| 1 |
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_023.xml
|
| 2 |
D |
8 |
2.D.2.c
Identify and explain the cause of the phases of the moon.
/toolkit/vsc/assessment_items/msa_science_8_035.xml
|
| 3 |
D |
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_036.xml
|
| 4 |
C |
6 |
6.B.1.c
Identify and describe that ecosystems can be impacted by human activities.
- Protection of the Chesapeake Bay watershed
- Resource acquisition and use
- Land use decisions (agriculture, mining, and development)
- Recycling
- Use and disposal of toxic substances
/toolkit/vsc/assessment_items/msa_science_6_024.xml
|
| 5 |
A |
8 |
6.B.1.b
Identify and describe how human activities produce changes in natural processes:
- Climate change
- Loss of habitat due to construction
- Hunting and fishing
- Introduction of nonnative species
- Cycling of matter
/toolkit/vsc/assessment_items/msa_science_8_037.xml
|
| 6 |
|
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_038.xml
|
| 7 |
D |
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.
- Highly reactive metals, such as magnesium and sodium
- Less-reactive metals, such as gold and silver
- Highly reactive non-metals, such as chlorine, flourine, and oxygen
- Almost non-reactive gases, such as helium and neon
/toolkit/vsc/assessment_items/msa_science_7_011.xml
|
| 8 |
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_039.xml
|
| 9 |
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_040.xml
|
| 10 |
C |
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_025.xml
|
| 11 |
B |
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_012.xml
|
| 12 |
C |
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_041.xml
|
| 13 |
C |
6 |
2.D.1.c
Identify and describe the general pattern of movement of all objects in our solar system.
/toolkit/vsc/assessment_items/msa_science_6_026.xml
|
| 14 |
|
8 |
4.D.3.a
Investigate and describe the occurrence of chemical reactions using the following evidence:
- Color change
- Formation of a precipitate or gas
- Release of heat or light
/toolkit/vsc/assessment_items/msa_science_8_042.xml
|
| 15 |
B |
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_043.xml
|
| 16 |
C |
8 |
1.A.1.g
Give reasons for the importance of waiting until an investigation has been repeated many times before accepting the results as correct.
/toolkit/vsc/assessment_items/msa_science_8_044.xml
|
| 17 |
B |
8 |
5.B.2.a
Identify and describe the various forms of energy that are transformed in order for systems (living and non-living) to operate.
- Chemical - Flashlight battery-Light
- Mechanical - Pulleys-Motion
- Solar/Radiant - Solar calculator
- Chemical - Plant cells
/toolkit/vsc/assessment_items/msa_science_8_045.xml
|
| 18 |
C |
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_046.xml
|
| 19 |
C |
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_047.xml
|
| 20 |
C |
8 |
5.B.1.b
Based on observable phenomena, identify examples to illustrate that radiation does not require matter to transfer heat energy.
/toolkit/vsc/assessment_items/msa_science_8_048.xml
|
| 21 |
C |
8 |
2.D.3.b
Recognize and describe that as Earth orbits the sun, the tilt of Earth's axis causes
- Changes in the angle of the sun in the sky during the year
- Seasonal differences in the northern and southern latitudes
/toolkit/vsc/assessment_items/msa_science_8_049.xml
|
| 22 |
A |
8 |
2.D.3.b
Recognize and describe that as Earth orbits the sun, the tilt of Earth's axis causes
- Changes in the angle of the sun in the sky during the year
- Seasonal differences in the northern and southern latitudes
/toolkit/vsc/assessment_items/msa_science_8_050.xml
|
| 23 |
C |
8 |
2.D.3.b
Recognize and describe that as Earth orbits the sun, the tilt of Earth's axis causes
- Changes in the angle of the sun in the sky during the year
- Seasonal differences in the northern and southern latitudes
/toolkit/vsc/assessment_items/msa_science_8_051.xml
|
| 24 |
C |
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_027.xml
|
| 25 |
C |
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_028.xml
|
| 26 |
A |
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_013.xml
|
| 27 |
D |
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_029.xml
|
| 28 |
|
8 |
6.B.1.a
Based on data from research identify and describe how natural processes change the environment.
- Cyclic climate change
- Sedimentation in watersheds
- Population cycles
- Extinction
/toolkit/vsc/assessment_items/msa_science_8_052.xml
|
| 29 |
C |
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_014.xml
|
| 30 |
B |
6 |
2.A.2.c
Compare physical and chemical weathering and provide examples if changes caused in Earth materials or features by each of these processes.
/toolkit/vsc/assessment_items/msa_science_6_030.xml
|
| 31 |
D |
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_031.xml
|
| 32 |
B |
8 |
2.B.2.b
Recognize and explain that the fossil record of plants and animals describes changes in life forms over time.
/toolkit/vsc/assessment_items/msa_science_8_053.xml
|
| 33 |
D |
6 |
4.D.1.b
Based on data gathered, identify and describe various processes used to separate mixtures.
- Filtration
- Evaporation
- Paper Chromatography
/toolkit/vsc/assessment_items/msa_science_6_032.xml
|
| 34 |
C |
8 |
4.A.1.a
Describe how elements form compounds and molecules.
/toolkit/vsc/assessment_items/msa_science_8_054.xml
|
| 35 |
C |
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_055.xml
|
| 36 |
A |
6 |
5.C.2.b
Cite examples that demonstrate the transformation of electrical energy into other forms of energy.
/toolkit/vsc/assessment_items/msa_science_6_033.xml
|
| 37 |
A |
6 |
5.C.2.b
Cite examples that demonstrate the transformation of electrical energy into other forms of energy.
/toolkit/vsc/assessment_items/msa_science_6_034.xml
|
| 38 |
A |
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_056.xml
|
| 39 |
A |
6 |
4.D.1.a
Investigate and identify ways to describe and classify mixtures using the observable and measurable properties of their components.
- Magnetism
- Boiling Point
- Solubility in water
/toolkit/vsc/assessment_items/msa_science_6_035.xml
|
| 40 |
A |
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_057.xml
|
| 41 |
B |
6 |
6.B.1.c
Identify and describe that ecosystems can be impacted by human activities.
- Protection of the Chesapeake Bay watershed
- Resource acquisition and use
- Land use decisions (agriculture, mining, and development)
- Recycling
- Use and disposal of toxic substances
/toolkit/vsc/assessment_items/msa_science_6_036.xml
|
| 42 |
|
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_038.xml
|
| 43 |
D |
6 |
5.C.3.d
Based on investigations describe that electricity moving through a wire produces a magnetic force on materials placed near the wire.
/toolkit/vsc/assessment_items/msa_science_6_037.xml
|
| 44 |
C |
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_016.xml
|
| 45 |
C |
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_017.xml
|
| 46 |
D |
7 |
3.A.1.c
Use analogies, models, or drawings to represent that animals and plants have a great variety of body plans and internal structures that define the way they live, grow, survive, and reproduce.
/toolkit/vsc/assessment_items/msa_science_7_018.xml
|
