Individual Benchmark Specifications for Grade 8
This section of the FCAT Science Test Item and Performance Task Specifications describes how
the benchmarks are assessed on the FCAT. The benchmarks are defined in the Sunshine State
Standards at four developmental levels corresponding to the following grade ranges: PreK–2,
3–5, 6–8, and 9–12. FCAT Science is administered in Grades 5, 8, and 10.
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.1.3.1
BENCHMARK SC.A.1.3.1
Strand
A
The Nature of Matter
Standard
1
The student understands that all matter has observable,
measurable properties.
Benchmark
SC.A.1.3.1
The student identifies various ways in which substances
differ (e.g., mass, volume, shape, density, texture, and
reaction to temperature and light). This benchmark also
assesses SC.A.1.3.21 and SC.A.1.3.6.2
Item Type(s)
MC, GR, SR
Benchmark Clarification
None specified.
Content Limits
Items will NOT address properties of plasma.
Items may require the student to calculate density.
Items may require the student to use units to compare
properties of matter.
Items may require the student to understand how scales,
balances, graduated cylinders, and thermometers are used
to describe properties of substances.
Items may require the student to calculate the volumes of
cubes or rectangular solids using the length, width, and
height.
Stimulus Attributes
Items may provide the student with data in chart or graph
form.
Response Attributes
Items will describe units in which the answer is to be given.
1
The complete text for SC.A.1.3.2 is “The student understands the difference between weight and mass.”
2
The complete text for SC.A.1.3.6 is “The student knows that equal volumes of different substances may have
different masses.”
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.1.3.1
Sample MC Item
Mr. Molina’s class studied the mass and volume of three
liquids.
What is the difference in density between the least and the
greatest density of the liquids listed in the table?
A.
B.
★
C.
D.
0.09 g/cm3
0.10 g/cm3
0.16 g/cm3
1.08 g/cm3
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.1.3.1
Sample GR Item
Archimedes was a Greek scientist. One story about
Archimedes tells that he needed to find the volume of the
king’s crown to determine if it was real gold. To do this, he
filled a container with water and placed the crown in the
water. If the container held 1.0 liter (l) of water, and the
water rose to 1.895 liters, what was the volume, in liters, of
the crown?
Answer
0.895
Sample SR Item
Tyler is making salad dressing with seasonings, oil, and
vinegar. When he pours all the ingredients into a bottle, two
layers of liquid form. He shakes up the bottle to mix up the
ingredients, but eventually the layers form again. Explain
why the oil layer is always on top, and the vinegar layer is
always on the bottom.
Correct and Complete Response
The oil is always on top, and the vinegar is always on the
bottom, because they have different densities. The liquid of
lesser density (oil) forms the top layer, while the liquid of
greater density (vinegar) forms the bottom layer.
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.1.3.3
BENCHMARK SC.A.1.3.3
Strand
A
The Nature of Matter
Standard
1
The student understands that all matter has observable,
measurable properties.
Benchmark
SC.A.1.3.3
The student knows that temperature measures the average
energy of motion of the particles that make up the
substance.
Item Type(s)
MC
Benchmark Clarification
The student identifies the role temperature plays in the
motion of atoms and molecules in an object (i.e., thermal
energy).
Content Limits
Items will NOT require memorization or quantification of
energy values.
Stimulus Attributes
Items will provide graphics of any objects that may be
unfamiliar to the student.
Response Attributes
Items may have responses in the form of common objects.
Sample MC Item
Many substances found in a kitchen exhibit different
properties. The kinetic energy of these substances can be
measured. In which of the following substances do the
molecules have the greatest amount of kinetic energy?
A.
B.
★
C.
D.
warm tea
ice cream
boiling water
cold apple juice
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.1.3.4
BENCHMARK SC.A.1.3.4
Strand
A
The Nature of Matter
Standard
1
The student understands that all matter has observable,
measurable properties.
Benchmark
SC.A.1.3.4
The student knows that atoms in solids are close together
and do not move around easily; in liquids, atoms tend to
move farther apart; in gas, atoms are quite far apart and
move around freely.
Item Type(s)
MC
Benchmark Clarification
None specified.
Content Limits
Items will only compare atoms or molecules of the same
substances.
Items will only address physical changes in pure
substances.
Items may assess the student’s understanding of average
kinetic energy of molecules in solids, liquids, and gases.
Items may assess the student’s understanding of the spacing
of molecules in different states of matter of the same
substance.
Stimulus Attributes
Items will provide graphics of any objects that may be
unfamiliar to the student.
Response Attributes
Items may have responses in the form of common objects.
Sample MC Item
Roger is cooking dinner using various ingredients and
tools. The butter he is using undergoes changes during the
recipe steps. When are the atoms in the butter closest
together?
★
A.
B.
C.
D.
when the butter is frozen
when the butter is melted
when the butter is vaporized
when the butter is at room temperature
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.1.3.5
BENCHMARK SC.A.1.3.5
Strand
A
The Nature of Matter
Standard
1
The student understands that all matter has observable,
measurable properties.
Benchmark
SC.A.1.3.5
The student knows the difference between a physical
change in a substance (i.e., altering the shape, form,
volume, or density) and a chemical change (i.e., producing
new substances with different characteristics).
Item Type(s)
MC
Benchmark Clarification
The student differentiates between chemical changes that
produce new substances and physical changes that produce
a new form of the same substance.
Content Limits
Items will NOT require chemical or physical change.
Items will NOT require analysis of chemical formulas.
Items may use examples of common chemical and physical
changes.
Stimulus Attributes
Items may provide the student with data on object
properties in a chart, drawing, graph, or picture form.
Response Attributes
Items may have responses that include object names or
properties.
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.1.3.5
Sample MC Item
Javier and Alexia listed some physical and chemical
changes and classified them in the following table:
Why are the changes in Group B classified as chemical
changes?
★
A.
B.
C.
D.
They use energy.
They form new substances.
They change the state of matter.
They change the shape of matter.
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.2.3.1
BENCHMARK SC.A.2.3.1
Strand
A
The Nature of Matter
Standard
2
The student understands the basic principles of atomic
theory.
Benchmark
SC.A.2.3.1
The student describes and compares the properties of
particles and waves.
Item Type(s)
MC
Benchmark Clarification
None specified.
Content Limits
Items will address properties of waves such as frequency,
wavelength, amplitude, and speed in various mediums.
Items will address properties of particles such as mass,
charge, speed, and volume.
Stimulus Attributes
Items may provide the student with data on waves or
particles in a chart, diagram, or graph form.
Response Attributes
None specified.
Sample MC Item
Particles and waves can be defined by their unique
characteristics, yet they do have similarities. Which of the
following is a unique characteristic of a particle?
★
A.
B.
C.
D.
mass
amplitude
frequency
lack of a charge
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.2.3.2
BENCHMARK SC.A.2.3.2
Strand
A
The Nature of Matter
Standard
2
The student understands the basic principles of atomic
theory.
Benchmark
SC.A.2.3.2
The student knows the general properties of the atom
(a massive nucleus of neutral neutrons and positive protons
surrounded by a cloud of negative electrons) and accepts
that single atoms are not visible.
Item Type(s)
MC
Benchmark Clarification
None specified.
Content Limits
Items will list both the name and the symbol of chemical
elements.
Items will NOT assess historical atom models or changes in
those theories.
Items will NOT assess modern quark theories.
Items may address the role of positive and negative charges
in attraction and repulsion.
Items may address static-electricity concepts.
Stimulus Attributes
Items may provide the student with data on the proton,
neutron, and electron content of an atom in a chart, graph,
or notation form.
Response Attributes
Items will describe units in which the answer is to be given.
Items may have responses in the form of elements.
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DRAFT, December 2002, © Florida Department of Education
Grade 8
SC.A.2.3.2
Sample MC Item
Each element has characteristics that make it different from
all other elements. This enables scientists to predict the way
an element reacts under given conditions. Atomic charge is
one characteristic. The table below lists subatomic
structures for four elements.
Which one of the elements in the chart has a negative charge?
★
A.
B.
C.
D.
chlorine (Cl)
helium (He)
oxygen (O)
sodium (Na)
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DRAFT, December 2002, © Florida Department of Education