8

THE UNIVERSITY OF THE STATE OF NEW YORK

GRADE 8
INTERMEDIATE-LEVEL
SCIENCE TEST
JUNE 2017 WRITTEN TEST
FOR TEACHERS ONLY

SCORING KEY AND RATING GUIDE

Note: All schools (public, nonpublic, and charter) administering the Grade 8 Intermediate-Level
Science Test are required to make arrangements to obtain answer sheets and associated scanning
services from a Regional Information Center (RIC) or a large-city scanning center. These centers
will scan and score the answer sheets according to the following criteria:
1. One credit will be awarded for each correct response.
2. Credit will not be allowed if two or more answers have been marked for the same question.
3. The raw score for Part I will be determined by counting the number of correct responses.
For information only, correct responses are listed in the chart below.

Question Correct Question Correct Question Correct

Number Response Number Response Number Response
1 1 16 2 31 1
2 3 17 4 32 3
3 4 18 1 33 1
4 3 19 3 34 2
5 1 20 2 35 4
6 4 21 3 36 2
7 2 22 1 37 4
8 4 23 1 38 3
9 1 24 4 39 4
10 2 25 3 40 1
11 3 26 4 41 3
12 2 27 2 42 2
13 1 28 4 43 3
14 4 29 2 44 2
15 1 30 3 45 4
Copyright 2017
THE UNIVERSITY OF THE STATE OF NEW YORK

THE STATE EDUCATION DEPARTMENT

ALBANY, NEW YORK 12234

 This rating guide contains detailed directions for rating student responses to Part II of the written
test in Intermediate-Level Science. All raters should become familiar with the detailed directions
before beginning to rate student responses.

Appendix A provides a performance levels chart that translates final scores into four performance
levels. A conversion chart is needed to translate a student’s raw score on the written and performance
tests to a final score. This chart will be posted on the Department’s web site http://www.p12.nysed.
gov/assessment/ through the “Scoring Information” link. Conversion charts provided for previous
administrations of this test must not be used to determine students’ final scores for the 2017
administration of this test.

Appendix B provides several charts that link the individual items on the test to the Intermediate-
Level Science Core Curriculum Grades 5–8. This core curriculum is based on the New York State
Learning Standards in Mathematics, Science, and Technology.

Any clarifications or changes to this rating guide will be posted on the New York State Education
Department web site at http://www.p12.nysed.gov/assessment/ during the rating period. Check the
“Scoring Information” link at this web site before starting the rating process and several times
during the rating period.

Questions regarding this test should be directed to the Office of State Assessment at
(518) 474-5900.

Note: Retain this guide for future use. Do not return it to SED with the performance test
materials.

Int.-Lev Sci. Rating Guide — June ’17 [2]

 Detailed Directions for Rating Part II of the Written Test

Note: Teachers are not permitted to score their own students’ responses.

This guide contains detailed directions and criteria for scoring student responses to the questions
in Part II of the written test. Raters should become familiar with the detailed directions and rating
criteria before beginning to score the student responses. Refer to the 2017 Manual for Administrators
and Teachers for suggestions about organizing the rating process.

In rating the student responses, follow the procedure outlined below.

1. Familiarize yourself with the system your school is using for processing the answer
papers and recording the student scores.

2. Have a test booklet on hand. Read each Part II question carefully. Note exactly what
is required.

3. Carefully read the criteria provided in this guide for scoring each question.

4. For most questions, examples of acceptable responses are provided. Acceptable

responses include, but are not limited to, the examples given. Other responses that
convey the same general meaning as those given in this guide should also receive
credit. Raters must use their professional judgment to decide if the student’s answer
meets the criteria. You may find it helpful to discuss questionable student responses
with other raters.

5. Acceptable responses separated by a slash (/) are considered to be the same response
and should be counted for credit once.

6. To ensure the accuracy of overlays, select a printer setting such as full, actual size, or
100% when printing this document. Do not select the fit to print setting.

7. Discuss with other raters the requirements of each question and the scoring criteria.
When you are certain that you clearly understand the requirements and criteria, you
are ready to begin scoring the student responses.

8. It is recommended that you score all the student responses to one question or group of
questions before proceeding to the next question or group of questions. This method
helps ensure that the scoring criteria are applied consistently.

9. Students should not lose credit for incorrect spelling, grammar, capitalization, or
punctuation.

10. In responses to questions where a specific number of answers are required (e.g.,
identify three materials, give two examples), if the student provides more than the
required number of responses, score only the required number, in the order in which
they appear.

Int.-Lev Sci. Rating Guide — June ’17 [3]

 11. Record the number of credits you allow for each question in the table provided on
the back cover of the test booklet. The maximum number of credits for each question
appears in the table.

12. When you have finished scoring all the Part II questions, add the credits allowed for
each question to obtain the total raw score for Part II.

13. Follow your school’s procedure for transferring Part II scores to the student’s
scannable answer sheet. These are local decisions that depend on the answer sheet your
school uses. Some schools will transfer a score for each Part II question while others
may transfer a total raw score for Part II. Check to be certain that the student name on
the test booklet matches the name on the answer sheet.

Online Submission of Teacher Evaluations of the Test to the Department

Suggestions and feedback from teachers provide an important contribution to the test
development process. The Department provides an online evaluation form for State assessments.
It contains spaces for teachers to respond to several specific questions and to make suggestions.
Instructions for completing the evaluation form are as follows:

1. Go to http://www.p12.nysed.gov/assessment/teacher/evaluation.html.
2. Select the test title.
3. Complete the required demographic fields.
4. Complete each evaluation question and provide comments in the space provided.
5. Click the SUBMIT button at the bottom of the page to submit the completed form.

Int.-Lev Sci. Rating Guide — June ’17 [4]

 46 [1] Allow 1 credit if the centers of all five Xs are within or touch the circles shown and correctly
connected with a line that passes within or touches the circles.

Change in Heart Rate

Over Time

80

75

Heart Rate (bpm)

70

65

60

55
7:00 7:01 7:02 7:03 7:04
a.m. a.m. a.m. a.m. a.m.
Time

Note: Allow credit if a symbol other than an X is used to plot the data.
Do not allow credit for a bar graph.
Do not allow credit if no line is drawn.
It is recommended that an overlay of the same scale as the student test booklet be used to
ensure reliability in rating.

47 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— The number of bacteria decreased to 0.

— The bacteria treated with antibiotic B all died.
— Antibiotic B killed all of the bacteria.
— The number of bacteria decreased.
— The line started to rise then fell.

48 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— It is the control in the experiment.

— It is needed to see what happens without treatment.

49 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— Find the length, width, and height, and then multiply.

— Calculate the volume by using L × W × H.
— Measure the amount/volume of water displaced.

Note: Allow credit for “s3” since the block looks like a cube. Do not allow credit for “measure length,
width, and height” alone as it does not specify multiplication.

Int.-Lev Sci. Rating Guide — June ’17 [5]

 50 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— density
— mass
— weight
— It is heavier.

51 [1] Allow 1 credit for 28 grams.

52 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— As temperature increases, solubility increases.

— As the temperature decreases, the amount of salt that can be dissolved decreases.
— a direct relationship
— More salt dissolves as the temperature gets hotter.

1 km/min.
53 [1] Allow 1 credit for 0.2 or .2 or —
5

6 (shows a substitution but not a calculation).

Note: Do not allow credit for —
30

54 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— The distance did not change.

— The graph line is horizontal during that time./plateau on graph
— The speed was 0 during interval D.

Note: Do not allow credit for “it was a straight line” (all intervals are straight lines); “it was constant”
(all intervals shown have constant slopes).

Int.-Lev Sci. Rating Guide — June ’17 [6]

 55 [1] Allow 1 credit if all three process letters are correctly filled in as shown in the table below.

Example of a 1-credit response:

Letter of Process
Rock Cycle Statement from Rock Cycle
Diagram

Pieces of igneous rock are compressed and glued

A
together to form a sedimentary rock.

Metamorphic rock becomes liquid and crystallizes to

H
form igneous rock.

Sedimentary rock is broken down into sediments

B
and transported by a stream.

Note: Allow credit if student writes out description of process instead of using the letter.

56 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— heating/heat
— pressuring/pressure
— heat and/or pressure
—C
—E

57 [1] Allow 1 credit for height of seedlings or height.

58 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— The seedlings that received the most water grew the most.
— The more water the seedlings got, the taller they grew.
— Height increased with more water.
— The seedlings that got less water did not grow as tall.
— direct relationship
— the more water, the faster it grows

Int.-Lev Sci. Rating Guide — June ’17 [7]

 59 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— sunlight/amount of sunlight seedlings are exposed to

— kind of fertilizer given
— air temperature
— water temperature
— amount of soil
— type of soil
— same tool to measure/same ruler
— grown in the same location
— Measure the heights of all the plants at the same time each day.
— same type of water

Note: Do not allow credit for water or amount of water (Water is the independent variable.).

60 [1] Allow 1 credit if all four of the offspring are shaded in.

Example of a 1-credit response:

Key
Fur color Male Female
Parents
Black
fur

White
Offspring fur

61 [1] Allow 1 credit for two or 2 generations.

62 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— The pedigree chart shows male/female.

— The pedigree chart shows the number of offspring, whereas the Punnett square only shows
probability.

Note: Do not allow credit for “phenotype” or “what they look like” because this information can also
be inferred from a Punnett square.

63 [1] Allow 1 credit for two acceptable answers: marsh grasses/grasses and pickerel weeds/weeds.

Int.-Lev Sci. Rating Guide — June ’17 [8]

 64 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— There will be more frogs, so they will eat more grasshoppers and there will be fewer grasshoppers
to eat the marsh grasses.
— Herons eat frogs, so the population of frogs will increase. Frogs eat grasshoppers, so the population
of grasshoppers will decrease. Then there will be fewer grasshoppers to eat the grasses.

Note: Do not allow credit for “herons eat frogs, frogs eat grasshoppers” (It only illustrates feeding
relationships in the food web, and does not explain how one population may affect the others.).

65 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— provides support
— transports water to the leaves and flowers
— moves nutrients through the plant
— A green stem can carry out photosynthesis/release oxygen.
— storing water

66 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— The roots might not be able to take in water.

— The damaged roots could not provide support for/anchor the plant.
— The roots will not absorb nutrients.
— The roots might not be able to store food.

67 [1] Allow 1 credit for photosynthesis.

68 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— lowers the amount of sugar in the blood

— removes sugar from the blood
— Insulin stimulates cells to absorb sugar from the blood.
— lowers blood sugar for people with diabetes

Note: Do not allow credit for control/regulate blood sugar (both insulin and glucagon regulate blood
sugar).

Int.-Lev Sci. Rating Guide — June ’17 [9]

 69 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— The student was eating too much.

— The student had been eating more Calories than he had been burning each day.
— The student was not active enough.

70 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— Consume fewer Calories.

— Get more exercise/activity.
— Eat less.
— Select lower-Calorie foods.
— Go on a diet.
— Burn the same number of Calories that the student consumes each day.

71 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— fertilization
— The sperm and egg are joining together.
— A zygote is forming.
— conception

72 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— mutation
— change in DNA
— change in genetic material

Note: Do not allow credit for adaptation/evolution (the trait has not been selected for by nature in the
diagram).

73 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— There was increased competition for food and resources.

— They carried a disease that killed Darwin’s rats.
— The European rats preyed on the rice rats.

Int.-Lev Sci. Rating Guide — June ’17 [10]

 74 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— preserved specimens
— animal remains/skeletons
— photographs or illustrations
— textbooks
— fossils

75 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— Monitor the flame at all times.

— Wear safety goggles.
— Point the test tube away from everyone.
— Tie back long hair/loose clothing.
— Wear an apron.
— Wear protective clothing.
— Wear insulated gloves.
— Read and follow directions.
— Do not fool around.

76 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— The liquid has changed only its state of matter/phase.

— It is still the same type of matter.
— No new substances have been formed.
— because it’s only changing form, not its substance
— The gas is still the same substance, it’s only changing its phase.

77 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— wind direction
— prevailing winds
— global wind patterns
— upper air currents/jet stream
— wind

Int.-Lev Sci. Rating Guide — June ’17 [11]

 78 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— Sunlight could not get through.

— The ash cloud blocked sunlight.
— Some of the Sun’s rays were absorbed and/or reflected by the ash particles.

79 [1] Allow 1 credit for Cynognathus.

80 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— When South America and Africa are placed together, the fossil locations match.
— The South American fossils are also found in Africa.
— The fossils on the east coast of South America match the fossils on the west coast of Africa.
— Fossils are found on both continents/both locations.
— Fossil locations match up.

Note: Do not allow credit for “the continents fit together like a puzzle.” (This does not explain fossil
evidence.)

81 [1] Allow 1 credit for Cl (chlorine) and an acceptable response. Acceptable responses include, but are not
limited to:

— Cl is not a noble gas.

— Chlorine is in group 17, not group 18.
— Cl is not in group 18.
— Cl is a nonmetal.

Note: Do not allow credit for “Chlorine because it is not a gas.” (Cl is not a noble gas, but is a gas at
room temperature.)

82 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— pollution
— acid rain
— global warming/increased carbon dioxide or other greenhouse gases
— Mining coal can disrupt habitats.
— smoke particles in air

Int.-Lev Sci. Rating Guide — June ’17 [12]

 83 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— Use less electricity.

— Use a different source of energy.
— Insulate their homes.
— Homeowners could install solar panels.
— Homeowners could install energy-efficient appliances.
— Turn off lights and appliances when not in use.

84 [1] Allow 1 credit for two acceptable responses: ultraviolet light (UV) or x rays or gamma rays.

85 [1] Allow 1 credit. Acceptable responses include, but are not limited to:

— The Northern Hemisphere is tilted away from the Sun.

— The Sun’s direct ray strikes Earth below the equator.
— The South Pole is tilted toward the Sun.
— The Northern Hemisphere is more shaded./has more nighttime than daytime.
— The North Pole is in complete darkness.
— It is tilted away from the Sun.

Note: Do not allow credit for:

— The dark side of Earth is not facing the Sun.

(This explains day and night, not seasons.)

— Northern Hemisphere is facing away from the Sun.

(Both hemispheres are facing away.)

— The Northern Hemisphere is farther away from the Sun.

(distance from the Sun does not determine seasons)

Int.-Lev Sci. Rating Guide — June ’17 [13]

 Appendix A

New York State Grade 8 Intermediate-Level Science Test

June 2017

Performance Levels Chart

The chart on the next page defines the four performance levels for this test. The state-designated level of
performance for this test is a final score of 65 or higher (levels 3 and 4). Students scoring below 65 (levels
1 and 2) must be provided with academic intervention services according to section 100.2(ee)(i) of the
Regulations of the Commissioner of Education. The chart provides the score intervals and a brief
description of student abilities at each level.

The conversion chart will be posted on the Department’s website http://www.p12.nysed.gov/assessment/

through the “Scoring Information” link.

Note: Conversion charts provided for previous administrations of this test must not be used to determine
students’ final scores for the 2017 administration.

Int.-Lev Sci. Rating Guide — June ’17 [14]

 Performance Levels

Grade 8 Intermediate-Level Science Test

Final Test
Level Score Description of Student Performance
Range

Meeting the Standards with Distinction

• Student demonstrates superior understanding of the intermediate-level science
content and concepts for each of the learning standards and key ideas assessed.
4 85–100 • Student demonstrates superior intermediate-level science skills related to each of the
learning standards and key ideas assessed.
• Student demonstrates superior understanding of the intermediate-level science
content, concepts, and skills required for a secondary academic environment.

Meeting the Standards

• Student demonstrates understanding of the intermediate-level science content and
concepts for each of the learning standards and key ideas assessed.
3 65–84 • Student demonstrates the science skills required for intermediate-level achievement
in each of the learning standards and key ideas assessed.
• Student demonstrates understanding of the intermediate-level science content,
concepts, and skills required for a secondary academic environment.

Not Fully Meeting the Standards

• Student demonstrates only minimal proficiency in intermediate-level science
content and concepts in most of learning standards and key ideas assessed.
• Student demonstrates only minimal proficiency in the skills required for
2 44–64 intermediate-level achievement in most of the learning standards and key ideas
assessed.
• Student demonstrates marginal understanding of the science content, concepts, and
skills required for a secondary academic environment.

Not Meeting the Standards

• Student is unable to demonstrate understanding of the intermediate-level science
content and concepts in most of the learning standards and key ideas assessed.
1 0–43 • Student is unable to demonstrate the science skills required for intermediate-level
achievement in most of the learning standards and key ideas assessed.
• Student is unable to demonstrate evidence of the basic science knowledge and skills
required for a secondary academic environment.

Int.-Lev Sci. Rating Guide — June ’17 [15]

 Appendix B

Item Maps

New York State Grade 8 Intermediate-Level Science Test

June 2017 Written Test
Performance Test Form A

Item maps contained in this appendix:

• Reference to Intermediate-Level Science Core Curriculum Grades 5–8 — June 2017 Written Test and
Performance Test, Form A
• Reference to Process Skills Based on Standard 4 — June 2017 Written Test and Performance Test,

Form A

• Reference to Core Curriculum for Individual Test Questions — June 2017 Written Test
• Reference to Core Curriculum for Individual Test Questions — Performance Test, Form A

Note: Core curriculum is based on NYS Learning Standards for Mathematics, Science and Technology.

Int.-Lev Sci. Rating Guide — June ’17 [16]

 NYS Learning Performance Test
Standards for Form A June 2017
Reference to Intermediate-Level Science Core Question Number
Mathematics, Written Test
Curriculum
Science, and Question
Key Idea or Performance Indicator Station Station Station
Technology Number
1 2 3
Standard/Area
Standard 1 S1.1 Formulate questions independently with the aid
Scientific Inquiry of references appropriate for guiding the search for 2
Key Idea 1 explanations of everyday observations. 3
The central purpose
of scientific inquiry is S1.2 Construct explanations independently for natural
to develop phenomena, especially by proposing preliminary 8 4 45
explanations of visual models of phenomena.
natural phenomena in
S1.3 Represent, present, and defend their proposed
a continuing, creative 7 5
explanations of everyday observations so that they
process. 8 6
can be understood and assessed by others.

S1.4 Seek to clarify, to assess critically, and to

reconcile with their own thinking the ideas presented
7
by others, including peers, teachers, authors, and
scientists.
Standard 1 S2.1 Use conventional techniques and those of their 3
Scientific Inquiry own design to make further observations and refine 4 1
75
Key Idea 2 their explanations, guided by a need for more 5 2
Beyond the use of information. 6
reasoning and S2.2 Develop, present, and defend formal research
consensus, scientific proposals for testing their own explanations of 2
inquiry involves the common phenomena, including ways of obtaining 3 48, 57, 59
testing of proposed needed observations and ways of conducting simple 4
explanations controlled experiments.
involving the use of
conventional S2.3 Carry out their research proposals, recording
techniques and observations and measurements (e.g., lab notes,
procedures and audiotape, computer disk, videotape) to help assess 1 1 1
usually requiring the explanation. 3 2 2
considerable 4 3 4
ingenuity.

Standard 1 S3.1 Design charts, tables, graphs and other

Scientific Inquiry representations of observations in conventional and 1
2
Key Idea 3 creative ways to help them address their research 3 46
8
The observations question or hypothesis. 5
made while testing
proposed S3.2 Interpret the organized data to answer the 4
explanations, when research question or hypothesis and to gain insight 4, 5,
1 5 43, 47
analyzed using into the problem. 6, 7
6
conventional and
invented methods, S3.3 Modify their personal understanding of
provide new insights phenomena based on evaluation of their hypothesis. 5
into phenomena.
M1 Abstraction and symbolic representation are 3 49, 51, 52, 53,
used to communicate mathematically. 8 58
Standard 1
Mathematical M2 Deductive and inductive reasoning are used to 4, 5,
54
Analysis reach mathematical conclusions. 6, 7
M3 Critical thinking skills are used in the solution of
44
mathematical problems.

Int.-Lev Sci. Rating Guide — June ’17 [17]

 NYS Learning Performance Test
Standards for Form A June 2017
Reference to Intermediate-Level Science Core Question Number
Mathematics, Curriculum
Written Test
Science, and Question
Key Idea or Performance Indicator Station Station Station
Technology Number
1 2 3
Standard/Area
T 1.1–T 1.5 Engineering design is an iterative
Standard 1 process involving modeling and optimization to
Engineering Design develop technological solutions to problems within
given constraints.
1.1–1.5 Information technology is used to retrieve,
process, and communicate information as a tool to
enhance learning.
Standard 2 2.1–2.3 Knowledge of the impacts and limitations of
Information information systems is essential to its effectiveness
Systems and ethical use.
3.1–3.3 Information technology can have positive
and negative impacts on society, depending upon how
it is used.
1 Earth and celestial phenomena can be described by 23, 26, 27, 79,
principles of relative motion and perspective. 85
2 Many of the phenomena that we observe on Earth
involve interactions among components of air, water, 22, 24, 29, 32,
and land. 33, 77, 78, 80

Standard 4 3 Matter is made up of particles whose properties

The Physical Setting determine the observable characteristics of matter and 30, 31, 35, 36,
its reactivity. 37, 50, 76, 81

4 Energy exists in many forms, and when these forms 25, 38, 39, 40,
change energy is conserved. 41, 42, 83
5 Energy and matter interact through forces that
result in changes in motion. 28, 34

1 Living things are both similar to and different from 1, 2, 3, 4, 5, 6,

each other and from nonliving things. 7, 17, 63, 65, 66
2 Organisms inherit genetic information in a variety
of ways that result in continuity of structure and 9, 11, 60, 61, 62
function between parents and offspring.

3 Individual organisms and species change over time. 15, 16, 72, 73,
74
Standard 4 4 The continuity of life is sustained through
The Living reproduction and development. 12, 21, 71
Environment
5 Organisms maintain a dynamic equilibrium that 8, 13, 14, 18,
sustains life. 69, 70
6 Plants and animals depend on each other and their
physical environment. 67

7 Human decisions and activities have had a

profound impact on the physical and living 10, 19, 20, 82
environment.

Int.-Lev Sci. Rating Guide — June ’17 [18]

 NYS Learning Performance Test
Standards for Form A June 2017
Reference to Intermediate-Level Science Core Question Number
Mathematics, Curriculum
Written Test
Science, and Question
Key Idea or Performance Indicator Station Station Station
Technology Number
1 2 3
Standard/Area
Students will understand the relationships and
Standard 6
common themes that connect mathematics, science,
Interconnectedness:
and technology and apply the themes to these and
Common Themes
other areas of learning.
1.1–1.4 Through systems thinking, people can
Standard 6 recognize the commonalities that exist among all
Systems Thinking systems and how parts of a system interrelate and
combine to perform specific functions.
2.1–2.3 Models are simplified representations of
Standard 6 1, 2, 3, 55, 56, 64, 68,
objects, structures, or systems used in analysis, 3, 8 4
Models 4 84
explanation, interpretation, or design.
3.1–3.2 The grouping of magnitudes of size, time,
frequency, and pressures or other units of
Standard 6
measurement into a series of relative order provides a
Magnitude and
useful way to deal with the immense range and the
Scale
changes in scale that affect the behavior and design of
systems.
Standard 6 4.1–4.2 Equilibrium is a state of stability due either
Equilibrium and to a lack of change (static equilibrium) or a balance
Stability between opposing forces (dynamic equilibrium).
5.1–5.2 Identifying patterns of change is necessary
Standard 6 3, 4, 5,
for making predictions about future behavior and 6
Patterns of Change 6, 7
conditions.
6.1–6.2 In order to arrive at the best solution that
Standard 6
meets criteria within constraints, it is often necessary
Optimization
to make trade-offs.
1 Connections The knowledge and skills of
Standard 7 mathematics, science, and technology are used
Interdisciplinary together to make informed decisions and solve
Problem Solving problems, especially those related to issues of
science/technology/society, consumer decision
Students will apply making, design, and inquiry into phenomena.
the knowledge and
thinking skills of 2 Strategies Solving interdisciplinary problems
mathematics, science, involves a variety of skills and strategies, including
and technology to effective work habits; gathering and processing
address real-life information; generating and analyzing ideas; realizing
problems and make ideas; making connections among the common
informed decisions. themes of mathematics, science, and technology; and
presenting results.

Int.-Lev Sci. Rating Guide — June ’17 [19]

 Grade 8 Intermediate-Level Science

Reference to Process Skills Based on Standard 4

Process Skills Performance Test Form A June 2017

Question Number Written Test
(From Intermediate-Level Science Core Curriculum Grades 5–8) Station Station Station Question
1 2 3 Number
1 Follow safety procedures in the classroom and laboratory 75
2 Safely and accurately use the following measurement tools:
metric ruler, balance, stopwatch, graduated cylinder, 1
thermometer, spring scale, voltmeter
3 Use appropriate units for measured or calculated values 1, 2, 3
General Skills

4 Recognize and analyze patterns and trends 7, 8 47, 52

5 Classify objects according to an established scheme and a
student-generated scheme
6 Develop and use a dichotomous key 1–5, 9
7 Sequence events
12, 34, 47, 50, 68,
8 Identify cause-and-effect relationships 4, 5, 6 6, 7 69, 70, 74, 76, 82,
83
9 Use indicators and interpret results
1 Manipulate a compound microscope to view microscopic
6, 8
objects
2 Determine the size of a microscopic object, using a
Living Environment Skills

7
compound microscope
3 Prepare a wet mount slide
4. Use appropriate staining techniques
5 Design and use a Punnett square or a pedigree chart to
60, 61, 62
predict the probability of certain traits
6 Classify living things according to a student-generated
9
scheme and an established scheme
7 Interpret and/or illustrate the energy flow in a food chain,
64
energy pyramid, or food web
8 Identify pulse points and pulse rates
9 Identify structure and function relationships in organisms 6
1 Given the latitude and longitude of a location, indicate its
position on a map and determine the latitude and longitude 79
of a given location on a map
2 Using identification tests and a flow chart, identify mineral
samples
3 Use a diagram of the rock cycle to determine geological
55, 56
processes that led to the formation of a specific rock type
4 Plot the location of recent earthquake and volcanic activity
on a map and identify patterns of distribution
5 Use a magnetic compass to find cardinal directions
6 Measure the angular elevation of an object, using
appropriate instruments
Physical Setting Skills

7 Generate and interpret field maps including topographic and

33
weather maps
8 Predict the characteristics of an air mass based on the origin
of the air mass
9 Measure weather variables such as wind speed and direction,
relative humidity, barometric pressure, etc.
10 Determine the density of liquids, and regular- and
3 50
irregular-shaped solids
11 Determine the volume of a regular- and an irregular-shaped
49
solid, using water displacement
12 Using the periodic table, identify an element as a metal,
81
nonmetal, or noble gas
13 Determine the identity of an unknown element, using
physical and chemical properties
14 Using appropriate resources, separate the parts of a mixture
15 Determine the electrical conductivity of a material, using a
simple circuit
16 Determine the speed and acceleration of a moving object

Int.-Lev Sci. Rating Guide — June ’17 [20]

 Grade 8 Intermediate-Level Science

Reference to Core Curriculum for Individual Test Questions on Written Test — June 2017

MST Area within Key Idea or Process Skills

Question Other Standards, Key Ideas,
Learning Standard 4 Major Based on
Number or Major Understandings
Standard (PS or LE) Understanding Standard 4
1 4 LE 1.1c
2 4 LE 1.1b 5.2a
3 4 LE 1.1d St 6 KI 2.2
4 4 LE 1.1e
5 4 LE 1.2c St 6 KI 2.2
6 4 LE 1.2d 1.1g; St 6 KI 2.2 LE 9
7 4 LE 1.2e
8 4 LE 5.2c
9 4 LE 2.1d
10 4 LE 7.2b St 6 KI 2.2
11 4 LE 2.1e 2.1a; St 6 KI 2.2
12 4 LE 4.4d GS 8
13 4 LE 5.1d
14 4 LE 5.1e St 6 KI 2.2
15 4 LE 3.1b Intro 3; St 6 KI 2.2
16 4 LE 3.1b St 6 KI 2.2
17 4 LE 1.2j
18 4 LE 5.2d
19 4 LE 7.1a
20 4 LE 7.1c
21 4 LE 4.3d St 6 KI 2.2
22 4 PS 2.2b
23 4 PS 1.1h
24 4 PS 2.1e 3.1a
25 4 PS 4.4b St 6 KI 2.2
26 4 PS 1.1g St 6 KI 2.2
27 4 PS 1.1g 1.1e; St 6 KI 2.2
28 4 PS 5.2a
29 4 PS 2.1c
30 4 PS 3.2a 2.1j
31 4 PS 3.3b St 1 S3.2h
32 4 PS 2.2q St 6 KI 2.2
33 4 PS 2.2q St 6 KI 2.2 PS 7
34 4 PS 5.2f 5.2g; St 6 KI 2.2 GS 8
35 4 PS 3.1e St 6 KI 2.2
36 4 PS 3.1f 3.1c; St 6 KI 2.2
37 4 PS 3.3f 3.3c; St 6 KI 2.2
38 4 PS 4.2b
39 4 PS 4.4b St 6 KI 2.2
40 4 PS 4.3a 4.1c
41 4 PS 4.2d St 6 KI 2.2
42 4 PS 4.4g St 6 KI 2.2

Int.-Lev Sci. Rating Guide — June ’17 [21]

 MST Area within Key Idea or Process Skills
Question Other Standards, Key Ideas,
Learning Standard 4 Major Based on
Number or Major Understandings
Standard (PS or LE) Understanding Standard 4
43 1 - S 3.2h M 2.1b; PS 1.1e
44 1 - M 3.1 S 3.2h; LE 5.2b
45 1 - S 1.2c
46 1 - S 3.1a LE 5.1f
47 1 - S 3.2h LE 1.2j GS 4, 8
48 1 - S 2.2d LE 1.2j
49 1 - M 1.1c S 2.1d PS 11
50 4 PS 3.1h St 6 KI 2.2 PS 10; GS 8
51 1 - M 1.1c PS 3.1b; 4.2e
52 1 - M 1.1b M 2.1b; PS 4.2e GS 4
53 1 - M 1.1c PS 5.1b
54 1 - M 2.1b S 3.2h; PS 5.1b
55 6 - KI 2.2 PS 2.2h PS 3
56 6 - KI 2.2 PS 2.2h PS 3
57 1 - S 2.2d LE 4.3e
58 1 - M1.1b LE 4.3e
59 1 - S 2.2d LE 4.3e
60 4 LE 2.2c St 6 KI 2.2 LE 5
61 4 LE 2.2c St 6 KI 2.2 LE 5
62 4 LE 2.2c St 6 KI 2.2, 2.3 LE 5
63 4 LE 1.1h St 6 KI 2.2
64 6 - KI 2.2 LE 6.1b LE 7
65 4 LE 1.1f St 6 KI 2.2
66 4 LE 1.1f St 6 KI 2.2
67 4 LE 6.2a St 6 KI 2.2
68 6 - KI 2.2 LE 5.1f; 1.2h GS 8
69 4 LE 5.2e St 1 S 3.2h GS 8
70 4 LE 5.2e St 1 S 3.2h GS 8
71 4 LE 4.2a St 6 KI 2.2
72 4 LE 3.1a St 6 KI 2.2
73 4 LE 3.2b 7.1c; 3.2a; St 1 S1
74 4 LE 3.2b PS 2.1f; St 1 S1 GS 8
75 1 - S 2.1a St 6 KI 2.2 GS 1
76 4 PS 3.2a PS 3.2c; St 1 KI 1 GS 8
77 4 PS 2.2r St 6 KI 2.2
78 4 PS 2.2r St 1 S 3.2d
79 4 PS 1.1f St 6 KI 2.2 PS 1
80 4 PS 2.2d St 6 KI 2.2
81 4 PS 3.3g St 6 KI 2.2 PS 12
82 4 LE 7.2d PS 2.2r; St 6 KI 2.2 GS 8
83 4 PS 4.1b 4.4d; St 6 KI 1; St 7 KI 1.1 GS 8
84 6 - KI 2.2 PS 4.4a
85 4 PS 1.1i St 6 KI 2.2
Int.-Lev Sci. Rating Guide — June ’17 [22]
 Grade 8 Intermediate-Level Science

Reference to Core Curriculum for Individual Test Questions on Performance Test Form A

Reference to Grade 8 Intermediate-Level Science Core Curriculum

Question MST Standard 1 MST Standard 6

Station Credits Process Skills
Number (Mathematical Analysis, Scientific Interconnected/
Based on MST
Inquiry, and Engineering Design) Common
Standard 4
Key Idea/Performance Indicator Themes

1 3 S 2.3, S 3.1, S 3.2 KI 2 General Skill 6

2 2 S 1.1, S 2.2 KI 2 General Skill 6
3 2 S 1.1, S 2.1, S 2.2, S 2.3, S 3.1 KI 2 General Skill 6
4 2 S 2.1, S 2.2, S 2.3 KI 2 General Skill 6
1 5 2 S 2.1, S 3.1 General Skill 6
6 1 S 2.1 LE Skill 1
7 1 LE Skill 2
8 1 LE Skill 1
General Skill 6
9 1
LE Skill 6
1 5 S 2.3 General Skill 2
2 3 S 2.3, S 3.1
S 2.3 KI 2
3 1
M1 KI 5
S 3.2
4 1 KI 5 General Skill 8
M2
2 S 3.2
5 1 KI 5 General Skill 8
M2
S 3.2
6 1 KI 5 General Skill 8
M2
S 1.3, S 1.4
7 2 KI 5 General Skill 4
M2
S 1.2, S 1.3, S 3.1
8 3 KI 2 General Skill 4
M1
1 3 S 2.1, S 2.3 General Skill 3
2 4 S 2.1, S 2.3 General Skill 3
3 4 General Skill 3
3 4 1 S 1.2, S 2.3, S 3.2 KI 2
5 2 S 1.3, S 3.2, S 3.3
6 2 S 1.3, S 3.2 KI 5 General Skill 8
7 2 S 3.2 General Skill 8

Int.-Lev Sci. Rating Guide — June ’17 [23]