2016 TEXAS STAAR TEST GRADE 8 - SCIENCE · PDF file2016 TEXAS STAAR TEST – GRADE 8 -...

2017 TEXAS STAAR TEST – GRADE 8 – SCIENCE

Total Possible Score: 42 Needed Correct to Pass: 29

Needed Correct to Master: 35

Time Limit: 4 Hours This file contains the State of Texas Assessments of Academic Readiness (STAAR) administered in Spring, 2017, 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 "Needed Correct to Master" score is a good goal for mastery of all the objectives. The test in this file may differ somewhat in appearance from the printed version, due to formatting limitations. Since STAAR 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 2017, 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://tea.texas.gov/About_TEA/Welcome_and_Overview/Site_Policies/ Questions and comments about the tests should be directed to: Texas Education Agency Student Assessment Division 1701 N. Congress Ave, Room 3-122A Austin, Texas 78701 phone: 512-463-9536 email: [email protected] Hard copies of the released tests may be ordered online through ETS at: http://texasassessment.com/uploads/2017-released-test-order-form-final-tagged.pdf .

When printing questions for math, make sure the print menu is set to print the pages at 100% to ensure that the art reflects the intended measurements. For comments and questions about this file or the web site, you can e-mail me at [email protected]. Please direct any questions about the content of the test to the Texas Education Agency at the address above.

Provided as a public service by Former State Representative Scott Hochberg.

No tax dollars were used for this web site.

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STAAR®

State of Texas Assessments of

Academic Readiness

GRADE 8 Science

Administered May 2017

RELEASED

Copyright © 2017 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.

massDensity = volume

total distanceAverage speed = total time

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STAAR GRADE 8 SCIENCE REFERENCE MATERIALS

STAAR State of Texas

Assessments of Academic Readiness

FORMULAS

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SCIENCE

Science

Page 5

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DIRECTIONS

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 A cook heats a meal in a microwave oven. What energy transformations occur between the microwave oven and the meal?

A ! Electrical energy � o light energy � o� chemical energy �

B! Chemical energy � o thermal energy � o� light energy �

C ! Electrical energy � o electromagnetic energy � o� thermal energy �

D! Chemical energy � o electromagnetic energy � o� chemical energy �

Science

Page 6

Element I

• Shiny black solid

• Metalloid

• 3 valence electrons

• 2 energy levels

Element III

• Colorless gas

• Nonmetal


• 5 energy levels

Element II

• Steel-gray solid

• Brittle metalloid


• 4 energy levels

Element IV

• Silvery-white solid

• Soft metal


• 6 energy levels

2 Students were asked to identify the location of elements in the periodic table based on clues printed on game cards.

Based on the data, which periodic table shows the correct location of the four elements?

F

I

II

III

IV

H

G

IV

II

I

III

J

III

I

II

IV

II

IV

I

III

Science

Page 7

!3 Rift valleys can form when fractures in Earth’s crust widen. The valley walls slowly move at a rate of only a few millimeters a year. Which of these best describes the type of tectonic activity that forms rift valleys?

A Rift valleys form where a continental plate moves under an oceanic plate.

B Rift valleys form where a plate slides horizontally past another plate.

C Rift valleys form where two plates move away from each other.

D Rift valleys form where an oceanic plate moves under another oceanic plate.

4 Part of a human body system is pictured.

Ureter

Kidney

Bladder

The main function of this system is to —

F control reproduction

G transport oxygen

H produce hormones

J remove waste

Science

Page 8

Mountain lions Owls

Snakes

Frogs Rabbits

Mice

Crickets Elk

Trees Shrubs Grasses

5! A student learns that the sun is classified as a medium-size star and that many stars are much bigger and brighter. However, the student observes that other stars look very dim, even through a telescope.

Why do other stars look much dimmer than the sun?

A The sun appears yellow, which is more visible than other colors.

B The sun is much closer to Earth than other stars are.

C Other stars are made up of different gases than the sun is.

D As light from other stars travels through space, it gets reflected.

6! A partial mountain forest food web is shown.

Which statement does NOT describe a relationship shown in the food web?

F Elk are prey for mountain lions.

G Mice are herbivores that consume grasses and are preyed on by snakes.

H Owls prey on rabbits and frogs.

J Rabbits consume shrubs and are parasites of grasses.

Science

Page 9

!7 A bicycle rider is traveling up a hill. When the rider reaches the top of the hill, she stops to rest. Then she travels down the hill. The diagram shows the rider in the three different positions.

Which of these correctly describes the potential energy and the kinetic energy of the bicycle rider?

A! When the rider is at the top of the hill, her potential energy is the greatest, and her kinetic energy is the least.

B! As the rider moves up the hill, her kinetic energy increases, and her potential energy decreases.

C! When the rider goes down the hill, her potential energy increases, and her kinetic energy decreases.

D ! As the rider reaches the bottom of the hill, her kinetic energy and her potential energy decrease.

Science

Page 10

8 The diagram below shows four consecutive moon phases.

Which of the following diagrams shows the next four moon phases in the correct order?

F H

G J

Science

Page 11

!9 A scientist added bacteria and a nutrient medium that could support the growth of the bacteria to a sterilized petri dish. No other materials were added. The graph models growth of the bacteria over time.

Bac

terial

Pop

ulat

ion

Time

Which of these most likely explains why the bacterial population stopped growing?

A! The bacteria competed for nutrients and died after all the nutrients were consumed.

B ! The bacteria did not reproduce in the system, and eventually each individual died at the end of its life cycle.

C ! The bacteria mutated from photosynthetic to carnivorous organisms and consumed one another until all the individuals were dead.

D ! The bacteria became diseased and were unable to survive in the closed system.

10 Which statement correctly describes the location and charge of the electrons in an atom?

F The electrons are inside the nucleus and have no charge.

G The electrons are outside the nucleus and have no charge.

H The electrons are inside the nucleus and have a negative charge.

J The electrons are outside the nucleus and have a negative charge.

Science

Page 12

!11 An archer shot a 0.06 kg arrow at a target. The arrow accelerated at 5,000 m/s2 to reach a

speed of 50.0 m/s as it left the bow.

During this acceleration, what was the net force on the arrow to the nearest newton?

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

12 A student’s model of an area near a city depicts many activities that affect the quality of the water in the area.

Area near a City

Wetland

Agriculture

Runoff River

Injection well

Lake SpillsIndustry

Pump and treat

Excavation

Groundwater

How does the agricultural activity most likely affect the surface water of the area?

F ! Excess crop fertilizer is carried by runoff into the river, causing excess growth of water plants.

G ! Excess crop material accumulates on the riverbanks, slowing the movement of the river water.

H ! Crops reduce erosion, increasing the amount of soil entering the river.

J ! Crops absorb pure water from soil, causing the remaining water to contain more salt.

Science

Page 13

13 The table lists some compounds found in foods and their formulas.

Compound Formula

Glutamine C5H10N2O3

Lactose C12H22O11

Fructose C6H12O6

Sorbitol C6H14O6

Based on this information, which of these statements is NOT true?

A! A molecule of sorbitol contains three more oxygen atoms than a molecule of glutamine does.

B! A molecule of lactose contains twice as many atoms as a molecule of fructose does.

C! A molecule of fructose contains four more atoms than a molecule of glutamine does.

D! A molecule of lactose contains twice as many carbon atoms as a molecule of sorbitol does.

14 The diagram below shows parts of a cell.

4

1

2

3

Which organelle stores the information that determines an individual’s blood type?

F Organelle 1

G Organelle 2

H Organelle 3

J Organelle 4

Science

Page 14

Load

GlueFixed boardFixed boardFixed boardFixed board

Science

Page 15

15 The unusual strength of a glue makes it able to hold a heavy object, or load, as shown in the diagram below.

If the load exerts a strong downward force, the glue —

A destroys the force

B exerts a stronger downward force

C causes the load to accelerate upward

D exerts an upward force that is equal to the downward force

16 In November 2013 an object orbiting the sun seemed to disappear behind the sun. When a satellite did not detect the object, astronomers thought that the object had been destroyed when it passed close to the sun. However, when another satellite detected a small, bright object with a fan-shaped tail, astronomers proposed that the object was not destroyed.

What type of object were astronomers most likely observing?

F A comet

G An asteroid

H A meteor

J A nebula

!17 A few years ago the population of male blue moon butterflies on the island of Samoa declined. One hypothesis for the decline of the male butterflies is that a parasite infected the cells of female butterflies. The parasite was passed to offspring through the females’ eggs and killed the male butterfly embryos. At one point during the decline, nearly all the butterflies in the population were females, but after five years the number of males in the population increased significantly.

Blue Moon Butterfly

© H

won

gcc/

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ime.

com

Which explanation most likely accounts for the increase in the number of male butterflies in the five years after the initial parasite problem?

A ! Male butterflies in the population that survived were able to prey on the parasites living in the females’ egg cells.

B ! Female butterflies in the population that survived had a genetic adaptation that allowed them to transform into male butterflies.

C ! Male butterflies in the population that survived had a gene that made them resistant to the parasite, and they passed the gene on to their offspring.

D ! Female butterflies in the population that survived were able to protect the male eggs from the parasite and provide extra care for the male offspring.

Science

Page 16

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18 Students in a science class made ball-and-stick models of the substances they were studying. The key shows the elements the students used in their models.

KEY

Oxygen Carbon

Hydrogen Nitrogen

Which model represents an organic compound?

F H

G J

19 DDT is a pesticide that was once widely used to control agricultural pests and mosquitoes. However, this pesticide caused the eggshells of certain birds, including the brown pelican, to become fragile and thin. The adults would then accidentally crush the eggs while trying to incubate them.

What happened to brown pelican populations as a result of DDT use by humans?

A ! The populations increased much more slowly.

B ! The populations decreased as fewer eggs survived long enough to hatch.

C ! The populations remained stable over time.

D ! The populations increased as pelicans laid more eggs so that more offspring would survive.

Science

Page 17

!20 The satellite image below shows a portion of the Namib Desert in Africa. This is an ancient, sandy desert with dunes that can be up to 305 m tall. The Namib Desert extends inland from the Atlantic Ocean between 80 km and 200 km and receives only 5 mm to 76 mm of rain each year.

© N

ASA’

s Ea

rth

Obs

erva

tory

A satellite picture of this same area taken weeks before shows that the shape and location of some sand dunes have changed. Which of these most likely caused the changes in the dunes?

F Ocean waves

G Flowing rivers

H Blowing wind

J Crustal uplift

Science

Page 18

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21 A student listed how different parts of the body work to aid in the digestion of food.

Which of the following is a chemical change that occurs to the food?

A The reduction in size of food particles as food is chewed

B The movement of food to the stomach after food is swallowed

C The breakdown of molecules of food by enzymes and acid in the stomach

D None of the above

22 A meteor moving 468 km per minute traveling in a south-to-north direction passed near Earth in 2013. Because the meteor was only 45 m wide and was 27,700 km above Earth’s surface, it was not visible without the aid of a telescope.

Which statement describes the meteor’s motion?

F Its velocity was 7.8 km/s northward.

G Its acceleration was 468 km/s2.

H Its speed was 468 km/s northward.

J Its acceleration was 7.8 km/s2.

Science

Page 19

23 A chemist made the table below to record some atomic properties of four elements.

Properties of Elements

Element Number of Protons

Number of Neutrons

Total Number of Electrons

Number of Electrons in Outer Shell

B 5 5 5 3

F 9 10 9 7

Si 14 14 14 4

Ga 31 39 31 3

Based on the information in the table, which conclusion about the chemical reactivity of these elements is valid?

A Boron is the most reactive because it has the most protons.

B Fluorine is the most reactive because it has 7 electrons in the outer shell.

C Silicon is the most reactive because it has an equal number of protons and neutrons.

D Gallium is the most reactive because it has many more neutrons than protons.

Science

Page 20

!24 Students in a science class in Marfa, Texas, made a poster with a diagram to represent a seasonal change in the Northern Hemisphere.

1

Sun

Earth

Winter

Which statement best describes conditions for Earth at Position 1 in the diagram?

F ! There are an equal number of hours of daylight and nighttime in the Northern Hemisphere, and the North Pole is tilted away from the sun.

G ! The Northern Hemisphere has the fewest hours of daylight, and Earth’s axis does not tilt at this position.

H ! There are an equal number of hours of daylight and nighttime in the Northern Hemisphere because Earth’s axis is not tilted in this position.

J ! The Northern Hemisphere has the fewest hours of daylight, and the North Pole is tilted away from the sun.

25 Two forces are applied to a 17 kg box, as shown. The box is on a smooth surface.

35 N 18 N 17 kg

Which statement best describes the acceleration of the box?

A The box accelerates at 1.0 m/s2 to the right because the net force is 17 N to the right.

B The box accelerates at 1.9 m/s2 to the right because the greater force is to the right.

C The box accelerates at 3.0 m/s2 because the combined forces cause the box to accelerate.

D The box does not accelerate, because neither force is large enough to move the box.

Science

Page 21

!26 A silver ring reacts with compounds containing sulfur in the air to form silver sulfide, a black substance that makes up the tarnish on the surface of silver objects. To remove the tarnish from the ring, students placed it in a pan lined with aluminum foil and added hot water. Baking soda was added to the hot water and stirred. Students made observations about the process.

Which observation of this process provides evidence of a chemical reaction?

F Hot water heated the aluminum foil.

G The liquid solution changed color.

H The pan was lined with aluminum foil.

J The hot water cooled.

27 Students in a science class visited four local ecosystems. The students observed the species present in each ecosystem and recorded their observations in the table.

Ecosystem Observations

1: Grassy lawn on school property

The grass is mowed often and kept short. Two sparrows foraged for food in the grass. No other animals were observed.

2: Small pond with cattails growing around the edge

Two types of fish were seen in the pond. Tadpoles were swimming in the shallow areas. Large wading birds were seen feeding on tadpoles and crayfish.

3: Agricultural field Wheat plants are the only plants growing in the field. There were many insects. No predators were observed except for a single circling hawk.

4: Wooded area along a stream

Fish, frogs, crayfish, insect larvae, and turtles were seen in the stream, and wading birds were eating small fish. Raccoon tracks were seen in the mud. Deer were moving through the trees. Many birds were seen feeding in the canopy of the woods.

Based on these observations, which ecosystem is likely to be the least sustainable?

A Ecosystem 1, because it has the fewest species

B Ecosystem 2, because it includes both aquatic and terrestrial species

C Ecosystem 3, because it has few predators

D Ecosystem 4, because it supports many animals

Science

Page 22

28 The map shows some of Earth’s plate tectonic boundaries.

PacificPacific PlatePlate

Antarctica plateAntarctica plate

EurasianEurasian plateplate

AfricanAfrican PpatePpateNazcaNazca

PlatePlateIndo–AustralianIndo–Australian plateplate

NorthNorth AmericanAmerican

plateplate

SouthSouth AmericanAmerican

plateplate

Pacific plate

Antarctica plate

Eurasian plate

African plateNazca

plateIndo–Australian plate

North American

plate

South American

plate

X

Y

Z

EW

N

S

W

KEY

Diverging boundary

Converging boundary

Transform boundary

Based on the map, volcanic activity would most likely be found at —

F Location W

G Location X

H Location Y

J Location Z

Science

Page 23

29 A golfer collected data on the distance a golf cart traveled in a straight line and plotted it on a graph.

Which of these does NOT describe the cart’s motion on this graph?

A The cart moved 24 m away from the starting point between 2 s and 5 s.

B The cart moved toward the starting point at a speed of 3 m/s between 7 s and 12 s.

C The cart moved 11 m toward the starting point between 8 s and 10 s.

D The cart moved away from the starting point at a speed of 1 m/s for 2 s.

30 Which pair of properties describes the elements in Group 18?

F They are chemically stable and liquid at room temperature.

G They have eight valence electrons and are flammable.

H They are magnetic and boil at low temperatures.

J They are gaseous at room temperature and chemically stable.

Science

Page 24

Time(s)

Distance of Golf Cart vs. Time

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15

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July Sun. Mon. Tues. Wed. Thurs. Fri. Sat.

1 2 3

4 5 6 7 8 9 10

11 12 13 14 15 16 17

18 19 20 21 22 23 24

25 26 27 28 29 30 31

!

31 Two friends want to go for a night hike when there is a full moon in July.

If there is a third-quarter moon on July 2, what is the approximate date of the next full moon?

A July 9

B July 16

C July 23

D July 30

32 What is the total number of protons, neutrons, and electrons in a cadmium, Cd, atom that has a mass number of 112?

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

Science

Page 25

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!

33 Which of the following is most likely to cause a change in the genetic traits in an isolated population of a ground-dwelling lizard species?

A ! The exposure of an individual lizard in the population to radiation that causes a mutation that is not passed on to its offspring

B ! An unusually dry summer in the lizard population’s ecosystem

C ! The introduction of an invasive predator that preys on the brightest-colored individuals in the lizard population

D ! A fast-moving wildfire that burns the canopy of the trees in the lizard population’s ecosystem

34 A student kicks a soccer ball three times. Another student records the distance, the amount of time the ball travels, and the average speed in the table shown below.

Soccer Ball Data

Kick Distance (m)

Time (s)

Average Speed (m/s)

1 55 5.0 11

2 50 5.0 10 3 30 ? 15

How many seconds did it take for the ball to travel 30 m during Kick 3?

F 0.5 s

G 1.0 s

H 1.5 s

J 2.0 s

Science

Page 26

!

!

35 A coastal area that once supported a thriving fishing industry is overfished. The number of species found living in the marine ecosystem decreases.

Which of these activities is most likely to increase the natural biodiversity in the area?

A Building artificial reefs and limiting fishing activity

B Introducing non-native species to fill unoccupied habitats and banning fishing

C Building artificial reefs and increasing fishing activity

D Eliminating non-native species and encouraging fishing for large predatory fish

36 A manufacturer selected a metal to use in producing a lightweight button for clothing. A metal

that has a density of 2.71 g/cm3 was selected.

Metal Data

Metal Mass (g) Volume (cm3)

1 22.1 3.00

2 42.0 4.00

3 9.32 5.00

4 8.13 3.00

Which of the metals was selected?

F Metal 1

G Metal 2

H Metal 3

J Metal 4

Science

Page 27

N

Hanoi S

Bangkok

EW

KEY

Typhoon Nesat

Track of typhoon

Predicted path of typhoon

Storm conditions

Manila

Philippines

37 In 2011, Typhoon Nesat struck the Philippines and caused widespread flooding. After hitting the Philippines, Typhoon Nesat was predicted to hit the large city of Hanoi, Vietnam.

Predicted Path of Typhoon Nesat

If Typhoon Nesat had continued along the same path, which development would most likely have reduced its strength before it hit Hanoi?

A The formation of a low-pressure area south of Bangkok

B The formation of a high-pressure area south of Bangkok

C Cool water moving into the sea east of Hanoi

D Warm water moving into the sea east of Hanoi

Science

Page 28

Euphausiids Sweeps Water fleas

Blennies Pilchards

Yellow-eye mullets

Snappers

Tiger sharks

Dolphins

Octopuses

Crabs Sea

urchins

Bull kelp Dinoflagellates Diatoms Coralline algae

38 A partial marine food web is shown.

Which organisms all consume the same producer?

F Crabs, pilchards, blennies

G Euphausiids, sweeps, water fleas

H Tiger sharks, dolphins, octopuses

J Sea urchins, crabs, octopuses

Science

Page 29

!

O B A F G K M Spectral Class

–10

0

10

20 34,000

Abs

olut

e M

agni

tude

26,100 18,200 10,300 2,400 Temperature (K)

39 Barnard’s Star is about 5.9 light-years from the sun. The star has an approximate temperature of 2,800 K.

Based on the diagram, what spectral class does Barnard’s Star belong to?

A Spectral class O

B Spectral class B

C Spectral class A

D Spectral class M

Science

Page 30

40 A leaf fell from a tree branch. The path it followed is shown in the diagram below.

Which of these best describes why the leaf fell in a crooked path instead of straight down?

F Objects with irregular shapes never fall in straight lines.

G Air currents and gravity applied changing and unbalanced forces to the leaf.

H The upward force of the air on the leaf was greater than the downward force of gravity.

J Once the leaf was in motion, it continued moving in the same direction because the forces were balanced.

Science

Page 31

41 The strangler fig is a vine that starts out as a seed in the tree canopy of the rain forest. It drops its roots down from the canopy to the forest floor.

© iS

tock

phot

o.co

m/M

elvy

n Birch

By sprouting in the rain-forest canopy, the strangler fig seedling is exposed to more —

A sunlight

B soil

C nutrients

D consumers

42 A student is using colored beads to make a model of aluminum sulfate, Al (SO ) 2 4 . Aluminum 3

atoms are represented by blue beads, sulfur atoms by yellow beads, and oxygen atoms by

green beads.

What combination of beads should the student use for the model?

F 6 blue, 3 yellow, and 7 green

G 2 blue, 1 yellow, and 4 green

H 2 blue, 3 yellow, and 12 green

J 6 blue, 12 yellow, and 12 green

BE SURE YOU HAVE RECORDED ALL OF YOUR ANSWERS Science ON THE ANSWER DOCUMENT. Page 32

STOP

STAAR GRADE 8 Science

May 2017

801271

STAAR® Grade 8 Science 2017 Release

Answer Key Paper

Item Number

Reporting Category

Readiness or Supporting

Content Student Expectation

Process Student Expectation

Correct Answer

1 2 Supporting 6.9(C) C 2 1 Readiness 8.5(C) 8.3(B) G 3 3 Readiness 8.9(B) C 4 4 Supporting 7.12(B) J 5 3 Supporting 8.8(B) B 6 4 Readiness 8.11(A) 8.3(B) J 7 2 Supporting 6.8(A) A 8 3 Readiness 8.7(B) 8.3(B) G 9 4 Readiness 8.11(B) 8.2(E) A

10 1 Readiness 8.5(A) J 11 2 Readiness 8.6(A) 8.2(E) 300 12 3 Supporting 7.8(C) 8.3(B) F 13 1 Readiness 8.5(D) B 14 4 Supporting 7.14(C) F 15 2 Readiness 8.6(C) D 16 3 Readiness 8.8(A) F 17 4 Supporting 7.11(C) 8.3(A) C 18 1 Supporting 7.6(A) 8.3(B) J 19 4 Readiness 8.11(C) 8.3(A) B 20 3 Readiness 8.9(C) 8.2(E) H 21 1 Supporting 7.6(B) C 22 2 Supporting 8.6(B) F 23 1 Readiness 8.5(B) 8.2(D) B 24 3 Readiness 8.7(A) 8.3(B) J 25 2 Readiness 8.6(C) 8.2(E) A 26 1 Readiness 8.5(E) 8.2(E) G 27 4 Supporting 7.10(B) 8.2(E) A 28 3 Readiness 8.9(B) 8.3(B) J 29 2 Supporting 6.8(D) 8.2(E) C 30 1 Readiness 8.5(C) J 31 3 Readiness 8.7(B) 8.2(D) C 32 1 Readiness 8.5(A) 160 33 4 Readiness 8.11(C) C 34 2 Supporting 6.8(C) 8.2(D) J 35 4 Supporting 8.11(D) A 36 1 Supporting 6.6(B) 8.2(E) J 37 3 Supporting 8.10(C) 8.2(E) C 38 4 Readiness 8.11(A) 8.3(B) G 39 3 Readiness 8.8(A) 8.2(D) D 40 2 Readiness 8.6(A) 8.2(E) G 41 4 Readiness 8.11(B) A 42 1 Readiness 8.5(D) 8.3(B) H

Copyright © 2017, Texas Education Agency (TEA). All rights reserved.

Grade 8 Science Assessment

Eligible Texas Essential Knowledge and Skills

Texas Education Agency Student Assessment Division

Fall 2010

STAAR Grade 8 Science Assessment

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

Grade 8

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

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

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

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

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

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

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

STAAR Grade 8 Science Page 2 of 12


Fall 2010

Grade 7

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

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

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

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

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

Grade 6

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

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

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

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

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



Fall 2010

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

Grade 8

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

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

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

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

Grade 7

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

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

Grade 6

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

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



Fall 2010

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

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

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

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



Fall 2010

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

Grade 8

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

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

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

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

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

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

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

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

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



Fall 2010

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

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

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

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

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

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

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

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

Grade 7

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

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

Grade 6

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

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



Fall 2010

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

Grade 8

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

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

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

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

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

Grade 7

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

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

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



Fall 2010

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

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

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

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

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

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

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

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

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

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



Fall 2010

Grade 6

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

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



Fall 2010

Scientific Investigation and Reasoning Skills

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

Grade 8

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

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

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

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

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

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

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

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

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



Fall 2010

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

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

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

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

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

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

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

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



Fall 2010

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