Ohio s State Tests ITEM RELEASE SPRING 2015 GRADE 8 SCIENCE

Transcription

1 Ohio s State Tests ITEM RELEASE SPRING 2015 GRADE 8 SCIENCE

2 Table of Contents Questions 1 23: Content Summary and Answer Key...iii Question 1: Question and Scoring Guidelines...1 Question 1: Sample Responses...5 Question 2: Question and Scoring Guidelines...11 Question 2: Sample Responses...15 Question 3: Question and Scoring Guidelines...21 Question 3: Sample Responses...25 Question 4: Question and Scoring Guidelines...33 Question 4: Sample Responses...37 Question 5: Question and Scoring Guidelines...45 Question 5: Sample Response...48 Question 6: Question and Scoring Guidelines...49 Question 6: Sample Response...52 Question 7: Question and Scoring Guidelines...53 Question 7: Sample Response...56 Question 8: Question and Scoring Guidelines...57 Question 8: Sample Response...60 Question 9: Question and Scoring Guidelines...61 Question 9: Sample Response...64 Question 10: Question and Scoring Guidelines...65 Question 10: Sample Responses...69 Question 11: Question and Scoring Guidelines...75 Question 11: Sample Responses...79 Question 12: Question and Scoring Guidelines...87 Question 12: Sample Response...90 Question 13: Question and Scoring Guidelines...91 Question 13: Sample Responses...95 Question 14: Question and Scoring Guidelines...99 Question 14: Sample Response i

3 Question 15: Question and Scoring Guidelines Question 15: Sample Responses Question 16: Question and Scoring Guidelines Question 16: Sample Responses Question 17: Question and Scoring Guidelines Question 17: Sample Responses Question 18: Question and Scoring Guidelines Question 18: Sample Responses Question 19: Question and Scoring Guidelines Question 19: Sample Responses Question 20: Question and Scoring Guidelines Question 20: Sample Response Question 21: Question and Scoring Guidelines Question 21: Sample Response Question 22: Question and Scoring Guidelines Question 22: Sample Response Question 23: Question and Scoring Guidelines Question 23: Sample Responses ii

4 Grade 8 Science Spring 2015 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Content Statement Answer Key Points 1 Graphic Response Physical Science Forces have magnitude and direction points 2 Graphic Response Earth and Space Science A combination of constructive and destructive geologic processes formed Earth s surface points 3 Short Response Earth and Space Science Earth s crust consists of major and minor tectonic plates that move relative to each other points 4 Short Response Earth and Space Science Earth s crust consists of major and minor tectonic plates that move relative to each other points 5 Multiple Choice Physical Science There are different types of potential energy. D 1 point 6 Multiple Choice Life Science Reproduction is necessary for the continuation of every species. A 1 point 7 Multiple Choice Physical Science Forces between objects act when the objects are in direct contact or when they are not touching. B 1 point 8 Multiple Choice Life Science Reproduction is necessary for the continuation of every species. D 1 point 9 Multiple Choice Life Science Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. C 1 point 10 Graphic Response Life Science Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species point 11 Graphic Response Life Science The characteristics of an organism are a result of inherited traits received from parent(s) points iii

5 Grade 8 Science Spring 2015 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Content Statement Answer Key Points 12 Multiple Choice Earth and Space Science Earth s crust consists of major and minor tectonic plates that move relative to each other. D 1 point 13 Graphic Response Life Science Reproduction is necessary for the continuation of every species point 14 Multiple Choice Physical Science There are different types of potential energy. C 1 point 15 Graphic Response Physical Science Forces between objects act when the objects are in direct contact or when they are not touching point 16 Graphic Response Physical Science There are different types of potential energy point 17 Extended Response Earth and Space Science Evidence of the dynamic changes of Earth s surface through time is found in the geologic record points 18 Graphic Response Earth and Space Science The composition and properties of Earth s interior are identified by the behavior of seismic waves point 19 Graphic Response Earth and Space Science A combination of constructive and destructive geologic processes formed Earth s surface point 20 Multiple Choice Earth and Space Science Evidence of the dynamic changes of Earth s surface through time is found in the geologic record. C 1 point 21 Multiple Choice Life Science Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. C 1 point 22 Multiple Choice Life Science The characteristics of an organism are a result of inherited traits received from parent(s). A 1 point 23 Graphic Response Physical Science There are different types of potential energy points iv

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7 Grade 8 Science Spring 2015 Item Release Question 1 Question and Scoring Guidelines 1

8 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes only: Add an apple to the basket selected; AND Roughen the surface of the table to increase friction selected; AND Pull with less force selected (2 points). For this item, a partial-credit response includes: At least two of the correct responses with no more than one incorrect response (1 point). 2

9 Alignment Content Strand Physical Science Content Statement Forces have magnitude and direction. The motion of an object is always measured with respect to a reference point. Forces can be added. The net force on an object is the sum of all of the forces acting on the object. The net force acting on an object can change the object s direction and/or speed. When the net force is greater than zero, the object s speed and/or direction will change. When the net force is zero, the object remains at rest or continues to move at a constant speed in a straight line. Content Elaboration A force is described by its strength (magnitude) and in what direction it is acting. Many forces can act on a single object simultaneously. The forces acting on an object can be represented by arrows drawn on an isolated picture of the object (a force diagram). The direction of each arrow shows the direction of push or pull. When many forces act on an object, their combined effect is what influences the motion of that object. The sum of all the forces acting on an object depends not only on how strong the forces are, but also in what directions they act. Forces can cancel to a net force of zero if they are equal in strength and act in opposite directions. Such forces are said to be balanced. If all forces are balanced by equal forces in the opposite direction, the object will maintain its current motion (both speed and direction). This means if the object is stationary, it will remain stationary. If the object is moving, it will continue moving in the same direction and at the same speed. Such qualitative, intuitive understandings and descriptions of inertia must be developed through inquiry activities. If the forces are not balanced, the object s motion will change, either by speeding up, slowing down or changing direction. Qualitative, intuitive understandings of the influence of unbalanced forces on objects must be developed through inquiry investigations. NOTE: The subtopic description states that there will be acceleration when the net force is greater than zero. When positive and negative values are used to represent the direction of forces, this statement will need to be expanded. Any nonzero net force, including a negative net force, also may result in a change in speed or direction (acceleration). 3

10 Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to determine how to reduce the rate at which a basket of apples changes its speed. The basket is experiencing a net force that is causing its speed to increase. This means that the pulling force must be greater than the friction force, as shown in the diagram. The rate at which speed changes is affected by the magnitude of the net force. The greater the net force, the faster the speed changes. One way to reduce the rate at which speed changes is to decrease the net force acting on the basket. This can be done by either decreasing the pulling force or increasing the friction force. Since friction is affected by the texture of the surface, roughening the surface can increase the friction force and decrease the net force acting on the basket. The rate at which speed changes is also influenced by the mass of the object. The greater the mass, the slower the change in speed. Increasing the mass of the basket will also decrease the rate at which the speed changes. 4

11 Grade 8 Science Spring 2015 Item Release Question 1 Sample Responses 5

12 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) for selecting Add an apple to the basket AND Roughen the surface of the table to increase friction AND Pull with less force. 6

13 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for selecting Add an apple to the basket AND Roughen the surface of the table to increase friction but incorrectly selecting Smooth the surface of the table to decrease friction. Smoothing the surface will decrease friction, increasing the net force, which will cause the rate at which the speed of the basket changes to increase. In order to earn partial credit, the response must have at least two of the three correct responses selected and have no more than one incorrect response. 7

14 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for correctly selecting Roughen the surface of the table to increase friction AND Pull with less force but incorrectly selecting Take an apple out of the basket. Taking an apple out of the basket will decrease the mass, which will increase the rate at which the speed of the basket changes. In order to earn partial credit, the response must have at least two of the three correct responses selected and have no more than one incorrect response. 8

15 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). While the response correctly selects Add an apple to the basket, it incorrectly selects Pull with more force AND Take an apple out of the basket. In order to earn partial credit, the response must have at least two of the three correct responses selected and have no more than one incorrect response. 9

16 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). While the response correctly selects Add an apple to the basket and Roughen the surface of the table to increase friction, it incorrectly selects Pull with more force AND Smooth the surface of the table to decrease friction. In order to earn partial credit, the response must have at least two of the three correct responses selected and have no more than one incorrect response. 10

17 Grade 8 Science Spring 2015 Item Release Question 2 Question and Scoring Guidelines 11

18 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Mountain in the top-left box, Canyon in the middle box AND Delta in the bottom-right box; AND Plate Movement in the top-left box, Erosion in the middle box AND Deposition in the bottom-right box (2 points). For this item, a partial-credit response includes: Mountain in the top-left box, Canyon in the middle box AND Delta in the bottom-right box; 12

19 OR Plate Movement in the top-left box, Erosion in the middle box AND Deposition in the bottom-right box; OR the landform and process correct for 2 out of the 3 features shown (1 point). Alignment Content Strand Earth and Space Science Content Statement A combination of constructive and destructive geologic processes formed Earth s surface. Earth s surface is formed from a variety of different geologic processes, including but not limited to plate tectonics. Content Elaboration Distinguishing between major geologic processes (e.g., tectonic activity, erosion, deposition) and the resulting feature on the surface of Earth is the focus of this content statement. It is important to build on what was included in the elementary grades (recognizing features), enabling students to describe conditions for formation. Topographic, physical and aerial maps, cross-sections, field trips and virtual settings are methods of demonstrating the structure and formation of each type of feature. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 13

20 Explanation of the Item This item requires the student to interpret a topographic map to identify landforms and the geologic processes that created them. 14

21 Grade 8 Science Spring 2015 Item Release Question 2 Sample Responses 15

22 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) for selecting Mountain in the top-left box, Canyon in the middle box AND Delta in the bottom-right box along with Plate Movement in the top-left box, Erosion in the middle box AND Deposition in the bottom-right box. All landforms and processes that formed them are correct. 16

23 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for correctly selecting Mountain in the top-left box, Canyon in the middle box AND Delta in the bottom-right box along with incorrectly selecting Deposition in the top-left box, Plate Movement in the middle box AND Erosion in the bottom-right box. These processes are incorrect. The landforms are correct but the processes that formed them are not correctly identified. 17

24 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for correctly selecting Delta in the bottom-right box AND Deposition in the bottom-right box (landform and process) along with correctly selecting the processes Plate Movement in the top-left box AND Erosion in the middle box. It incorrectly selects the landforms Canyon in the top-left box AND Mountain in the middle box. 18

25 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for incorrectly matching the landforms and processes. Delta and Erosion are correct but not enough to earn credit. In order to earn partial credit, the response must correctly select the landform and process for two out of the three features shown. 19

26 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for failing to select a landform in the top-left box, for incorrectly selecting Mountain in the middle box AND for incorrectly selecting Canyon in the bottom-right box. The response also incorrectly selects Deposition and Erosion in the top-left box, Plate Movement in the middle box AND Erosion in the bottom-right box. This response earns no credit for incorrectly matching the landforms and processes. In order to earn partial credit, the response must correctly select the landform and process for two out of the three features shown 20

27 Grade 8 Science Spring 2015 Item Release Question 3 Question and Scoring Guidelines 21

28 Question Points Possible: 2 See Alignment for more detail. 22

29 Scoring Guidelines Score Point Description 2 points The response correctly: Identifies one type of plate boundary where mountains are formed; AND Explains what happens along the plate boundary to cause the formation of mountains. 1 point The response correctly: Identifies one type of plate boundary where mountains are formed. OR Explains what happens along the plate boundary to cause the formation of mountains. 0 points The response fails to demonstrate any understanding of how mountains are formed at plate boundaries. The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be irrelevant to the item, or, possibly, no other information is shown. The student may have written on a different topic or written, I don t know. 23

30 Alignment Content Strand Earth and Space Science Content Statement Earth s crust consists of major and minor tectonic plates that move relative to each other. Content Elaboration There are three main types of plate boundaries: divergent, convergent and transform. Each type of boundary results in specific motion and causes events (such as earthquakes or volcanic activity) or features (such as mountains or trenches) that are indicative of the type of boundary. The historical data related to the present plate tectonic theory must include continental puzzle-like-fit (noticed as early as Magellan and by other mapmakers and explorers), paleontological data, paleoclimate data, paleomagnetic data, continental drift (Wegener), convection theory (Holmes) and sea-floor spreading (Hess, Deitz). Contemporary data must be introduced, including seismic data, GPS/GIS data (documenting plate movement and rates of movement), robotic studies of the sea floor and further exploration of Earth s interior. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to communicate an understanding of how tectonic plate motion contributes to the formation of mountains on Earth s surface. Mountains formed as a result of convergent boundaries have one plate that rises up over another. One plate is subducted under the other, and folding, faulting uplift and/or volcano creation occurs, and mountains result. When associated with a divergent boundary, magma from deep in the Earth rises and solidifies, forming a mountain range. 24

31 Grade 8 Science Spring 2015 Item Release Question 3 Sample Responses 25

32 Sample Response: 2 points Notes on Scoring The response earns full credit (2 points) for correctly identifying one type of tectonic plate boundary ( convergeant boundary ) AND explaining what happens along the boundary to cause the formation of mountains ( due to the subduction of the plates as one sinks under the other when they collide one plate is denser than the other, making it sink the top plate creates a ridge in the surface ). 26

33 Sample Response: 2 points Notes on Scoring The response earns full credit (2 points) for correctly identifying one type of tectonic plate boundary ( convergent boundaries ) AND explaining what happens along the boundary to cause the formation of mountians ( start to colide creating A mountian when the push each other up ). 27

34 Sample Response: 1 point Notes on Scoring The response earns partial credit (1 point) for incorrectly identifying one type of tectonic plate boundary ( folding boundary ) but explaining what happens along the boundary to cause the formation of mountains ( colide together and overlap forming mountains ). 28

35 Sample Response: 1 point Notes on Scoring The response earns partial credit (1 point) for correctly identifying one type of tectonic plate boundary ( divergent plate boundary ) but incorrectly explaining what happens along a convergent boundary to cause the formation of mountains ( subduction. This is when a hanging wall. The footwall subducts back down because it is far more dense than the haning wall ). 29

36 Sample Response: 1 point Notes on Scoring The response earns partial credit (1 point) for incorrectly identifying one type of tectonic plate boundary ( Buckling ) but correctly explaining what happens along a boundary to cause the formation of mountains ( the plates puch together then buckle land goes up and creats a mountain ). 30

37 Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) for incorrectly identifying one type of tectonic plate boundary ( compression plate boundary ) AND incorrectly explaining what happens along a boundary to cause the formation of mountains ( the plates slide into each other and the land is pushed together and it moves and forms a mountain ). Upward movement of land must be referenced for convergent plate boundary mountain creation. 31

38 Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) for incorrectly identifying one type of tectonic plate boundary ( sudden movement in the earths surface ) AND incorrectly describing what causes the formation of mountains ( Earthquakes cause mountains to form ). 32

39 Grade 8 Science Spring 2015 Item Release Question 4 Question and Scoring Guidelines 33

40 Question Points Possible: 2 See Alignment for more detail. 34

41 Scoring Guidelines Score Point Description 2 points The response provides a complete interpretation and/or correct solution. It demonstrates a thorough understanding of the concept or task. It indicates logical reasoning and conclusions. It is accurate, relevant and complete. The response correctly: Explains how one piece of geological evidence from the diagram supports the hypothesis of sea-floor spreading; AND Explains how a second piece of geological evidence from the diagram supports the hypothesis of sea-floor spreading. 1 point The response provides evidence of a partial interpretation and/or solution process. It demonstrates an incomplete understanding of the concept or task. It contains minor flaws in reasoning. It neglects to address some aspect of the concept or task. The response correctly: Explains how one piece of geological evidence from the diagram supports the hypothesis of sea-floor spreading. 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. The response may provide an incorrect solution/response. Alignment Content Strand Earth and Space Science Content Statement Earth s crust consists of major and minor tectonic plates that move relative to each other. 35

42 Content Elaboration Historical data and observations such as fossil distribution, paleomagnetism, continental drift and sea-floor spreading contributed to the theory of plate tectonics. The rigid tectonic plates move with the molten rock and magma beneath them in the upper mantle. The historical data related to the present plate tectonic theory must include continental puzzle-like-fit (noticed as early as Magellan and by other mapmakers and explorers), paleontological data, paleoclimate data, paleomagnetic data, continental drift (Wegener), convection theory (Holmes) and sea-floor spreading (Hess, Deitz). Contemporary data must be introduced, including seismic data, GPS/GIS data (documenting plate movement and rates of movement), robotic studies of the sea floor and further exploration of Earth s interior. Physical world maps, cross sections, models (virtual or 3D) and data must be used to identify plate boundaries, movement at the boundary and the resulting feature or event. The relationship between heat from Earth s core, convection in the magma and plate movement should be explored. World distribution of tectonic activity of possible interest should be investigated (e.g., Ring of Fire, San Andreas Fault, Mid-Atlantic Ridge, Mariana Trench, Hawaiian Islands, New Madrid Fault System). Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to recognize evidence for and explain sea-floor spreading. Sea-floor spreading is a tectonic activity that produces new oceanic crust. The Mid-Atlantic Ridge diagram provides data on the age of the sea floor at each igneous rock band with reversing polarity. Age and reverse polarity of the igneous rock provide evidence for sea-floor spreading. This information indicates that the youngest rock is closest to the magma and mantle material. The magma intrudes into the center of the ridge, cools and is pushed to opposite sides as new magma intrudes. As the rock progresses away from the center, the age of the rock gets older on each side. The magnetic polarity recorded in the rock forms a mirror-image on both sides of the ridge, switching from normal to reverse and then back again as you get further away from either side of the ridge. 36

43 Grade 8 Science Spring 2015 Item Release Question 4 Sample Responses 37

44 Sample Response: 2 points Notes on Scoring The response earns full credit (2 points) for correctly explaining geological evidence from the diagram to support sea-floor spreading ( is how the age of the Rocks are the same on each side going out from the plate boundary AND is how the change in polarity creates a banding wich is the same on each side ). 38

45 Sample Response: 2 points Notes on Scoring The response earns full credit (2 points) for correctly explaining geological evidence from the diagram to support sea-floor spreading ( is the age of the rock as it gets farther from the Mid-Atlantic ridge. the age of the rock increases as it gets away from the mantle AND on each side of the magma the polarity of the rock changes each time showing that it spreads over time ). 39

46 Sample Response: 1 point Notes on Scoring The response earns partial credit (1 point) for correctly explaining one piece of geological evidence from the diagram to support sea-floor spreading ( magma that is spliting the igneous rock causing it to seperate ). However, the response the layers of the rock with normal or reversed polarity fails to provide a second piece of evidence. It is a true statement (already provided in the prompt), but it does not describe how the reverse polarity supports sea-floor spreading. 40

47 Sample Response: 1 point Notes on Scoring The response earns partial credit (1 point) for correctly explaining one piece of geological evidence from the diagram to support sea-floor spreading ( the opposite of one side match the other side in composition of rock and polarity through time which both match the other side ). The whole response fails to provide a second piece of evidence. 41

48 Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) because it is too vague to describe geological evidence from the diagram to support sea-floor spreading. 42

49 Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) because it incorrectly provides geological evidence from the diagram to support sea-floor spreading. 43

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51 Grade 8 Science Spring 2015 Item Release Question 5 Question and Scoring Guidelines 45

52 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Since this person has the smallest mass and ends at the lowest height, this person has gained the least gravitational potential energy. Rationale for Option B: This is incorrect. While this person has ended at the largest height, the mass of this person is the smallest. The height/mass combination is not great enough for this person to have the most gravitational potential energy. Rationale for Option C: This is incorrect. While this person has the largest mass, this person ends at the lowest height. This person's height/mass combination is not enough to produce the greatest gravitational potential energy. Rationale for Option D: Key This person has gained the most gravitational potential energy because he has the most mass and greatest displacement from ground-level. 46

53 Alignment Content Strand Physical Science Content Statement There are different types of potential energy. Gravitational potential energy changes in a system as the masses or relative positions of objects are changed. Content Elaboration Gravitational potential energy is associated with the mass of an object and its height above a reference point (e.g., above ground level, above floor level). A change in the height of an object is evidence that the gravitational potential energy has changed. The different types of potential energy must be explored through experimentation and investigation that include the relationship of energy transfer and springs, magnets or static electricity. NOTE: Potential energy is often taught as stored energy. If the word stored means that it is kept by the object and not given away to another object, then kinetic energy can also be classified as stored energy. A rocket moving at constant speed through space has kinetic energy and is not transferring any of this energy to another object. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to apply a qualitative understanding of the effects of mass and height on gravitational potential energy. Gravitational potential energy increases with height and also increases with mass. The person with the greatest mass and highest position will have the most gravitational potential energy. 47

54 Sample Response: 1 point 48

55 Grade 8 Science Spring 2015 Item Release Question 6 Question and Scoring Guidelines 49

56 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key A sex cell has half the chromosomes of a body cell. Rationale for Option B: This is incorrect. A fertilized turkey egg would have 40 chromosomes. Rationale for Option C: This is incorrect. An unfertilized egg has half the number of chromosomes as a body cell. Rationale for Option D: This is incorrect. An unfertilized egg has half the number of chromosomes as a body cell, not double. 50

57 Alignment Content Strand Life Science Content Statement Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing genes from two individuals (sexual reproduction), or it can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Content Elaboration In sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm). Typically, half of the genes come from each parent. The fertilized cell, carrying genetic information from each parent, multiplies to form the complete organism. The same genetic information is copied in each cell of the new organism. In sexual reproduction, new combinations of traits are produced, which may increase or decrease an organism s chances for survival. Investigations and experimentation (3-D or virtual) must be used to compare offspring to parents in sexual and asexual reproduction. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to recall the difference in the result between meiotic and mitotic cell division. A cell from a turkey s wing is a somatic cell, and all cells within the turkey will have 40 chromosomes with the exception of the sex cells, egg or sperm, which will have 20 chromosomes. 51

58 Sample Response: 1 point 52

59 Grade 8 Science Spring 2015 Item Release Question 7 Question and Scoring Guidelines 53

60 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. A magnetic field, rather than an electric field, is required to affect the compass needle. Rationale for Option B: Key A current passing through a wire creates a magnetic field around the wire. The magnetic field exerts a force on magnetic objects, such as the compass needle. Rationale for Option C: This is incorrect. The current does not directly affect the amount of charge on the compass needle. Rationale for Option D: This is incorrect. The force of gravity on the compass needle is affected by the mass of the compass needle. The current does not affect the force of gravity on the compass needle. 54

61 Alignment Content Strand Physical Science Content Statement Forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Content Elaboration A field model can be used to explain how two objects can exert forces on each other without touching. An object is thought to have a region of influence, called a field, surrounding it. When a second object with an appropriate property is placed in this region, the field exerts a force on and can cause changes in the motion of the object. Electric fields exist around objects with charge. If a second object with charge is placed in the field, the two objects experience electric forces that can attract or repel them, depending on the charges involved. Electric force weakens rapidly with increasing distance. Magnetic fields exist around magnetic objects. If a second magnetic object is placed in the field, the two objects experience magnetic forces that can attract or repel them, depending on the objects involved. Magnetic force weakens rapidly with increasing distance. Electricity is related to magnetism. In some circumstances, magnetic fields can produce electric currents in conductors. Electric currents produce magnetic fields. Electromagnets are temporary magnets that lose their magnetism when the electric current is turned off. Building an electromagnet to investigate magnetic properties and fields can demonstrate this concept. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. 55

62 Explanation of the Item The item requires the student to recognize that a current passing through a wire produces a temporary magnetic field around the wire, which affects magnetic objects within the field. Sample Response: 1 point 56

63 Grade 8 Science Spring 2015 Item Release Question 8 Question and Scoring Guidelines 57

64 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The lifespan of an individual is unrelated to whether the organism reproduces through asexual or sexual reproduction. Rationale for Option B: This is incorrect. The number of cells in a species is unrelated to whether the organism reproduces through asexual or sexual reproduction. Rationale for Option C: This is incorrect. The number of offspring produced by an individual is unrelated to whether the organism reproduces through asexual or sexual reproduction. Rationale for Option D: Key The genetic makeup of the offspring from sexual reproduction will be different than the parent(s). The genetic makeup of the offspring from asexual reproduction will be the same as their parent. 58

65 Alignment Content Strand Life Science Content Statement Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing genes from two individuals (sexual reproduction), or it can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Content Elaboration An individual organism does not live forever. Reproduction is necessary for the continuation of every species. Most organisms reproduce either sexually or asexually. Some organisms are capable of both. In asexual reproduction, all genes come from a single parent, which usually means the offspring are genetically identical to their parent, allowing for genetic continuity. Mitosis was investigated in Grade 6. The end products of mitotic and meiotic cell divisions are compared as they relate to asexual and sexual reproduction. It is important that both mitosis and meiosis are addressed in preparation for future study of Mendelian genetics and embryology. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify a difference between asexual and sexual reproduction. In sexual reproduction, the offspring are genetically different from the parents. The offspring is the result of two individuals. In asexual reproduction, the offspring are genetically identical to the parent. The offspring is a result of one individual. 59

66 Sample Response: 1 point 60

67 Grade 8 Science Spring 2015 Item Release Question 9 Question and Scoring Guidelines 61

68 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Materials are not carried from the ocean up streams. Instead, materials are usually carried from land through the streams to the ocean. Rationale for Option B: This is incorrect. Fossils provide evidence of ancient organisms, not current organisms. Rationale for Option C: Key The fossils provide evidence that the rocks were deposited in an ancient ocean that was in the area of the stream long ago. Rationale for Option D: This is incorrect. Fossils do not provide evidence for predicting the future. 62

69 Alignment Content Strand Life Science Content Statement Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Content Elaboration The fossil record documents the variation in a species that may have resulted from changes in the environment. The fossil record is contained within the geologic record (ESS Grade 8). Earth s living history can be interpreted by combining data from the geologic record and the fossil record. Data and evidence from the fossil record must be used to further develop the concepts of extinction, biodiversity and the diversity of species. Evidence from geologic and fossil records can be used to infer what the environment was like at the time of deposition. The variations that exist in organisms can accumulate over many generations, so organisms can be very different in appearance and behavior from their distant ancestors. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to draw a conclusion about past environmental conditions based on fossil evidence. If the fossil looks similar to an ocean animal, (e.g., a fish), the organism that formed the fossil also lived in the ocean. 63

70 Sample Response: 1 point 64

71 Grade 8 Science Spring 2015 Item Release Question 10 Question and Scoring Guidelines 65

72 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Dominant BB and Dominant Bb genotypes lower on the bar graph than the blue bars by at least one level, but neither equal zero AND the Recessive bb genotype higher on the bar graph than the blue bar by at least one level (1 point). NOTE: A population will equal zero if nothing is selected for that population. However, since selecting zero for a population results in a very small/short increase in the height of the small red line present when the item appears, this will be considered a non-zero population. 66

73 Alignment Content Strand Life Science Content Statement Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Changes in environmental conditions can affect how beneficial a trait will be for the survival and reproductive success of an organism or an entire species. Throughout Earth s history, extinction of a species has occurred when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment. Content Elaboration Diversity can result from sexual reproduction. The sorting and combination of genes results in different genetic combinations, which allow offspring to be similar to, yet different from, their parents and each other. These variations may allow for survival of individuals when the environment changes. Diversity in a species increases the likelihood that some individuals will have characteristics suitable to survive under changed conditions. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to predict the changes in a trait s genotype distribution based on a climate change, which impacts food sources. The initial population s resources in the ecosystem support the production of large seeds and nuts, which favors birds with large beaks (BB and Bb). The graph indicates that the population of birds with large beaks is higher than birds with small beaks (bb). When the conditions change and large seeds and nuts become scarce and small soft seeds are plentiful, the birds with smaller beaks now have an advantage and their numbers would be expected to increase, while the population size of birds with big beaks would be expected to decrease. 67

74

75 Grade 8 Science Spring 2015 Item Release Question 10 Sample Responses 69

76 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for making the Dominant BB and Dominant Bb genotypes lower on the bar graph than the blue bars by at least one level, but neither equal zero, AND the Recessive bb genotype higher on the bar graph than the blue bar by at least one level. Birds with small beaks increased in number, and birds with large beaks decreased in number. 70

77 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for making the Dominant BB and Dominant Bb genotypes lower on the bar graph than the blue bars by at least one level, but neither equal zero, AND the Recessive bb genotype higher on the bar graph than the blue bar by at least one level. Birds with small beaks increased in number, and birds with large beaks decreased in number. NOTE: A population will equal zero if nothing is selected for that population. However, since selecting zero for a population results in a very small/short increase in the height of the small red line present when the item appears, this will be considered a non-zero population. 71

78 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it fails to make both the Dominant BB and Dominant Bb genotypes lower on the bar graph than the blue bars by at least one level, but neither equal zero, AND the Recessive bb higher than the blue bar by at least one level. Birds with small beaks are expected to increase in number, not decrease. 72

79 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it fails to make both the Dominant BB and Dominant Bb genotypes lower on bar graph than the blue bars by at least one level, but neither equal zero, AND the Recessive bb higher than the blue bar by at least one level. Birds with large beaks are not expected to increase in number. 73

80

81 Grade 8 Science Spring 2015 Item Release Question 11 Question and Scoring Guidelines 75

82 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Selection of one homozygous F B F B parent and one homozygous F W F W parent; AND Selection of 100 as the percent of speckled offspring (2 points). 76

83 For this item, a partial-credit response includes: Selection of one F B F B parent and one F B F W parent AND 50 as the percent of speckled offspring; OR Selection of one F B F W parent and one F B F W parent AND 50 as the percent of speckled offspring; OR Selection of one F W F W parent and one F B F W parent AND 50 as the percent of speckled offspring (1 point). Alignment Content Strand Life Science Content Statement The characteristics of an organism are a result of inherited traits received from parent(s). Content Elaboration The traits of one or two parents are passed on to the next generation through reproduction. Traits are determined by instructions encoded in deoxyribonucleic acid (DNA), which forms genes. Genes have different forms called alleles. One can introduce the principles of Mendelian genetics by reviewing Mendel s work. Mendel s two laws provide the theoretical base for future study of modern genetics. Mendel s first law, the Law of Segregation, and his second law, the Law of Independent Assortment, should be demonstrated and illustrated in a variety of organisms. The concepts of dominant and recessive genes are appropriate at this grade level. Co-dominant traits such as roan color in horses and cows may be useful to provide further validation of the theory and to help dispel some misconceptions. Pedigree analysis is appropriate for this grade level when limited to dominant, recessive or co-dominance of one trait. The Law of Independent Assortment should only be explored in simple cases of dominance and recessive traits. Chi-square and dihybrid crosses are reserved for high school. 77

84 NOTE: Incomplete dominance is not suggested for this grade level to help avoid the misconception of blending of traits. Codominance is encouraged because both traits are expressed in the resulting offspring. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to determine the genetic cross involving co-dominance to produce the maximum number of a particular phenotype and to determine the percentage of offspring with the desired phenotype. There are several combinations that will produce speckled chickens (e.g., F B F B x F W F W, F B F W x F B F W, F B F B x F B F W ), but the key to this item is selecting that combination that will produce the highest percentage of speckled birds. F B F B x F W F W will produce 100% speckled offspring. 78

85 Grade 8 Science Spring 2015 Item Release Question 11 Sample Responses 79

86 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) for selecting one homozygous F B F B parent and one homozygous F W F W parent AND selecting 100 as the percent of speckled offspring. 80

87 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) for selecting one homozygous F B F B parent and one homozygous F W F W parent AND selecting 100 as the percent of speckled offspring. 81

88 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for selecting one homozygous F B F B parent and one heterozygous F B F W parent AND selecting 50 as the percent of speckled offspring. This combination will produce speckled birds, but not at the highest percentage. The percentage selected (50%) matches the expected offspring produced by the selected parents. 82

89 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for selecting one F B F W parent and one F B F W parent AND 50 as the percent of speckled offspring. This combination will produce speckled birds but not at the highest percentage. The percentage selected (50%) matches the expected offspring produced by the selected parents. 83

90 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for selecting one F B F W parent and one F B F W parent AND 100 as the percent of speckled offspring. This combination would not be expected to produce all speckled birds. 84

91 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for selecting one homozygous F B F B parent and one homozygous F W F W parent AND selecting 25 as the percent of speckled offspring. This combination would produce 100% speckled birds. 85

92

93 Grade 8 Science Spring 2015 Item Release Question 12 Question and Scoring Guidelines 87

94 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. These features are caused by divergent plate boundaries. Rationale for Option B: This is incorrect. A trench is caused by convergent plate boundaries; however, a mid-ocean ridge is caused by divergent plate boundaries. Rationale for Option C: This is incorrect. A rift valley is caused by divergent plate boundaries. Rationale for Option D: Key An ocean trench and a mountain range are caused by convergent plate boundaries. 88

95 Alignment Content Strand Earth and Space Science Content Statement Earth s crust consists of major and minor tectonic plates that move relative to each other. Content Elaboration Volcanic activity, earthquakes, tsunamis, geysers, hot springs, faults, oceanic vents, island arcs, hot spots and rift valleys should all be included in the identification of plates and plate boundaries. Plate boundary identification (converging, diverging, transforming) must be based on the resulting features or events. The focus must be on the cause of plate movement, the type and direction of plate movement and the result of the plate movement, not on memorizing plate names. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to correlate land forms to boundary types. Convergent plate boundaries can be between continental plates and oceanic plates, oceanic plates and oceanic plates, and continental plates and continental plates. The landforms produced are ocean trenches and mountain ranges. Divergent plate boundaries form mid-ocean ridges and rift valleys. 89

96 Sample Response: 1 point 90

97 Grade 8 Science Spring 2015 Item Release Question 13 Question and Scoring Guidelines 91

98 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Meiosis in the top box, Both in the second box and Mitosis in the last two boxes (1 point). 92

99 Alignment Content Strand Life Science Content Statement Reproduction is necessary for the continuation of every species. Every organism alive today comes from a long line of ancestors who reproduced successfully every generation. Reproduction is the transfer of genetic information from one generation to the next. It can occur with mixing genes from two individuals (sexual reproduction), or it can occur with the transfer of genes from one individual to the next generation (asexual reproduction). The ability to reproduce defines living things. Content Elaboration An individual organism does not live forever. Reproduction is necessary for the continuation of every species. Most organisms reproduce either sexually or asexually. Some organisms are capable of both. In asexual reproduction, all genes come from a single parent, which usually means the offspring are genetically identical to their parent, allowing for genetic continuity. Mitosis was investigated in Grade 6. The end products of mitotic and meiotic cell divisions are compared as they relate to asexual and sexual reproduction. It is important that both mitosis and meiosis are addressed in preparation for future study of Mendelian genetics and embryology. In sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm). Typically, half of the genes come from each parent. The fertilized cell, carrying genetic information from each parent, multiplies to form the complete organism. The same genetic information is copied in each cell of the new organism. In sexual reproduction, new combinations of traits are produced, which may increase or decrease an organism s chances for survival. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. 93

100 Explanation of the Item This item requires the student to identify characteristics of mitosis and meiosis. Mitosis is cell division that produces two daughter cells that are genetically identical to the original cell. Meiosis is cell division that produces four sex cells that contain half the genetic information of the original cell. 94

101 Grade 8 Science Spring 2015 Item Release Question 13 Sample Responses 95

102 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for selecting Meiosis in the top box, Both in the second box and Mitosis in the last two boxes. Mitosis and meiosis both transfer genetic information to new cells. Meiosis is the process that produces four sex cells, and mitosis produces two genetically identical daughter cells. 96

103 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it fails to select Meiosis in the top box and Mitosis in the last box. Mitosis does not produce sex cells, and meiosis produces cells with one-half the genetic information of the original cell. 97

104 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it fails to select Meiosis in the top box, Both in the second box and Mitosis in the last two boxes. Mitosis does not produce sex cells, and meiosis produces cells with one-half the genetic information of the original cell. 98

105 Grade 8 Science Spring 2015 Item Release Question 14 Question and Scoring Guidelines 99

106 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. In Figure 1, it is true that gravitational potential energy is at its minimum due to the gymnast being at her lowest position. It is also true that in Figure 1, the trampoline is at its maximum elastic potential energy because of its maximum amount of stretch. However, gravitational potential energy is at its maximum in Figure 2 because the gymnast is in her highest position. Additionally, the trampoline is at its minimum elastic potential energy in Figure 2 because it is not stretched. 100

107 Rationale for Option B: This is incorrect. In Figure 2, it is true that gravitational potential energy is at its maximum due to the gymnast being at her highest position. It is also true that in Figure 2, the trampoline is at its minimum elastic potential energy because of its minimum amount of stretch. However, gravitational potential energy is at its minimum in Figure 1 because the gymnast is in her lowest position. Additionally, the trampoline is at its maximum elastic potential energy in Figure 1 because it is at its maximum stretch. Rationale for Option C: Key In Figure 1, gravitational potential energy is at its minimum due to the gymnast being at her lowest position. In Figure 1, the trampoline is at its maximum elastic potential energy because of its maximum amount of stretch. Gravitational potential energy is at its maximum in Figure 2 because the gymnast is in her highest position. Additionally, the trampoline is at its minimum elastic potential energy in Figure 2 because it is not stretched. Rationale for Option D: This is incorrect. In Figure 1, gravitational potential energy is at its minimum due to the gymnast being at her lowest position. In Figure 1, the trampoline is at its maximum elastic potential energy because of its maximum amount of stretch. Gravitational potential energy is at its maximum in Figure 2 because the gymnast is in her highest position. Additionally, the trampoline is at its minimum elastic potential energy in Figure 2 because it is not stretched. Alignment Content Strand Physical Science Content Statement There are different types of potential energy. Gravitational potential energy changes in a system as the masses or relative positions of objects are changed. Objects can have elastic potential energy because of their compression or chemical potential energy, due to the nature and arrangement of the atoms that make up the object. Content Elaboration Gravitational potential energy is associated with the mass of an object and its height above a reference point (e.g., above ground level, above floor level). A change in the height of an object is evidence that the gravitational potential energy has changed. 101

108 Elastic potential energy is associated with how much an elastic object has been stretched or compressed and how difficult such a compression or stretch is. A change in the amount of compression or stretch of an elastic object is evidence that the elastic potential energy has changed. The different types of potential energy must be explored through experimentation and investigation that include the relationship of energy transfer and springs, magnets or static electricity. NOTE: Potential energy is often taught as stored energy. If the word stored means that it is kept by the object and not given away to another object, then kinetic energy also can be classified as stored energy. A rocket moving at constant speed through space has kinetic energy and is not transferring any of this energy to another object. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify the potential energy transformation of a gymnast jumping on a trampoline. The gravitational potential energy of an object increases with mass and height. Since the gymnast s mass remains constant during the jump, in this situation, the gravitational potential energy depends only on height. The elastic potential energy of an object increases with the amount the object is stretched or compressed. In this case, the trampoline is only stretched. At the bottom of the jump, the gymnast is at her lowest gravitational potential energy because she is at her lowest height. The trampoline is at its highest elastic potential energy because it is stretched the most. 102

109 At the top of the jump, the opposite situation is true. The gymnast has the highest gravitational potential energy because she is at her highest position. The trampoline is at its lowest elastic potential energy because it is at its lowest amount of stretch. Sample Response: 1 point 103

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111 Grade 8 Science Spring 2015 Item Release Question 15 Question and Scoring Guidelines 105

112 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Placing Force in the dependent variable blank box; AND Placing Charge in the independent variable blank box (1 point). 106

113 Alignment Content Strand Physical Science Content Statement Forces between objects act when the objects are in direct contact or when they are not touching. Magnetic, electrical and gravitational forces can act at a distance. Content Elaboration A field model can be used to explain how two objects can exert forces on each other without touching. An object is thought to have a region of influence, called a field, surrounding it. When a second object with an appropriate property is placed in this region, the field exerts a force on and can cause changes in the motion of the object. Electric fields exist around objects with charge. If a second object with charge is placed in the field, the two objects experience electric forces that can attract or repel them, depending on the charges involved. Electric force weakens rapidly with increasing distance. NOTE 1: Magnetic poles are often confused with electric charges. It is important to emphasize the differences. NOTE 2: Mathematics is not used to describe fields at this level. NOTE 3: This content statement involves a basic introduction to the field model. Details about the field model are not required other than the idea that a field is a concept that is used to understand forces that act at a distance. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 107

114 Explanation of the Item This item requires the student to determine the dependent and independent variables in a set-up to test the strength of an electric field from an electric force acting on an object. Electric fields influence objects with charge. For any given electric field strength, the electric force exerted on an object is proportional to the charge. Therefore, to determine the electric field strength, one could vary the amount of charge on objects (the independent variable) and measure the resulting electric force (dependent variable). 108

115 Grade 8 Science Spring 2015 Item Release Question 15 Sample Responses 109

116 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for placing Force in the dependent variable blank box AND placing Charge in the independent variable blank box. 110

117 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for incorrectly placing Charge in the dependent variable blank box AND placing Mass in the independent variable blank box. 111

118 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). While Force is correctly placed in the dependent variable blank box, Weight is incorrectly placed in the independent variable blank box. Since this demonstrates a misunderstanding of the concept of electric fields, no credit can be awarded. 112

119 Grade 8 Science Spring 2015 Item Release Question 16 Question and Scoring Guidelines 113

120 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Paper on the shelf at 5 meters; AND Paper clips on the shelf at 1 meter (1 point). 114

121 Alignment Content Strand Physical Science Content Standard There are different types of potential energy. Gravitational potential energy changes in a system as the masses or relative positions of objects are changed. Content Elaboration Gravitational potential energy is associated with the mass of an object and its height above a reference point (e.g., above ground level, above floor level). A change in the height of an object is evidence that the gravitational potential energy has changed. The different types of potential energy must be explored through experimentation and investigation that include the relationship of energy transfer and springs, magnets or static electricity. NOTE: Potential energy is often taught as stored energy. If the word stored means that it is kept by the object and not given away to another object, then kinetic energy also can be classified as stored energy. A rocket moving at constant speed through space has kinetic energy and is not transferring any of this energy to another object. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to place objects with differing masses at heights that produce equal changes in gravitational potential energy. The paper clips have five times the mass of a piece of paper. Since gravitational potential energy depends upon both mass and height, the paper needs to be five times the height of the paper clips in order to have equal gravitational potential energy. 115

122

123 Grade 8 Science Spring 2015 Item Release Question 16 Sample Responses 117

124 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for placing paper on the shelf at 5 meters AND paper clips on the shelf at 1 meter. 118

125 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points). Although the paper clips are correctly placed on the shelf at 1 meter, the paper is incorrectly placed on the shelf at 2 meters. The gravitational potential energy between the paper clips and the paper is not equal. The gravitational potential energy of the paper clips is higher. This demonstrates a misunderstanding about gravitational potential energy, so no credit can be awarded. 119

126 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for incorrectly placing paper on the shelf at 3 meters AND incorrectly placing paper clips on the shelf at 5 meters. The gravitational potential energy between the paper clips and the paper is not equal. The gravitational potential energy of the paper clips is higher. This indicates a misunderstanding about gravitational potential energy. 120

127 Grade 8 Science Spring 2015 Item Release Question 17 Question and Scoring Guidelines 121

128 Question Points Possible: 4 See Alignment for more detail. 122

129 Scoring Guidelines Score Point Description 4 points The response demonstrates a complete understanding of the task by identifying the relative age of two labeled features/layers with relation to dike W and supports each answer with specific information. The response is focused and relevant to the task. 3 points The response demonstrates an understanding of the task by identifying the relative age of two labeled features/layers with relation to dike W and supports one answer with specific information. OR The response identifies the relative age of one labeled feature/layer with relation to dike W, supports the answer with specific information and provides a valid description of a cross-cutting relationship in the cross-section diagram without making an age determination (e.g., dike W ends abruptly at erosional surface Y ). The response is focused and relevant to the task. 2 points The response demonstrates a partial understanding of the task by identifying the relative age of two labeled features/layers with relation to dike W. OR The response identifies the relative age of one labeled feature/layer with relation to dike W and supports the answer with specific information. OR The response provides two valid descriptions of cross-cutting relationships in the cross-section diagram without making age determinations. The response is relevant to the task, but there may be gaps in focus. It provides some evidence of understanding. 1 point The response demonstrates an unclear understanding of the task by identifying the relative age of one labeled feature/layer with relation to dike W. 123

130 OR The response provides one valid description of a cross-cutting relationship in the cross-section diagram without making an age determination. The response fails to or omits significant aspects of the task and may provide unrelated or unclear information. There is little evidence of focus. 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task. It may only repeat information from the passage or prompt without any supporting information responsive to the task. The student may have written on a different topic or written I don t know. Alignment Content Strand Earth and Space Science Content Standard Evidence of the dynamic changes of Earth s surface through time is found in the geologic record. Content Elaboration There are different methods to determine relative and absolute age of some rock layers in the geologic record. Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). Superposition, crosscutting relationships and index fossils play an important role in determining relative age. Radiometric dating plays an important role in absolute age. The inclusion of new advances and studies (mainly due to developing technological advances) is important in learning about the geologic record. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 124

131 Explanation of the Item This item requires the student to demonstrate understanding of relative dating of rock layers, through analysis of superposition and crosscutting relationships. In the diagram, dike W bisects silt layer X and the three layers above it, stopping abruptly at the erosional surface Y. This bisection of the layers demonstrates that dike W is younger than the 4 layers it crosses. The sandstone layer is not bisected by dike W and lies above it, so it must be younger than dike W. 125

132

133 Grade 8 Science Spring 2015 Item Release Question 17 Sample Responses 127

134 Sample Response: 4 points Notes on Scoring This response earns full credit (4 points) because it demonstrates a complete understanding of the task. The response correctly identifies the relative age of two labeled features/layers relative to dike W and supports each answer with specific information. The response is focused and relevant to the task. 128

135 Sample Response: 4 points Notes on Scoring This response earns full credit (4 points) because it demonstrates a complete understanding of the task. The response correctly identifies the relative age of two labeled features/layers relative to dike W and supports each answer with specific information. The response is focused and relevant to the task. 129

136 Sample Response: 3 points Notes on Scoring This response earns partial credit (3 points) because it demonstrates a partial understanding of the task. The response identifies the relative age of two labeled features/layers (silt layer X and sandstone layer Z) relative to dike W and correctly supports one answer with specific information about sandstone layer Z. However, the rationale provided for silt layer X is incorrect because it is based on the relative depths of the layers (and part of dike W is at the same depth as layer X), rather than the fact that dike W cuts across layer X. 130

137 Sample Response: 3 points Notes on Scoring This response earns partial credit (3 points) because it demonstrates a partial understanding of the task. The response identifies the relative age of two labeled features/layers (silt layer X and sandstone layer Z) relative to dike W and correctly supports one answer with specific information about sandstone layer Z. The response is unclear about the age of layer X relative to dike W, because it states that the dike must have been there at about the same time as layer X in the context of superposition, and then later states that the dike must be younger. 131

138 Sample Response: 2 points Notes on Scoring This response earns partial credit (2 points) because it demonstrates a partial understanding of the task. The response identifies the relative age of one labeled feature/layer (sandstone layer Z) with relation to dike W and supports the answer with specific information. However, the response is unclear about the age of silt layer X relative to dike W, and the supporting information for silt layer X is incorrect. 132

139 Sample Response: 2 points Notes on Scoring This response earns partial credit (2 points) because it demonstrates a partial understanding of the task. The response identifies the relative age of one labeled feature/layer (sandstone layer Z) with relation to dike W and supports the answer with specific information. However, the rationale for the silt layer X incorrectly states that the silt layer X coexisted with the dike and the three layers above. Because dike W bisects silt layer X and the three layers above it, silt layer X and the three layers above X must be relatively older than dike W. 133

140 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it demonstrates an incomplete understanding of the task. The response identifies the relative age of one labeled feature/layer (discontinuity Y, an erosional surface) with relation to dike W. However, the rationale for silt layer X is incorrect. Because dike W bisects silt layer X and the three layers above it, silt layer X and the three layers above X must be relatively older than dike W. The rationale for discontinuity Y simply restates the first sentence of the response and provides no additional supporting information. 134

141 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it demonstrates an incomplete understanding of the task. The response identifies the relative age of one labeled feature/layer (silt layer X) with relation to dike W. However, the rationale for sandstone layer Z is incorrect. Because dike W stops at the erosional surface (Y), Y and sandstone layer Z must be relatively younger than dike W. 135

142 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not meet the criteria required to earn one point. The response does not demonstrate understanding of the task and simply restates what is shown in the diagram. 136

143 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not meet the criteria required to earn one point. The response does not demonstrate understanding of the task. 137

144

145 Grade 8 Science Spring 2015 Item Release Question 18 Question and Scoring Guidelines 139

146 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Iron and nickel in the core AND all other elements in the mantle/crust area (1 point). 140

147 Alignment Content Strand Earth and Space Science Content Standard The composition and properties of Earth s interior are identified by the behavior of seismic waves. Content Elaboration Earth and other planets in the solar system formed as heavier elements coalesced in their centers. Planetary differentiation is a process in which more dense materials of a planet sink to the center, while less dense materials stay on the surface. A major period of planetary differentiation occurred approximately 4.6 billion years ago (College Board Standards for College Success, 2009). Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to use density data to identify how elements differentiate during planet formation. The student must recognize that the more dense elements (iron and nickel) will be more concentrated in the center, and the remaining lighter elements will be more concentrated closer to the surface. 141

148

149 Grade 8 Science Spring 2015 Item Release Question 18 Sample Responses 143

150 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it demonstrates a complete understanding of the task. The response correctly places the more dense elements (iron and nickel) in the center of the planet, and the less dense elements (aluminum, calcium, sodium and silicon) in the outer layer of the planet. 144

151 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate a complete understanding of the task. The response incorrectly places the more dense element nickel in the outer layer of the planet, and the less dense element aluminum in the center of the planet. 145

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153 Grade 8 Science Spring 2015 Item Release Question 19 Question and Scoring Guidelines 147

154 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Selection of the box in the central region of the map (1 point). 148

155 Alignment Content Strand Earth and Space Science Content Standard A combination of constructive and destructive geologic processes formed Earth s surface. Content Elaboration Distinguishing between major geologic processes (e.g., tectonic activity, erosion, deposition) and the resulting feature on the surface of Earth is the focus of this content statement. It is important to build on what was included in the elementary grades (recognizing features), enabling students to describe conditions for formation. Topographic, physical and aerial maps, cross-sections, field trips and virtual settings are methods of demonstrating the structure and formation of each type of feature. The use of technology (remote sensing, satellite data, LANDSAT) can be used to access real-time photographs and graphics related to landforms and features. Factors that affect the patterns and features associated with streams and floodplains (e.g., discharge rates, gradients, velocity, erosion, deposition), glaciers (e.g., moraines, outwash, tills, erratic, kettles, eskers), tectonic activity (should include the features listed in the content statement above), coastlines, flooding and deserts should be studied. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to analyze a map depicting glacial borders and determine patterns of glacial deposition. The student must recognize that the direction of glacial retreat, represented by the direction of the marks on the lines, indicates that the central region of the map was not affected by the three glaciers. Therefore, glacial till is least likely to be found in this area. 149

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157 Grade 8 Science Spring 2015 Item Release Question 19 Sample Responses 151

158 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because it demonstrates understanding of the task. The response correctly identifies that glacial till is least likely to be found in the area where glaciers have been absent. 152

159 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate understanding of the task. The response incorrectly identifies a region that would have glacial till resulting from the retreat of a glacier that covered the area 30, ,000 years ago. 153

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161 Grade 8 Science Spring 2015 Item Release Question 20 Question and Scoring Guidelines 155

162 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The layers surrounding the intrusive rock are oldest. Rationale for Option B: This is incorrect. Rock must be present before the rock layer can be folded; therefore, the fold is younger than the rock layers. Rationale for Option C: Key A fault breaks or cuts through existing rock; therefore, the fault is the youngest. Rationale for Option D: This is incorrect. With overturned rocks, the rock layers are arranged with the oldest layers on top. 156

163 Alignment Content Strand Earth and Space Science Content Statement Evidence of the dynamic changes of Earth s surface through time is found in the geologic record. Content Elaboration Within a sequence of undisturbed sedimentary rocks, the oldest rocks are at the bottom (superposition). Superposition, crosscutting relationships and index fossils play an important role in determining relative age. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to demonstrate understanding of superposition and cross-cutting relationships to explain the relative ages of rock layers. The student must recognize that intrusions, faults and folds are younger than the rocks they cut across, and that if rock layers are overturned, the layers are arranged with the oldest layers on top. Sample Response: 1 point 157

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165 Grade 8 Science Spring 2015 Item Release Question 21 Question and Scoring Guidelines 159

166 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Fossils from other rock layers will not provide evidence about the environment in which the snail lived; rather, they will provide evidence about other environments. Rationale for Option B: This is incorrect. Gathering evidence about the snail s environment should include studying fossils of organisms that lived in the same environment as the snail. The abundance of this type of fossil does not provide evidence of the organism s environment. Rationale for Option C: Key Other fossils from the same rock layer are likely to have lived in the same environment. The adaptations of these organisms provide clues about the environment in which they lived. Rationale for Option D: This is incorrect. The organisms currently living in the area where the fossils were found do not provide evidence about the ancient environment. 160

167 Alignment Content Strand Life Science Content Statement Diversity of species occurs through gradual processes over many generations. Fossil records provide evidence that changes have occurred in number and types of species. Content Elaboration Fossils provide important evidence of how life and environmental conditions have changed. The fossil record documents the variation in a species that may have resulted from changes in the environment. The fossil record is contained within the geologic record (ESS Grade 8). Evidence from geologic and fossil records can be used to infer what the environment was like at the time of deposition. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to select which activity would provide information to determine what environmental conditions existed for a fossilized snail when it was alive. The fossil was found in a desert, which is not an environment that supports the life cycle of a snail. This is an indication that the environment was different when the snail was alive. Evidence to support this claim would come from other fossils (plants and animals) that are found in the same rock layer. 161

168 Sample Response: 1 point 162

169 Grade 8 Science Spring 2015 Item Release Question 22 Question and Scoring Guidelines 163

170 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key Both parents must be heterozygous to produce one affected offspring and two unaffected offspring. Rationale for Option B: This is incorrect. If both parents are homozygous recessive, then no unaffected offspring can be produced. 164

171 Rationale for Option C: This is incorrect. If both parents are homozygous dominant, then no affected offspring can be produced. Rationale for Option D: This is incorrect. If one parent is homozygous dominant, then no affected offspring can be produced. Alignment Content Strand Life Science Content Statement The characteristics of an organism are a result of inherited traits received from parent(s). Content Elaboration The traits of one or two parents are passed on to the next generation through reproduction. Traits are determined by instructions encoded in deoxyribonucleic acid (DNA), which forms genes. Genes have different alleles. Mendel s two laws provide the theoretical base for future study of modern genetics. Mendel s first law, the Law of Segregation, and his second law, the Law of Independent Assortment, should be demonstrated and illustrated in a variety of organisms. The concepts of dominant and recessive genes are appropriate at this grade level. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to interpret a pedigree to determine what the genotypes of the parents could be based on the phenotypes of the offspring. The item states that H is the dominant allele and h is recessive. In order for an offspring to display a recessive trait, two recessive alleles must be inherited, one from each parent. One female offspring (hh) displays the recessive trait, so each parent must carry the recessive allele to be able to pass it on to the offspring. Two offspring are unaffected, so they may have inherited the recessive allele h, but they have also 165

172 inherited the dominant allele H. The diagram indicates that both parents are unaffected by the recessive trait, so they must each have a dominant allele. Therefore, each parent is heterozygous for the trait (Hh). Sample Response: 1 point 166

173 Grade 8 Science Spring 2015 Item Release Question 23 Question and Scoring Guidelines 167

174 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: Only Heat is released. and/or A reddish-brown solid is formed. in the Evidence of a Potential Energy Change column (1 point); AND Only The reactants have more potential energy than the products. in the Conclusions column (1 point). 168

175 Alignment Content Strand Physical Science Content Standard There are different types of potential energy. Content Elaboration Chemical potential energy is associated with the position and arrangement of the atoms within substances. Rearranging atoms into new positions to form new substances (chemical reaction) is evidence that the chemical potential energy has most likely changed. The energy transferred when a chemical system undergoes a reaction is often thermal energy. Cognitive Demand Demonstrating Science Knowledge (D) Requires students to use scientific inquiry and develop the ability to think and act in ways associated with inquiry, including asking questions, planning and conducting investigations;, using appropriate tools and techniques to gather and organize data;, thinking critically and logically about relationships between evidence and explanations;, constructing and analyzing alternative explanations;, and communicating scientific arguments. (Slightly altered from National Science Education Standards) Note: Procedural knowledge (knowing how) is included in Recalling Accurate Science. Explanation of the Item This item requires the student to identify evidence that a possible change in chemical potential energy has occurred. The student must recognize that the formation of a new substance (the reddish-brown solid) and the release of heat (thermal energy) are both pieces of evidence that suggest the chemical potential energy has likely changed. The student must identify at least one of these two pieces of evidence. While it is true that the iron has been exposed to oxygen in the air, this is a condition set up by the experiment rather than evidence that a chemical change may have occurred. When a chemical change (reaction) occurs and the reactants have more chemical potential energy than the products, energy is frequently released in the form of heat. If the products have more chemical potential energy than the reactants, energy in the form of heat is often absorbed. In this item, heat is released. Thus, the student can conclude that the reactants must have more chemical potential energy than the products. 169

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177 Grade 8 Science Spring 2015 Item Release Question 23 Sample Responses 171

178 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points), because it correctly identifies that only the formation of a reddishbrown solid and/or the release of heat are evidence of a possible change in chemical potential energy, and it correctly concludes, based on this evidence, that the reactants have more chemical potential energy than the products. NOTE: Full credit for Part A is awarded if at least one correct piece of evidence for chemical potential energy change is identified, with no additional incorrect labels. 172

179 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point), because it correctly identifies that only the formation of a reddishbrown solid and/or the release of heat are evidence of a possible change in chemical potential energy, but it incorrectly concludes that the products have more chemical potential energy than the reactants. NOTE: Full credit for Part A is awarded if at least one correct piece of evidence for chemical potential energy change is identified, with no additional incorrect labels. 173

180 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly concludes that the reactants have more chemical potential energy than the products. Although the response identifies the formation of a reddish-brown solid and the release of heat as evidence, it incorrectly identifies the exposure of iron to the air as evidence of a possible change in chemical potential energy. NOTE: Full credit for Part A is awarded if at least one correct piece of evidence for chemical potential energy change is identified, with no additional incorrect labels. 174

181 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly concludes that the reactants have more chemical potential energy than the products. Although the response identifies the formation of a reddish-brown solid as evidence, it incorrectly identifies the exposure of iron to the air as evidence of a possible change in chemical potential energy. NOTE: Full credit for Part A is awarded if at least one correct piece of evidence for chemical potential energy change is identified, with no additional incorrect labels. 175

182 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate understanding of the task. The response incorrectly identifies the formation of a reddish-brown solid and the exposure of iron to the air as conclusions that can be drawn from the experiment. These observations are evidence of chemical change, rather than conclusions based on the evidence. The response also incorrectly identifies conclusions about the relative potential energies of the reactants and products (which cannot both be true at the same time) as evidence for chemical change. 176

183 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it does not demonstrate understanding of the task. The response incorrectly identifies the release of heat as a conclusion that can be drawn from the experiment. This observation is evidence of chemical change, rather than a conclusion based on the evidence. The response also incorrectly identifies conclusions about the relative potential energies of the reactants and products (which cannot both be true at the same time) as evidence for chemical change. 177