| 1 |
C |
7 |
3.A.1.a Provide examples and explain that organisms sorted into groups share similarities in external structures as well as similarities in internal anatomical structures and processes which can be used to infer the degree of relatedness among organisms
/toolkit/vsc/assessment_items/msa_science_7_001.xml
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| 2 |
C |
8 |
2.D.3.b Recognize and describe that as Earth orbits the sun, the tilt of Earth's axis causes
/toolkit/vsc/assessment_items/msa_science_8_001.xml
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| 3 |
A |
6 |
6.B.1.b Recognize and describe how environmental change in one part of the world can have consequences for other parts of the world.
/toolkit/vsc/assessment_items/msa_science_6_001.xml
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| 4 |
A |
7 |
4.A.1.c Provide evidence from the periodic table, investigations and research to demonstrate that elements in the following groups have similar properties.
/toolkit/vsc/assessment_items/msa_science_7_002.xml
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| 5 |
D |
8 |
4.A.1.a Describe how elements form compounds and molecules.
/toolkit/vsc/assessment_items/msa_science_8_002.xml
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| 6 |
B |
8 |
4.C.1.b Describe what the temperature of a solid, or a liquid, or a gas reveals about the motion of its atoms and molecules.
/toolkit/vsc/assessment_items/msa_science_8_003.xml
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| 7 |
|
8 |
5.A.1.c Compare accelerated and constant motions using time, distance, and velocity.
/toolkit/vsc/assessment_items/msa_science_8_004.xml
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| 8 |
C |
8 |
2.E.3.a Identify and describe weather patterns associated with high and low pressure systems and the four frontal systems using appropriate data displays including weather maps.
/toolkit/vsc/assessment_items/msa_science_8_005.xml
|
| 9 |
B |
8 |
2.E.3.a Identify and describe weather patterns associated with high and low pressure systems and the four frontal systems using appropriate data displays including weather maps.
/toolkit/vsc/assessment_items/msa_science_8_006.xml
|
| 10 |
C |
8 |
2.E.1.c Identify and describe how the temperature and precipitation in a geographic area are affected by surface features and changes in atmospheric and ocean content.
/toolkit/vsc/assessment_items/msa_science_8_007.xml
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| 11 |
D |
8 |
5.A.1.a Observe, describe, and compare the motions of objects using position, speed, velocity, and the direction.
/toolkit/vsc/assessment_items/msa_science_8_008.xml
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| 12 |
A |
8 |
5.A.1.c Compare accelerated and constant motions using time, distance, and velocity.
/toolkit/vsc/assessment_items/msa_science_8_009.xml
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| 13 |
A |
8 |
1.A.1.h Use mathematics to interpret and communicate data.
/toolkit/vsc/assessment_items/msa_science_8_010.xml
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| 14 |
B |
6 |
3.D.1.c Explain that in any particular environment individual organisms with certain traits are more likely than others to survive and have offspring.
/toolkit/vsc/assessment_items/msa_science_6_002.xml
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| 15 |
C |
8 |
6.B.1.a Based on data from research identify and describe how natural processes change the environment.
/toolkit/vsc/assessment_items/msa_science_8_011.xml
|
| 16 |
A |
8 |
1.B.1.b Explain that what people expect to observe often affects what they actually do observe and that scientists know about this danger to objectivity and take steps to try to avoid it when designing investigations and examining data.
/toolkit/vsc/assessment_items/msa_science_8_012.xml
|
| 17 |
B |
8 |
4.B.1.a Use appropriate tools to gather data and provide evidence that equal volumes of different substances usually have different masses.
/toolkit/vsc/assessment_items/msa_science_8_013.xml
|
| 18 |
C |
6 |
2.C.2.b Recognize and explain that major geologic events (earthquakes, volcanic activity, sea floor spreading) occur along crustal plate boundaries.
/toolkit/vsc/assessment_items/msa_science_6_003.xml
|
| 19 |
C |
8 |
5.A.2.b Demonstrate and explain, through a variety of examples, that moving objects will stay in motion at the same speed and in the same direction unless acted on by an unbalanced force.
/toolkit/vsc/assessment_items/msa_science_8_014.xml
|
| 20 |
B |
8 |
1.A.1.e Explain that if more than one variable changes at the same time in an investigation, the outcome of the investigation may not be clearly attributable to any one of the variables.
/toolkit/vsc/assessment_items/msa_science_8_015.xml
|
| 21 |
A |
6 |
5.C.2.a Research and identify various energy sources and the energy transforming devices used to produce electrical energy
/toolkit/vsc/assessment_items/msa_science_6_004.xml
|
| 22 |
|
8 |
1.C.1.b Interpret tables and graphs produced by others and describe in words the relationships they show.
/toolkit/vsc/assessment_items/msa_science_8_016.xml
|
| 23 |
C |
8 |
5.A.1.c Compare accelerated and constant motions using time, distance, and velocity.
/toolkit/vsc/assessment_items/msa_science_8_017.xml
|
| 24 |
C |
8 |
4.B.1.c Give reasons to justify the statement, "If the number of atoms stays the same no matter how the same atoms are rearranged, then their total mass stays the same."
/toolkit/vsc/assessment_items/msa_science_8_018.xml
|
| 25 |
C |
7 |
3.B.1.c Based on research and examples from video technology explain that the repeated division of cells enables organisms to grow and make repairs.
/toolkit/vsc/assessment_items/msa_science_7_003.xml
|
| 26 |
C |
6 |
6.A.1.c Identify and describe how the natural change processes may be affected by human activities.
/toolkit/vsc/assessment_items/msa_science_6_005.xml
|
| 27 |
D |
7 |
6.B.1.b Identify and describe that different individual people or groups of people are affected by an issue in different ways.
/toolkit/vsc/assessment_items/msa_science_7_004.xml
|
| 28 |
A |
6 |
6.A.1.e Identify possible solutions to problems associated with obtaining, using, and distributing natural resources.
/toolkit/vsc/assessment_items/msa_science_6_006.xml
|
| 29 |
D |
8 |
1.C.1.e Explain how different models can be used to represent the same thing. What kind of a model to use and how complex it should be depend on its purpose. Choosing a useful model is one of the instances in which intuition and creativity come into play in science, mathematics, and engineering
/toolkit/vsc/assessment_items/msa_science_8_019.xml
|
| 30 |
C |
6 |
6.A.1.d Identify and describe problems associated with obtaining, using, and distributing natural resources.
/toolkit/vsc/assessment_items/msa_science_6_007.xml
|
| 31 |
A |
7 |
3.C.1.a Investigate and explain that in some kinds of organisms, all the genes come from a single parent, whereas in organisms that have sexes, typically half of the genes come from each parent.
/toolkit/vsc/assessment_items/msa_science_7_005.xml
|
| 32 |
C |
6 |
3.F.1.a Explain that populations increase or decrease relative to the availability of resources and the conditions of the environment.
/toolkit/vsc/assessment_items/msa_science_6_008.xml
|
| 33 |
B |
6 |
3.F.1.a Explain that populations increase or decrease relative to the availability of resources and the conditions of the environment.
/toolkit/vsc/assessment_items/msa_science_6_009.xml
|
| 34 |
C |
8 |
1.C.1.b Interpret tables and graphs produced by others and describe in words the relationships they show.
/toolkit/vsc/assessment_items/msa_science_8_033.xml
|
| 35 |
C |
6 |
4.D.1.b Based on data gathered, identify and describe various processes used to separate mixtures.
/toolkit/vsc/assessment_items/msa_science_6_011.xml
|
| 36 |
A |
7 |
3.E.1.c Investigate and describe the processes that enable plants to use the energy from light to make sugars (food) from carbon dioxide and water.
/toolkit/vsc/assessment_items/msa_science_7_006.xml
|
| 37 |
B |
6 |
5.D.1.b Measure and describe the wavelength, frequency, and amplitude of waves using:
/toolkit/vsc/assessment_items/msa_science_6_012.xml
|
| 38 |
C |
6 |
5.D.1.c Measure and describe the relationship between the frequency and the wavelength of a wave.
/toolkit/vsc/assessment_items/msa_science_6_013.xml
|
| 39 |
B |
6 |
5.D.1.c Measure and describe the relationship between the frequency and the wavelength of a wave.
/toolkit/vsc/assessment_items/msa_science_6_014.xml
|
| 40 |
|
6 |
3.D.1.b Explain that in all environments-freshwater, marine, forest, desert, grassland, mountain, and others-organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter.
/toolkit/vsc/assessment_items/msa_science_6_015.xml
|
| 41 |
B |
6 |
4.C.1.c Analyze data gathered and formulate a conclusion on the effects of temperature change on most substances.
/toolkit/vsc/assessment_items/msa_science_6_016.xml
|
| 42 |
D |
8 |
2.E.3.b Identify and describe the atmospheric and hydrospheric conditions associated with the formation and development of hurricanes, tornadoes, and thunderstorms.
/toolkit/vsc/assessment_items/msa_science_8_020.xml
|
| 43 |
B |
8 |
6.B.1.b Identify and describe how human activities produce changes in natural processes:
/toolkit/vsc/assessment_items/msa_science_8_021.xml
|
| 44 |
B |
7 |
6.A.1.a Based on data identify and describe the positive and negative impacts of an increasing human population on the use of natural resources
/toolkit/vsc/assessment_items/msa_science_7_007.xml
|
| 45 |
C |
6 |
6.B.1.a Identify and describe a range of local issues that have an impact on people in other places.
/toolkit/vsc/assessment_items/msa_science_6_017.xml
|
| 46 |
B |
8 |
4.A.1.c Based on data from investigations and research compare the properties of compounds with those of the elements from which they are made.
/toolkit/vsc/assessment_items/msa_science_8_022.xml
|
| 47 |
D |
6 |
5.C.3.b Investigate and explain ways to change the strength of a simple electromagnet by varying the number of coils wrapped, the amount of electricity in the wire, the number of batteries used, and whether or not an iron core is used.
/toolkit/vsc/assessment_items/msa_science_6_018.xml
|
| 48 |
D |
8 |
4.D.2.b Use information gathered from investigations using indicators and the pH scale to classify materials as acidic, basic, or neutral.
/toolkit/vsc/assessment_items/msa_science_8_023.xml
|
| 49 |
D |
8 |
1.B.1.d Describe the reasoning that lead to the interpretation of data and conclusions drawn.
/toolkit/vsc/assessment_items/msa_science_8_024.xml
|
| 50 |
C |
8 |
6.B.1.b Identify and describe how human activities produce changes in natural processes:
/toolkit/vsc/assessment_items/msa_science_8_025.xml
|
| 51 |
B |
8 |
6.B.1.b Identify and describe how human activities produce changes in natural processes:
/toolkit/vsc/assessment_items/msa_science_8_026.xml
|
| 52 |
B |
7 |
3.C.1.e Identify evidence to support the idea that there is greater variation among offspring of organisms that reproduce sexually than among those that reproduce asexually.
/toolkit/vsc/assessment_items/msa_science_7_008.xml
|
| 53 |
A |
8 |
1.B.1.a Verify the idea that there is no fixed set of steps all scientists follow, scientific investigations usually involve the collection of relevant evidence, the use of logical reasoning, and the application of imagination in devising hypotheses and explanations to make sense of the collected evidence.
/toolkit/vsc/assessment_items/msa_science_8_027.xml
|
| 54 |
C |
7 |
4.A.1.e Cite evidence to explain that all living and non-living things can be broken down into elements.
/toolkit/vsc/assessment_items/msa_science_7_009.xml
|
| 55 |
B |
6 |
6.B.1.c Identify and describe that ecosystems can be impacted by human activities.
/toolkit/vsc/assessment_items/msa_science_6_019.xml
|
| 56 |
B |
6 |
2.A.4.d Cite features that can be used as evidence to distinguish among the three types of rocks and relate these features to the processes that form each rock type.
/toolkit/vsc/assessment_items/msa_science_6_020.xml
|
| 57 |
D |
8 |
2.B.1.b Cite evidence to confirm that thousands of layers of sedimentary rock reveal the long history of the changing surface of the Earth.
/toolkit/vsc/assessment_items/msa_science_8_028.xml
|
| 58 |
|
6 |
2.A.4.d Cite features that can be used as evidence to distinguish among the three types of rocks and relate these features to the processes that form each rock type.
/toolkit/vsc/assessment_items/msa_science_6_021.xml
|
| 59 |
D |
8 |
2.D.2.c Identify and explain the cause of the phases of the moon.
/toolkit/vsc/assessment_items/msa_science_8_029.xml
|
| 60 |
D |
7 |
3.C.1.b Investigate and explain that in sexual reproduction, a single specialized cell from a female (egg) merges with a specialized cell from a male (sperm) and the fertilized egg now has genetic information from each parent, that multiplies to form the complete organism composed of about a trillion cells, each of which contains the same genetic information.
/toolkit/vsc/assessment_items/msa_science_7_010.xml
|
| 61 |
B |
8 |
1.A.1.c Explain and provide examples that all hypotheses are valuable, even if they turn out not to be true, if they lead to fruitful investigations.
/toolkit/vsc/assessment_items/msa_science_8_030.xml
|
| 62 |
A |
6 |
4.D.1.a Investigate and identify ways to describe and classify mixtures using the observable and measurable properties of their components.
/toolkit/vsc/assessment_items/msa_science_6_022.xml
|
| 63 |
A |
8 |
1.C.1.b Interpret tables and graphs produced by others and describe in words the relationships they show.
/toolkit/vsc/assessment_items/msa_science_8_031.xml
|
| 64 |
C |
8 |
4.C.1.b Describe what the temperature of a solid, or a liquid, or a gas reveals about the motion of its atoms and molecules.
/toolkit/vsc/assessment_items/msa_science_8_032.xml
|
