Title: ILS exam 524.indd
URL Source: blob://pdf/7f739a62-49f1-4bca-b2e5-bb833236594a
Markdown Content:
New York State
# Testing Program
## Name:
# Intermediate-level
# Science Test
# Grade 8
> INTERMEDIATE-LEVEL SCIENCE TEST
> INTERMEDIATE-LEVEL SCIENCE TEST
# Spring 2024
# RELEASED QUESTIONS Intermediate-level Science Test Rating Guide Spring 2024
1 [1] Allow 1 credit for A.
2 [1] Allow 1 credit for B.
3 [1] Allow 1 credit for C.
4 [1] Allow 1 credit for drawing an arrow that has an angle of reflection approximately the same as the angle of incidence, as shown below:
Note: The student drawn ray must have an arrow on the end. If the original/given arrow is also drawn, it must be correct. 5 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The sound becomes louder. The energy of the sound will increase. 6 [1] Allow 1 credit for C.7 [1] Allow 1 credit for selective breeding and correct evidence. Acceptable responses include, but are not limited to: Over the years, people chose teosinte plants with desirable characteristics to breed and produce seeds with these desirable traits. Selective breeding involves choosing parents with particular characteristics to breed together and produce offspring with more desirable characteristics. This eventually resulted in modern corn. Intermediate-level Science Test Rating Guide Spring 2024
8 [1] Allow 1 credit. Acceptable responses include, but are not limited to: Sexual reproduction allows for variation in offspring traits so the best traits can be obtained, while asexual reproduction leads to the same traits in parents and offspring. Sexual reproduction leads to more variety in traits so better traits can be obtained. 9 [1] Allow 1 credit for D.10 [1] Allow 1 credit for A.
11 [1] Allow 1 credit for C.
12 [1] Allow 1 credit. Acceptable responses include, but are not limited to: As the mass of the skaters increased, the kinetic energy increased. The 80-kg skater had a kinetic energy of 3200 J at position 5, while the other two skaters were only 2400 J and 1600 J for the same position. Kinetic energy increased as the mass of the skaters increased. At positions 1 through 9 the kinetic energy of the 80-kg skater was always greater than the other two skaters. At position 1 it was 900 J compared to 740 J and 500 J. Kinetic energy is proportional to the mass of the skater. At position 5, the kinetic energy of the 40-kg skater is 1600 J and the kinetic energy of the 80-kg skater is 3200 J.
Note: The quantitative information used at any point must be correct. Intermediate-level Science Test Rating Guide Spring 2024
13 [1] Allow 1 credit for all four correctly labeled boxes, as shown below: 14 [1] Allow 1 credit for A.
15 [1] Allow 1 credit for correct numerical values in all three boxes, as shown below: KE = ( 50 kg) ( 8.8 m/s) 2KE = 1936 J 16 [1] Allow 1 credit for B. Intermediate-level Science Test Rating Guide Spring 2024
17 [1] Allow 1 credit. Acceptable responses include, but are not limited to: A higher population should mean more water is being used, but the usage is almost the same because water lost was cut from 12% in 2014 to 9% in 2018. A lower percentage of water was lost in 2018 than in 2014, even though a similar amount of water was used. Even though population has increased from 2014 to 2018, the water usage has hardly increased at all because the water lost has decreased. 18 [1] Allow 1 credit for B.19 [1] Allow 1 credit for A.20 [1] Allow 1 credit for any value from 164 to 180 feet and a correct action. Acceptable responses include, but are not limited to: Limit the amount of water used in the household, such as turning off water while brushing teeth, taking shorter showers, and only running the dishwasher infrequently. Plant only native plants outside that require little water. Dont have a grass lawn that needs to be watered. Use a rain barrel to trap and reuse precipitation. 21 [1] Allow 1 credit for D.22 [1] Allow 1 credit for correct responses for water usage and impact to Colorado River Basin. Acceptable responses include, but are not limited to: Water usage: More water will be used. There will be a greater usage of water. It will increase. Impact to Colorado River Basin: Water levels will drop in the lakes and rivers found in the basin. More mineral deposits will be found where rivers once flowed. The shape of the river channel will change. The composition of the land surface will change. Less water is available to other organisms in the ecosystem. Intermediate-level Science Test Rating Guide Spring 2024
23 [1] Allow 1 credit for D.
24 [1] Allow 1 credit for four checkmarks, as shown below:
Note: Allow credit if a symbol other than a checkmark is used. 25 [1] Allow 1 credit for two correct pieces of evidence. Acceptable responses include, but are not limited to: The skulls of the chicken and Baby Yingliang are similar in shape. The limbs are similar in the two organisms. The shape of the eye sockets are similar in shape. Both the chicken and the Baby Yingliang have beaks. The chicken and Baby Yingliang both have a tail. Intermediate-level Science Test Rating Guide Spring 2024
26 [1] Allow 1 credit for both an acceptable behavior and a supporting explanation. Acceptable responses include, but are not limited to:
> Behavior Explanation
> Nests in large colonies Eggs protected by many adults Laying on eggs Keeps eggs warm and protected Laying eggs in a ring Offers warmth and parental protection from predators Producing more eggs More young will reach adulthood for more successful reproduction
27 [1] Allow 1 credit for C.
28 [1] Allow 1 credit for B.
29 [1] Allow 1 credit for C.
30 [1] Allow 1 credit for two correctly drawn arrows, as shown below.
Example of a 1-credit response:
Note: Credit should be allowed for arrows that show attraction of GOES-14 toward Earth and Earth toward GOES-14. 31 [1] Allow 1 credit for D. Intermediate-level Science Test Rating Guide Spring 2024
32 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The Sun exerts a gravitational force on Earth, keeping Earth in orbit around the Sun, while Earth exerts a gravitational force on Hubble keeping it in orbit around Earth. Earth is held in orbit around the Sun by a gravitational pull exerted by the Sun, and Hubble is held in orbit around Earth by a gravitational pull exerted by Earth. 33 [1] Allow 1 credit for B.
34 [1] Allow 1 credit for A.
35 [1] Allow 1 credit for D.
36 [1] Allow 1 credit for evaporation and an acceptable explanation. Acceptable responses include, but are not limited to: Water is heated by energy from the Sun, making water molecules on the surface of the water move faster and escape into the air as water vapor. Energy from the Sun warms the surface of the water, causing water molecules to move into the air as a gas, leaving salt behind. 37 [1] Allow 1 credit for winter and an acceptable explanation. Acceptable responses include, but are not limited to: The data shows the greatest precipitation occurring in December, January, February, and March, which are winter months. The winter months of December, January, February, and March, have the greatest amounts of precipitation. 38 [1] Allow 1 credit for B.
39 [1] Allow 1 credit for carbon dioxide or CO 2 or ATP.
Note: Allow credit for upper or lower case letters for carbon dioxide. Intermediate-level Science Test Rating Guide Spring 2024
40 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The respiratory system provides oxygen from the lungs to the red blood cells and the circulatory system transports the oxygen to the cells throughout the body. The respiratory system and circulatory system work together to transfer oxygen from the air to the lungs to the blood, and then to the body cells. 41 [1] Allow 1 credit for C.42 [1] Allow 1 credit for D.43 [1] Allow 1 credit for D.44 [1] Allow 1 credit for B.
45 [1] Allow 1 credit for both a correct revised explanation and correct evidence. Acceptable responses include, but are not limited to: Revision: Crickets are the direct source of food for the bluebird. Bluebirds eat insects, not corn. Evidence: The arrow points from the cricket to the bluebird, which indicates that bluebirds eat insects for energy. The arrows in the model show flow of energy, so energy flows from crickets to bluebirds. The model shows an arrow between bluebirds and crickets, so bluebirds eat crickets for energy. 46 [1] Allow 1 credit for competition and two acceptable environmental factors. Acceptable responses include, but are not limited to: Both birds have a common need for living space and both use nests. House sparrows and bluebirds need food and both eat insects. 47 [1] Allow 1 credit for C. Intermediate-level Science Test Rating Guide Spring 2024
48 [1] Allow 1 credit for A.
49 [1] Allow 1 credit for B.50 [1] Allow 1 credit. Acceptable responses include, but are not limited to: New substances were formed. The reactants are different than the products. A new gas is formed with different properties than the other substances. The atoms of the reactants were rearranged to form the new molecules/products. When new molecules were formed heat/light energy was released. 51 [1] Allow 1 credit for C.
52 [1] Allow 1 credit for a correct model of two hydrogen atom symbols bonded to a central oxygen atom symbol anywhere in the grid, as shown below.
Examples of a 1-credit response: Intermediate-level Science Test Rating Guide Spring 2024
53 [1] Allow 1 credit. Acceptable responses include, but are not limited to: The particles should have been arranged randomly so that they are not touching each other. The particles should be drawn so that they are spaced throughout the container and not touching. Performance Level s
For each subject area, students perform along a continuum of the knowledge and skills necessary to meet the demands of the New York State Learning Standards. New York State Elementary-level and Intermediate-level Science assessments are designed to classify student performance into one of four levels based on the knowledge and skills the student has demonstrated. Due to the need to identify student proficiency, the state tests must provide students at each performance level opportunities to demonstrate their knowledge and skills in the Learning Standards. These performance levels are defined as:
NYS Level 4
Students performing at this level excel in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the Learning Standards that are considered more than sufficient for the expectations at this grade.
NYS Level 3
Students performing at this level are proficient in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the Learning Standards that are considered sufficient for the expectations at this grade.
NYS Level 2
Students performing at this level are partially proficient in standards for their grade. They demonstrate knowledge, skills, and practices embodied by the Learning Standards that are considered partial but insufficient for the expectations at this grade. Students performing at Level 2 are considered on track to meet current New York high school graduation requirements but are not yet proficient in Learning Standards at this grade.
NYS Level 1
Students performing at this level are below proficient in standards for their grade. They may demonstrate
limited knowledge, skills, and practices embodied by the Learning Standards that are considered insufficient
for the expectations at this grade. Question Type Key Points Performance
Expectation Subscore
Percentage of Students
Who Answered Correctly
(P-Value)
1 Multiple Choice A 1 MS-PS4-1 PS 0.39
2 Multiple Choice B 1 MS-PS4-2 PS 0.37
3 Multiple Choice C 1 MS-PS4-2 PS 0.60
4 Constructed Response 1 MS-PS4-2 PS 0.37
5 Constructed Response 1 MS-PS4-1 PS 0.55
6 Multiple Choice C 1 MS-LS4-5 LS 0.64
7 Constructed Response 1 MS-LS4-5 LS 0.18
8 Constructed Response 1 MS-LS3-2 LS 0.17
9 Multiple Choice D 1 MS-LS4-5 LS 0.73
10 Multiple Choice A 1 MS-LS3-1 LS 0.23
11 Multiple Choice C 1 MS-ETS1-2 0.55
12 Constructed Response 1 MS-PS3-1 PS 0.11
13 Constructed Response 1 MS-PS3-1 PS 0.14
14 Multiple Choice A 1 MS-PS3-1 PS 0.80
15 Constructed Response 1 MS-PS3-1 PS 0.11
16 Multiple Choice B 1 MS-PS3-2 PS 0.44
17 Constructed Response 1 MS-ESS3-3 ESS 0.15
18 Multiple Choice B 1 MS-ESS3-1 ESS 0.46
19 Multiple Choice A 1 MS-ESS3-4 ESS 0.37
20 Constructed Response 1 MS-ESS3-2 ESS 0.07
21 Multiple Choice D 1 MS-ESS3-2 ESS 0.38
22 Constructed Response 1 MS-ESS3-4 ESS 0.27
23 Multiple Choice D 1 MS-LS4-3 LS 0.60
24 Constructed Response 1 MS-LS4-3 LS 0.35
25 Constructed Response 1 MS-LS4-2 LS 0.14
26 Constructed Response 1 MS-LS1-4 LS 0.31
27 Multiple Choice C 1 MS-LS4-1 LS 0.53
28 Multiple Choice B 1 MS-PS2-4 PS 0.37
29 Multiple Choice C 1 MS-PS2-4 PS 0.42
30 Constructed Response 1 MS-PS2-5 PS 0.07
31 Multiple Choice D 1 MS-PS2-2 PS 0.29
32 Constructed Response 1 MS-ESS1-2 ESS 0.13
33 Multiple Choice B 1 MS-ESS2-1 ESS 0.38
34 Multiple Choice A 1 MS-ESS2-1 ESS 0.30
35 Multiple Choice D 1 MS-ESS2-3 ESS 0.29
36 Constructed Response 1 MS-ESS2-4 ESS 0.05
37 Constructed Response 1 MS-ESS3-2 ESS 0.20
38 Multiple Choice B 1 MS-ESS3-2 ESS 0.40
39 Constructed Response 1 MS-LS1-7 LS 0.39
40 Constructed Response 1 MS-LS1-3 LS 0.06
41 Multiple Choice C 1 MS-LS1-2 LS 0.33
42 Multiple Choice D 1 MS-LS2-4 LS 0.35
43 Multiple Choice D 1 MS-LS4-4 LS 0.39
44 Multiple Choice B 1 MS-LS2-2 LS 0.61
45 Constructed Response 1 MS-LS2-2 LS 0.30
THE STATE EDUCATION DEPARTMENT
> THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
Grade 8 Released Questions
2024 Intermediate-level Science Test Map to the Standards 46 Constructed Response 1 MS-LS2-2 LS 0.20
47 Multiple Choice C 1 MS-LS2-4 LS 0.39
48 Multiple Choice A 1 MS-ESS3-3 ESS 0.48
49 Multiple Choice B 1 MS-PS1-1 PS 0.20
50 Constructed Response 1 MS-PS1-2 PS 0.18
51 Multiple Choice C 1 MS-PS1-5 PS 0.34
52 Constructed Response 1 MS-PS1-1 PS 0.13
53 Constructed Response 1 MS-PS1-4 PS 0.39
* This item map identifies the Performance Expectation with which each test question is aligned. All NYSP-12SLS Performance
Expectations are three-dimensional (https://www.nysed.gov/sites/default/files/programs/curriculum-instruction/p-12-science-
learning-standards.pdf). The integration of these three dimensions provides students with a context for the content of science (DCI),
the methods by which science knowledge is acquired and understood (SEP), and the ways in which the sciences are connected
through concepts that have universal meaning across the disciplines (CCC).