Transcription
Release of Spring 2022MCAS Test Itemsfrom theGrade 8 Science andTechnology/EngineeringPaper-Based TestJune 2022Massachusetts Department ofElementary and Secondary Education
This document was prepared by theMassachusetts Department of Elementary and Secondary EducationJeffrey C. RileyCommissionerThe Massachusetts Department of Elementary and Secondary Education, an affirmative action employer,is committed to ensuring that all of its programs and facilities are accessible to all members of the public.We do not discriminate on the basis of age, color, disability, gender identity, national origin, race, religion, sex orsexual orientation. Inquiries regarding the Department’s compliance with Title IX and other civil rights laws maybe directed to the Human Resources Director, 75 Pleasant St., Malden, MA 02148 781-338-6105. 2022 Massachusetts Department of Elementary and Secondary EducationPermission is hereby granted to copy for non-commercial educational purposes any or all parts ofthis document with the exception of English Language Arts passages that are not designated as inthe public domain. Permission to copy all other passages must be obtained from the copyright holder.Please credit the “Massachusetts Department of Elementary and Secondary Education.”Massachusetts Department of Elementary and Secondary Education75 Pleasant Street, Malden, MA 02148-4906Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370www.doe.mass.edu
Overview of Grade 8 Science and Technology/Engineering TestThe spring 2022 grade 8 Science and Technology/Engineering (STE) test was a next-generation assessment that wasadministered in two primary formats: a computer-based version and a paper-based version. The vast majority of students tookthe computer-based test. The paper-based test was offered as an accommodation for students with disabilities who are unableto use a computer, as well as for English learners who are new to the country and are unfamiliar with technology.Most of the operational items on the grade 8 STE test were the same, regardless of whether a student took the computer-basedversion or the paper-based version. In places where a technology-enhanced item was used on the computer-based test, an adaptedversion of the item was created for use on the paper test. These adapted paper items were multiple-choice or multiple-select itemsthat tested the same STE content and assessed the same standard as the technology-enhanced item.This document displays released items from the paper-based test. Released items from the computer-based test areavailable on the MCAS Resource Center website at mcas.pearsonsupport.com/released-items.Test Sessions and Content OverviewThe grade 8 STE test was made up of two separate test sessions. Each session included selected-response questions andconstructed-response questions. On the paper-based test, the selected-response questions were multiple-choice items andmultiple-select items, in which students select the correct answer(s) from among several answer options.Standards and Reporting CategoriesThe grade 8 STE test was based on learning standards in the four major content strands in the April 2016 version of theMassachusetts Science and Technology/Engineering Curriculum Framework. The four content strands are listed below. Earth and Space Science Life Science Physical Science Technology/EngineeringThe 2016 Massachusetts Science and Technology/Engineering Curriculum Framework is available on the Department websiteat www.doe.mass.edu/frameworks/current.html.Science and Technology/Engineering test results are reported under four MCAS reporting categories, which are identical to thefour framework content strands listed above.Some items on the grade 8 STE test are also reported as aligning to one of three MCAS Science and Engineering PracticeCategories. The three practice categories are listed below. Practice Category A: Investigations and Questioning Practice Category B: Mathematics and Data Practice Category C: Evidence, Reasoning, and ModelingMore information about the practice categories is available on the Department website at .The tables at the conclusion of this document provide the following information about each released and unreleasedoperational item: reporting category, standard covered, practice category covered (if any), item type, and item description. Thecorrect answers for released selected-response questions are also displayed in the released item table.Reference MaterialsEach student taking the paper-based version of the grade 8 STE test was provided with a plastic ruler. An image of the ruler isnot reproduced in this document. Each student also had sole access to a calculator.During both STE test sessions, the use of bilingual word-to-word dictionaries was allowed for current and former Englishlearner students.1
Grade 8Science and Technology/EngineeringSESSION 1This session contains 9 questions.DirectionsRead each question carefully and then answer it as well as you can. You must recordall answers in this Test & Answer Booklet.For some questions, you will mark your answers by filling in the circles in yourTest & Answer Booklet. Make sure you darken the circles completely. Do not makeany marks outside of the circles. If you need to change an answer, be sure to eraseyour first answer completely.If a question asks you to show or explain your work, you must do so to receive fullcredit. Write your response in the space provided. Only responses written within theprovided space will be scored.2
Science and Technology/Engineering SC905147343 PAqOPSession 1CA teacher asked a class to write the “cosmic address” of Massachusetts. Acosmic address is ordered from smallest to largest.The first four parts of the cosmic address are shown below.MassachusettsUnited StatesNorth AmericaNorthern Hemisphere?Which of the following best completes the cosmic address of Massachusetts?ACBEarthEarthMilky Way galaxysolar systemsolar systemuniverseuniverseMilky Way galaxyDEarthEarthsolar systemuniverseMilky Way galaxysolar systemuniverseMilky Way galaxy3
Science and Technology/Engineering SC632265448 PAwOPSession 1BThe map shows some of the tectonic plates that form Earth’s surface, andfour areas labeled W, X, Y, and eFijiPlatePacificPlateYNZAntarctic PlateIn which area is an earthquake most likely to occur?Aarea WBarea XCarea YDarea Z4
Science and Technology/Engineering SC903847508 OPSession 1CWhich of the following models has the greatest attractive electric forcebetween the charged particles?A 1 15 mmB 1 110 mmC–1 15 mmD 1–110 mm5
Science and Technology/Engineering SC633058958 OPSession 1AThe table shows the masses of four planets and the distance of each planetfrom the Sun.JupiterSaturnUranusNeptuneMass ( 1024 kg)189856886.8102Distance from theSun ( 106 km)778.61433.52872.54495.1Based on the data in the table, on which planet does the Sun exert thegreatest gravitational force?AJupiterBSaturnCUranusDNeptune6
Science and Technology/Engineering Session 1This question has two parts. Write your response on the next page. Be sureto label each part of your response.SC816553266Two students are riding identical bicycles on a level sidewalk. Student R has amass of 55 kg and student S has a mass of 40 kg.A. Both students are traveling at a speed of 3 m/s.Determine whether student R has a larger, a smaller, or an equal amountof kinetic energy compared to student S. Explain your reasoning.B. Student R is at rest, begins to ride, and then moves faster and faster.Identify which graph (1, 2, or 3) best represents the relationship betweenstudent R’s speed and kinetic energy. Explain your reasoning.Graph 2Graph 3Kinetic EnergyKinetic EnergyGraph 1Kinetic Energy OPSpeedSpeed7Speed
Science and Technology/Engineering 8Session 1
Science and Technology/Engineering Session 1This question has two parts.SC905636245 PA OP B; A, B, EHuman activities are playing a role in increasing greenhouse gases. Theincrease in greenhouse gases is causing a rise in global temperatures.Part AThe model represents the movement of thermal energy through Earth’ssystems.SunlightGreenZYhouse gasesXWWhich arrow best shows the movement of thermal energy that is causing arise in global temperatures?Aarrow WBarrow XCarrow YDarrow Z9
Science and Technology/Engineering Session 1Part BSelect three activities that would help reduce the amount of greenhousegases in Earth’s atmosphere.Ausing bicycles as a form of transportationBimplementing public transportation systemsCcutting down forests to build farms and citiesDburning coal at power plants to make electricityEusing solar panels to collect energy from the Sun10
Science and Technology/Engineering SC630748134 PA OPSession 1DA homeowner and a builder discussed three parts of a system that wereinvolved in replacing the shingles on the roof of the homeowner’s home: hammering a nail roof with new shingles toolsWhich table correctly classifies each part of the system as an input, aprocess, or an output?ABCDInputProcessOutputhammeringa nailtoolsroof with newshinglesInputProcessOutputhammeringa nailroof with newshinglestoolsInputProcessOutputroof with newshingleshammeringa nailtoolsInputProcessOutputtoolshammeringa nailroof with newshingles11
Science and Technology/Engineering SC633724344 PA OP Session 1AThe diagram shows a toy sailboat with some parts labeled.SailMastRudderThe labeled parts of the sailboat have specific functions. The sail provides the force needed to move the boat. The mast holds up the sail. The rudder steers the boat.Which table correctly classifies each part of the sailboat as a structural,propulsion, or control subsystem?AStructural PropulsionmastBStructural PropulsionrudderCmastStructural PropulsionsailDsailrudderStructural lmastControlsail12
Science and Technology/Engineering SC718684123 OPSession 1B, C, EA student plans to build a bench like the one shown.The student has determined that the following steps need to be completed: make measurements cut wood smooth edges attach pieces of wood together with fastenersThe student will use an electric sander, a screwdriver, and an electric saw tobuild the bench.Select three other items the student should use to safely build the bench.A12-inch rulerBdust maskCgogglesDpliersEtape measure13
Grade 8Science and Technology/EngineeringSESSION 2This session contains 11 questions.DirectionsRead each question carefully and then answer it as well as you can. You must recordall answers in this Test & Answer Booklet.For some questions, you will mark your answers by filling in the circles in yourTest & Answer Booklet. Make sure you darken the circles completely. Do not makeany marks outside of the circles. If you need to change an answer, be sure to eraseyour first answer completely.If a question asks you to show or explain your work, you must do so to receive fullcredit. Write your response in the space provided. Only responses written within theprovided space will be scored.14
Science and Technology/Engineering SC803361743 OP Session 2B, DThe table shows weather data for three days in Boston.DateSkyConditionsHighTemperature( F)LowTemperature( F)Air Pressure(in. ofmercury)June 1rainy705529.72June 2partly cloudy735630.02June 3sunny795830.37Select the two most likely explanations for the change in weather from June1 to June 3.AA cold front moved into the area.BA warm front moved through the area.CA low pressure system moved into the area.DA high pressure system moved into the area.EA cold air mass stalled over a warm air mass in the area.15
Science and Technology/Engineering SC313192 OPSession 2DA teacher performs an investigation by heating a 5.4 g piece of aluminumand placing it into a beaker of water. The table shows the temperaturesbefore and after the aluminum was placed in the water.SubstanceInitial Temperature( C)Final Temperature( C)aluminum10028water2628The teacher repeats the investigation using a larger, 20 g piece of aluminumheated to 100 C. Which of the following best explains what will happen to thefinal temperature of both the water and the 20 g piece of aluminum?AThe temperature will be 28 C because both pieces of aluminum transferheat energy at the same rate.BThe temperature will be 28 C because both pieces of aluminum areheated to the same initial temperature.CThe temperature will be lower than 28 C because the smaller piece ofaluminum transfers heat energy more quickly than the larger piece ofaluminum.DThe temperature will be higher than 28 C because the larger piece ofaluminum transfers more heat energy to the water than the small piece ofaluminum.16
Science and Technology/Engineering Session 2The following section focuses on the ecosystem of the hammerhead shark.Read the information below and use it to answer the three selected-responsequestions and one constructed-response question that follow.SC903840728 spanSharks are large fish that live in the ocean. Hammerhead sharks are a partof a marine ecosystem, as shown in the food web.Hammerhead sharkCownose rayOysterSoft-shell llop
Science and Technology/Engineering SC903846698 DWhich of the following best describes the role that hammerhead sharks playin the ecosystem?AThe sharks act as a food source for clams, oysters, and scallops.BThe sharks compete with cownose rays for access to nutrients in theenvironment.CThe sharks break down the remains of zooplankton and phytoplankton,returning nutrients to the environment.DThe sharks limit the population size of cownose rays, preventing themfrom overfeeding on clams, oysters, and scallops.SC903843363 OPSession 2OPDThe diagram represents one process that transfers energy in the marineecosystem.EnergyfromsunlightEnergyin foodmoleculesThe process occurs in which of the following organisms?Acownose raysBhammerhead sharksCoystersDphytoplankton18
Science and Technology/Engineering SC903849539 OPSession 2A, DIn recent decades, overfishing has led to large decreases in the sizes ofshark populations. Biologists studying the effects of overfishing on marineecosystems have hypothesized that a decrease in hammerhead sharks hasled to a decrease in bay scallops.Select two pieces of data that the biologists would most likely use to testtheir hypothesis.Athe population counts for bay scallopsBthe number of times hammerhead sharks reproduce each yearCthe number of offspring produced from one mating between bay scallopsDthe number of hammerhead sharks in each of the marine ecosystemsover timeEthe temperature of the water in which hammerhead sharks and bayscallops liveThis question has three parts. Write your response on the next page. Besure to label each part of your response.SC903853728 OPXCownose rays are an important part of the marine ecosystem.A. Identify the ecological relationship (competitive, parasitic, or predatory)between cownose rays and oysters in the ecosystem. Explain yourreasoning.B. Describe what would most likely happen to the size of the cownose raypopulation (increase, decrease, or stay the same) if there were a largedecrease in the phytoplankton population in the ecosystem. Explain yourreasoning.C. Based on the food web, describe what would most likely happen to thehammerhead shark population if the cownose rays were removed from theecosystem. Explain your reasoning.19
Science and Technology/Engineering 20Session 2
Science and Technology/Engineering SC814037351 OPSession 2DThe diagram shows a model of the water cycle. Four steps of the water cycleare labeled W, X, Y, and Z.XYWZWhich change would most likely increase the movement of water duringstep W?Aan increase in absorptionBan increase in cloud coverCan increase in precipitationDan increase in solar radiation21
Science and Technology/Engineering Session 2This question has three parts. Write your response on the next page. Besure to label each part of your response.SC631744146 PA OPXStudents investigated what happens when citric acid combines with bakingsoda in water. They followed these steps:1. Place a thermometer in a beaker of room-temperature water.2. Add baking soda to the beaker of water and stir until the baking soda isno longer visible.3. Add citric acid to the beaker and stir for 5 sec.The students recorded observations in a lab notebook every 30 sec for 2 min.They made the following observations: The temperature decreased. Bubbles formed. The color did not change.A. Identify the type of energy that was measured by the thermometer.B. Identify whether the reaction in the beaker was endothermic orexothermic. Explain your answer.C. Show how the students should have set up the lab notebook to recordtheir data. In the table shown on the next page, fill in the row and columnheadings using labels from the list below. Write one label in each spacethat has dashed lines. Each label may be used once or not at all.Labels: 0 sec 30 sec 60 sec 90 sec 120 sec Baking soda Bubbles Citric acid Color Temperature Time Water22
Science and Technology/Engineering C.Part C. Lab Notebook Table23Session 2
Science and Technology/Engineering Session 2This question has two parts.SC804379456 OP C; DThe diagram shows an example of a communication system for a UnitedStates Geological Survey (USGS) data collection site that collects informationabout water in a lake.SatellitedishSatelliteWeb serverLakeUSGS datacollection siteWater dataavailable onthe internetPart AWhat is the source of the message in this communication system?Athe satelliteBthe satellite dishCthe USGS data collection siteDthe water data available on the internet24
Science and Technology/Engineering Session 2Part BWhich of the following is the storage for this communication system?Athe lakeBthe satelliteCthe satellite dishDthe web server25
Science and Technology/Engineering SC265230 OPASession 2A company is developing a new kind of camera. Which of the following bestdescribes a prototype for the camera?Aa full-size working version of the cameraBa three-dimensional clay model of the cameraCa list of the materials needed to build the cameraDa drawing showing the different sides of the camera26
Science and Technology/Engineering SC807303457 OPSession 2B, DWhen a person eats a sandwich, the person’s digestive system breaks downthe sandwich into food molecules.Select two statements that describe how the food molecules are used by theperson’s body.AThe food molecules deliver oxygen and remove wastes from cells.BThe food molecules are used to produce energy for cell processes.CThe food molecules store genetic information that is used to direct celldivision.DThe food molecules are assembled into larger molecules that are used forcell growth.27
Grade 8 Science and Technology/EngineeringSpring 2022 Released Operational ItemsPBTItemNo.PageNo.132435Physical Science7.PS.2.3C. Evidence, Reasoning,and ModelingSR46Earth and SpaceScience8.ESS.1.2B. Mathematics and DataSR57Physical Science7.PS.3.1B. Mathematics and DataCR69Earth and SpaceScience8.ESS.3.5C. Evidence, Reasoning,and ingCategoryEarth and SpaceScienceEarth and eeringTechnology/EngineeringEarth and TS.2.3Science and Engineering ItemPractice CategoryType*C. Evidence, Reasoning,and ModelingC. Evidence, Reasoning,and ModelingC. Evidence, Reasoning,and ModelingA. Investigations andQuestioningSRSRSRSRItem DescriptionUse a model to order a planet, a solar system, a galaxy,and the universe from smallest to largest.Interpret a map to determine where an earthquake ismost likely to occur.Compare the strengths of the electric forces betweencharged particles at different distances to determinewhich two particles have the greatest attractive electricforce.Analyze mass and distance data of planets to determinethe planet that has the greatest gravitational forceacting on it.Compare the kinetic energy of two students whengiven their speed and mass and explain the reasoning;identify the graph that shows the relationship betweenspeed and kinetic energy and explain the reasoning.Interpret a model to show how thermal energy thatcauses global warming moves through Earth's systemsand identify activities that will reduce greenhouse gasproduction.Determine whether parts of a system are inputs,processes, or outputs.Determine whether parts of a vehicle are structural,propulsion, or control subsystems.Select the appropriate safety equipment and tools neededto construct a prototype.Analyze data to determine the causes of a change inweather.Explain how mass affects the amount of heat energythat one object can transfer to another.Analyze a food web to describe how the ecologicalrelationships among organisms influence populationsin an ecosystem.Use a food web to determine which organisms in anecosystem transfer energy from sunlight into foodmolecules.Determine what data should be collected to study howoverfishing one population affects another population.Analyze a food web to describe and explain theecological relationship between two organisms andexplain how changes to the populations of organismsaffect the population sizes of other organisms.Analyze a water cycle model to determine what wouldcause an increase in evaporation.Analyze the results of an investigation to determinewhether a reaction was endothermic or exothermic,and show how the results should be organized in a labnotebook.Interpret a model of a communication system todetermine its source and storage.8.ESS.2.5B. Mathematics and DataSRPhysical Science7.PS.3.4C. Evidence, Reasoning,and ModelingSR18Life Science7.LS.2.2C. Evidence, Reasoning,and ModelingSR1318Life Science7.LS.2.3C. Evidence, Reasoning,and ModelingSR1419Life Science7.LS.2.4A. Investigations andQuestioningSR1519Life Science7.LS.2.1C. Evidence, Reasoning,and ModelingCR1621Earth and SpaceScience7.ESS.2.4C. Evidence, Reasoning,and ModelingSR1722Physical Science6.PS.1.6A. Investigations andQuestioningCR18247.ETS.3.1C. Evidence, Reasoning,and ModelingSR19267.ETS.1.7NoneSRDescribe the function of a prototype.20278.LS.1.7NoneSRDescribe how digested food molecules are used by aperson's ife C;DAB,D* Science and Technology/Engineering item types are: selected-response (SR) and constructed-response (CR).** Answers are provided here for selected-response items only. Sample responses and scoring guidelines for constructed-response items will be postedto the Department’s website later this year.28
Grade 8 Science and Technology/EngineeringSpring 2022 Unreleased Operational ItemsPBTItemNo.ReportingCategoryStandardScience and EngineeringPractice CategoryItemType*B. Mathematics and DataSR21Technology/Engineering7.ETS.1.222Physical Science6.PS.4.223Life ogy/EngineeringTechnology/Engineering6.ETS.1.1C. Evidence, Reasoning,and ModelingC. Evidence, Reasoning,and ModelingA. Investigations andQuestioningSRSRSR6.ETS.1.5B. Mathematics and .2.5C. Evidence, Reasoning,and ModelingCR28Earth and SpaceScience6.ESS.1.4C. Evidence, Reasoning,and ModelingCR29Earth and SpaceScience8.ESS.1.1C. Evidence, Reasoning,and ModelingSR30Physical Science8.PS.1.1C. Evidence, Reasoning,and ModelingSR31Physical Science8.PS.2.2C. Evidence, Reasoning,and ModelingSR32Life Science8.LS.1.533Earth and SpaceScience8.ESS.2.134Physical Science6.PS.4.135Life Science8.LS.3.236Life Science8.LS.4.437Physical Science7.PS.3.3NoneSR38Life Science6.LS.4.1C. Evidence, Reasoning,and ModelingSR39Physical Science6.PS.1.7B. Mathematics and DataSR40Earth and SpaceScience6.ESS.1.141Life Science8.LS.3.3C. Evidence, Reasoning,and ModelingC. Evidence, Reasoning,and ModelingC. Evidence, Reasoning,and ModelingC. Evidence, Reasoning,and ModelingC. Evidence, Reasoning,and ModelingSRSRSRSRCRC. Evidence, Reasoning,and ModelingC. Evidence, Reasoning,and ModelingSRSRItem DescriptionInterpret a decision matrix to determine the best designsolutions.Determine which model shows how light is transmitted througha material.Determine which model shows the pairs of alleles that code fora trait in an offspring and its parents.Determine a constraint of a design solution for a manufacturer.Calculate the length of a scaled drawing and select the correctscaled drawing by measuring its length.Determine which property of a metal blade allows it to cutother materials.Identity which manufacturing processes are used to make aproduct and explain an advantage of using computer-controlledmachines for some manufacturing steps.Identify and explain the relative ages of rock layers,explain how fossils of a species can be found in a differentenvironment from where the species lived, and explain whyfossils of a species may be found in only one rock layer.Identify the model that shows the Sun-Earth system anddescribe the daylight hours in the Southern Hemisphere for acertain month.Compare the properties of two molecules by interpretingmodels of the molecules.Use information about the motion and speed of an objectto determine if the forces on the object are balanced orunbalanced.Analyze data to determine that an environmental factorinfluenced the growth of organisms.Use a model to draw a conclusion about oceanic crust near amid-ocean ridge.Compare wave models and determine which two have thesame amplitude.Explain why sexual reproduction helped a species survive anenvironmental change.Identify whether an inherited trait will increase in a populationover time and explain the reasoning.Explain how an insulated cooler can keep its contents cold.Analyze fossil record data to determine how the fossil recordchanged and explain why the change occurred.Use a data table with mass, volume, and physical state todetermine which material has the greatest density.Describe how Earth would appear from the Moon when Earthis experiencing a lunar eclipse.Explain why different types of cells in an organ can havedifferent functions.* Science and Technology/Engineering item types are: selected-response (SR) and constructed-response (CR).29
On the paper-based test, the selected-response questions were multiple-choice items and multiple-select items, in which students select the correct answer(s) from among several answer options. Standards and Reporting Categories The grade 8 STE test was based on learning standards in the four major content strands in the April 2016 version of the
