Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
INTERIM ASSESSMENT
Grade 8 Science
Instructional Component 2
2014-2015
Administration and Scoring Guide
Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
ASSESSMENT GUIDELINES
About this assessment:
The State of California adopted Next Generation Science Standards in September 2013. We are
currently in the “Awareness Phase” in the transition to NGSS. Assessment items were
developed based on the current California Science Standards (1998) and Common Core State
Standards with Next Generation Science Standards in mind. These items were primarily based
on the current California Science Standards; therefore, a correlation was made to the
Disciplinary Core Ideas not to the Performance Expectations of NGSS.
Item 1 – Chemical Reaction
Item 2 – The Periodic Table
Item 3 – Acids and Bases
Assessment Administration Procedures:
● The estimated administration time for each of the assessment items is 50 minutes.
● It is suggested that you administer the assessment with sufficient time to give the
assessment to students who were absent and to score the items.
● You may select two of the three prompts provided to administer to your students, or you
may have students select the two prompts that they would like to respond to.
● It is recommended that you provide paper for students to draft a response and you may
use the template provided to publish the response.
● Read the assessment directions aloud to your students (see “Instruction for Students”
below).
Instructions for students:
Teachers: Please read the following directions to your students:
● Today you are going to take a test that will show how well you know and understand the
science content that was taught to you in the past few weeks.
● Either say


Remember to choose and respond to only two of three items.
You will respond to all the prompts.
● You may show your work on a separate sheet of paper.
After the assessment:
● Students who are absent should take the assessment when they return. Please keep the
assessment items for these students until the students return and can take the assessment.
● You may use the rubric and the answer key provided to score each item.
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Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
Item1: Chemical Reactions
CA Science Standards- Grade 8
5. Chemical reactions are processes in which atoms are rearranged into different
combinations of molecules. As a basis for understanding this concept:
a. Students know reactant atoms and molecules interact to form products with different
chemical properties.
b. Students know the idea of atoms explains the conservation of matter: In chemical reactions
the number of atoms stays the same no matter how they are arranged, so their total mass stays
the same.
c. Students know chemical reactions usually liberate heat or absorb heat.
d. Students know physical processes include freezing and boiling, in which a material
changes form with no chemical reaction.
Common Core State Standards Connections ELA/Literacy:
RST.1 Cite specific textual evidence to support analysis of science and technical texts.
RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts
and topics.
WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
Next Generation Science Standards Disciplinary Core Idea
PS1 Matter and its Interactions
PS1.A Structure and Properties of Matter – How do particles combine to form the variety of
matter one observes?
PS1.B Chemical Reactions – How do substances combine or change (react) to make new
substances? How does one characterize and explain these reactions and make predictions about
them?
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Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
Item 1: Chemical Reactions
Rubric and Answer Key
Score
4
3
2
1
0
Content
Scientific Vocabulary
Elaboration of Evidence
-The response demonstrates
excellent understanding of the
concept of chemical reactions.
-The response accurately identifies
the components and types of the
chemical reactions, and the law of
conservation of matter
-The response shows that answers
are based on deep understanding of
chemical reactions and the law of
conservation of matter
The response accurately uses the
majority of these terms in the
appropriate context:
Chemical reaction
Chemical change
Reactant - Product
Endothermic - Exothermic
Physical change
The response provides thorough and convincing
support/evidence for the writer’s claim that
includes the effective use of sources, facts, and
details. The response achieves substantial depth
that is specific and relevant:
● Use of evidence from sources is smoothly
integrated, comprehensive, relevant, and
concrete
● Effective use of a variety of elaborative
techniques
The response demonstrates good
understanding of the concept of
chemical reactions
-The response accurately identifies
most of the components and types
of the chemical reactions, and the
law of conservation of matter
-The response shows that answers
are based on good understanding of
chemical reactions and the law of
conservation of matter
The response accurately uses most of
these terms in the appropriate
context:
Chemical reaction
Chemical change
Reactant - Product
Endothermic - Exothermic
Physical change
The response provides adequate
support/evidence for the writer’s claim that
includes the use of sources, facts, and details.
The response achieves some depth and
specificity but is predominantly general:
● Some evidence from sources is integrated,
through citations may be general or imprecise
● Adequate use of some elaborative techniques
-The response demonstrates some
understanding of the concept of
chemical reactions.
-The response identifies some of
the components and types of the
chemical reactions, and the law of
conservation of matter.
-The response shows that answers
are based on some understanding of
chemical reactions and the law of
conservation of matter
The response uses some of these
terms in the appropriate context:
Chemical reaction
Chemical change
Reactant - Product
Endothermic - Exothermic
Physical change
The response provides uneven, cursory
support/evidence for the writer’s claim that
includes partial or uneven use of sources, facts,
and details and achieves little depth:
● Evidence from sources is weakly integrated,
and citations, if present, are uneven
● Weak or uneven use of elaborative techniques
-The response demonstrates no
understanding of the concept of
chemical reactions.
-The response does not identify the
components and types of the
chemical reactions, and the law of
conservation of matter.
-The response shows no
understanding of chemical
reactions and the law of
conservation of matter
The response uses 2 or fewer of these
terms in the appropriate context:
Chemical reaction
Chemical change
Reactant - Product
Endothermic - Exothermic
Physical change
The response provides minimal
support/evidence for the writer’s claim that
includes little or no use of sources, facts, and
details:
● Use of evidence from sources minimal,
absent, in error, or irrelevant
-The response contains no
The response contains no scientific
terms and gets no credit
The response gets no credit if it provides no
evidence of the ability to support a claim with
evidence.
scientific value and gets no credit.
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Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
Item 1: Chemical Reactions
Sample Response
1. Identify the reactants and the products in the chemical equation. Provide a complete
sentence answer.
The reactants in this chemical equation are the CH3COOH and the NaHCO3. The products are
NaCOOCH3, CO2, and H2O.
.
2. Identify whether the reaction is balanced or unbalanced and explain how you know.
This is a balanced reaction because the number and type of atoms remains the same on
both sides of the equation. Nothing is lost or gained in the reaction.
3. Using your knowledge of endothermic and exothermic reactions, cite specific evidence
from the text to identify whether the reaction is endothermic or exothermic.
The reaction is endothermic as the temperature went down. The text states that the starting
temperature was 20 ◦C and the final temperature was 15 ◦C
4. Based on the students’ observations is this a chemical or a physical change? Explain how
you know. Cite specific evidence from the text to support your answer.
The students observed the reactants as a clear smelly liquid and a white powdery solid. When
the two were mixed the students saw bubbles and foaming and the smell was different. Because
there are new things made, the bubbles are a gas, and the smell changes, this is a chemical
reaction
5. How does Jorge and Catherine’s experiment confirm Lavoisier’s idea that matter is not
created nor destroyed in a chemical reaction and that the atoms are simply
rearranged? Provide evidence from Jorge and Catherine’s experiment.
This experiment shows that Lavoisier was correct in that there is no difference in the number of
atoms that are in the reactants and in the products. Lavoisier states it this way: “. . . it may be
considered as a general principle that in every operation there exists an equal quantity of matter
before and after the operation . . . .”
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Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
Item 2: The Periodic Table
CA Science Standards- Grade 8
7. b. Students know each element has a specific number of protons in the nucleus (the atomic
number) and each isotope of the element has a different but specific number of neutrons in the
nucleus.
7.c. Students know substances can be classified by their properties, including their melting
temperature, density, hardness, and thermal and electrical conductivity.
Common Core State Standards Connections ELA/Literacy:
RST.1 Cite specific textual evidence to support analysis of science and technical texts.
RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts
and topics.
WHST.9 Draw evidence from informational texts to support analysis, reflection, and research.
Next Generation Science Standards Disciplinary Core Idea
PS1 Matter and its Interactions
PS1.A Structure and Properties of Matter – How do particles combine to form the variety of
matter one observes?
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Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
Item 2: The Periodic Assessment
Rubric and Answer Key
Score
Content
Scientific Vocabulary
Elaboration of Evidence
-The response demonstrates
excellent understanding of the
organization of the periodic table of
elements.
-The response accurately explains
how the elements are arranged
based on their physical and
chemical properties.
The response accurately uses the
majority of these terms in the
appropriate context:
Atom – Element - Protons
Neutrons - Chemical property
Physical property - Atomic weight
Boiling point - Melting point
Valence electrons – Atomic number
Density – Conductivity – Hardness
The response provides thorough and convincing
support/evidence for the writer’s claim that
includes the effective use of sources, facts, and
details. The response achieves substantial depth
that is specific and relevant:
● Use of evidence from sources is smoothly
integrated, comprehensive, relevant, and
concrete
● Effective use of a variety of elaborative
techniques
-The response demonstrates good
understanding of the organization
of the periodic table of elements
-The response explains a good
understanding of how the elements
are arranged based on their
physical and chemical properties.
The response accurately uses most of
these terms in the appropriate
context:
Atom – Element - Protons
Neutrons - Chemical property
Physical property - Atomic weight
Boiling point - Melting point
Valence electrons – Atomic number
Density – Conductivity – Hardness
The response provides adequate
support/evidence for the writer’s claim that
includes the use of sources, facts, and details.
The response achieves some depth and
specificity but is predominantly general:
● Some evidence from sources is integrated,
through citations may be general or imprecise
● Adequate use of some elaborative techniques
-The response demonstrates some
understanding of the organization
of the periodic table of elements.
-The response shows some
understanding of how the elements
are arranged based on their
physical and chemical properties.
The response uses some of these
terms in the appropriate context:
Atom – Element - Protons
Neutrons - Chemical property
Physical property - Atomic weight
Boiling point - Melting point
Valence electrons – Atomic number
Density – Conductivity – Hardness
The response provides uneven, cursory
support/evidence for the writer’s claim that
includes partial or uneven use of sources, facts,
and details and achieves little depth:
● Evidence from sources is weakly integrated,
and citations, if present, are uneven
● Weak or uneven use of elaborative techniques
1
-The response demonstrates no
understanding of the organization
of the periodic table of elements
-The response shows no
understanding of how the elements
are arranged based on their
physical and chemical properties.
The response uses 2 or fewer of these
terms in the appropriate context:
Atom – Element - Protons
Neutrons - Chemical property
Physical property - Atomic weight
Boiling point - Melting point
Valence electrons – Atomic number
Density – Conductivity – Hardness
The response provides minimal
support/evidence for the writer’s claim that
includes little or no use of sources, facts, and
details:
● Use of evidence from sources minimal,
absent, in error, or irrelevant
0
-The response contains no
The response contains no scientific
terms and gets no credit
The response gets no credit if it provides no
evidence of the ability to support a claim with
evidence.
4
3
2
scientific value and gets no credit.
6
Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
Item 2: The Periodic Assessment
Sample Response
1. On the basis of what property did Mendeleev position the elements on the periodic table?
Mendeleev arranged the elements in his periodic table by increasing atomic weights.
2a. How does Mendeleev’s periodic table differ from Moseley’s periodic table?
Mendeleev’s periodic table is different from Mosley’s periodic table in that Mendeleev arranged
elements in increasing atomic weights while Mosley reordered the elements in periodic table
according to increasing atomic number.
2b. How are Mendeleev’s and Moseley’s periodic tables similar?
Both of these scientists arranged elements in periodic tables according to similarity in chemical
properties.
2c. Moseley used the atomic number (the number of protons) to organize the modern periodic
table. Why weren’t the number of neutrons used instead?
An element may have many isotopes with different number of neutrons. However, the element is
defined by the number of protons and will always have the same number.
3a. Based on what you learned in class, what properties do scientists look for to identify an
unknown substance? List 4 properties.
Melting temperature, density, hardness, conductivity (electrical, thermal), … or any other
properties.
3b. Using the periodic table, locate the elements lithium, sodium, potassium, magnesium,
beryllium, and calcium on the periodic table. Identify the group number to which each element
belongs.
Group 1 elements are: lithium, sodium, and potassium.
Group 2 elements are: beryllium, magnesium and calcium.
3c. Which of the following element(s) share most of the chemical properties of rubidium:
strontium, carbon, sulfur, chlorine, or sodium? Explain your answer utilizing your knowledge of
the periodic table.
The chemical properties of rubidium are most like the properties of sodium because they are both
in the same group.
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Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
Item 3: Acids and Bases
CA Science Standards- Grade 8
5. e. Students know how to determine whether a solution is acidic, basic, or neutral.
Common Core State Standards Connections ELA/Literacy:
RST.1 Cite specific textual evidence to support analysis of science and technical texts.
RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and
phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts
and topics.
WHST.9 Draw evidence from informational texts to support analysis reflection and research.
Next Generation Science Standards Disciplinary Core Idea
PS1 Matter and its Interactions
PS1.A Structure and Properties of Matter – How do particles combine to form the variety of
matter one observes?
8
Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
Item 3: Acids and Bases
Rubric and Answer Key
Score
Content
Scientific Vocabulary
Elaboration of Evidence
4
-The response demonstrates
excellent understanding of acids
and bases
-The response accurately explains
how an acid will give off an H+ and
a base will give off an OH− in
water.
- The response shows that answers
are based on a deep understanding
of the pH scale to identify whether
a solution is acidic, basic, or
neutral.
The response accurately uses the
majority of these terms in the
appropriate context:
Hydrogen ion – Hydroxide ion – Acid
– Base – Neutral - Concentration pH scale
The response provides thorough and convincing
support/evidence for the writer’s claim that
includes the effective use of sources, facts, and
details. The response achieves substantial depth
that is specific and relevant:
● Use of evidence from sources is smoothly
integrated, comprehensive, relevant, and
concrete
● Effective use of a variety of elaborative
techniques
-The response demonstrates good
understanding of acids and bases
-The response shows good
understanding of how an acid will
give off an H+ and a base will give
off an OH− in water.
- The response shows that answers
are based on a good understanding
of the pH scale to identify whether
a solution is acidic, basic, or
neutral.
The response accurately uses most of
these terms in the appropriate
context:
Hydrogen ion – Hydroxide ion – Acid
– Base – Neutral - Concentration pH scale
The response provides adequate
support/evidence for the writer’s claim that
includes the use of sources, facts, and details.
The response achieves some depth and
specificity but is predominantly general:
● Some evidence from sources is integrated,
through citations may be general or imprecise
● Adequate use of some elaborative techniques
-The response demonstrates some
understanding of acids and bases
-The response shows some
understanding of how an acid will
give off an H+ and a base will give
off an OH− in water.
- The response shows that answers
are based on some understanding of
the pH scale to identify whether a
solution is acidic, basic, or neutral.
The response uses some of these
terms in the appropriate context:
Hydrogen ion – Hydroxide ion – Acid
– Base – Neutral - Concentration pH scale
The response provides uneven, cursory
support/evidence for the writer’s claim that
includes partial or uneven use of sources, facts,
and details and achieves little depth:
● Evidence from sources is weakly integrated,
and citations, if present, are uneven
● Weak or uneven use of elaborative techniques
-The response demonstrates no
understanding of acids and bases
-The response shows no
understanding of how an acid will
give off an H+ and a base will give
off an OH− in water.
- The response shows that answers
are based on no understanding of
the pH scale to identify whether a
solution is acidic, basic, or neutral.
The response uses 2 or fewer of these
terms in the appropriate context:
Hydrogen ion – Hydroxide ion – Acid
– Base – Neutral - Concentration pH scale
The response provides minimal
support/evidence for the writer’s claim that
includes little or no use of sources, facts, and
details:
● Use of evidence from sources minimal,
absent, in error, or irrelevant
-The response contains no
The response contains no scientific
terms and gets no credit
The response gets no credit if it provides no
evidence of the ability to support a claim with
evidence.
3
2
1
0
scientific value and gets no credit.
9
Grade 8 Science - Assessment 2
Teacher Pages
LAUSD/2014-2015
Item 3: Acids and Bases
Sample Response
1a. According to the article above, what types of ions are produced when an acid is dissolved in
water?
Acids dissolved in water will give off hydrogen ion- H+.
1b. According to the article above, what types of ions are produced when a base is dissolved in
water?
Bases dissolved in water that give off hydroxide ions-OH2. What property causes an acid or a base to be strong or weak? Cite evidence from the article
above to support your claim.
Paragraph 4 of the article states that in strong acids all of the H+ will break away from the
molecule in water, and for strong bases all of the OH- ions break away from the molecule in
water
3. Mary drank a glass of milk and Jose drank a glass of a soft drink. Which person drank the
more acidic drink? Explain your answer using the pH scale above to state the pH of the drinks.
Milk has a pH of about 6.5 and soft drinks have a pH of about 3.25. Jose, who has a soft drink
is drinking the more acidic beverage.
4. Based on the graph and pH scale above, identify the solution that you started with as either an
acid or a base. Provide evidence from both the graph and the pH scale to support your answer.
The solution that we started with is an acid. On the graph the pH at the start is 0 and in the pH
scale solutions with a pH of 0 are acids.
5. How many drops of solution were needed to make the solution neutral? What does this tell
you about the concentrations of H+ and OH- ions at the neutral pH? Cite evidence from the graph.
For the solution to be neutral you have to add about 55 drops of the solution which gives a pH of
7 indicating neutrality.
The pH of a solution depends upon the concentrations of hydrogen ions in the solution. When
the pH of the solution is neutral the concentration of the H+ and the OH- ions are equal.
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