010

Scientific Investigation and Reasoning Skills

These skills will not be listed under a separate reporting category. Instead, they will be incorporated into at least 40% of the test questions in reporting categories 1–4 and will be identified along with content standards.

Grade 8

(8.1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conduct laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to

(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

(B) practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

(8.2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to

(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

(B) design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.



Fall 2010

(8.3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and know the contributions of relevant scientists. The student is expected to

(A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B) use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

(C) identify advantages and limitations of models such as size, scale, properties, and materials; and

(D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

(8.4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to

(A) use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and

(B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.



Fall 2010

2013 texas staar test - grade 8 -...

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