RELEASED SCIENCE ITEMS 8 - National Center for …nces.ed.gov/timss/pdf/TIMSS2011_G8_Science.pdf · RELEASED SCIENCE ITEMS ... (TIMSS) 2011 grade 8 science assessment items. ... S042141
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8
RELEASED SCIENCE ITEMS
This book contains the released Trends in International Mathematics and Science Study (TIMSS) 2011 grade 8 science assessment items. This is not a complete set of all TIMSS 2011 assessment items because some items are kept confidential so that they may be used in subsequent cycles of TIMSS to measure trends.
How Can This Set of Released Items Be Used?
In Teacher-designed Assessments. The items in this book present different ways of measuring students’ understanding in various content and cognitive domains. A teacher may use these items to create an assessment according to the needs of the class after reviewing the items and selecting items of interest.
For Feedback on Student Understanding. Student responses can be scored according to the scoring information provided in the book. Items that coincide with concepts taught in class allow the teacher to gain feedback on the students’ understanding of assessed concepts. For example, a teacher might decide to examine the incorrect or partially correct responses of the class. The teacher might use the items to identify particular difficulties or misconceptions experienced by individual students, which can serve as the basis for some remedial teaching or focused practice.
To Benchmark Student Performance. The teacher might also compare the percent of students in the class who responded correctly to an item with the percent of students who responded correctly to the same item in other education systems or in the United States.
TIMSS and PIRLS are copyrighted and are registered trademarks of IEA. Released items from TIMSS and PIRLS assessments are for non-commercial, educational, and research purposes only. Translated versions of items remain the intellectual property of IEA. Although the items are in the public domain, please print an acknowledgement of the source, including the year and name of the assessment you are using. If you publish any part of the released items from TIMSS 2011, please use the following acknowledgement:
This book contains TIMSS 2011 released items for grade 8. Each item appears on a single page, on which is provided information about the item’s classification and about international student performance on the item. The items appear in the content domain order, as shown in the index on the next page.
Information about item classification
Take a look at the first item on page 1. Across the top are three boxes which identify the item’s content domain (the subject matter in science that the item assesses), its main topic (the specific topic assessed within that subject matter), and its cognitive domain (the cognitive or thinking process assessed). For this item, the content domain is biology, the main topic is characteristics, classification and life processes of organisms, and the cognitive domain is knowing.
Below the row of boxes and above a boxed-in area of the page is the item label. For this item, it is One function of the uterus. Below the boxed-in area is the item number, which is more commonly used to identify each item than the item label. Within the boxed-in area is the item as it appeared in student test booklets.
Correct answers are shown beneath each item. The correct answer for multiple-choice items is simply a letter code. For example, in the item S032087 on page 3, the letter code C is the correct answer. The correct answers for write-in or open-ended items are explained in a scoring guide. For example, One function of the uterus (page 1), provides an example of a scoring guide, indicating the general nature of correct and incorrect
responses. In some cases, partial credit may be awarded and these items will provide guidelines for fully correct, partially correct, and incorrect responses. Sample student responses are provided for some of the constructed-response items for each scoring category.
Information about international student performance
In the table along the right-hand side of the page are the percent correct statistics for the item. These consist of statistics on the percentage of students in each education system who could answer the question correctly. The lists of education systems are ordered in terms of this percentage. The international average is included as well.
To the right of some of the percent correct statistics are special symbols that indicate when an education system scored significantly higher or significantly lower than the international average. Thus, on the item One function of the uterus as an example, an estimated 46 percent of U.S. students could correctly answer this item; a percentage that was measurably higher than the international average, after taking into account the standard of error associated with the percent correct statistic for the United States and for the international average.
38331.0513.86070312
ITEM INDEXGrade 8
Content Domain Page
BiologyS032007 One function of the uterus ..........................1S032087 Long-term immunity against disease ..........3S032306 Eyes react to changes .................................4S032315 Antelope population graph ........................7S032451 Difference in snail shell colors ......................8S032465 Cells that destroy bacteria ........................10S032514 Growth of algae in a lake ..........................11S032530Z Conditions for germination-DERIVED .........12S032542 Classification of animals ...........................14S032611 Purpose of cellular respiration ...................15S032614 Number of kidneys son has at birth ..........16S032640 Exercise is important for health .................18S032645 True statement about producers ..............20S032665A Population in countries: predict ................21S032665B Population in countries: land use ..............23S032665C Population in countries: pollution ..............25S042007 Lungs in bird/which organ in frog .............27S042017 Function of cell part X ................................28S042022 CO2 concentration & photosynthesis ......29S042024 Process of respiration .................................31S042038 Where organisms appeared on Earth ......32S042051A Year of highest rabbit population .............33S042051B Relation of rabbit-fox populations .............35S042261 Life function of Paramecium ......................37S042297 Investigation of green/red peppers ..........39S042298 Importance of removing weeds ................41S042304 Conclusion from pulse rate-T graph ..........43S052030 Water travels through a plant ....................44S052080 Foods diabetics should avoid ...................45S052088 Layers of rock with fossils ............................46S052091 Mayor wants to plant trees ........................47S052093 Genetic makeup of twins ..........................49
Chemistry S032056 Sodium bicarbonate in vinegar ................50S032156 Solubility/temperature graphs ..................52S032502 Diagram of water molecules .....................53S032570 Identify if substance is metal .....................54S032579 Diagram for structure of matter .................56S032679 Energy released during a reaction ...........57S042063 Which rod causes the bulb to light ...........59S042073 Formula for carbon dioxide .......................60S042076 Number of atoms in H2SO4 molecule .....61S042095 Ammonia solution mixed in vinegar ........63S042100 Observations for reaction ..........................64S042112 Process in which energy absorbed ...........66S042305 Classify element/compound/mixture ......67S042306 Definition of a compound .........................69
Content Domain Page
Chemistry (continued)
S052046 Fire put out by blanket ...............................70S052136 List two substances that are metal ............71S052152 Atoms in a crushed can ............................73S052254 Water splitting rock .....................................74
Physics S032024 Energy conversion in a flashlight ...............75S032141 Gravity acting on parachute jumper ........76S032158 Molecules of gas when heated ................77S032184 Bulbs in series/parallel circuit ....................78S032238 Gaps between metal rail spans ................79S032272 Water level in heated container ................80S032279 Why bottle collapses in the valley .............82S032369 Sound from electric bell in jar ...................83S032394 Heat conduction through copper rod ......85S042173Z Change-stay the same-DERIVED ...............86S042197 Strength of a magnet ................................88S042238A Position of thermometer ............................89S042238B One variable kept constant.......................90S042238C Conclusion from the graph .......................92S042272 Molecules of liquid when it cools ..............94S042274 Speed of light through substances ...........95S042278 Path of light through periscope ................96S042403 Find out if metal 2 is a magnet..................98S042404 Liquid on outside of pitcher .....................100S042407 Which ice block will melt first ...................102S052165A Water wheel: Energy of tank water .........104S052165B Water wheel: Energy before wheel ..........106S052165C Water wheel: Faster rotation ....................108S052207 In which liquid would object float ...........110
Earth Science S032060 Order of steps in the water cycle ............112S032126 Volcanic eruption effects .........................114S032151 Major cause of tides ................................116S032160 Difference between planets and moons ..117S032463 Soil change due to natural causes ........118S032510 Material that breaks down quickly ..........119S032650Z Changes at high elevations-DERIVED .....120S032651A Topographic map: identify X ...................122S032651B Topographic map: river path...................123S032654 Location of jungle ....................................125S042141 Where active volcanoes are found .........126S042215 Diagram of an eclipse of the moon........127S042317 Evaporated water ending up as rain ......128S052032 Evidence continents were joined ............130S052106 Advantage of terracing method .............132S052297 Holes in volcanic rocks ............................134
TIMSS 2011 8th-Grade Science Concepts and Science Items
Percent higher than International average
Content Domain
BIOLOGY
Main TopicCharacteristics, Classification,
and Life Processes of Organisms
Cognitive Domain
Knowing
One function of the uterus
The uterus (womb) is part of the reproductive system in mammals. Name one function of the uterus.
Item Number: S032007
SCORINGCorrect Response• States that the embryo (fetus, baby, fertilized egg, etc.) develops in the uterus (or similar).Examples:The uterus protects the baby while it grows.The baby develops from the egg inside the uterus. • Other correctExample: The muscles in the uterus contract and push the baby out.
Incorrect Response• States a reproductive organ or function but with an incorrect/inadequate connection to the function
of the uterus.• Confuses the reproductive and urinary systems.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
TIMSS 2011 8th-Grade Science Concepts and Science Items
Percent higher than International average
Content Domain
BIOLOGY
Main TopicCharacteristics, Classification, and Life Processes of Organ-
isms
Cognitive Domain
Applying
Eyes react to changes
Diagram 1
Diagram 2
Diagrams 1 and 2 illustrate the same pair of eyes that have reacted to a change in an environmental condition.
What is the environmental condition and how is it diff erent for the eyes in Diagram 1 and Diagram 2?
Item Number: S032306
SCORINGCorrect Response• Indicates LIGHT and identifies which diagram corresponds to the low/high light level. Diagram 1 = dim light, low light level, darkness, or similarDiagram 2 = bright light, high light level, or similarExample: There is less light in Diagram 1. The pupil has gotten larger to let in more light.• Other fully correct
Partially Correct Response• Indicates LIGHT but does not identify which diagram corresponds to low/high light level.Example: It is the light level. In Diagram 1, the pupils are bigger. In diagram 2 they are smaller.• Other partially correct
Incorrect Response• Indicates LIGHT but reverses the conditions in Diagrams 1 and 2.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Korea, Rep. of 74Finland 65Sweden 63Hungary 59Russian Federation 54Lithuania 52Slovenia 49New Zealand 48Norway 48Australia 48Italy 48United States 47England-GBR 46Japan 45Hong Kong-CHN 43Chinese Taipei-CHN 37Ukraine 35Turkey 33Israel 33International average 31Romania 28Iran, Islamic Rep. of 27Singapore 26Malaysia 22Kazakhstan 21Palestinian Nat’l Auth. 21United Arab Emirates 21Bahrain 19Macedonia, Rep. of 19Armenia 18Thailand 18Chile 18Tunisia 17Georgia 17Qatar 16Syrian Arab Republic 16Lebanon 13Oman 13Jordan 10Saudi Arabia 7Indonesia 6Morocco 3Ghana 2
TIMSS 2011 8th-Grade Science Concepts and Science Items
Percent higher than International average
Content Domain
BIOLOGY
Main Topic
Ecosystems
Cognitive Domain
Reasoning
Antelope population graph
The graph indicates the number of antelopes in a certain area over a period of time. Which of the following factors is most likely to have caused the sudden change in population between 1999 and 2000?
A. global warming
B. absence of predators
C. depletion of the ozone layer
D. brush fi res that destroyed the food supply
1996
1997
1998
1999
2000
Popu
latio
n
Year
100
200
300
400
Item Number: S032315
Correct Response: D
Overall Percent Correct
Education systemPercent correct
Russian Federation 75Ukraine 69Singapore 68Finland 64Malaysia 64Israel 63Hungary 63England-GBR 62Lithuania 61Slovenia 61United States 58Tunisia 57Chinese Taipei-CHN 54New Zealand 54Kazakhstan 54Australia 53Iran, Islamic Rep. of 51Thailand 51International average 48Indonesia 47Chile 46Georgia 44United Arab Emirates 44Bahrain 44Romania 44Norway 43Sweden 42Italy 42Hong Kong-CHN 42Saudi Arabia 41Jordan 40Turkey 39Armenia 39Morocco 39Syrian Arab Republic 37Japan 37Macedonia, Rep. of 35Qatar 35Oman 35Korea, Rep. of 32Ghana 32Palestinian Nat’l Auth. 31Lebanon 18
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Diversity, Adaptation, and Natural Selection
Cognitive Domain
Applying
Difference in snail shell colors
Some birds eat snails. A species of snail that lives in the forest has a dark shell. Th e same species of snail that lives in a fi eld has a light-colored shell. Explain how this diff erence in shell colors helps the snails to survive.
Item Number: S032451
SCORINGCorrect Response• Explanation refers explicitly to BOTH camouflage (blending in with surroundings, or similar) AND
protection from birds, predators, enemies, etc.Example: The snails that live in the forest have dark shells so the birds cannot see them to eat them.• Explanation refers only to camouflage, blending in with surroundings, or similar. [Protection from
predators NOT explicitly mentioned.]Example: It helps the snail to camouflage with their surroundings.• Other fully correct
Partially Correct Response• Explanation refers only to not being eaten or seen by predators. [Camouflage NOT referenced.]Example: So the birds will not eat them.• Other partially correct
Incorrect Response• Mentions only that it is dark in the forest and light in the field. [Does not explicitly refer to
camouflage, protection from predators, or similar.]• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Hungary 79Finland 79Russian Federation 76England-GBR 76Singapore 74Ukraine 73Australia 73United States 71Sweden 66Japan 65Korea, Rep. of 65New Zealand 65Chinese Taipei-CHN 62Slovenia 61Hong Kong-CHN 61Lithuania 60Norway 60Israel 57Thailand 57Italy 56Kazakhstan 52Turkey 50International average 45Georgia 40Romania 40Iran, Islamic Rep. of 39Chile 37United Arab Emirates 28Armenia 28Oman 27Syrian Arab Republic 26Bahrain 24Qatar 22Jordan 21Tunisia 20Macedonia, Rep. of 19Indonesia 16Lebanon 15Malaysia 15Saudi Arabia 12Palestinian Nat’l Auth. 11Morocco 3Ghana 2
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Life Cycles, Reproduction, and Heredity
Cognitive Domain
Knowing
Conditions for germination-DERIVED
Many seeds can germinate in the light or in the dark. State two conditions necessary for germination.
1.
2.
Item Number: S032530Z
SCORINGNote: Each of the two responses are scored separately. However, if the two responses are essentially the same, the second response should be scored as “Incorrect Response”.
Correct Response• Water (moisture, rain) or similar.Example: Humid conditions• Suitable temperature (heat, warmth) or similar.Example: Heat about 27° C• Oxygen (air).• Other correct
Incorrect Response• Soil or similar.• Sun, sunlight, or light (no explicit mention of heat, warmth or similar).• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 55Kazakhstan 46Japan 40Russian Federation 38Lithuania 36Ukraine 32Slovenia 32Tunisia 29England-GBR 26Hong Kong-CHN 26Korea, Rep. of 26Georgia 25Romania 23Armenia 23Macedonia, Rep. of 23Israel 22Bahrain 21Chinese Taipei-CHN 21International average 21Turkey 20Ghana 20Finland 20New Zealand 20Sweden 18Norway 17Hungary 16United Arab Emirates 15Syrian Arab Republic 14Malaysia 14Chile 13Jordan 13Iran, Islamic Rep. of 13Morocco 13Qatar 12Saudi Arabia 11Australia 11United States 11Palestinian Nat’l Auth. 11Lebanon 10Italy 10Thailand 7Oman 7Indonesia 4
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Life Cycles, Reproduction, and Heredity
Cognitive Domain
Applying
Number of kidneys son has at birth
Kidneys are organs found in the human body. When he was young, a man had one of his two kidneys removed because it was diseased. He now has a son.
A. How many kidneys did his son have at birth? _______________
B. Explain your answer.
Item Number: S032614
SCORINGCorrect Response• TWO with an explanation based on the removal of a kidney not being a hereditary trait (or similar).Examples:Removal of his kidney is not in his genes, so it will not be passed on.It’s not hereditary.• TWO with an explanation based on all humans (normally) having two kidneys at birth (or similar).
[No explicit mention of heredity.]Examples:Everybody is born with two kidneys unless they have a disease.His child would still have the normal number, which is 2.• Other correct
Incorrect Response• ONE with or without explanation.• TWO with no explanation or an incorrect explanation.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Korea, Rep. of 75Singapore 75United States 75Chinese Taipei-CHN 72Slovenia 71Finland 71Hungary 70Sweden 68Japan 67Russian Federation 67Kazakhstan 67Hong Kong-CHN 66Australia 65England-GBR 65Israel 64Lithuania 64New Zealand 63Norway 60Italy 60Chile 59Ukraine 57Iran, Islamic Rep. of 56Romania 56Turkey 54International average 53Jordan 53Saudi Arabia 51Thailand 49Armenia 45United Arab Emirates 41Palestinian Nat’l Auth. 40Bahrain 40Tunisia 40Georgia 39Indonesia 39Syrian Arab Republic 36Macedonia, Rep. of 34Qatar 32Oman 32Malaysia 30Lebanon 24Morocco 24Ghana 18
TIMSS 2011 8th-Grade Science Concepts and Science Items
Number of kidneys son has at birth (continued)S032614:
Student Responses
Correct Response:Kidneys are organs found in the human body. When he was young, a man had one of his two kidneys removed because it was diseased. He now has a son.
A. How many kidneys did his son have at birth? _______________
B. Explain your answer.
Incorrect Response:Kidneys are organs found in the human body. When he was young, a man had one of his two kidneys removed because it was diseased. He now has a son.
A. How many kidneys did his son have at birth? _______________
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Human Health
Cognitive Domain
Knowing
Exercise is important for health
State one reason why exercise is important for good health.
Item Number: S032640
SCORINGCorrect Response• States weight loss, preventing fat storage, lowering cholesterol, or similar.Example: It burns fat.• States that exercise is beneficial for the heart, circulation, oxygen levels, or similar.Example: It keeps your heart in good condition so you don’t have heart attacks.• States building muscle strength/tone or similar.Example: It helps build muscle.• Other correct
Incorrect Response• Gives only a general response related to staying healthy, fit, being strong, or similar.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
England-GBR 74Hungary 73Slovenia 70Hong Kong-CHN 69Finland 68Sweden 66United States 66Australia 65Kazakhstan 65Jordan 65Japan 65Singapore 64Chinese Taipei-CHN 62New Zealand 60Norway 60Italy 59Israel 59Bahrain 58Chile 58Saudi Arabia 58Turkey 55Korea, Rep. of 54United Arab Emirates 53Iran, Islamic Rep. of 53International average 53Russian Federation 52Syrian Arab Republic 52Palestinian Nat’l Auth. 50Qatar 49Romania 49Armenia 47Tunisia 47Lithuania 46Thailand 46Georgia 43Oman 41Indonesia 40Ukraine 38Malaysia 36Morocco 32Macedonia, Rep. of 28Lebanon 23Ghana 12
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Ecosystems
Cognitive Domain
Reasoning
Population in countries: predict
There are more than 6 billion people in the world who share the world’s natural resources. Look at the table below. It shows some information for two fi ctitious countries (1 and 2).
Country 1 Country 2
Population (millions) 200 500
Annual birth rate (births per 1000 people) 10 40
Annual death rate (deaths per 1000 people) 10 10
Area in square kilometers 2,000,000 2,000,000
Grain production (percentage of world total) 40% 20%
Oil consumption (percentage of world total) 20% 5%
A. Based on the information given in the table, predict how the population of each country will change over the next ten years. (Check one box in each row.)
Country 1
Country 2
PopulationWill
Increase
PopulationWill
Decrease
PopulationWill
Stay the Same
Item Number: S032665A
SCORINGCorrect Response• Country 1: Population will stay the same.• Country 2: Population will increase.
Incorrect Response• Country 1 correct; Country 2 incorrect• Country 2 correct; Country 1 incorrect• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Hong Kong-CHN 67Finland 67Chinese Taipei-CHN 57Japan 57Singapore 54Sweden 53Slovenia 53Israel 52Korea, Rep. of 51England-GBR 50Italy 49Lithuania 49Russian Federation 48Australia 48New Zealand 46Norway 43Hungary 41United States 39Turkey 35International average 35Ukraine 33Iran, Islamic Rep. of 31United Arab Emirates 30Kazakhstan 30Thailand 29Bahrain 28Chile 28Romania 27Tunisia 26Armenia 24Qatar 24Saudi Arabia 23Lebanon 23Jordan 23Macedonia, Rep. of 21Palestinian Nat’l Auth. 17Malaysia 16Syrian Arab Republic 16Morocco 15Oman 14Georgia 13Indonesia 11Ghana 6
TIMSS 2011 8th-Grade Science Concepts and Science Items
Population in countries: predict (continued)S032665A:
Student Responses
Correct Response:
Th ere are more than 6 billion people in the world who share the world’s natural resources. Look at the table below. It shows some information for two fi ctitious countries (1 and 2).
Country 1 Country 2
Population (millions) 200 500
Annual birth rate (births per 1000 people) 10 40
Annual death rate (deaths per 1000 people) 10 10
Area in square kilometers 2,000,000 2,000,000
Grain production (percentage of world total) 40% 20%
Oil consumption (percentage of world total) 20% 5%
A. Based on the information given in the table, predict how the population of each country will change over the next ten years. (Check one box in each row.)
Country 1
Country 2
PopulationWill
Increase
PopulationWill
Decrease
PopulationWill
Stay the Same
Incorrect Response:
Th ere are more than 6 billion people in the world who share the world’s natural resources. Look at the table below. It shows some information for two fi ctitious countries (1 and 2).
Country 1 Country 2
Population (millions) 200 500
Annual birth rate (births per 1000 people) 10 40
Annual death rate (deaths per 1000 people) 10 10
Area in square kilometers 2,000,000 2,000,000
Grain production (percentage of world total) 40% 20%
Oil consumption (percentage of world total) 20% 5%
A. Based on the information given in the table, predict how the population of each country will change over the next ten years. (Check one box in each row.)
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Ecosystems
Cognitive Domain
Reasoning
Population in countries: land use
There are more than 6 billion people in the world who share the world’s natural resources. Look at the table below. It shows some information for two fi ctitious countries (1 and 2).
Country 1 Country 2
Population (millions) 200 500
Annual birth rate (births per 1000 people) 10 40
Annual death rate (deaths per 1000 people) 10 10
Area in square kilometers 2,000,000 2,000,000
Grain production (percentage of world total) 40% 20%
Oil consumption (percentage of world total) 20% 5%
B. Predict how the population of the two countries will aff ect each of the following environmental factors over the next ten years.
Land Use:
Item Number: S032665B
SCORINGCorrect Response• Predicts that land use in Country 2 is likely to increase (due to the increased population).• Predicts that land use will increase with population. [Does not explicitly refer to Country 1 or
Country 2.]• Makes a prediction about land use based on the current population that is supported by data in the
table.• Other correct
Incorrect Response• Makes a statement about land use that is NOT explicitly connected to either population prediction
or data in the table.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 53Japan 41Chinese Taipei-CHN 39Israel 36England-GBR 35Hong Kong-CHN 35New Zealand 35Australia 33Hungary 31Slovenia 31United States 29Korea, Rep. of 28Turkey 28Kazakhstan 26Lithuania 25Russian Federation 24International average 21Finland 21United Arab Emirates 20Sweden 20Thailand 20Ukraine 20Bahrain 19Iran, Islamic Rep. of 19Jordan 18Italy 16Qatar 15Palestinian Nat’l Auth. 15Norway 14Oman 12Syrian Arab Republic 12Macedonia, Rep. of 12Malaysia 11Chile 11Romania 10Tunisia 9Armenia 8Indonesia 8Georgia 7Lebanon 6Saudi Arabia 5Morocco 5Ghana 3
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Ecosystems
Cognitive Domain
Reasoning
Population in countries: pollution
There are more than 6 billion people in the world who share the world’s natural resources. Look at the table below. It shows some information for two fi ctitious countries (1 and 2).
Country 1 Country 2
Population (millions) 200 500
Annual birth rate (births per 1000 people) 10 40
Annual death rate (deaths per 1000 people) 10 10
Area in square kilometers 2,000,000 2,000,000
Grain production (percentage of world total) 40% 20%
Oil consumption (percentage of world total) 20% 5%
B. Predict how the population of the two countries will aff ect each of the following environmental factors over the next ten years.
Pollution:
Item Number: S032665C
SCORINGCorrect Response• Predicts that pollution in Country 2 may increase (due to factors related to the growing population).Example: There will be more pollution in Country 2 as the population increases• Predicts that pollution will increase with population. [Does not explicitly refer to Country 1 or
Country 2.]Example: Many more people means more pollution.• Makes a prediction about pollution based on the current population that is supported by data in the
table.Example: Country 1 will pollute more because it consumes more oil than Country 2.• Othercorrect
Incorrect Response• Makes a statement about pollution that is NOT explicitly connected to either population prediction
or data in the table.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 51Chinese Taipei-CHN 40England-GBR 37Australia 37New Zealand 35Japan 35Turkey 34Hungary 34Korea, Rep. of 34Hong Kong-CHN 32Lithuania 32Israel 31United States 30Slovenia 30Russian Federation 28Finland 26Jordan 26Iran, Islamic Rep. of 26Kazakhstan 23International average 22United Arab Emirates 22Palestinian Nat’l Auth. 20Ukraine 20Chile 20Sweden 20Thailand 19Italy 18Bahrain 18Qatar 18Tunisia 17Syrian Arab Republic 14Norway 14Oman 14Romania 13Armenia 10Indonesia 9Malaysia 9Macedonia, Rep. of 9Georgia 9Lebanon 8Morocco 6Ghana 2Saudi Arabia 2
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Cells and Their Functions
Cognitive Domain
Reasoning
CO2 concentration & photosynthesis
Andrea is investigating the eff ects of light intensity and carbon dioxide concentration on the rate of photosynthesis.
She measured the rate of photosynthesis at diff erent light intensities for two identical plants. Th e plants were placed in closed containers. One container had an initial carbon dioxide concentration of 0.40%. Th e other container had an initial carbon dioxide concentration of 0.03%.
She plotted her results as shown below.
Rate
of P
hoto
synt
hesi
s (u
nits
)
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
1 2 3 4 5 6
0.40 % Carbon Dioxide
0.03% Carbon Dioxide
Light Intensity (units)
Look at the graph.
A. Does an increase in carbon dioxide concentration aff ect the rate of photosynthesis?
(Check one box.) Yes
No
B. Explain your answer.
Item Number: S042022
SCORINGCorrect Response• Yes with an explanation that refers to carbon dioxide being required for (needed for, used during)
photosynthesis. The explanation may or may not include a specific reference to the graph.Examples:Carbon dioxide is required for photosynthesis. The higher the concentration of carbon dioxide the
faster the rate of photosynthesis.For photosynthesis to take place it needs carbon dioxide.• Yes with an explanation that refers only to the graph (either explicitly or implicitly).Examples:One with 0.03 carbon dioxide is lower than the one with 0.4 carbon dioxide.Yes, at light intensity 3, the rate of photosynthesis is 1.2 at 0.40 and 0.3 at 0.03.
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 72United States 68Japan 61England-GBR 60Israel 52Hong Kong-CHN 51Korea, Rep. of 47New Zealand 46Australia 45Turkey 45Chinese Taipei-CHN 44Tunisia 44Finland 42Jordan 40Bahrain 40Ukraine 39United Arab Emirates 38Slovenia 37Kazakhstan 36Russian Federation 36Hungary 35International average 35Lithuania 34Saudi Arabia 33Lebanon 32Romania 31Malaysia 31Norway 30Indonesia 29Qatar 28Italy 27Palestinian Nat’l Auth. 27Oman 26Thailand 25Sweden 25Iran, Islamic Rep. of 23Chile 22Morocco 17Georgia 17Macedonia, Rep. of 15Armenia 12Syrian Arab Republic 10Ghana 8
TIMSS 2011 8th-Grade Science Concepts and Science Items
CO2 concentration & photosynthesis (continued)S042022:
Student Responses
Correct Response:
Andrea is investigating the eff ects of light intensity and carbon dioxide concentration on the rate of photosynthesis.
She measured the rate of photosynthesis at diff erent light intensities for two identical plants. Th e plants were placed in closed containers. One container had an initial carbon dioxide concentration of 0.40%. Th e other container had an initial carbon dioxide concentration of 0.03%.
She plotted her results as shown below.
Look at the graph.
A. Does an increase in carbon dioxide concentration aff ect the rate of photosynthesis?
(Check one box.) Yes
No
B. Explain your answer.
Light Intensity (units)
0.03% Carbon Dioxide
0.40 % Carbon Dioxide
1 2 3 4 5 6
Rate
of P
hoto
synt
hesi
s (u
nits
)
0.0
0.2
0.4
0.6
0.8
1.0
1.2
1.4
Incorrect Response:
Andrea is investigating the eff ects of light intensity and carbon dioxide concentration on the rate of photosynthesis.
She measured the rate of photosynthesis at diff erent light intensities for two identical plants. Th e plants were placed in closed containers. One container had an initial carbon dioxide concentration of 0.40%. Th e other container had an initial carbon dioxide concentration of 0.03%.
She plotted her results as shown below.
Look at the graph.
A. Does an increase in carbon dioxide concentration aff ect the rate of photosynthesis?
TIMSS 2011 8th-Grade Science Concepts and Science Items
Percent higher than International average
Content Domain
BIOLOGY
Main Topic
Ecosystems
Cognitive Domain
Applying
Year of highest rabbit population
A population of rabbits and foxes live in a remote area. Th e foxes do not have any predators. Scientists counted the number of rabbits and foxes over a long time period and plotted their results, as shown below.
A. In which year was the population of rabbits at its highest?
Popu
latio
n Si
ze
Year
RabbitsFoxes
1920 1930 1940 1950 1960 1970 1980 1990 2000
100
200
300
400
Item Number: S042051A
SCORINGCorrect Response• 1983 - 1985
Incorrect Response• States the year for foxes: 1988-1990• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Japan 85Finland 78Sweden 78Slovenia 76Russian Federation 74England-GBR 73Norway 72Singapore 71Hungary 71Australia 69United States 69New Zealand 67Lithuania 67Israel 65Italy 64Chinese Taipei-CHN 58Ukraine 56Hong Kong-CHN 54Korea, Rep. of 51International average 47United Arab Emirates 44Lebanon 42Tunisia 41Thailand 41Chile 40Bahrain 40Kazakhstan 37Qatar 36Romania 35Macedonia, Rep. of 33Georgia 31Morocco 31Palestinian Nat’l Auth. 31Saudi Arabia 31Malaysia 30Jordan 30Iran, Islamic Rep. of 29Armenia 27Oman 24Turkey 21Syrian Arab Republic 13Indonesia 8Ghana 4
TIMSS 2011 8th-Grade Science Concepts and Science Items
Year of highest rabbit population (continued)S042051A:
Student Responses
Correct Response:
A population of rabbits and foxes live in a remote area. Th e foxes do not have any predators. Scientists counted the number of rabbits and foxes over a long time period and plotted their results, as shown below.
A. In which year was the population of rabbits at its highest?
Popu
latio
n Si
ze
Year
RabbitsFoxes
1920 1930 1940 1950 1960 1970 1980 1990 2000
100
200
300
400
Incorrect Response:
A population of rabbits and foxes live in a remote area. Th e foxes do not have any predators. Scientists counted the number of rabbits and foxes over a long time period and plotted their results, as shown below.
A. In which year was the population of rabbits at its highest?
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Ecosystems
Cognitive Domain
Applying
Relation of rabbit-fox populations
A population of rabbits and foxes live in a remote area. Th e foxes do not have any predators. Scientists counted the number of rabbits and foxes over a long time period and plotted their results, as shown below.
B. Describe how the changes in population size of rabbits and foxes are related.
Popu
latio
n Si
ze
Year
RabbitsFoxes
1920 1930 1940 1950 1960 1970 1980 1990 2000
100
200
300
400
Item Number: S042051B
SCORINGCorrect Response• Describes how the changes in population are related by referring to the foxes (predators) eating
the rabbits (prey).Example: As the population of rabbits increased the foxes also increased as they have more rabbits
to eat. • Relates the graph of the fox population to that of the rabbit population without reference to
predator/prey.Example: When the rabbit population increases the fox population increases and when the rabbit
population decreases the fox population decreases.
Incorrect Response• States that foxes eat rabbits without describing how the changes in population size are related.• Gives a general description that relates to both going up and down without mentioning how the
changes in population size are related.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 68Japan 54England-GBR 54Hong Kong-CHN 51Finland 51Korea, Rep. of 48Israel 46Slovenia 44Australia 43Chinese Taipei-CHN 42Sweden 42United States 36Norway 35Hungary 34Lithuania 31Italy 30New Zealand 30Russian Federation 28United Arab Emirates 28Oman 27International average 27Turkey 27Jordan 26Ukraine 25Thailand 23Iran, Islamic Rep. of 21Qatar 21Bahrain 17Palestinian Nat’l Auth. 17Kazakhstan 17Malaysia 16Syrian Arab Republic 16Chile 13Tunisia 11Armenia 10Romania 10Lebanon 9Indonesia 9Macedonia, Rep. of 7Georgia 6Morocco 4Ghana 2Saudi Arabia 1
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Cells and Their Functions
Cognitive Domain
Knowing
Life function of Paramecium
Th e diagram shows a single-celled organism called a Paramecium.
In order to survive, the Paramecium carries out certain life functions, such as taking in nutrients to produce energy.
State one other life function that the Paramecium must carry out in order to survive.
Item Number: S042261
SCORINGCorrect Response• States one life function as noted below.Getting rid of waste (wastes would poison the cell)Reproduction (the species would die out otherwise)Taking in oxygen/respire (needed to produce energy)Responding to stimuli (moving towards food)Digestion (breaking down food substances)
Incorrect Response• Refers to taking in water.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 49Israel 48Russian Federation 46Hungary 42Japan 41Slovenia 40Ukraine 40Finland 39England-GBR 37Iran, Islamic Rep. of 36Chinese Taipei-CHN 35Italy 33Turkey 32Lithuania 32Sweden 30Korea, Rep. of 28United States 27Armenia 27Macedonia, Rep. of 27Kazakhstan 27Australia 26International average 25New Zealand 24United Arab Emirates 24Norway 24Georgia 24Bahrain 21Jordan 18Hong Kong-CHN 17Syrian Arab Republic 16Romania 16Palestinian Nat’l Auth. 15Thailand 15Chile 15Qatar 15Oman 15Indonesia 13Saudi Arabia 11Malaysia 11Tunisia 10Lebanon 9Ghana 9Morocco 8
TIMSS 2011 8th-Grade Science Concepts and Science Items
Percent higher than International average
Content Domain
BIOLOGY
Main Topic
Life Cycles, Reproduction, and Heredity
Cognitive Domain
Reasoning
Investigation of green/red peppers
Kayra and Emre are studying plants. Th ey have learned that characteristics such as the height of plants and the color of fruit are inherited.
Th ey are looking at some green and red peppers.
Kayra thinks they are diff erent kinds of peppers, because they are diff erent colors.
Emre thinks that they are the same type of pepper, and red peppers are red because they have been left on the plant longer and have ripened.
Describe how you could set up an investigation to decide whether Kayra or Emre is correct.
red peppersgreen peppers
Item Number: S042297
SCORINGCorrect Response• Refers to eitheri) planting (seeds from) green and red peppers AND observing the color of the fruit ORii) planting (seeds from) green peppers AND observing if the fruit turns red.• Other fully correct
Partially Correct Response• Refers to ONLY planting (seeds from) green/red peppers.Example: You could grow seeds from each pepper.• Other correct
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 44New Zealand 37Slovenia 30Turkey 29Israel 28United States 27Chinese Taipei-CHN 26Hong Kong-CHN 24Sweden 24Chile 22Australia 21Finland 20Lithuania 20Hungary 19Russian Federation 16Bahrain 15International average 14Japan 14Romania 14England-GBR 14Korea, Rep. of 12Qatar 10United Arab Emirates 10Georgia 9Thailand 9Oman 9Italy 9Macedonia, Rep. of 8Saudi Arabia 8Syrian Arab Republic 8Norway 8Tunisia 8Ukraine 8Morocco 6Kazakhstan 6Armenia 6Malaysia 5Jordan 5Palestinian Nat’l Auth. 4Lebanon 4Iran, Islamic Rep. of 2Indonesia 2Ghana 1
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Ecosystems
Cognitive Domain
Applying
Importance of removing weeds
A farmer planted a fi eld of corn. Weeds started to grow among the seedlings.
Explain why it is important that he remove the weeds.
Item Number: S042298
SCORINGCorrect Response• Mentions competition for resources (nutrients, water, sunlight).Examples:They compete with other plants for space, water and sunlight. The weeds will compete with the seedlings for food and water.
Incorrect Response• Mentions competition for space and/or weeds reproducing (growing) rapidly.Examples:They would grow very quickly and take over the field.They reproduce too rapidly.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Japan 75Chinese Taipei-CHN 74Korea, Rep. of 65Singapore 59Hungary 53Finland 49Hong Kong-CHN 47Kazakhstan 44Iran, Islamic Rep. of 40Lithuania 37Slovenia 36Russian Federation 35Israel 35Thailand 35United States 35England-GBR 31Sweden 31International average 29Australia 29New Zealand 28Romania 27Tunisia 27Ukraine 25Syrian Arab Republic 25Italy 25Norway 24Jordan 23Malaysia 21Armenia 20Turkey 20Palestinian Nat’l Auth. 20United Arab Emirates 17Macedonia, Rep. of 14Chile 14Georgia 14Qatar 14Oman 12Ghana 12Bahrain 10Indonesia 10Lebanon 7Morocco 5Saudi Arabia 1
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main TopicCharacteristics, Classification, and Life Processes of Organ-
isms
Cognitive Domain
Reasoning
Conclusion from pulse rate-T graph
John measures his pulse rate before he exercises. It is 70 beats per minute. He exercises for one minute and measures his pulse rate again. He then measures it every minute for several minutes. He draws a graph to show his results.
What can be concluded from his results?
A. His pulse rate increased by 50 beats per minute.
B. His pulse rate took less time to slow down than to increase.
C. His pulse rate aft er 4 minutes was 80 beats per minute.
D. His pulse rate returned to normal in less than 6 minutes.
Time (minutes)
Puls
e Ra
te
(bea
ts/m
inut
e)
140
120
100
80
60
40
20
0 1 2 3 4 5 6
exercise
Item Number: S042304
Correct Response: D
Overall Percent Correct
Education systemPercent correct
Japan 82Korea, Rep. of 80Finland 80Italy 79Russian Federation 75Singapore 75Sweden 75Israel 74Lithuania 74Norway 73United States 73Slovenia 71England-GBR 69Australia 66Chinese Taipei-CHN 64New Zealand 62Chile 62Romania 61Hong Kong-CHN 60Malaysia 60Turkey 60International average 57Ukraine 56United Arab Emirates 54Iran, Islamic Rep. of 51Georgia 49Tunisia 49Hungary 48Saudi Arabia 46Bahrain 46Lebanon 46Indonesia 46Thailand 45Macedonia, Rep. of 45Kazakhstan 44Qatar 43Jordan 43Armenia 42Morocco 42Oman 42Palestinian Nat’l Auth. 38Syrian Arab Republic 32Ghana 30
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
BIOLOGY
Main Topic
Ecosystems
Cognitive Domain
Reasoning
Mayor wants to plant trees
Th e amount of carbon dioxide in the air is increasing in a large city due to the growing number of vehicles. Th e mayor wants to plant more trees.
A. Do you agree with the mayor’s suggestion?
(Check one box.)
Yes
No
B. Explain your answer.
Item Number: S052091
SCORINGCorrect Response• Yes with an explanation that trees absorb carbon dioxide (during photosynthesis).Examples:Yes – When trees photosynthesize they take in carbon dioxide and give out oxygen.Yes – Trees take in carbon dioxide.• No with a valid explanation related to reducing carbon dioxide emission.Examples:No–Themayorshouldsuggestwaystocuttheamountofcarbondioxidebygettingpeopletowalk
or cycle.No–Idisagreewiththemayor,asplantingmoretreeswon’tsolvetheproblemthesamewayas
lessening the amount of cars on the road.
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task), including the following
response:Explanation relates to oxygen only.
Overall Percent Correct
Education systemPercent correct
Hong Kong-CHN 76Singapore 73Chinese Taipei-CHN 70Kazakhstan 69Japan 67Korea, Rep. of 64Russian Federation 54Bahrain 54Jordan 52Thailand 51England-GBR 51Tunisia 50Romania 49United Arab Emirates 48Israel 48Oman 48Syrian Arab Republic 47New Zealand 47Iran, Islamic Rep. of 46International average 46Australia 45Malaysia 45Slovenia 43Sweden 43Indonesia 42Qatar 42Saudi Arabia 41Palestinian Nat’l Auth. 40Turkey 40Italy 39Hungary 39United States 39Finland 38Norway 38Georgia 36Ukraine 36Lebanon 35Macedonia, Rep. of 35Armenia 33Lithuania 29Morocco 27Chile 26Ghana 24
TIMSS 2011 8th-Grade Science Concepts and Science Items
Mayor wants to plant trees (continued)S052091:
Student Responses
Correct Response:Th e amount of carbon dioxide in the air is increasing in a large city due to the growing number of vehicles. Th e mayor wants to plant more trees.
A. Do you agree with the mayor’s suggestion?
(Check one box.)
Yes
No
B. Explain your answer.
Incorrect Response:Th e amount of carbon dioxide in the air is increasing in a large city due to the growing number of vehicles. Th e mayor wants to plant more trees.
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
CHEMISTRY
Main Topic
Chemical Change
Cognitive Domain
Applying
Sodium bicarbonate in vinegar
As shown in the diagram, the balloon infl ates when the sodium bicarbonate in the balloon is mixed with the vinegar.
What causes this to happen?
Balloon
Sodiumbicarbonate
Vinegar
Before Mixing After Mixing
Item Number: S032056
SCORINGCorrect Response• States that carbon dioxide is given off (as a result of chemical reaction).Example: Chemical reaction expels carbon dioxide which blows the balloon up.• States that a gas is given off (as a result of chemical reaction). [Does NOT explicitly mention
carbon dioxide.]Example: When they mix the two chemicals, a gas is produced and it goes up into the balloon.• States that a chemical reaction occurs. [Does NOT explicitly mention gas production.]Example: Vinegar has a reaction when it is mixed with sodium bicarbonate.• Other correct
Incorrect Response• Refers only to gas (air) rising into the balloon, or similar. [No mention of chemical reaction or gas
production.]• Refers to production of air, helium or some other incorrect gas.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Chinese Taipei-CHN 64Singapore 62Kazakhstan 61England-GBR 58Russian Federation 57Australia 55Japan 52New Zealand 52United States 51Hong Kong-CHN 51Slovenia 51Bahrain 50Saudi Arabia 49United Arab Emirates 45Hungary 45Korea, Rep. of 42Italy 41Finland 39Jordan 39Norway 39International average 38Israel 38Ukraine 38Lithuania 37Sweden 37Romania 36Iran, Islamic Rep. of 34Chile 34Thailand 33Armenia 32Syrian Arab Republic 31Lebanon 31Qatar 30Turkey 29Macedonia, Rep. of 26Palestinian Nat’l Auth. 26Indonesia 25Malaysia 23Oman 22Morocco 14Tunisia 14Georgia 13Ghana 6
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
CHEMISTRY
Main Topic
Properties of Matter
Cognitive Domain
Reasoning
Solubility/temperature graphs
Bob did an experiment to investigate the eff ect of temperature on the solubility of sugar in water by measuring the amount of sugar that would dissolve in 1 liter of water at diff erent temperatures. He then plotted his results.
Which of the following is likely to be the graph showing Bob’s results?
A. B.
C. D.
Dis
solv
ed S
ugar
(g
ram
s)
Temperature (ºC)
Dis
solv
ed S
ugar
(g
ram
s)
Temperature (ºC)
Dis
solv
ed S
ugar
(g
ram
s)
Temperature (ºC)
Dis
solv
ed S
ugar
(g
ram
s)
Temperature (ºC)
Item Number: S032156
Correct Response: C
Overall Percent Correct
Education systemPercent correct
Korea, Rep. of 82Japan 77Chinese Taipei-CHN 76Singapore 66Finland 57Slovenia 57England-GBR 57Russian Federation 56Australia 55Hong Kong-CHN 54Malaysia 54United States 54Israel 54New Zealand 54Hungary 52Turkey 52Lithuania 51Bahrain 48Palestinian Nat’l Auth. 45International average 45Jordan 44Oman 44Ukraine 43United Arab Emirates 42Norway 41Sweden 40Qatar 40Lebanon 40Tunisia 39Kazakhstan 39Italy 36Thailand 36Chile 34Saudi Arabia 34Morocco 29Romania 28Georgia 26Macedonia, Rep. of 26Armenia 26Iran, Islamic Rep. of 25Syrian Arab Republic 21Indonesia 21Ghana 18
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
CHEMISTRY
Main Topic
Classification and Composition of Matter
Cognitive Domain
Reasoning
Identify if substance is metal
David is given a sample of an unknown solid substance. He wants to know if the substance is a metal. Write down one property he can observe or measure and describe how this property could be used to help identify whether the substance is a metal.
Item Number: S032570
SCORINGCorrect Response• Response based on a characteristic property of common metals that can be measured (e.g.,
conductor of heat, conductor of electricity, thermal expansion, density, magnetic properties, melting point).
• Response based on physical appearance or form (e.g., shiny appearance, hardness, malleability/ductility).
• Response based on chemical reactivity of metals (e.g., tendency to undergo oxidation, reaction with acid).
• Other correct
Incorrect Response• Refers to a magnetic test that is incorrect; no procedure given or indicates that all metals are
attracted to magnets or that NON-attraction indicates a non-metal.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Japan 72Slovenia 69Singapore 64England-GBR 61Israel 58Chinese Taipei-CHN 56Hong Kong-CHN 52Kazakhstan 49United States 48Russian Federation 48Hungary 46Sweden 45Jordan 45Finland 44Lithuania 42New Zealand 41Ukraine 41Iran, Islamic Rep. of 40Australia 38International average 35Norway 34Palestinian Nat’l Auth. 32Saudi Arabia 31Armenia 31Korea, Rep. of 31Bahrain 29Turkey 29Qatar 28United Arab Emirates 24Italy 24Ghana 23Romania 22Macedonia, Rep. of 22Lebanon 21Thailand 20Malaysia 18Syrian Arab Republic 17Georgia 16Tunisia 15Oman 15Chile 13Indonesia 10Morocco 7
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
CHEMISTRY
Main Topic
Classification and Composition of Matter
Cognitive Domain
Applying
Diagram for structure of matter
Which of these diagrams best represents the structure of matter, starting with the more complex particles at the top and ending with the more fundamental particles at the bottom?
A. B.
C. D.
Atoms
Molecules
Neutrons ElectronsProtons
Molecules
Atoms
Neutrons ElectronsProtons
Protons
Electrons
Molecules NeutronsAtoms
Electrons
Neutrons
Atoms ProtonsMolecules
Item Number: S032579
Correct Response: B
Overall Percent Correct
Education systemPercent correct
Slovenia 65Singapore 62Russian Federation 62Israel 52Finland 51Lithuania 51Italy 51Kazakhstan 51Ukraine 51Hungary 49Iran, Islamic Rep. of 48United States 46Lebanon 46Armenia 46Chile 45Macedonia, Rep. of 44Turkey 43Chinese Taipei-CHN 41Romania 41International average 41Sweden 39Norway 39New Zealand 39Tunisia 39Jordan 39Thailand 38United Arab Emirates 37Oman 36Georgia 36Palestinian Nat’l Auth. 35Australia 34Korea, Rep. of 34England-GBR 33Bahrain 32Malaysia 32Syrian Arab Republic 32Saudi Arabia 31Morocco 31Qatar 28Japan 27Indonesia 25Hong Kong-CHN 24Ghana 19
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
CHEMISTRY
Main Topic
Chemical Change
Cognitive Domain
Applying
Energy released during a reaction
Write down one thing you might observe that shows that energy has been released during a chemical reaction.
Item Number: S032679
SCORINGCorrect Response• Refers to heat or temperature increase (or similar).• Refers to explosion or hearing sound (or similar).• Refers to light production or seeing flames (or similar).• Other correctExample: If the chemical reaction causes something to move, like with a rocket blast.
Incorrect Response• Refers only to steam, smoke, bubbling, gas production (or similar). [No explicit reference to heat.]• Refers only to other evidence of change in materials that does not necessarily indicate that energy
has been released (e.g., smell, color change).• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Finland 49Slovenia 48Chinese Taipei-CHN 43Singapore 30Kazakhstan 28New Zealand 27Ukraine 27Japan 26Iran, Islamic Rep. of 24Australia 24Hong Kong-CHN 23United States 22Lithuania 22United Arab Emirates 22Russian Federation 22Israel 20England-GBR 19Syrian Arab Republic 18International average 18Sweden 17Bahrain 16Hungary 15Qatar 15Norway 14Saudi Arabia 14Jordan 12Armenia 12Lebanon 12Korea, Rep. of 12Chile 11Romania 11Macedonia, Rep. of 10Oman 10Palestinian Nat’l Auth. 10Turkey 9Malaysia 8Italy 8Morocco 7Ghana 6Tunisia 6Thailand 6Georgia 4Indonesia 4
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
CHEMISTRY
Main Topic
Chemical Change
Cognitive Domain
Knowing
Observations for reaction
Ahmet put some powder into a test tube. He then added liquid to the powder and shook the test tube. A chemical reaction took place.
Describe two things he might observe as the chemical reaction took place.
1.
2.
Item Number: S042100
SCORINGCorrect Response• Describes two different observations as listed below.Appearance of a new color (color change)Seeing gas production (bubbling, foaming)Hearing a noise (fizzing)Smelling a gasChanging temperature (increase or decrease) A precipitate formingLight being emittedAn explosion taking place
Partially Correct Response• Describes one observation as listed above.
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task).
Overall Percent Correct
Education systemPercent correct
England-GBR 59New Zealand 50United States 46Chinese Taipei-CHN 44Russian Federation 44Singapore 44Australia 42United Arab Emirates 37Finland 36Hong Kong-CHN 35Norway 32Japan 30Saudi Arabia 30Syrian Arab Republic 30Slovenia 30Jordan 28Ukraine 27International average 24Bahrain 23Israel 23Korea, Rep. of 23Lebanon 22Qatar 22Lithuania 21Palestinian Nat’l Auth. 21Sweden 18Tunisia 18Kazakhstan 17Romania 17Oman 17Iran, Islamic Rep. of 17Hungary 15Armenia 14Malaysia 10Italy 9Turkey 8Thailand 8Chile 7Indonesia 6Macedonia, Rep. of 5Morocco 4Georgia 3Ghana 1
TIMSS 2011 8th-Grade Science Concepts and Science Items
Observations for reaction (continued)S042100:
Student Responses
Correct Response:Ahmet put some powder into a test tube. He then added liquid to the powder and shook the test tube. A chemical reaction took place.
Describe two things he might observe as the chemical reaction took place.
1.
2.
Partially Correct Response:Ahmet put some powder into a test tube. He then added liquid to the powder and shook the test tube. A chemical reaction took place.
Describe two things he might observe as the chemical reaction took place.
1.
2.
Incorrect Response:Ahmet put some powder into a test tube. He then added liquid to the powder and shook the test tube. A chemical reaction took place.
Describe two things he might observe as the chemical reaction took place.
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
CHEMISTRY
Main Topic
Classification and Composition of Matter
Cognitive Domain
Reasoning
List two substances that are metal
Some physical properties of fi ve diff erent substances (A, B, C, D, and E) are outlined in the table below. Two of the substances are metal.
Substance A
Substance B
Substance C
Substance D
Substance E
Physical state at room temperature (20°C)
solid solid liquid liquid gas
Appearance/color shiny grey white silver colorless colorless
Conducts electricity yes no yes yes no
List the two substances (A, B, C, D, or E) that are metal.
1.
2.
Item Number: S052136
SCORINGCorrect Response• Lists substances A and C.
Incorrect Response• Lists substance A with an incorrect or no other substance listed.• Lists substance C with an incorrect or no other substance listed.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task), including the
following response:1. Shiny grey2. Silver
Overall Percent Correct
Education systemPercent correct
Japan 76Singapore 75Chinese Taipei-CHN 71Hong Kong-CHN 67Israel 65Slovenia 64Korea, Rep. of 61Hungary 61England-GBR 60Sweden 58Finland 58United States 57Australia 57New Zealand 55Italy 55Turkey 54Russian Federation 53Ukraine 46Kazakhstan 45Lithuania 45Norway 44International average 44Lebanon 40Thailand 40Iran, Islamic Rep. of 39Chile 39United Arab Emirates 37Qatar 34Romania 33Jordan 33Malaysia 32Bahrain 31Macedonia, Rep. of 28Tunisia 28Palestinian Nat’l Auth. 27Oman 26Saudi Arabia 26Armenia 25Morocco 23Syrian Arab Republic 21Indonesia 18Ghana 17Georgia 15
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Energy Transformations, Heat, and Temperature
Cognitive Domain
Reasoning
Water level in heated container
The figure shows a glass tube open at one end and connected to a closed glass sphere at the other end. Th e equipment is partly fi lled with water, as shown, so that there is air above the water in the sphere. Th e water in the tube reaches level X.
Th e air in the glass sphere is then heated by a hair dryer.
A. What will be the water level in the open glass tube aft er the sphere is heated? (Circle 1, 2 or 3 below.)
B. Explain your answer.
XAir
XXX
Higher than X Lower than X Same as X
1 2 3
Water
Item Number: S032272
SCORINGCorrect Response• HIGHER (1) with a correct explanation that refers to air expanding when heated or an increase in
volume or pressure (or similar).Examples:When the sphere is heated, the air expands and pushes the water up the tube.The pressure will make the water rise.• Other correct
Incorrect Response• HIGHER (1) with no explanation or an incorrect explanation.• LOWER (2) with no explanation or an incorrect explanation.• SAME (3) with no explanation or an incorrect explanation.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 45Russian Federation 29Korea, Rep. of 28Kazakhstan 25Chinese Taipei-CHN 24Japan 23Hong Kong-CHN 22Israel 18Slovenia 18Hungary 17Iran, Islamic Rep. of 17Finland 15Armenia 14Sweden 14Australia 13Norway 13International average 13Bahrain 13Chile 12Lithuania 12Turkey 11New Zealand 11Ukraine 11Romania 11United States 11England-GBR 10Malaysia 9Macedonia, Rep. of 8Syrian Arab Republic 8Thailand 8Indonesia 8Jordan 8Tunisia 8Italy 8Palestinian Nat’l Auth. 8Oman 7Lebanon 7Georgia 7Qatar 7United Arab Emirates 7Saudi Arabia 6Morocco 4Ghana 1
TIMSS 2011 8th-Grade Science Concepts and Science Items
Water level in heated container (continued)S032272:
Student Responses
Correct Response:
Th e fi gure shows a glass tube open at one end and connected to a closed glass sphere at the other end. Th e equipment is partly fi lled with water, as shown, so that there is air above the water in the sphere. Th e water in the tube reaches level X.
Th e air in the glass sphere is then heated by a hair dryer.
A. What will be the water level in the open glass tube aft er the sphere is heated? (Circle 1, 2 or 3 below.)
B. Explain your answer.
XAir
XXX
Higher than X Lower than X Same as X
1 2 3
Water
Incorrect Response:
Th e fi gure shows a glass tube open at one end and connected to a closed glass sphere at the other end. Th e equipment is partly fi lled with water, as shown, so that there is air above the water in the sphere. Th e water in the tube reaches level X.
Th e air in the glass sphere is then heated by a hair dryer.
A. What will be the water level in the open glass tube aft er the sphere is heated? (Circle 1, 2 or 3 below.)
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Forces and Motion
Cognitive Domain
Applying
Why bottle collapses in the valley
A man climbed to the top of a very high mountain. While on the mountain top, he drank all the water in his plastic water bottle and then put the cover back on. When he returned to camp in the valley, he discovered that the empty bottle had collapsed.
Which of the following best explains why this happened?
A. The temperature is lower in the valley than on the mountain top.
B. The temperature is higher in the valley than on the mountain top.
C. Air pressure in the valley is lower than on the mountain top.
D. Air pressure in the valley is higher than on the mountain top.
Item Number: S032279
Correct Response: D
Overall Percent Correct
Education systemPercent correct
Japan 57Hong Kong-CHN 50Slovenia 48Russian Federation 44Chinese Taipei-CHN 42Turkey 41Korea, Rep. of 40United States 38Israel 37Sweden 37England-GBR 36Lithuania 36Italy 36Malaysia 35New Zealand 35Palestinian Nat’l Auth. 35Australia 34Hungary 34Singapore 34Norway 33Thailand 33International average 33Bahrain 32Armenia 31Iran, Islamic Rep. of 30Jordan 30Finland 30Ukraine 30Kazakhstan 29Tunisia 29Qatar 28Georgia 28United Arab Emirates 28Chile 28Syrian Arab Republic 28Indonesia 25Oman 24Saudi Arabia 24Ghana 23Lebanon 22Macedonia, Rep. of 22Romania 21Morocco 21
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Light and Sound
Cognitive Domain
Applying
Sound from electric bell in jar
The diagram shows an electric bell inside a jar. The electric bell is switched on and a ringing sound is heard. Th e air is then pumped out of the jar.
What will happen to the sound of the bell when the air is pumped out of the jar? Explain your answer.
tube to vacuum pump
electric bell
electric wires
jar
Item Number: S032369
SCORINGCorrect Response• Refers to sound fading AND explains that sound needs a medium to travel through (or similar).Example: The sound will die out because if there is no air, then it cannot transfer the sound.• Other fully correct
Partially Correct Response• Refers to sound fading (or similar) with NO further explanation.• Refers to sound fading with a minimal explanation that refers only to the vacuum or lack of air.
[Does not explicitly refer to sound needing a medium to travel through.]• Other partially correct
Incorrect Response• Refers to sound disappearing (or similar) with an incorrect explanation that reflects a
misconception about the production/transmission of sound.• Refers to sound being louder, clearer (or similar) with or without further explanation.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Chinese Taipei-CHN 60Japan 58Hong Kong-CHN 44Korea, Rep. of 40Jordan 35Turkey 33Lithuania 33Finland 32Hungary 32Slovenia 32England-GBR 29Russian Federation 28Singapore 27Palestinian Nat’l Auth. 27Iran, Islamic Rep. of 26Oman 24Syrian Arab Republic 23Ukraine 23Armenia 22International average 22Kazakhstan 22Sweden 21Israel 19United States 18Australia 17Italy 17Bahrain 16New Zealand 16Macedonia, Rep. of 16Georgia 15Qatar 14Malaysia 14Tunisia 13Norway 12United Arab Emirates 12Thailand 10Lebanon 10Saudi Arabia 10Romania 7Indonesia 6Morocco 4Ghana 4Chile 3
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Energy Transformations, Heat, and Temperature
Cognitive Domain
Applying
Heat conduction through copper rod
A student attaches four drawing pins to a copper rod using candle wax as shown in the diagram. Th e rod is then heated continuously at one end and the pins fall off in the order 4, 3, 2, 1.
By which process does heat reach the pins?
A. expansion
B. radiation
C. conduction
D. convection
HeatDrawing pins
Copper rod
1 2 3 4
Item Number: S032394
Correct Response: C
Overall Percent Correct
Education systemPercent correct
Chinese Taipei-CHN 91Russian Federation 91Ukraine 79Kazakhstan 77Japan 72Singapore 72Korea, Rep. of 70Hong Kong-CHN 69Armenia 66Sweden 66Hungary 63Romania 62Jordan 61Macedonia, Rep. of 59Oman 55Palestinian Nat’l Auth. 54Israel 53International average 52Iran, Islamic Rep. of 51England-GBR 51Lithuania 51Finland 51Chile 49United Arab Emirates 49Italy 48Slovenia 48Saudi Arabia 47Turkey 46Qatar 45Malaysia 43New Zealand 43United States 41Australia 41Bahrain 40Thailand 40Ghana 40Georgia 38Indonesia 32Lebanon 31Norway 30Syrian Arab Republic 25Morocco 22Tunisia 15
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Electricity and Magnetism
Cognitive Domain
Reasoning
Strength of a magnet
A student sets up an investigation to test the strength of magnets. He has several magnets of diff erent sizes, shapes, and masses. He uses the magnets to lift metal paper clips.
How is the strength of a magnet defi ned in the investigation?
A. by the mass of the magnet lift ing the metal paper clips
B. by the size of the magnet lift ing the metal paper clips
C. by the number of metal paper clips lift ed by the magnet
D. by the time the metal paper clips stay on the magnet
Item Number: S042197
Correct Response: C
Overall Percent Correct
Education systemPercent correct
Singapore 80Slovenia 68Korea, Rep. of 68England-GBR 65Japan 63Chinese Taipei-CHN 60Australia 58United States 57Russian Federation 55Ukraine 54New Zealand 54Malaysia 50Hong Kong-CHN 49Qatar 42Sweden 42Finland 42Bahrain 42International average 42Hungary 41United Arab Emirates 38Chile 38Iran, Islamic Rep. of 38Tunisia 37Jordan 37Oman 35Italy 35Israel 35Syrian Arab Republic 34Armenia 33Norway 33Palestinian Nat’l Auth. 33Lithuania 33Turkey 32Thailand 32Romania 31Saudi Arabia 29Macedonia, Rep. of 29Kazakhstan 29Lebanon 28Morocco 27Georgia 24Ghana 23Indonesia 17
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Energy Transformations, Heat, and Temperature
Cognitive Domain
Knowing
Position of thermometer
Two kinds of heat sources are usually available in the science lab; an electric hot plate and a Bunsen burner. Jack planned an investigation to test which of these sources heats water faster.
He poured 200 mL of water into each of two identical beakers and recorded the initial temperature of the water in each beaker.
A. Where should Jack place the thermometer to accurately take his readings during his investigation?
A. B.
C. D.
Item Number: S042238A
Correct Response: C
Overall Percent Correct
Education systemPercent correct
Hong Kong-CHN 71Japan 64Korea, Rep. of 60Chinese Taipei-CHN 59Finland 58New Zealand 58Norway 57Australia 57Russian Federation 53Singapore 53Slovenia 52Sweden 52Hungary 51United States 48England-GBR 48Thailand 43Italy 43Palestinian Nat’l Auth. 43Lithuania 43International average 41Ukraine 40Malaysia 38Israel 36Romania 35Oman 35Turkey 35United Arab Emirates 34Qatar 33Morocco 32Bahrain 32Lebanon 31Kazakhstan 31Jordan 31Macedonia, Rep. of 31Chile 31Iran, Islamic Rep. of 28Saudi Arabia 28Syrian Arab Republic 28Tunisia 25Georgia 23Armenia 23Indonesia 22Ghana 13
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Energy Transformations, Heat, and Temperature
Cognitive Domain
Reasoning
One variable kept constant
B. List one variable that Jack controlled in his investigation.
Jack then placed one beaker on a hot plate and the other over a Bunsen burner, as shown below.
He recorded the temperature of the water in each set up every two minutes for ten minutes.
Hot Plate Setup
200 mLwater
200 mLwater
Bunsen Burner Setup
Item Number: S042238B
SCORINGCorrect Response• Lists one variable as shown below.The beakers (same, same shape, same size, same materials)The water (same volume, from the same place)The thermometer (same type, same position for taking readings)Location of the experiment (same place, same room)
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task)Examples:The initial temperature.Checking the temperature.Timing.
Overall Percent Correct
Education systemPercent correct
Japan 65Singapore 60England-GBR 49Slovenia 43Turkey 43New Zealand 41United States 39Australia 38Ukraine 32Chinese Taipei-CHN 29Israel 29Hong Kong-CHN 29Thailand 26Jordan 23Russian Federation 22International average 21Syrian Arab Republic 20Lithuania 20Oman 19Malaysia 19Hungary 18United Arab Emirates 17Georgia 16Romania 14Bahrain 13Korea, Rep. of 11Armenia 10Iran, Islamic Rep. of 10Qatar 9Norway 9Kazakhstan 8Palestinian Nat’l Auth. 8Morocco 8Lebanon 8Ghana 7Tunisia 7Finland 6Chile 5Macedonia, Rep. of 5Indonesia 5Italy 4Saudi Arabia 3Sweden —
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Energy Transformations, Heat, and Temperature
Cognitive Domain
Reasoning
Conclusion from the graph
C. Jack used his results to draw a graph as shown below.
Use the information in the graph to explain which heat source heated the water faster.
Tem
pera
ture
(°C)
80
60
40
20
O
O
O
O
O
XOX
XX
XX
0 1 2 3 4 5 6 7 8 9 10
Time (minutes)
O: Bunsen Burner
X: Hot Plate
Item Number: S042238C
SCORINGCorrect Response• States that the Bunsen Burner heated the water faster than the hot plate. Examples:The bunsen burner heated faster because the temperature of the water after 10 minutes was higher
than the temperature of the water being heated by the hot plate. The bunsen burner heats up water at a faster rate than the hot plate.
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 91Korea, Rep. of 90Finland 90Australia 88United States 87England-GBR 86Japan 86New Zealand 85Chinese Taipei-CHN 85Hungary 85Lithuania 84Hong Kong-CHN 82Norway 80Sweden 77Israel 77Italy 74Russian Federation 71Turkey 70Chile 67Ukraine 66United Arab Emirates 66Iran, Islamic Rep. of 65International average 62Tunisia 58Malaysia 57Jordan 57Bahrain 56Oman 52Kazakhstan 50Lebanon 49Thailand 49Saudi Arabia 49Qatar 49Palestinian Nat’l Auth. 47Georgia 38Romania 36Macedonia, Rep. of 35Morocco 35Syrian Arab Republic 30Indonesia 30Armenia 26Ghana 17Slovenia 12
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Light and Sound
Cognitive Domain
Applying
Path of light through periscope
The diagram below shows a periscope. Mary is using it to look over a wall.
Draw the path the light ray would take through the periscope. Show the direction of the light ray with arrows.
mirror
mirror
Item Number: S042278
SCORINGCorrect Response• Draws a correct path of the light ray with arrows showing the direction as shown below.
Incorrect Response• Draws a correct path of the light ray, but arrows are missing.• Draws a correct path of the light ray, but the direction is reversed.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Kazakhstan 57Finland 53Singapore 53Hungary 50Hong Kong-CHN 49Slovenia 47Russian Federation 46England-GBR 42Chinese Taipei-CHN 41Sweden 40Australia 39Lithuania 39Iran, Islamic Rep. of 38Thailand 37New Zealand 36Italy 34Romania 34United States 34Japan 33Korea, Rep. of 32Norway 32International average 30Israel 29Armenia 26Tunisia 26Ukraine 25Macedonia, Rep. of 24Qatar 23Syrian Arab Republic 23Malaysia 22Chile 22United Arab Emirates 22Bahrain 19Lebanon 19Turkey 19Georgia 19Oman 19Palestinian Nat’l Auth. 18Saudi Arabia 17Morocco 16Jordan 12Indonesia 11Ghana 5
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Electricity and Magnetism
Cognitive Domain
Reasoning
Find out if metal 2 is a magnet
Ray has two metal bars. He knows Metal bar 1 is a magnet.
A. How could he use Metal bar 1 to fi nd out if Metal bar 2 is a magnet?
B. What would he observe if Metal bar 2 is a magnet?
Metal bar 1
Metal bar 2
Item Number: S042403
SCORINGCorrect Response• Refers to metals repelling each other. May or may not include attraction.Examples:Put one end of Metal 1 to both ends of Metal 2; If the metals repel, then Metal 2 is a magnet. When either one of the ends goes near metal 2 it repels.
Incorrect Response• Refers to attraction only.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 59Korea, Rep. of 57Finland 54Hungary 51Russian Federation 48Sweden 45Slovenia 40Japan 39Norway 38Australia 38Turkey 37Lithuania 34Ukraine 33Chinese Taipei-CHN 33Romania 32Kazakhstan 32United States 31Iran, Islamic Rep. of 30New Zealand 30Israel 30Italy 29Chile 29International average 28Hong Kong-CHN 28England-GBR 27United Arab Emirates 27Jordan 23Bahrain 21Palestinian Nat’l Auth. 21Armenia 20Malaysia 19Qatar 18Tunisia 16Syrian Arab Republic 16Macedonia, Rep. of 15Thailand 13Lebanon 12Oman 12Georgia 9Indonesia 9Morocco 7Saudi Arabia 6Ghana 3
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Physical States and Changes in Matter
Cognitive Domain
Applying
Liquid on outside of pitcher
Ice-cold water was placed in a glass pitcher on a hot day (Diagram 1). Soon aft erwards, liquid appeared on the outside of the pitcher (Diagram 2).
Describe the process that caused the liquid to appear on the outside of the pitcher.
Diagram 1 Diagram 2
Item Number: S042404
SCORINGCorrect Response• Describes the process of condensation by referring to water vapor (in the air) condensing on the
cool outside surface of the pitcher.Example: It came from the water vapor condensing on the cool surface of a glass pitcher.
Partially Correct Response• Describes the process of condensation by referring to water vapor (in the air) condensing without
mentioning the coolness of the pitcher.Example: The liquid came from water vapor condensing.• States condensation without referring to water vapor.Example: Condensation.
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Japan 35Chinese Taipei-CHN 30Singapore 22Saudi Arabia 15Kazakhstan 14Israel 13Hong Kong-CHN 13Hungary 12England-GBR 12Korea, Rep. of 11Sweden 11Iran, Islamic Rep. of 10Slovenia 8International average 7Norway 7Bahrain 7Australia 7Finland 7Qatar 6Russian Federation 6Jordan 5United Arab Emirates 5New Zealand 5Romania 5Palestinian Nat’l Auth. 4Armenia 4Turkey 4Oman 4Macedonia, Rep. of 3Italy 3Lebanon 3United States 2Malaysia 2Georgia 2Indonesia 2Ukraine 2Lithuania 2Syrian Arab Republic 2Chile 1Thailand 1Morocco 1Ghana 1Tunisia #
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Energy Transformations, Heat, and Temperature
Cognitive Domain
Reasoning
Water wheel: Faster rotation
Th e diagram shows water fl owing from a tank and rotating a wheel.
C. Write one change to the system that will make the wheel rotate faster.
tank
blade
wheel
Item Number: S052165C
SCORINGCorrect Response• Gives a reason related to increasing the flow of water from the list of acceptable responses below. Put more water in the tankUse a taller water tankMake the outlet wider/biggerMake another outletIncrease the distance between the wheel and the tankMake the wheel smallerMake the blades wider/bigger/longerIncrease the number of blades
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task), including responses that
do not include how to change the system.
Overall Percent Correct
Education systemPercent correct
Singapore 67Japan 58Hong Kong-CHN 46Korea, Rep. of 44Israel 44Chinese Taipei-CHN 44England-GBR 42Finland 41Iran, Islamic Rep. of 40Turkey 37Russian Federation 37Australia 36Slovenia 35Hungary 34Norway 31Ukraine 31Lithuania 31New Zealand 29United States 28International average 27Sweden 26Syrian Arab Republic 25Romania 25Italy 23Oman 23Kazakhstan 20Tunisia 20Palestinian Nat’l Auth. 20Bahrain 18Jordan 18United Arab Emirates 18Saudi Arabia 17Macedonia, Rep. of 17Qatar 17Malaysia 16Armenia 16Georgia 13Chile 12Lebanon 11Thailand 10Indonesia 9Morocco 5Ghana 3
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
PHYSICS
Main Topic
Forces and Motion
Cognitive Domain
Knowing
In which liquid would object float
An object has a density of 1.1 g/cm3.
A. In which liquid would this object fl oat?
(Check one box.)
Liquid X: 1.3 g/cm3
Liquid Y: 0.9 g/cm3
B. Explain your answer.
Item Number: S052207
SCORINGCorrect Response• Liquid X with an explanation that refers to the object being less dense.Examples:Liquid X – The density of the object is lower than the density of liquid X, so it can float in liquid X. Liquid X – In order for the object to float, it must have a lower density than the liquid.
Incorrect Response• Liquid X with an explanation that refers to the object/liquid being heavier or lighter. • Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Korea, Rep. of 62Singapore 61Slovenia 58Chinese Taipei-CHN 52Hungary 48Russian Federation 47Hong Kong-CHN 45Finland 44United States 43Japan 39Turkey 38Israel 36Ukraine 36Romania 35Kazakhstan 35Lithuania 35Thailand 33Jordan 32International average 31United Arab Emirates 30Tunisia 30England-GBR 29Australia 28Oman 28Italy 28Sweden 27Armenia 26New Zealand 25Lebanon 24Palestinian Nat’l Auth. 23Malaysia 23Norway 23Georgia 22Bahrain 21Iran, Islamic Rep. of 21Chile 19Qatar 17Saudi Arabia 16Morocco 15Syrian Arab Republic 15Macedonia, Rep. of 12Ghana 9Indonesia 9
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
EARTH SCIENCE
Main Topic
Earth’s Processes, Cycles, and History
Cognitive Domain
Applying
Order of steps in the water cycle
Th e following fi ve statements describe processes involved in the water cycle. Water evaporation from the sea is identifi ed as a fi rst step in the water cycle.
Number the other statements 2 through 5 in the order in which these processes take place.
_____ Water vapor rises in warm air.
_____ Water travels along a river to the sea.
_____ Water evaporates from the sea.
_____ Water vapor is cooled and forms clouds.
_____ Clouds move and water falls on land as rain.
1
Item Number: S032060
SCORINGCorrect Response• 2, 5, 1, 3, 4
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Finland 92Hong Kong-CHN 85Singapore 83Chinese Taipei-CHN 82Korea, Rep. of 81Russian Federation 79England-GBR 79Israel 79Sweden 78Lithuania 76Slovenia 76Hungary 74New Zealand 72Australia 71Italy 71United States 71Japan 71Ukraine 69Norway 67Chile 66International average 63Tunisia 62United Arab Emirates 62Thailand 61Oman 60Bahrain 59Iran, Islamic Rep. of 58Jordan 57Romania 56Saudi Arabia 56Kazakhstan 55Georgia 54Turkey 54Lebanon 50Malaysia 49Armenia 47Syrian Arab Republic 46Palestinian Nat’l Auth. 45Indonesia 45Qatar 45Morocco 44Macedonia, Rep. of 37Ghana 14
TIMSS 2011 8th-Grade Science Concepts and Science Items
Order of steps in the water cycle (continued)S032060:
Student Responses
Correct Response:
Th e following fi ve statements describe processes involved in the water cycle. Water evaporation from the sea is identifi ed as a fi rst step in the water cycle.
Number the other statements 2 through 5 in the order in which these processes take place.
_____ Water vapor rises in warm air.
_____ Water travels along a river to the sea.
_____ Water evaporates from the sea.
_____ Water vapor is cooled and forms clouds.
_____ Clouds move and water falls on land as rain.
1
Incorrect Response:
Th e following fi ve statements describe processes involved in the water cycle. Water evaporation from the sea is identifi ed as a fi rst step in the water cycle.
Number the other statements 2 through 5 in the order in which these processes take place.
_____ Water vapor rises in warm air.
_____ Water travels along a river to the sea.
_____ Water evaporates from the sea.
_____ Water vapor is cooled and forms clouds.
_____ Clouds move and water falls on land as rain.
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
EARTH SCIENCE
Main Topic
Earth’s Processes, Cycles, and History
Cognitive Domain
Knowing
Volcanic eruption effects
State one way that a volcanic eruption can aff ect the environment.
Item Number: S032126
SCORINGCorrect Response• States a negative environmental effect due to volcanic eruptions such as pollution (due to release
of gases, smoke, ash, etc.) or destruction of habitats or plant/animal life (due to lava flow, burning or similar).
Example: Burns away essential plant life.• States a positive environmental effect such as making land fertile, creating new habitats, and
allowing for different life forms.Example: It can make the land surrounding the volcano more fertile.• Other correct
Incorrect Response• Gives only a general statement of destruction or the nature of volcanic eruptions with inadequate
description of how the environment is affected.Example: It can destroy everything.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 81Slovenia 78Sweden 76Finland 71New Zealand 70Lithuania 70England-GBR 67Russian Federation 63Japan 63Australia 63United States 62Chile 62Korea, Rep. of 58Kazakhstan 58Romania 57Chinese Taipei-CHN 55Hong Kong-CHN 54Hungary 54Norway 49Turkey 49Israel 49Ukraine 49International average 48Thailand 47Indonesia 45Saudi Arabia 45United Arab Emirates 42Italy 41Iran, Islamic Rep. of 37Georgia 34Armenia 32Bahrain 32Jordan 32Qatar 32Malaysia 32Macedonia, Rep. of 31Palestinian Nat’l Auth. 31Lebanon 28Tunisia 28Syrian Arab Republic 27Oman 26Morocco 19Ghana 9
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
EARTH SCIENCE
Main Topic
Earth’s Structure and Physical Features
Cognitive Domain
Applying
Changes at high elevations-DERIVED
Tamora is preparing to climb one of the highest mountains on Earth. She knows that the atmospheric conditions will change the higher up the mountain she climbs.
In the table below, write down two atmospheric conditions that will change as Tamora climbs the mountain. State what Tamora needs to bring in order to survive these two conditions at high elevations.
Change in Atmospheric Condition
What Tamora Needs to Bring
1.
2.
Item Number: S032650Z
SCORINGNote: Each of the two responses are scored separately. However, if the two responses are essentially the same, the second response should be scored as “Incorrect Response”.
Correct Response• Indicates that the temperature will decrease (or similar).Example: The temperature will be colder. [More clothes.]• Indicates that there will be less oxygen (air) or lower atmospheric pressure (or similar).Example: Air will get thinner. [Oxygen mask.]• Indicates increased precipitation (snow, rain) or clouds (or similar).Example: It will get icy. [Bring ice shoes.]• Other correct
Incorrect Response• Mentions a type of equipment, but does not clearly indicate how the atmospheric condition
changes.• Mentions that the atmospheric pressure increases with or without listing oxygen equipment.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task).
Overall Percent Correct
Education systemPercent correct
Singapore 61Japan 60New Zealand 59Finland 59England-GBR 56Australia 56Hungary 55Korea, Rep. of 53Chinese Taipei-CHN 50Slovenia 49Lithuania 48Israel 46United States 42Hong Kong-CHN 40Norway 40Sweden 39Saudi Arabia 37International average 33Romania 32Russian Federation 32Jordan 31Palestinian Nat’l Auth. 31United Arab Emirates 30Italy 30Tunisia 29Kazakhstan 27Qatar 26Syrian Arab Republic 22Chile 22Bahrain 22Macedonia, Rep. of 21Morocco 20Turkey 20Oman 20Iran, Islamic Rep. of 19Ukraine 18Armenia 15Thailand 14Malaysia 11Indonesia 11Georgia 10Lebanon 9Ghana 3
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
EARTH SCIENCE
Main Topic
Earth’s Structure and Physical Features
Cognitive Domain
Applying
Topographic map: identify X
The diagram above shows a topographic map of Tiger Island. Th e lines on the map are contour lines that connect points at the same elevation. Th e elevations shown are in meters.
A. What geographical feature is found at point X? _______________________
Tiger Island
Cub Bay
X
50
100
150 250
250
200
350
200
Item Number: S032651A
SCORINGCorrect Response• Identifies X as a mountain, hill, peak, summit, highest point, volcano, or similar.
Incorrect Response• Identifies X as a crater, valley, hole, or similar (misinterpretation that contour lines indicate
decreasing elevation).• Identifies X as a water feature.• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Finland 84Chinese Taipei-CHN 81Slovenia 70Singapore 68Russian Federation 67Hungary 66Hong Kong-CHN 64Norway 61Australia 61Lithuania 60Korea, Rep. of 60United States 59Ukraine 57England-GBR 56Italy 54Japan 52Israel 47New Zealand 45Sweden 43International average 38Kazakhstan 35Iran, Islamic Rep. of 31Turkey 31Romania 30Macedonia, Rep. of 28Malaysia 27Georgia 25United Arab Emirates 23Thailand 22Chile 22Saudi Arabia 22Jordan 21Bahrain 21Armenia 20Qatar 18Syrian Arab Republic 17Palestinian Nat’l Auth. 15Lebanon 11Morocco 10Tunisia 10Indonesia 9Oman 9Ghana 4
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
EARTH SCIENCE
Main Topic
Earth’s Structure and Physical Features
Cognitive Domain
Reasoning
Topographic map: river path
Tiger Island
X
50
100
150 250
250
200
350
200
Cub Bay
The diagram above shows a topographic map of Tiger Island. The lines on the map are contour lines that connect points at the same elevation. The elevations shown are in meters.
B. Think about the source of rivers and how they flow. Now draw the path ofa river between point X and Cub Bay. Use an arrow to indicate on the mapwhich direction the river will flow.
Item Number: S032651B
SCORINGCorrect Response• Draws a correct path WITH arrow(s) indicating correct direction (see diagram below).[Path runs from point X downhill to Cub Bay and between the smaller hill(s). Includes arrow(s) that
indicates direction of flow from mountain to the sea.]• Draws a correct path (as described in first bullet) but OPPOSITE direction of arrow is shown (from
sea to mountain).• Draws a correct path (as described in first bullet) but NO arrow is shown.• Other correct
Incorrect Response• Draws a direct path that goes over the next smaller hill with or without arrow(s) (see diagram
below).• Draws a path that circles around hill(s) by following contour lines with or without arrow(s) (see
diagram below).• Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Japan 47Slovenia 46Chinese Taipei-CHN 40Finland 38Korea, Rep. of 37Russian Federation 35Hong Kong-CHN 30Australia 30Singapore 30Sweden 29Iran, Islamic Rep. of 25Norway 25Hungary 24Lithuania 24Ukraine 24Kazakhstan 23England-GBR 21Italy 21United States 21New Zealand 20International average 19Malaysia 18Romania 17Israel 14Jordan 13Macedonia, Rep. of 13Tunisia 12Chile 12Bahrain 11Qatar 10United Arab Emirates 9Turkey 9Morocco 9Georgia 8Palestinian Nat’l Auth. 8Oman 7Armenia 7Syrian Arab Republic 7Lebanon 6Indonesia 5Thailand 2Ghana 1Saudi Arabia 1
TIMSS 2011 8th-Grade Science Concepts and Science Items
Topographic map: river path (continued)S032651B:
Student Responses
Correct Response:
Th e diagram above shows a topographic map of Tiger Island. Th e lines on the map are contour lines that connect points at the same elevation. Th e elevations shown are in meters.
B. T h ink about the source of rivers and how they fl ow. Now draw the path of a river between point X and Cub Bay. Use an arrow to indicate on the map which direction the river will fl ow.
Tiger Island
Cub Bay
X
50
100
150 250
250
200
350
200
Incorrect Response:
Th e diagram above shows a topographic map of Tiger Island. Th e lines on the map are contour lines that connect points at the same elevation. Th e elevations shown are in meters.
B. T h ink about the source of rivers and how they fl ow. Now draw the path of a river between point X and Cub Bay. Use an arrow to indicate on the map which direction the river will fl ow.
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
EARTH SCIENCE
Main Topic
Earth’s Processes, Cycles, and History
Cognitive Domain
Reasoning
Location of jungle
The diagram above shows the prevailing wind direction, precipitation, and average air temperatures at diff erent elevations on both sides of a mountain. In which location are you most likely to fi nd a jungle?
A. location 1
B. location 2
C. location 3
D. location 4
Sea Level
PrevailingWind
25˚C
20˚C
15˚C
10˚C
9˚C
14˚C
19˚C
24˚C
29˚C
3
5˚CClouds and
precipitation
1
2
4
Item Number: S032654
Correct Response: A
Overall Percent Correct
Education systemPercent correct
Slovenia 71Finland 70Russian Federation 65Hungary 65Chinese Taipei-CHN 64Hong Kong-CHN 64Lithuania 62Iran, Islamic Rep. of 59Sweden 58Ukraine 57Singapore 56United States 56Japan 56Korea, Rep. of 55Turkey 55Australia 53Norway 53United Arab Emirates 51New Zealand 50Italy 49Israel 49England-GBR 48International average 47Macedonia, Rep. of 46Oman 45Qatar 45Chile 44Tunisia 43Saudi Arabia 43Jordan 41Malaysia 38Thailand 37Romania 36Bahrain 34Palestinian Nat’l Auth. 33Armenia 33Georgia 30Indonesia 29Lebanon 27Morocco 25Syrian Arab Republic 25Kazakhstan 24Ghana 22
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
EARTH SCIENCE
Main Topic
Earth’s Processes, Cycles, and History
Cognitive Domain
Applying
Evaporated water ending up as rain
How does water that has evaporated from the sea end up as rain on land many miles away?
Item Number: S042317
SCORINGCorrect Response• Mentions two OR three of the factors indicated below.a. Clouds form (condensation) b. The clouds move to land (blown by the wind)c. Rain falls from clouds (because drops become too heavy/temperature drops).Example: That’s because there will be condensation and the clouds form. The clouds move to land
and when temperatures drop the water in the clouds condenses and fall as rain.
Partially Correct Response• Mentions only one factor indicated above.Example: Water vapor condenses into clouds. (a)
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 70Finland 66Japan 65Hong Kong-CHN 63Iran, Islamic Rep. of 62Russian Federation 61Australia 61Korea, Rep. of 59Norway 57England-GBR 57Israel 56United States 56Chinese Taipei-CHN 55Sweden 55Lithuania 51Hungary 48New Zealand 48Oman 47Slovenia 47Italy 47United Arab Emirates 45Jordan 45Turkey 44Chile 44Ukraine 42International average 42Bahrain 39Qatar 34Kazakhstan 32Thailand 31Syrian Arab Republic 29Tunisia 27Saudi Arabia 24Palestinian Nat’l Auth. 23Romania 23Georgia 22Indonesia 21Morocco 20Macedonia, Rep. of 19Lebanon 18Armenia 16Malaysia 16Ghana 9
TIMSS 2011 8th-Grade Science Concepts and Science Items
Content Domain
EARTH SCIENCE
Main Topic
Earth’s Resources, Their Use and Conservation
Cognitive Domain
Applying
Advantage of terracing method
The diagram below shows a fi eld on a slope that is being farmed using the terracing method.
Write one advantage of using the method of farming shown in the diagram.
terracing
Item Number: S052106
SCORINGCorrect Response• Writes one advantage of using the terracing method from the list of acceptable responses below.Allows farming to be done on a slope (utilize more land)Run-off slowed down (prevents crops from washing away)Prevents soil erosion (landslides, rock slides)Able to grow different cropsRetains water so crops are healthier/need less wateringExamples:You can farm in steep places.Helps to avoid the washing away of crops on hills.
Incorrect Response• Incorrect (including crossed out, erased, stray marks, illegible, or off task)
Overall Percent Correct
Education systemPercent correct
Singapore 56Chinese Taipei-CHN 52Slovenia 51Japan 49Korea, Rep. of 41Turkey 40Italy 38Hong Kong-CHN 37Malaysia 34Hungary 33Russian Federation 32United States 32Indonesia 31England-GBR 30Romania 30Thailand 30Israel 27Palestinian Nat’l Auth. 27Australia 27International average 26Syrian Arab Republic 24Kazakhstan 22Jordan 22Norway 22Tunisia 22Finland 21Lithuania 20United Arab Emirates 20New Zealand 17Iran, Islamic Rep. of 17Ukraine 17Armenia 16Oman 16Morocco 14Saudi Arabia 14Bahrain 14Lebanon 13Qatar 13Georgia 13Macedonia, Rep. of 11Sweden 11Chile 10Ghana 8