2013 TEXAS STAAR TEST - GRADE 8 - SCIENCE
Total Possible Score: 54
2012-2013 School Year:
Needed Correct to Pass - 28
Advanced Performance - 46
2013-2014 School Year:
Needed Correct to Pass - 34
Advanced Performance - 46
This file contains the State of Texas Assessments of Academic Readiness administered in Spring, 2013,
along with the answer key, learning objectives, and, for writing tests, the scoring guide. This document is
available to the public under Texas state law. This file was created from information released by the
Texas Education Agency, which is the state agency that develops and administers the tests. All of this
information appears on the Texas Education Agency web site, but has been compiled here into one
package for each grade and subject, rather than having to download pieces from various web pages.
The number of correct answers required to "pass" this test is shown above. Because of where the
"passing" score is set, it may be possible to pass the test without learning some important areas of study.
Because of this, I believe that making the passing grade should not be considered "good enough." A
student's goal should be to master each of the objectives covered by the test. The "Advanced
Performance" score is a good goal for mastery of all the objectives. The STAAR test is being phased in, so
passing scores (and some advanced performance scores) will go up in 2013-2014.
The test in this file may differ somewhat in appearance from the printed version, due to formatting
limitations. Since TAKS questions are changed each year, some proposed questions for future tests are
included in each year's exams in order to evaluate the questions. Questions being evaluated for future
tests do not count toward a student's score. Those questions are also not included in the version of the
test made available to the public until after they used as part of the official test.
The test materials in this file are copyright 2013, Texas Education Agency. All rights reserved.
Reproduction of all or portions of this work is prohibited without express written permission from the
Texas Education Agency. Residents of the state of Texas may reproduce and use copies of the materials
and related materials for individual personal use only without obtaining written permission of the Texas
Education Agency. For full copyright information, see:
http://www.tea.state.tx.us/index.aspx?id=6580#copyright
Questions and comments about the tests should be directed to:
Texas Education Agency
Student Assessment Division
1701 N. Congress Ave, Room 3-122A
Austin, Texas 78701
phone: 512-463-9536 email: [email protected]
GRADE 8
Science
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Hg
Cd
Zn
Au
Ag
Cu
Pt
Pd
Ni
Tl
Ga
Pb
Sn
Ge
Bi
Sb
As
Po
Te
Se
At
Br
Rn
Xe
Kr
Al
Si
P
S
Cl
Ar
B
C
N
O
F
Ne
Yb
No
Tm
Md
Er
Fm
Ho
Es
Dy
Cf
Tb
Bk
Gd
Cm
Eu
Am
Mass numbers in parentheses are those of the most stable or most common isotope.
Si
Silicon 14 Symbol Atomic number Name 28.086 Atomic massIn
I
Ti
4 4BV
5 5BCr
6 6BMn
7 7BFe
8Co
9Zr
Nb
Mo
Tc
Ru
Hf
Ta
W
Re
Os
Rf
Db
Sg
Bh
Hs
Mt
Pr
Pa
Nd
U
Pm
Np
Sm
Pu
Rh
2 80 48 30 79 47 29 78 110 46 28 81 49 31 82 50 32 83 51 33 84 52 34 85 53 35 86 54 36 13 14 15 16 17 18 5 6 7 8 9 10 22 23 24 25 26 27 40 41 42 43 44 72 73 74 75 76 104 105 106 107 108 109 45 77 4.003 26.982 28.086 30.974 32.066 35.453 39.948 10.812 12.011 14.007 15.999 18.998 20.180 65.38 63.546 58.693 69.723 72.64 74.922 78.96 79.904 83.798 47.867 50.942 51.996 54.938 55.845 58.933 (281) (267) (268) (271) (272) (270) (276) 112.412 107.868 106.42 114.818 118.711 121.760 127.60 126.904 131.294 91.224 92.906 95.96 (98) 101.07 102.906 200.59 196.967 195.085 204.383 207.2 208.980 (209) (210) (222) 178.49 180.948 183.84 186.207 190.23 192.217Ce
Th
Ytterbium Nobelium Thulium Mendelevium Erbium Fermium Holmium Einsteinium Dysprosium Californium Terbium Berkelium Gadolinium Curium Europium Americium Praseodymium Protactinium Neodymium Uranium Promethium Neptunium Samarium Plutonium Cerium Thorium 70 102 69 101 68 100 67 99 66 98 65 97 64 96 63 95 59 91 60 92 61 93 62 94 58 90 173.055 (259) 168.934 (258) 167.259 (257) 164.930 (252) 162.500 (251) 158.925 (247) 157.25 (247) 151.964 (243) 140.908 231.036 144.242 238.029 (145) (237) 150.36 (244) 140.116 232.038Ir
Helium Aluminum Silicon Phosphorus Sulfur Chlorine Argon Boron Carbon Nitrogen Oxygen Fluorine Neon Zinc Copper Nickel Gallium Germanium Arsenic Selenium Bromine Krypton Titanium Vanadium Chromium Manganese Iron Cobalt Cadmium Silver Palladium Indium Tin Antimony Tellurium Iodine Xenon Zirconium Niobium Molybdenum Technetium Ruthenium Rhodium Mercury Gold Platinum Thallium Lead Bismuth Polonium Astatine Radon Hafnium Tantalum Tungsten Rhenium Osmium Iridium Rutherfordium Dubnium Seaborgium Bohrium Hassium Meitnerium 8BDs
Darmstadtium Roentgenium 111Rg
(280)La
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57 89 (227) 138.905 Lanthanum ActiniumDIRECTIONS
Read each question carefully. For a multiple-choice question, determine the
best answer to the question from the four answer choices provided. For a
griddable question, determine the best answer to the question. Then fill in
the answer on your answer document.
1 Some dairy farmers want to increase the amount of milk produced by their cows. How can the farmers use selective breeding to increase milk production?
A By increasing the age of the cows that are bred B By choosing cows that are high milk producers C By limiting the number of offspring per cow
D By choosing cows that can produce milk after eating the most food
2 A balance and a graduated cylinder are used to determine the density of a mineral sample. The sample has a mass of 14.7 g and a volume of What is the density of the mineral sample?
F G H J
3 The three vehicles shown below are all traveling at a speed of 15 m/s, but only the pickup truck has a changing velocity.
Minivan Sedan
Pickup truck
The pickup truck has a changing velocity because the pickup truck — A can accelerate faster than the other two vehicles
B is traveling in the opposite direction from the other two vehicles C is traveling on a curve in the road
4 The model below shows two continental plates.
Folded mountains
Continent
Continent
The folded mountains in this model form at which type of plate boundary? F Transform boundary
G Divergent boundary H Subduction boundary J Convergent boundary
5 A researcher wants to experiment with an element that reacts like phosphorus (P) but has a greater atomic mass. Which element should the researcher select for the experiment? A Nitrogen (N)
B Sulfur (S) C Arsenic (As)
6 Wild Soay sheep live in a cold environment on a small Scottish island. The sheep used to be large because they gained extra weight during the summers in order to survive the harsh winters. A recent change in the island’s climate has caused grass to be available for a longer period each year, so survival conditions for the sheep have become less challenging.
Researchers who study these sheep have most likely observed a decrease in the wild Soay’s —
F size
G life expectancy H reproduction rates J body temperature
7 Two boxes and their masses are shown below.
Mass = 2.0 kg Mass = 1.3 kg
Which of the following situations shows work being done? A A student is sitting in a chair and holding both boxes. B A student is holding the large box 1 m above the floor. C A student is standing and holding the small box.
8 The graph below shows the percent of seeds from two plant species that sprout when grown in water containing different amounts of salt.
Salinity of Water (mg sodium/L water) Response of Seeds to Saltwater
0 200 Species 2 Species 1 400 600 800 Seeds That Sprout (%) 100 50
Which of the following best summarizes the effect of saltwater on these plant species? F Species 1 can sprout only in freshwater, and Species 2 can sprout only in saltwater. G Both species can sprout in freshwater and saltwater, but Species 2 can sprout in a higher
salt concentration than Species 1.
H Both species need salt in their water, but Species 2 needs more salt than Species 1. J Species 1 can sprout only in water with a low salt concentration, but Species 2 is not
affected by the salt concentration.
9 The Milky Way galaxy is described as a disk of stars orbiting a central point on the disk. Which of these best explains why people on Earth cannot see the entire shape of the Milky Way?
10 For an investigation, a student measures the speed of a cart as it rolls down a ramp. The student then records data in the table below.
K
L
M
N
Location
Cart’s Speed Down a Ramp Average Speed (m/s) K L M N 0.25 0.52 0.73 1.08 Which of these best explains the student’s data?
F The speed of the cart decreases as the cart rolls down the ramp because of friction between the cart and the ramp.
G The speed of the cart increases as the cart rolls down the ramp because the force acting on the cart is greater than the force of gravity.
H The speed of the cart increases as the cart rolls down the ramp because the forces acting on the cart are unbalanced.
J The speed of the cart decreases as the cart rolls down the ramp because the forces acting on the cart are balanced.
11 A model of an atom is shown below.
Nucleus
An atom of which element is represented by this model? A Boron (B)
B Carbon (C) C Neon (Ne) D Sodium (Na)
12 The satellite photograph below shows a large meteorite crater that is 1200 m in diameter and 170 m deep. This crater is located in a flat, arid part of northeastern Arizona.
©
Ge
oe
ye
How will this crater most likely change over time? F It will get deeper as it fills with water.
G It will rise up like a volcanic crater.
H It will become less deep as the rim erodes. J It will widen as it fills with lava.
13 Certain species of whiptail lizards have only female individuals and no males. These lizards reproduce asexually. What is one disadvantage of asexual reproduction for these lizards? A A new population can be established by a single individual in a relatively short period of
time.
B All the members of a population are genetically very similar and less able to survive environmental changes.
C They are smaller than lizards that reproduce sexually. D They are more likely to develop a variety of tail lengths.
14 Two cars with different masses travel at the same speed down a hill toward a stop sign. What will happen when both cars apply brakes at the same time to stop?
F The car with the smaller mass will require less force to stop than the car with the larger mass.
G The car with the larger mass will maintain its velocity while traveling down the hill. H The car with the smaller mass will take longer to stop than the car with the larger mass. J The car with the larger mass will have less inertia than the car with the smaller mass.
15 Which of the following best describes an electron?
A It has no charge and about the same mass as a proton. B It has a negative charge and much less mass than a proton. C It has a positive charge and much more mass than a neutron. D It has a negative charge and about the same mass as a neutron.
Tropic of Cancer
Tropic of Capricorn Equator
North Pole
South Pole
16 Which of these locations on Earth experiences the least change in the number of daylight hours throughout the year?
F Equator G North Pole H Tropic of Cancer J Tropic of Capricorn
17
Green plants Cottontail
rabbit White-footedmouse White-taileddeer Raccoon
Coyote
Berries, fruits, nuts
How many organisms in this food web eat only producers? Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.
18 A scientist spilled a few drops of dilute hydrochloric acid (HCl) on a lab table. For safety purposes, the scientist sprinkled some baking soda (NaHCO3) onto the spill. Which observation would provide the best evidence that a chemical reaction occurred? F The baking soda and hydrochloric acid combined, and bubbles formed. G The baking soda absorbed the hydrochloric acid.
H Some of the baking soda dissolved in the hydrochloric acid. J The hydrochloric acid evaporated, leaving only the baking soda.
19 In the classroom demonstration shown below, a rubber ball is dropped from Position 1. The ball bounces as shown.
Drop height 1 2 4 3 Bounce height
At which of these positions does the ball have both the greatest kinetic energy and the least potential energy?
A Position 1 B Position 2 C Position 3 D Position 4
20 Which information could a student determine from only the chemical formula of a protein? F The color of the protein
G The number of molecules in each sequence that makes up a protein H The physical arrangement of atoms in the structure of the protein J The number of atoms of each element in the protein
21 What is one condition that is necessary for a hurricane to form? A Warm ocean water
B A strong cold front C Cold ocean water D A strong warm front
22 Four students raced toy cars on a track. The mass and the acceleration of each car is recorded in the table below.
Toy Cars Acceleration (m/s2) 2.0 3.0 1.5 2.5 Mass (kg) 0.19 0.15 0.25 0.21 Toy Car 1 2 3 4
Which toy car had the greatest applied force?
F 1
G 2
H 3
23 A teacher asks a student to write the chemical equation for photosynthesis. The student’s response is shown below.
light
CO2 + H2O C6H12O6 + O2
The equation is not balanced correctly. Which of these is a balanced equation for photosynthesis? light A 12CO2 + H2O C6H12O6 + O2 light B CO2 + 9H2O C6H12O6 + O2 light C CO2 + H2O 3C6H12O6 + O2 light D 6CO2 + 6H2O C6H12O6 + 6O2
24 Some students collected leaf samples. The students used the leaf identification key shown below to identify a leaf sample.
Leaf Identification Key Step 1a 1b 2a 2b 3a 3b 4a 4b 5a 5b Go to 2 Go to 5 Go to 3 Go to 4 Sugar maple Black maple Ginkgo Sweet gum Horse chestnut Honey locust Simple leaf (single leaf)
Compound leaf (leaves grouped on a stem) Leaves directly opposite on twig
Leaves not directly opposite on twig Leaves with 5 lobes
Leaves with 3 lobes
Leaves that are fan-shaped Leaves that are star-shaped Leaves arranged like a fan Leaves directly opposite on stem
Characteristic Species
Based on the identification key, which type of tree is this sample from? F Ginkgo
G Honey locust H Horse chestnut
25 The diagram below shows four phases of the moon as it revolves around Earth. Earth Full New First quarter Third quarter 1 3 4 2
A student builds a model based on this diagram. The student uses foam balls to represent the moon and Earth and a flashlight to represent the sun. The student should shine the flashlight on the model of Earth from Position —
A 1
B 2
C 3
26 An object will continue moving in a straight line unless it is acted on by an unbalanced force. Which of the following best explains Earth’s motion?
F There is no unbalanced force acting on Earth because space is empty and nothing touches Earth.
G The gravitational force pulling Earth toward the sun is equal and opposite to the force pulling the sun toward Earth, so there is no unbalanced force acting on Earth.
H The sun moves in an elliptical orbit around Earth, and the sun’s gravity pulls Earth along. J Earth moves in an elliptical orbit around the sun because the gravitational force of the sun
27
Grasses Frogs Hawks
Snakes Grasshoppers
Decomposers
Which organisms in the food web shown above compete for the same food source in this environment?
A Grasshoppers and snakes B Hawks and frogs
C Frogs and snakes
28 A car travels at a constant speed of 15 m/s for 2 minutes. The car increases its speed from 15 to 25 m/s during the next minute and then travels at a constant speed of 25 m/s for 2 more minutes. Which of the following graphs best represents the car’s motion during this 5-minute period?
F H G J Time (min) Speed (m/s) Time (min) Speed (m/s) Time (min) Speed (m/s) Time (min) Speed (m/s)
29 While exploring a lake in Argentina, Laguna del Diamante (Diamond Lake), scientists found rocks covered with mats made of photosynthetic microbes. Flamingos in the area filter the nutrient-rich microbes by pumping the lakewater through their bill. What is the relationship between the photosynthetic microbes and the flamingos in the Laguna del Diamante
ecosystem?
A The microbes are parasites, and the flamingos are hosts. B The microbes are carnivores, and the flamingos are predators. C The microbes are herbivores, and the flamingos are carnivores. D The microbes are producers, and the flamingos are consumers.
30 A student walks 2 km in 30 minutes. What is the student’s average speed in km/h? Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.
31 Hay is made up of organic compounds. What are the main elements in many organic compounds?
A Helium, carbon, sodium B Sodium, hydrogen, nitrogen C Carbon, hydrogen, oxygen
32 Some students take care of a vegetable garden. When it is time to plant in the spring, the students leave part of the garden empty in order to observe ecological succession. Which of these will most likely occur first?
F Development of topsoil G Growth of weeds and grasses H Growth of trees and shrubs J Development of a stream
33 When trying to identify an unknown element, a scientist determines what other elements the unknown element reacts with chemically. Which property of the unknown element determines the other elements it reacts with?
A The total number of neutrons in the unknown element
B The total number of particles in the nucleus of the unknown element C The number of protons in the nucleus of the unknown element D The number of valence electrons in the unknown element
34 Plants use energy from sunlight, water, and carbon dioxide to produce sugar. Which structure is found only in plant cells and helps plants capture energy from sunlight?
F Vacuole G Nucleus H Chloroplast J Cell membrane
35 The thick black lines on the map below show the locations of mid-ocean ridges. Mid-Ocean Ridges
Source: USGS
Which geologic feature is most likely to form at a mid-ocean ridge? A Peninsula
B Volcano C Delta D Plateau
36
Force Acting on Cart
(N) Cart Acceleration(m/s2) 1 2 5 6 ? 0.2 0.4 1.0 1.2 2.6
Some students measure the acceleration of a wheeled cart being acted on by varying forces. The students record their data in the table shown above. According to the data table, how much force is acting on the cart when the students measure an acceleration of 2.6 m/s2?
F 13 N G 7 N H 8 N J 12 N
37 The model of the periodic table below shows the locations of four elements.
1 3
4
2 Periodic Table
A student is asked to identify an element that is a pale-yellow brittle solid and does not conduct electricity. At which location in this periodic table would the element most likely be found?
A 1
B 2
C 3
38 A section of a topographic map is shown below. 1400 1500 Contour interval: 20 m 1600 1300 1200 X Y
What is the difference in elevation in meters between Point X and Point Y on the map? Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.
39 The diagram below shows a hot air balloon rising. Propane gas tanks are seen at the bottom of the balloon.
What energy transformations occur when propane gas is used to lift the balloon? A Mechanical light chemical
B Chemical mechanical thermal C Thermal chemical light D Chemical thermal mechanical
40 An atom has 25 protons, 30 neutrons, and 25 electrons. What is the charge of the atom’s nucleus?
41 Sometimes tectonic plates do not move easily past one another, and the plates become stuck. Forces build up, and when the plates finally move, tension is released, as shown below.
Epicenter
Seismic waves Plates
The sudden movement of the plates is caused by — A the mass of the plates
B the weight of the plates C unbalanced forces D gravitational force
42 A student sets up the investigation shown below.
Drain hole
The colored water flows through the gravel and out the drain hole. Water is poured through
a coffee filter soaked with food coloring.
Clear plastic cup filled with gravel
Coffee filter
The movement of colored water through the gravel best models — F condensation of water vapor
G surface runoff of precipitation H conservation of water
43 The Couch’s spadefoot lives in Texas and has the characteristics listed below. Characteristics of the Couch’s Spadefoot
• Their pupils are vertical slits.
• Adults have mottled brown backs and light-colored bellies. • Their eggs and tadpoles develop quickly in temporary
ponds that form after rain.
• Adults live in holes they dig using special “spades” on their rear feet.
• Adults eat insects and spiders.
The Couch’s spadefoot is adapted to a certain type of environment. Which of these resources is most likely scarce in this environment?
A Soil B Sunlight C Water D Oxygen
44 How many atoms of oxygen are in a molecule of glucose
Record your answer and fill in the bubbles on your answer document. Be sure to use the correct place value.
45 Baleen whales eat zooplankton by taking a large amount of water into their mouth. These whales use special structures in their mouth to separate zooplankton from the water. Because baleen whales eat zooplankton, they are classified as —
A producers B predators C parasites D hosts
46 A student keeps a record of the phases of the moon for one month. On the first night of the student’s observations, the full moon is visible in the sky. After the full moon, which of these phases will the student observe next?
47 The characteristics of a particular organism are listed below. Characteristics of an Organism • Is multicellular
• Is autotrophic • Has cell walls • Has cell nuclei
• Can reproduce sexually or asexually In which kingdom should this organism be classified?
A Fungi B Eubacteria C Plantae D Animalia
48 The chemical equation shown below represents a reaction that produces fuel for certain cars. CO + H2O CO2 +H2
Which substance represented in this equation is classified as an element?
F CO
G H2O H CO2 J H2
49 The Hertzsprung-Russell diagram below shows how the brightness, surface temperature, and color of stars are related.
Hertzsprung-Russell Diagram Surface Temperature (K) 50,000 25,000 11,000 7,800 6,300 5,300 3,800 0.01 sun 1 sun 100 suns 10,000 suns Brightness Supergiants Giants White dwarfs Main seque nce Supergiants Giants White dwarfs Main-sequence stars Blue Yellow Orange White Red Red Blue Yellow Orange Barnard’s Star White Red Red
Which of these observations of Barnard’s Star is most likely accurate?
A Barnard’s Star is less bright than the sun, has a surface temperature below 3,800 K, and is red.
B Barnard’s Star is less bright than the sun, has a surface temperature above 3,800 K, and is red.
C Barnard’s Star is brighter than the sun, has a surface temperature below 5,300 K, and is yellow.
D Barnard’s Star is brighter than the sun, has a surface temperature above 5,300 K, and is yellow.
50 Some scientists studying aquatic plants notice that flooding often leads to a decrease in the rate of photosynthesis among aquatic plants. Flooding causes more sediment to be
suspended in the water. The increased sediment concentration decreases the amount of light that reaches the plants. Why does a decreased rate of photosynthesis lead to a decrease in a plant population?
F Less water is available for absorption. G Less tissue is available for plant growth. H Less energy is available for reproduction. J Less soil is available for leaf development.
51 June December March Earth’s orbit Equator September Sun
Earth would not have seasons if it — A no longer tilted on its axis B stopped rotating on its axis
C took an additional month to orbit the sun
52 During an investigation, a student combined the two clear, colorless solutions shown below. Solution 1 Compound A dissolved in water at 25˚C Compound B dissolved in water at 25˚C Solution 2
The student observed that the temperature changed from 25°C to 23°C when the solutions were combined and that a white substance rapidly formed and settled to the bottom of the container. What most likely happened to produce these results?
F One of the original compounds came out of solution. G The solutions reacted chemically.
H Some of the water froze into ice crystals.
J Rapid evaporation of water occurred, leaving a solid.
53 Why does Earth get more energy from the sun than from all the other stars in the universe combined?
54 The diagram below shows a boat moving north in a river at 3 m/s while the current in the river moves south at 1 m/s.
Boat 3 m/s Current 1 m/s N E W S
How will the boat be affected if it enters a part of the river where the current is moving south at 2 m/s?
F The boat will move slower. G The boat will move faster. H The boat will stop.
Item Number Reporting Category Readiness or Supporting Content Student Expectation Process Student Expectation Correct Answer 1 4 Supporting 7.11(C) B 2 1 Supporting 6.6(B) 8.4(A) J 3 2 Supporting 8.6(B) 8.3(B) C 4 3 Readiness 8.9(B) 8.3(B) J 5 1 Readiness 8.5(C) C 6 4 Readiness 8.11(C) 8.3(A) F 7 2 Supporting 7.7(A) 8.2(E) D 8 4 Readiness 8.11(B) 8.2(E) G 9 3 Readiness 8.8(A) A 10 2 Readiness 8.6(A) 8.2(E) H 11 1 Readiness 8.5(B) 8.3(B) A 12 3 Readiness 8.9(C) 8.3(B) H 13 4 Supporting 7.14(B) B 14 2 Readiness 8.6(C) F 15 1 Readiness 8.5(A) B 16 3 Readiness 8.7(A) F 17 4 Readiness 8.11(A) 8.3(B) 3 18 1 Readiness 8.5(E) 8.1(A) F 19 2 Supporting 6.8(A) B 20 1 Readiness 8.5(D) J 21 3 Supporting 8.10(C) A 22 2 Readiness 8.6(C) 8.2(E) J 23 1 Supporting 8.5(F) D 24 4 Supporting 7.11(A) 8.2(E) H 25 3 Readiness 8.7(B) 8.3(B) D
STAAR Grade 8 Science 2013 Release
Answer Key ( ) ( ) 26 3 Supporting 6.11(B) J 27 4 Readiness 8.11(B) 8.3(B) C 28 2 Supporting 6.8(D) 8.2(D) F 29 4 Readiness 8.11(A) D 30 2 Supporting 6.8(C) 8.2(E) 4 31 1 Supporting 7.6(A) C 32 4 Supporting 7.10(C) G 33 1 Readiness 8.5(B) D 34 4 Supporting 7.12(D) H 35 3 Readiness 8.9(B) B 36 2 Readiness 8.6(A) 8.2(E) F 37 1 Readiness 8.5(C) 8.3(B) C 38 3 Readiness 8.9(C) 8.3(B) 360
Grade 8 Science
Assessment
Eligible Texas Essential
Knowledge and Skills
STAAR Grade 8 Science Assessment
Reporting Category 1:
Matter and Energy
The student will demonstrate an understanding of the properties of matter
and energy and their interactions.
Grade 8
(8.5)
Matter and energy.
The student knows that matter is composed of
atoms and has chemical and physical properties. The student is expected
to
(A)
describe the structure of atoms, including the masses, electrical
charges, and locations, of protons and neutrons in the nucleus and
electrons in the electron cloud;
Readiness Standard
(B)
identify that protons determine an element’s identity and valence
electrons determine its chemical properties, including reactivity;
Readiness Standard
(C)
interpret the arrangement of the Periodic Table, including groups
and periods, to explain how properties are used to classify
elements;
Readiness Standard
(D)
recognize that chemical formulas are used to identify substances
and determine the number of atoms of each element in chemical
formulas containing subscripts;
Readiness Standard
(E)
investigate how evidence of chemical reactions indicate that new
substances with different properties are formed; and
Readiness Standard
(F)
recognize whether a chemical equation containing coefficients is
balanced or not and how that relates to the law of conservation of
mass.
Supporting Standard
Grade 7
(7.5)
Matter and energy.
The student knows that interactions occur between
matter and energy. The student is expected to
(C)
diagram the flow of energy through living systems, including food
chains, food webs, and energy pyramids.
Supporting Standard
(7.6)
Matter and energy.
The student knows that matter has physical and
chemical properties and can undergo physical and chemical changes. The
student is expected to
(A)
identify that organic compounds contain carbon and other elements
such as hydrogen, oxygen, phosphorus, nitrogen, or sulfur; and
Supporting Standard
(B)
distinguish between physical and chemical changes in matter in the
digestive system.
Supporting Standard
Grade 6
(6.5)
Matter and energy.
The student knows the differences between
elements and compounds. The student is expected to
(C)
differentiate between elements and compounds on the most basic
level.
Supporting Standard
(6.6)
Matter and energy.
The student knows matter has physical properties that
can be used for classification. The student is expected to
(A)
compare metals, nonmetals, and metalloids using physical
properties such as luster, conductivity, or malleability; and
Supporting Standard
(B)
calculate density to identify an unknown substance.
Reporting Category 2:
Force, Motion, and Energy
The student will demonstrate an understanding of force, motion, and
energy and their relationships.
Grade 8
(8.6)
Force, motion, and energy.
The student knows that there is a
relationship between force, motion, and energy. The student is expected
to
(A)
demonstrate and calculate how unbalanced forces change the speed
or direction of an object’s motion;
Readiness Standard
(B)
differentiate between speed, velocity, and acceleration; and
Supporting Standard
(C)
investigate and describe applications of Newton’s law of inertia, law
of force and acceleration, and law of action-reaction such as in
vehicle restraints, sports activities, amusement park rides, Earth’s
tectonic activities, and rocket launches.
Readiness Standard
Grade 7
(7.7)
Force, motion, and energy.
The student knows that there is a relationship
among force, motion, and energy. The student is
expected to
(A)
contrast situations where work is done with different amounts of
force to situations where no work is done such as moving a box
with a ramp and without a ramp, or standing still.
Supporting Standard
Grade 6
(6.8)
Force, motion, and energy.
The student knows force and motion are
(C)
calculate average speed using distance and time measurements; and
Supporting Standard
(D)
measure and graph changes in motion.
Supporting Standard
(6.9)
Force, motion, and energy.
The student knows that the Law of
Conservation of Energy states that energy can neither be created nor
destroyed, it just changes form. The student is expected to
(C)
demonstrate energy transformations such as energy in a flashlight
battery changes from chemical energy to electrical energy to light
Reporting Category 3:
Earth and Space
The student will demonstrate an understanding of components, cycles,
patterns, and natural events of Earth and space systems.
Grade 8
(8.7)
Earth and space.
The student knows the effects resulting from cyclical
movements of the Sun, Earth, and Moon. The student is expected to
(A)
model and illustrate how the tilted Earth rotates on its axis, causing
day and night, and revolves around the Sun causing changes in
seasons;
Readiness Standard
(B)
demonstrate and predict the sequence of events in the lunar cycle;
and
Readiness Standard
(C)
relate the position of the Moon and Sun to their effect on ocean
tides.
Supporting Standard
(8.8)
Earth and space.
The student knows characteristics of the universe. The
student is expected to
(A)
describe components of the universe, including stars, nebulae, and
galaxies, and use models such as the Hertzsprung-Russell diagram
for classification;
Readiness Standard
(B)
recognize that the Sun is a medium-sized star near the edge of a
disc-shaped galaxy of stars and that the Sun is many thousands of
times closer to Earth than any other star;
Supporting Standard
(C)
explore how different wavelengths of the electromagnetic spectrum
such as light and radio waves are used to gain information about
distances and properties of components in the universe; and
Supporting Standard
(8.9)
Earth and space.
The student knows that natural events can impact
Earth systems. The student is expected to
(A)
describe the historical development of evidence that supports plate
tectonic theory;
Supporting Standard
(B)
relate plate tectonics to the formation of crustal features; and
Readiness Standard
(C)
interpret topographic maps and satellite views to identify land and
erosional features and predict how these features may be reshaped
by weathering.
Readiness Standard
(8.10)
Earth and space.
The student knows that climatic interactions exist
among Earth, ocean, and weather systems. The student is expected to
(A)
recognize that the Sun provides the energy that drives convection
within the atmosphere and oceans, producing winds and ocean
currents;
Supporting Standard
(B)
identify how global patterns of atmospheric movement influence
local weather using weather maps that show high and low pressures
and fronts; and
Supporting Standard
(C)
identify the role of the oceans in the formation of weather systems
such as hurricanes.
Supporting Standard
Grade 7
(7.8)
Earth and space.
The student knows that natural events and human
activity can impact Earth systems. The student is expected to
(C)
model the effects of human activity on groundwater and surface
water in a watershed.
Supporting Standard
Grade 6
(6.11)
Earth and space.
The student understands the organization of our
solar system and the relationships among the various bodies that
comprise it. The student is expected to
(B)
understand that gravity is the force that governs the motion of our
solar system.
Supporting Standard
Reporting Category 4:
Organisms and Environments
The student will demonstrate an understanding of the structures and
functions of living organisms and their interdependence on each other and
on their environment.
Grade 8
(8.11)
Organisms and environments. The student knows that
interdependence occurs among living systems and the environment and
that human activities can affect these systems. The student is expected to
(A)
describe producer/consumer, predator/prey, and parasite/host
relationships as they occur in food webs within marine, freshwater,
and terrestrial ecosystems; Readiness Standard
(B)
investigate how organisms and populations in an ecosystem depend
on and may compete for biotic and abiotic factors such as quantity
of light, water, range of temperatures, or soil composition;
Readiness Standard
(C)
explore how short- and long-term environmental changes affect
organisms and traits in subsequent populations; and
Readiness Standard
(D)
recognize human dependence on ocean systems and explain how
human activities such as runoff, artificial reefs, or use of resources
have modified these systems.
Supporting Standard
Grade 7
(7.10)
Organisms and environments. The student knows that there is a
relationship between organisms and the environment. The student is
expected to
(7.11)
Organisms and environments. The student knows that populations and
species demonstrate variation and inherit many of their unique traits
through gradual processes over many generations. The student is
expected to
(A)
examine organisms or their structures such as insects or leaves and
use dichotomous keys for identification; and Supporting Standard
(C)
identify some changes in genetic traits that have occurred over
several generations through natural selection and selective breeding
such as the Galapagos Medium Ground Finch (Geospiza fortis) or
domestic animals.
Supporting Standard
(7.12)
Organisms and environments. The student knows that living systems
at all levels of organization demonstrate the complementary nature of
structure and function. The student is expected to
(B)
identify the main functions of the systems of the human organism,
including the circulatory, respiratory, skeletal, muscular, digestive,
excretory, reproductive, integumentary, nervous, and endocrine
systems; Supporting Standard
(D)
differentiate between structure and function in plant and animal cell
organelles, including cell membrane, cell wall, nucleus, cytoplasm,
mitochondrion, chloroplast, and vacuole; and
Supporting Standard
(F)
recognize that according to cell theory all organisms are composed
of cells and cells carry on similar functions such as extracting
energy from food to sustain life.
Supporting Standard
(7.14)
Organisms and environments. The student knows that reproduction is
a characteristic of living organisms and that the instructions for traits are
governed in the genetic material. The student is expected to
(B)
compare the results of uniform or diverse offspring from sexual
reproduction or asexual reproduction; and
Supporting Standard
Grade 6
(6.12)
Organisms and environments. The student knows all organisms are
classified into Domains and Kingdoms. Organisms within these taxonomic
groups share similar characteristics which allow them to interact with the
living and nonliving parts of their ecosystem. The student is expected to
(D)
identify the basic characteristics of organisms, including prokaryotic
or eukaryotic, unicellular or multicellular, autotrophic or
heterotrophic, and mode of reproduction, that further classify them
Scientific Investigation and Reasoning Skills
These skills will not be listed under a separate reporting category.
Instead, they will be incorporated into at least 40% of the test questions
in reporting categories 1–4 and will be identified along with content
standards.
Grade 8
(8.1)
Scientific investigation and reasoning.
The student, for at least 40%
of instructional time, conduct laboratory and field investigations following
safety procedures and environmentally appropriate and ethical practices.
The student is expected to
(A)
demonstrate safe practices during laboratory and field
investigations as outlined in the Texas Safety Standards; and
(B)
practice appropriate use and conservation of resources, including
disposal, reuse, or recycling of materials.
(8.2)
Scientific investigation and reasoning.
The student uses scientific
inquiry methods during laboratory and field investigations. The student is
expected to
(A)
plan and implement comparative and descriptive investigations by
making observations, asking well-defined questions, and using
appropriate equipment and technology;
(B)
design and implement comparative and experimental investigations
by making observations, asking well-defined questions, formulating
testable hypotheses, and using appropriate equipment and
technology;
(C)
collect and record data using the International System of Units (SI)
and qualitative means such as labeled drawings, writing, and
graphic organizers;
(D)
construct tables and graphs, using repeated trials and means, to
organize data and identify patterns; and
(E)
analyze data to formulate reasonable explanations, communicate
valid conclusions supported by the data, and predict trends.
(8.3)
Scientific investigation and reasoning.
The student uses critical
thinking, scientific reasoning, and problem solving to make informed
decisions and know the contributions of relevant scientists. The student is
expected to
(A)
in all fields of science, analyze, evaluate, and critique scientific
explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all
sides of scientific evidence of those scientific explanations, so as to
encourage critical thinking by the student;
(B)
use models to represent aspects of the natural world such as an
atom, a molecule, space, or a geologic feature;
(C)
identify advantages and limitations of models such as size, scale,
properties, and materials; and
(D)
relate the impact of research on scientific thought and society,
including the history of science and contributions of scientists as
related to the content.
(8.4)
Scientific investigation and reasoning.
The student knows how to use
a variety of tools and safety equipment to conduct science inquiry. The
student is expected to
(A)
use appropriate tools to collect, record, and analyze information,
including lab journals/notebooks, beakers, meter sticks, graduated
cylinders, anemometers, psychrometers, hot plates, test tubes,
spring scales, balances, microscopes, thermometers, calculators,
computers, spectroscopes, timing devices, and other equipment as
needed to teach the curriculum; and
(B)
use preventative safety equipment, including chemical splash
goggles, aprons, and gloves, and be prepared to use emergency
safety equipment, including an eye/face wash, a fire blanket, and a
fire extinguisher.
