Grade

8

ScienceStudent Test Booklet

Spring 2010

Copyright © 2010 by Ohio Department of Education. All rights reserved.

This test was originally administered to students in Spring 2010.

Not all items from the Spring 2010 administration will be released in thisdocument. According to Ohio Revised Code (ORC) 3301.07.11:4(b) . . .not less than forty percent of the questions on the test that are used tocompute a student’s score shall be a public record. The department [ofeducation] shall determine which questions will be needed for reuse ona future test and those questions shall not be public records and shall beredacted from the test prior to its release as public record.

This publicly released material is appropriate for use by Ohio teachers ininstructional settings. This test is aligned with Ohio’s Academic ContentStandards for Science.

Ohio AchievementAssessments

Student Name: _____________________________________

hio Departmentof Education

The Ohio Department of Education does not discriminate on the basis of race, color, national

origin, sex, religion, age, or disability in employment or the provision of services.

The Ohio Department of Education acknowledges that copyrighted material may contain

information that is not currently accurate and assumes no responsibility for material

reproduced in this document that reflects such inaccuracies.

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Directions:

Today you will be taking the Ohio Grade 8 Science Achievement Assessment. Three different types of questions appear on this test: multiple choice, short answer and extended response.

There are several important things to remember:

1. Read each question carefully. Think about what is being asked. Look carefully atgraphs or diagrams because they will help you understand the question. Then,choose or write the answer you think is best.

2. Use only a #2 pencil to answer questions on this test.

3. For multiple-choice questions, fill in the circle next to your answer choice. Markonly one answer for each question. If you change your answer, make sure youerase your old answer completely. Do not cross out or make any marks on theother choices.

4. For constructed-response questions, write your answer neatly, clearly and only inthe space provided in your Answer Document. Any responses written in yourStudent Test Booklet will not be scored.

5. Short-answer questions are worth two points. Extended-response questions areworth four points. Point values are printed near each question in your Student TestBooklet. The amount of space provided for your answers is the same for all two- and four-point questions.

6. If you do not know the answer to a question, skip it and go on to the nextquestion. If you have time, go back to the questions you skipped and try toanswer them before turning in your Student Test Booklet and Answer Document.

7. Check over your work when you are finished.

8. When you finish this section of the test, you may NOT go back to the reading ormathematics sections in the Student Test Booklet.

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Items 1–7 have not been slated for public releasein 2010.

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8. Bass tapeworms attach to the gillsand intestines of bass fish. Theseworms survive by taking nutrientsfrom the bass.

What type of relationship does this represent?

A. predation

B. parasitism

C. mutualism

D. commensalism

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FT Form B SP09 (20)

On the Spring 2010 Grade 8 Science AchievementAssessment, items 9–14 are field-test items, which

are not released.

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Use the information and graph below to answer questions 15–17.

Butterfly Data

A school butterfly club did a field study to document the species of butterflies present intheir Ohio town. Students divided a circular field study area into five sections. The studentstook photographs and recorded notes describing each section. Students always observedbutterflies in the study area at the same time of day during the same four months of the year.

Butterflies within 10 feet of the students were captured in nets, photographed foridentification and then released. Data collected for four years are shown in the table below.

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EasternTiger

Swallowtail

0

40

80

120

160

Num

be

r of B

utte

rflie

s

Type of Butterfly

Monarch SpicebushSwallowtail

StripedHairstreak

Viceroy

Number of Butterflies Observed

1999

2000

2001

2002

Year

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15. In addition to a butterfly net, whattools would the students need tocollect data for this study?

A. camera and balance

B. stopwatch and camera

C. tape measure and camera

D. tape measure and balance

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16. In 2002, the club reported to theNorth American ButterflyAssociation that the StripedHairstreak butterfly was extinct. Intheir report, the students wrote thatthey suspected that the localpesticide spraying in 2000 was thecause of the extinction of thisbutterfly species. The studentsreceived a reply stating that their conclusion was notscientifically valid.

In your Answer Document, give tworeasons why their conclusion wasnot scientifically valid. (2 points)

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17. In the summer of 2000, a largenumber of Gypsy moths were seenon the trees. To protect the treesfrom the Gypsy moths, the towngovernment sprayed a pesticidethat kills only insect larvae.

Which correctly explains theprobable relationship between thespraying of pesticide and thenumber of butterflies observed in 2001?

A. There were more butterfliesbecause there was lesscompetition for food from theGypsy moths.

B. There were fewer butterfliesbecause the butterflies left thearea to get away from the pesticide.

C. There were more butterfliesbecause the butterflies ate theGypsy moth larvae killed by the pesticide.

D. There were fewer butterfliesbecause the pesticides killedthe larvae of both the Gypsymoths and the butterflies.

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18. A meteorologist collects data on the weather conditions at an airport. The diagram shows a weather station model of the data that he collected.

At the time these data were collected, flights at the airport were delayed.

According to this information, which weather condition caused the delay?

A. thick fog

B. heavy snow

C. freezing rain

D. strong winds

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CurrentTemperature

(°F)

Precipitation

Dew Point(°F)

CloudCover

70

70

Wind Direction

Wind Speed

Weather Station Model

No Clouds

Partly Cloudy

Weak Winds

Key

Sky Winds

Precipitation

Moderate Winds

Strong WindsCloudy

Light Rain

Heavy Rain

Light Snow

Heavy Snow

NW E

S

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Items 19–21 have not been slated for public release in 2010.

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22. Which is a major advantage ofusing energy sources such assunlight, wind and running waterinstead of fossil fuels, such as coaland natural gas?

A. Sunlight, wind and runningwater are much more efficientthan fossil fuels.

B. Sunlight, wind and runningwater are renewable andavailable indefinitely.

C. Sunlight, wind and runningwater are much less expensiveto use than fossil fuels.

D. Sunlight, wind and runningwater can be used at anygeographical location.

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24. Fungi recycle leaves in forests. Fungirelease chemicals onto the leavesto break them down into smallerparticles. The fungi use the smallparticles for growth.

Which process allows fungi toobtain the nutrients they need fromdead leaves?

A. circulation

B. digestion

C. reproduction

D. respiration

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25. The sun is a mid-sized, mainsequence star.

What stage is next in the life cycleof the sun?

A. red giant

B. black hole

C. white dwarf

D. neutron star

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Item 23 has not been slated for public release in 2010.

Item 26 has not been slated for public release in 2010.

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27. The members of a city council are researching the construction of a newhydroelectric power plant on an existing dam. The city currently burns coal for its power. In the new plant, water from the river would pass through a turbine in the power plant as shown. The turbine would turn, which would cause thegenerator to produce electricity. The hydroelectric power plant and dam wouldnot block the entire river.

The council members discuss the advantages and disadvantages of using ahydroelectric power plant to generate electricity.

In your Answer Document, describe two environmental advantages and two environmental disadvantages of building the hydroelectric power plantproposed by the city council. (4 points)

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River

Generator

Turbine

Power Plant

Filter

Directionof Water Flow

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29. Aphids are small insects thatsometimes live near ants. The ants protect the aphids frompredators. The aphids produce asweet substance that the ants eat.

Which statement describes the relationship between ants and aphids?

A. Both ants and aphids benefit.

B. Both ants and aphids are unaffected.

C. The ants benefit and the aphidsare harmed.

D. The aphids benefit and the antsare unaffected.

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Items 30–32 have not been slated for public releasein 2010.

Item 28 has not been slated for public release in 2010.

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Use the information below to answer questions 33 and 34.

Motion Diagram

The graph below shows the position of a car in motion along an east-west road over aperiod of 10 minutes. The car’s position is recorded at 1-minute intervals. At time = 0, thecar’s position is at the starting point.

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4 3 5 1 0 2 7 6 8 10 9 0

200

400

600

800

1,000 East

West

Time (minutes)

Dis

tanc

e (

me

ters

)

Starting Point

Distance vs. Time

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33. What is the car’s motion relative to the starting point at time = 8 minutes?

A. at rest at the starting point

B. in motion at the starting point

C. moving toward the starting point

D. moving away from the starting point

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34. What is the total distance traveledby the car after 10 minutes?

A. 600 meters

B. 1,200 meters

C. 2,000 meters

D. 3,600 meters

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35. Which two plant cell structures areresponsible for storing energy fromsunlight and later releasing it forcells to use?

A. chloroplast and mitochondrion

B. mitochondrion and cell wall

C. chloroplast and nucleus

D. nucleus and cell wall

6279; 8S0000LSAXR0066AFT Form I SP09 (20)

Item 36 has not been slated for public release in 2010.

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37. The diagrams show the sun, Earth and moon in different positions relative to one another.

Which diagram shows the correct arrangement of the sun (S), Earth (E) and moon (M) relative to the location of high tides?

Not to scale

A.

B.

C.

D.

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HighTides North

Pole

ES

M

High Tides

NorthPole

ES

M

High Tides

NorthPole

ES M

HighTides North

Pole

ES

M

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Use the following information and food web to answer question 38.

38. Sea otters are marine mammals that live in giant kelp forests along the Pacificcoast of North America. Sea otters have an important role in the food web of thisecosystem. When sea otters are removed from the giant kelp forest, the kelp alsobegins to disappear.

In your Answer Document, explain why the absence of sea otters would lead to adecrease in the giant kelp.

Then, choose another organism in the food web and explain why the decreasingamount of giant kelp would affect that organism. (2 points)

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Sea Otters

Sea Urchins

Giant Kelp(Algae)

Sea Stars

Large Fish

Large Crabs

Snails

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Use the information and figures below to answer questions 39 and 40.

Rock Layers

The two figures below show rock layers that have been affected by Earth processes. Thethin arrows on the block in Figure 1 show direction of movement. The thicker arrows onboth Figures 1 and 2 show the direction of forces that acted on the original flat layers.

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39. Which plate boundary feature isassociated with the compressiveforces shown in Figure 2?

A. continental rift valley whereone plate is splitting apart

B. midocean ridge where twoplates are moving away fromeach other

C. high folded mountains wheretwo plates are pushing towardeach other

D. strike-slip faulting where twoplates are sliding sideways pasteach other

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40. Which process produced thepattern of layers shown in Figure 1?

A. folding

B. faulting

C. spreading

D. weathering

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Item 41 has not been slated for public release in 2010.

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Use the information in the table below to answer questions 42–44.

Properties of Some Substances

A scientist measures out 15 mL each of baking soda, salt, sugar, iron filings, and cornstarch. She runs a series of procedures and records her results in the table below. The firstcolumn in the table indicates the procedure. The remaining columns indicate her resultsfor each substance.

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Procedure Baking Soda Salt Sugar Iron Filings Corn Starch

Measure Mass 19 g 21 g 18 g 118 g 8 g

Measure Volume

15 mL 15 mL 15 mL 15 mL 15 mL

Heat in Spoon Over

Flame No Change No Change

Melts; Then Burns and Turns Black

No Change Burns

Add 3 Drops

of Vinegar

Fizzes and Some

Dissolves in Liquid

Some Dissolves in

Liquid

Some Dissolves in

Liquid

Some Dissolves in

Liquid

Mix With Iodine

Solution

Some Dissolves in

Liquid

Some Dissolves in

Liquid

Some Dissolves in

Liquid

No Reactionat First; Next

Turns Black or Dark Purple

Day, Rust Had Formed

No Reactionat First; Next Day, Rust

Had Formed

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42. According to the information in thetable, what comparison can thescientist make about the densitiesof sugar and corn starch?

A. Sugar is more dense than corn starch.

B. Corn starch is more dense than sugar.

C. Sugar and corn starch havethe same density.

D. Both sugar and cornstarch aremore dense than salt.

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43. The scientist observes the rust onthe sample of iron filings and driesthe sample thoroughly. The scientistweighs the entire sample and findsthat it has more mass than theoriginal 118 grams.

What explains this increase in mass?

A. The sample gained mass during drying.

B. The sample gained mass duringa physical change.

C. The sample gained mass duringa change of state.

D. The sample gained mass duringa chemical change.

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44. What two changes does sugarundergo when heated in a spoonover a flame?

A. two physical changes

B. two chemical changes

C. a chemical change and then aphysical change

D. a physical change and then achemical change

8927; 8S0193PSAXC0003DFT Form F SP06 (34)

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