NYS Grade 8 Science Test Questions by Performance Level
From NY Science Standards Wiki
| Learning standards | Exam questions | PLDs | Glossary New |
Which PLD a question best matches is a judgment call by the wiki's editors. NYSED does not publish official mappings of exam questions to performance levels.
MS-PS1-1 · Molecular Structures
Level 1Interpret a model to describe the atomic composition of simple molecules.
Spring 2024 · Q49 How many different types of atoms make up one molecule of propane?
Level 2Interpret models to describe the atomic composition of simple molecules or extended structures.
No released question yet.
Level 3Develop models to describe the atomic composition of simple molecules and extended structures.
Spring 2026 · Q25 Place the correct chemical and bond symbols from the choices provided below into the spaces in the grid to construct a ball and stick…
Spring 2024 · Q52 Develop a ball and stick model of one water molecule showing the correct orientation and arrangement of the individual atoms by arranging…
Sample · Investigating Chemical Reactions Q2 Develop the model that the student correctly created to represent the molecular structure of one carbon dioxide molecule by placing the…
Level 4Develop models and evaluate limitations for the models to describe the atomic composition of complex molecules and extended structures.
No released question yet.
MS-PS1-3 · Synthetic Materials and Natural Resources
Level 1Given information, identify one synthetic material that comes from natural resources and/or how the synthetic material impacts society.
Spring 2025 · Q4 Which statement explains why Syrup 2 is the artificial maple syrup and represents a synthetic material?
Level 2Read and interpret information to describe that synthetic materials come from natural resources and/or impact society.
No released question yet.
Level 3Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.
No released question yet.
Level 4Gather and make sense of information from multiple sources to describe how synthetic materials that come from natural resources can be designed to serve a particular function that has positive and/or negative impacts on society.
No released question yet.
MS-PS1-4 · Thermal Energy and Particle Motion
Level 1Given a model, identify the change in particle motion or temperature or phase (state) of a substance when thermal energy is added or removed.
No released question yet.
Level 2Given a model, predict or describe the changes in particle motion and temperature, or particle motion and phase (state) of a substance when thermal energy is added or removed.
Spring 2025 · Q1 Place the correct lettered particle diagram and particle motion description in the boxes below to indicate the arrangement of the…
Spring 2025 · Q2 Which statement describes the temperature and the kinetic energy of the particles in sap as the sap is heated from point X to point Y?
Spring 2024 · Q53 Explain how the particles should be drawn to correctly represent the particle arrangement of water vapor.
Level 3Develop a model that predicts and describes changes in particle motion, temperature, phase (state) of a substance when thermal energy is added or removed.
Spring 2026 · Q39 Place the letters of the correct particle phase diagrams, from the choices below, into the correct boxes to complete the model of heating…
Level 4Develop a model that predicts and describes changes in the patterns of particle motion, temperature, pressure, and phase (state) of a substance when thermal energy is added or removed and evaluate the limitations of that model.
No released question yet.
MS-PS1-7 · Density
Level 1Given an argument, identify the evidence that illustrates that density is a property that can be used to identify a given sample(s) of matter.
No released question yet.
Level 2Given evidence, identify the argument that illustrates that density is a property that can be used to identify a given sample(s) of matter.
Spring 2026 · Q8 Based on analysis of the given evidence, which table contains the terms that correctly complete the argument below?
Spring 2025 · Q3 Based on the information in the graph, which piece of evidence would best distinguish maple sap from maple syrup?
Level 3Use evidence to illustrate that density is a property that can be used to identify samples of matter.
No released question yet.
Level 4Using measurements, calculations and observations as evidence, construct an argument, using density values, that either supports or refutes the identity of various samples of matter.
No released question yet.
MS-PS1-8 · Mixtures
Level 1Given an investigation and data, identify the substances that were physically combined to create the mixture.
No released question yet.
Level 2Conduct a given investigation to provide evidence that mixtures are physical combinations of substances.
No released question yet.
Level 3Plan and conduct an investigation to demonstrate that mixtures are combinations of substances.
No released question yet.
Level 4Plan and conduct multiple scientific investigations to provide evidence that mixtures are physical combinations of substances.
No released question yet.
MS-PS1-2 · Chemical Reactions
Level 1Given information about a reaction, identify the statement, from those provided, that provides evidence that a chemical reaction took place.
Sample · Investigating Chemical Reactions Q1 Which observation made by the student is evidence that a chemical reaction occurred as the baking soda was heated?
Sample · Investigating Chemical Reactions Q4 What is the most accurate statement about the atoms in this reaction?
Level 2Given a chemical reaction, identify properties of the substances that are different before and after the reaction has taken place.
Spring 2026 · Q40 The student made a claim that a chemical change occurred while the eggs were boiled. Analyze the given information and identify the…
Spring 2025 · Q24 Given this reaction, which statement correctly identifies the properties of the substances that are different before and after this…
Spring 2024 · Q50 Provide evidence to support the claim that a chemical reaction has occurred during the combustion of propane.
Level 3Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
Spring 2025 · Q5 Place a lettered summarized step during which a chemical reaction occurred into the space below. Explain how the observations in the…
Spring 2025 · Q26 Use information from the chemical reaction to construct an explanation for the reason rust did or did not form in one of the test tubes.
Level 4Plan and conduct an investigation to gather, analyze, and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.
No released question yet.
MS-PS1-5 · Conservation of Matter
Level 1Given a model showing a chemical reaction, identify evidence that proves the total number of atoms is conserved.
Spring 2026 · Q26 Which statement correctly describes how matter is conserved during the formation of ammonia?
Spring 2026 · Q42 Which claim is supported by the evidence in the table?
Spring 2025 · Q25 Which table shows the total number of atoms in the reactants and the total number of atoms in the products for the chemical reaction?
Spring 2024 · Q51 The reaction for the burning of propane shows a conservation of matter because
Level 2Given a model, describe how the total number of each type of atom does not change in a chemical reaction and/or that mass is conserved.
Sample · Investigating Chemical Reactions Q3 The student claimed that the total mass of the substance on the plate would not change while the substance was heated in the oven. Write…
Level 3Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.
No released question yet.
Level 4Develop and use a model (including balanced equations and/or atomic masses) to describe how the total number of each type of atom does not change in a chemical reaction and because of this, mass is conserved.
No released question yet.
MS-PS1-6 · Thermal Energy Transfer
Level 1Given a project design, test a device to determine whether it releases or absorbs thermal energy during a chemical or physical process.
Sample · Investigating Chemical Reactions Q5 Based on the results of the investigation, which table includes data that supports the claim that thermal energy was absorbed and a gas…
Level 2Given a project design, test and identify one modification to the device that would improve the release or absorption of thermal energy during a chemical and physical process.
No released question yet.
Level 3Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy during a chemical and/or physical process.
No released question yet.
Level 4Undertake design projects to construct, test, and modify devices – one that will release thermal energy and one that will absorb thermal energy during a chemical and/or physical process.
No released question yet.
MS-PS2-1 · Newton's Third Law
Level 1Given a problem and given possible solutions involving the motion of two colliding objects, determine the best solution by using Newton’s Third Law.
No released question yet.
Level 2Given a problem, describe the motion of one of the objects when two objects collide applying Newton’s Third Law.
No released question yet.
Level 3Apply Newton’s Third Law to design a solution to a problem involving the motion of two colliding objects.
No released question yet.
Level 4Plan and carry out an investigation, applying Newton’s Third Law, to design solutions to problems involving the motion of two colliding objects.
No released question yet.
MS-PS2-2 · Newton's First and Second Laws
Level 1Given an investigation and the data collected, identify the change in an object’s motion that depended on the sum of the forces on the object and the mass of the object.
Spring 2025 · Q45 When the electromagnet was placed on the more massive bus, the crane was not able to lift it. Which argument is supported by this evidence?
Spring 2024 · Q31 The force exerted on Hubble during a collision with space debris does not significantly affect the motion and location of this telescope…
Level 2Given an investigation, provide evidence that shows the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
Spring 2026 · Q17 Support the student's claim by selecting one statement from the table that describes the relative amounts of the gravitational and…
Level 3Plan and conduct an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
No released question yet.
Level 4Plan and conduct multiple investigations under various conditions to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
No released question yet.
MS-PS2-3 · Electric and Magnetic Forces
Level 1Identify a question about given information and data that would help determine the factors that affect the strength of electric or magnetic forces.
Spring 2026 · Q18 Which question was the student investigating in order to determine whether a factor affects the strength of a magnetic field and the…
Level 2Given data, determine one factor that affects the strength of an electric or magnetic force.
Spring 2026 · Q19 Which graph shows the results that the student expected to see in this new investigation?
Spring 2025 · Q43 Select the three variables that the team investigated in order for them to determine each variable's effect on the strength of the…
Level 3Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.
Spring 2025 · Q42 Write a question that this team could ask to determine if a variable represented in the graph affects the strength of this magnetic force.
Level 4Ask testable questions to carry out investigations to gather data required to determine the factors that affect the strength of electric and magnetic forces based on cause and effect relationships.
No released question yet.
MS-PS2-4 · Gravity
Level 1Identify the argument, from those provided, that supports the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
Spring 2026 · Q50 Select one phrase from each table to correctly complete the argument below.
Spring 2025 · Q16 Which argument explains why Enceladus experiences a weaker gravitational force than Io from the planet it orbits, even though Enceladus is…
Spring 2024 · Q29 Which argument about mass, distance, and gravitational force can be made using evidence from the table?
Level 2Identify the evidence that supports the claim that gravitational interactions are attractive and depend on the masses of interacting objects or the distance between them.
Spring 2024 · Q28 Which pair of simulations can be used as evidence to support the claim that changing the masses of R and S, as well as changing the…
Level 3Construct and present arguments using evidence to support the claim that gravitational interactions are attractive and depend on the masses of interacting objects and the distance between them.
No released question yet.
Level 4Construct and present arguments using multiple pieces of evidence and scientific reasoning to support the claim that gravitational interactions are attractive and depend on mass and distance.
No released question yet.
MS-PS2-5 · Fields and Forces
Level 1Given an investigation and evidence, identify the argument from those provided, that supports the claim that fields exist between objects exerting forces on each other even though the objects are not in contact.
No released question yet.
Level 2Given an investigation, identify the evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
Spring 2026 · Q15 Which statement provides evidence for the existence of an electric field between the Van de Graaff generator and the metal sphere when the…
Spring 2025 · Q44 Which statement provides evidence that the objects that need to be sorted are in a magnetic field created by the magnet located inside the…
Spring 2024 · Q30 Complete the model below by placing one arrow, from the four choices given, in a box around each object to indicate the direction of the…
Level 3Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
No released question yet.
Level 4Plan and conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
No released question yet.
MS-PS3-1 · Kinetic Energy
Level 1Identify the relationship shown in a graphical display that exists between kinetic energy and the mass of the object or between kinetic energy and the speed of an object.
Spring 2025 · Q52 What was the dependent variable in this investigation?
Spring 2024 · Q14 Which table summarizes the relationship between the speed of a skater and the skater's kinetic energy?
Level 2Construct or interpret a graphical display of data to describe the relationship of kinetic energy to the mass of the object or to the speed of an object.
Spring 2025 · Q53 Which graph correctly shows the speed (m/s) and the resulting kinetic energy (g·cm2/s2) for each of the four different drop heights?
Spring 2025 · Q55 Compare the kinetic energies of the two marbles upon impact with the flour.
Spring 2024 · Q12 Describe how the kinetic energy of the three skaters was affected as a result of the mass of each skater. Use quantitative information…
Spring 2024 · Q13 From the choices provided, fill in the boxes next to the grid to identify the names of the correct independent and dependent variable and…
Level 3Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of the object and the speed of an object.
Spring 2024 · Q15 Use the data from the Speed and Kinetic Energy of 80-kg Skater table to complete the formula and calculate the kinetic energy of a 50-kg…
Level 4Construct and interpret multiple graphical displays of data to describe the relationships of kinetic energy to the mass of multiple objects and kinetic energy to the speed of multiple objects.
No released question yet.
MS-PS3-2 · Potential Energy
Level 1Given a model, identify the evidence from the model that describes how the amount of potential energy stored in the system changes as the relative positions of the interacting objects change.
Spring 2025 · Q56 Before each marble was dropped, the amount of potential energy the marble had was the greatest at
Spring 2024 · Q16 Which statement explains how the model of the ramp shown would need to be modified in order to increase the potential energy of the skater…
Level 2Given a model, use evidence from the model to describe how the amount of potential energy stored in the system changes as the relative positions of the interacting objects change.
Spring 2026 · Q16 In the model below, place an X in one non-shaded box to indicate a new location for the charged sphere that would result in the decrease…
Level 3Develop a model to describe that when the arrangement of objects interacting at a distance changes, different amounts of potential energy are stored in the system.
No released question yet.
Level 4Develop a model to describe that when the arrangement of objects interacting at a distance changes, the relative amounts of potential energy and kinetic energy in the system also changes.
No released question yet.
MS-PS3-3 · Heat Transfer Design
Level 1Given a device, test the device and determine whether it minimizes or maximizes thermal energy transfer in a designed system.
No released question yet.
Level 2Given a simple design, construct and test a device that either minimizes or maximizes thermal energy transfer in a designed system.
No released question yet.
Level 3Apply scientific principles to design, construct, and test a device that either minimizes or maximizes thermal energy transfer.
No released question yet.
Level 4Apply scientific principles to design, construct and test a device that minimizes or maximizes thermal energy transfer through a designed or natural system and explain how this device could be used to solve a real-world problem.
No released question yet.
MS-PS3-4 · Temperature and Energy Change
Level 1Given an investigation and the data collected, identify the design variables or relationship between the temperature and total energy of a system when the type or amount of matter is changed.
Spring 2026 · Q41 Which statement is supported by evidence in the graph?
Level 2Given the results of an investigation, determine the design variables or relationships among the energy transferred and the type of matter, the mass, or the change in the temperature of the sample of matter.
Spring 2026 · Q43 Which table contains the terms that correctly complete the statement below?
Level 3Plan and conduct an investigation to determine the relationships among the energy transferred, the type of matter, the mass, and the change in the temperature of the sample of matter.
No released question yet.
Level 4Plan and conduct an investigation to calculate the total amount of energy transferred, based on the type of matter, the mass, and the change in the temperature of the sample of matter in order to determine the relationships between the variables.
No released question yet.
MS-PS3-5 · Work and Energy Transfer
Level 1Using evidence, identify the argument that best supports the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Spring 2025 · Q46 Which argument about the energy of the Earth-car system best supports this claim?
Level 2Identify the evidence that supports the argument that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
Spring 2025 · Q54 Identify the evidence from the data table that supports the claim that when work is done on or by the marble, the energy of the marble…
Level 3Construct, use, and present an argument to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
No released question yet.
Level 4Construct, use, and present an argument, using multiple pieces of evidence, calculations and reasoning, to support the claim that when work is done on or by a system, the energy of the system changes as energy is transferred to or from the system.
No released question yet.
MS-PS3-6 · Electric Circuits
Level 1Using evidence, identify the observation, from those given, that indicates that energy can be transferred by electric currents.
No released question yet.
Level 2Given observations, provide evidence that energy can be transferred by electric currents.
No released question yet.
Level 3Make observations to provide evidence that energy can be transferred by electric currents.
No released question yet.
Level 4Make qualitative and quantitative observations to provide evidence that energy can be transferred by electric currents and predict how a change in circuit components would change the data.
No released question yet.
MS-PS4-1 · Wave Properties
Level 1Given a model, identify the frequency, wavelength, or amplitude of a wave or identify a relationship between them.
Spring 2024 · Q1 Which claim best describes the relationship between the frequency and wavelength of waves in the electromagnetic spectrum?
Level 2Given a model, qualitatively identify the frequency, wavelength, or amplitude of a wave or explain the relationship between the amplitude and energy in a wave.
Spring 2026 · Q7 Complete the flowchart below by placing the letter of the correct choice for Effect on Wave Pattern and Effect on Wave Characteristic in…
Spring 2024 · Q5 Explain what happens to the sound if the amplitude of the waves increases.
Level 3Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave.
No released question yet.
Level 4Develop a model and use mathematical representations to describe waves that includes frequency, wavelength, and how the amplitude of a wave is related to the energy in a wave and predict what would happen if one of these variables was changed.
No released question yet.
MS-PS4-2 · Wave Behavior
Level 1Given a model, identify whether a wave is being reflected, absorbed or transmitted through one material.
Spring 2026 · Q6 Which row in the table represents the directions of sound waves and the direction of air particle vibration for the Model of Locations of…
Spring 2024 · Q3 Based on the behavior of these visible light rays, which claim can be made about materials A or B?
Level 2Use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Spring 2026 · Q9 Explain why the use of acoustic levitation, such as the one described using speakers, is not possible in outer space.
Spring 2024 · Q2 Which concept should the student include in the model to show how the transmission of visible light is different from the transmission of…
Level 3Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.
Spring 2024 · Q4 Place one arrow in a box to show the path of the light ray if the ray was reflected from the shiny metal surface at point X.
Level 4Develop and use models to describe that light and mechanical waves are reflected, absorbed, or transmitted through various materials.
No released question yet.
MS-PS4-3 · Digital vs. Analog Signals
Level 1Identify one piece of qualitative evidence or one piece of technical information that supports the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
No released question yet.
Level 2Identify one piece of qualitative evidence and one piece of technical information that supports the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
No released question yet.
Level 3Integrate qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals.
No released question yet.
Level 4Integrate multiple pieces of qualitative scientific and technical information to support the claim that digitized signals are a more reliable way to encode and transmit information than analog signals and how these digitized signals are used for communication purposes.
No released question yet.
MS-LS1-1 · Cells and Living Things
Level 1Given an investigation with data, identify whether an organism is made of one cell or many different numbers or types of cells or distinguish between living and non-living things.
No released question yet.
Level 2Given an investigation with data, provide evidence that living things are made of cells (and non-living things are not); either one cell or many different numbers or types of cells.
No released question yet.
Level 3Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
No released question yet.
Level 4Plan and conduct multiple investigations to provide evidence that living things (in all major kingdoms) are made of cells (and non-living things are not); either one cell or many different numbers and types of cells.
No released question yet.
MS-LS1-2 · Cell Structure and Function
Level 1Given a model, identify the function, from those provided, of various parts of a cell.
Spring 2025 · Q21 From the table below, which row correctly matches the name and function of the organelles labeled X?
Spring 2024 · Q41 Which organelle is represented in the model and is correctly paired with its function for the cell as a whole?
Level 2Given a model, describe the function of a cell as a whole, or ways that parts of a cell contribute to the cell’s function.
No released question yet.
Level 3Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
No released question yet.
Level 4Develop and use a model to describe the function of a cell as a whole and the ways that parts of cells contribute to its function, including any simple biochemical details of its function.
No released question yet.
MS-LS1-3 · Body Systems and Homeostasis
Level 1Using given evidence, identify the explanation, from those provided, to support the claim that the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
Spring 2025 · Q19 The player claims that the human body works similarly because the body consists of interacting systems. Which piece of evidence supports…
Level 2Support a given explanation by providing evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
No released question yet.
Level 3Construct an explanation supported by evidence for how the body is composed of interacting systems consisting of cells, tissues, and organs working together to maintain homeostasis.
Spring 2024 · Q40 Use evidence from the model to explain how two organ systems work together to deliver oxygen to body cells for cellular respiration…
Level 4Construct an explanation supported by evidence for how major body systems function and interact and that these systems are composed of cells, tissues, and organs working together to maintain homeostasis.
No released question yet.
MS-LS1-8 · Sensory Receptors and Stimuli
Level 1Given information, identify a sensory receptor and the resulting response (immediate behavior) of the organism, from those provided, due to the stimuli detected.
Spring 2025 · Q23 Which row correctly pairs a sensory organ and the body's response to increased activity while playing soccer?
Level 2Given information about a sensory receptor that responded to a stimulus, describe the organism’s immediate behavior and/or storage as memories as a result of this stimulus.
Spring 2025 · Q20 Place the lettered items below in the correct sequence to model how this information is processed by the goalie.
Level 3Gather and synthesize information that sensory receptors respond to stimuli, resulting in immediate behavior and/or storage as memories.
No released question yet.
Level 4Gather and synthesize information from multiple sources to explain how all sensory receptors work to detect stimuli, and describe how organisms respond to these stimuli in terms of immediate behaviors and/or as memories.
No released question yet.
MS-LS1-6 · Photosynthesis
Level 1Identify the scientific explanation, based on evidence, for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
No released question yet.
Level 2Identify the evidence that supports an explanation that organisms directly use photosynthesis to cycle matter and energy.
Spring 2026 · Q23 Select the two statements that help to explain why girdling prevents the quaking aspen from directly using photosynthesis to cycle matter…
Level 3Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
No released question yet.
Level 4Plan and carry out an investigation to gather evidence to construct a scientific explanation for the role of photosynthesis in the cycling of matter and the flow of energy into and out of organisms.
No released question yet.
MS-LS1-7 · Cellular Respiration
Level 1Given a model, identify the new molecules that form when food molecules are rearranged through chemical reactions to release energy during cellular respiration or identify the new molecules that support growth as this matter moves through an organism.
Spring 2025 · Q22 Identify the unidentified reactant in this model and a body system that supplies this reactant.
Spring 2024 · Q39 Identify the carbon-based molecule that is formed when a sugar molecule is rearranged during cellular respiration.
Level 2Given a model, identify evidence that shows how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.
No released question yet.
Level 3Develop a model to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and/or form new molecules that support growth as this matter moves through an organism.
No released question yet.
Level 4Develop multiple models to describe how food molecules are rearranged through chemical reactions to release energy during cellular respiration and describe how new molecules are formed that support growth as this matter moves through an organism.
No released question yet.
MS-LS2-1 · Resource Availability and Populations
Level 1Given evidence from data, identify a resource that an organism or a population of organisms needs.
No released question yet.
Level 2Identify the evidence from given data for the effects of resource availability on organisms and/or populations of organisms in an ecosystem.
No released question yet.
Level 3Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Spring 2026 · Q4 Explain, using evidence from the graph and the Food Web model, how changes in the population of cowbirds affected the amount of energy…
Level 4Gather, analyze and interpret data to distinguish between correlation and causation relationships and to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
No released question yet.
MS-LS2-3 · Matter and Energy in Ecosystems
Level 1Given a model, identify a substance that is being cycled among the living or nonliving parts of an ecosystem.
No released question yet.
Level 2Given a model, describe the cycling of matter or the flow of energy among living and/or nonliving parts of an ecosystem.
No released question yet.
Level 3Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.
Spring 2026 · Q3 Based on the Food Web model, place the correct terms from the choices below in the model to describe a possible cycling of matter and flow…
Level 4Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem and to predict the effect on the ecosystem when a component of the ecosystem changes.
No released question yet.
MS-LS2-4 · Ecosystem Impacts on Population
Level 1Identify an argument that describes how a change in a physical or biological component of an ecosystem will have an effect on a population.
Spring 2026 · Q28 Which statement best describes the interaction between an alder tree and nitrogen-fixing bacteria?
Spring 2026 · Q47 …relationship between the number of giraffes living in Africa and time?
Spring 2025 · Q11 Which argument correctly describes how an algal bloom could affect populations of organisms in Lake Erie?
Spring 2024 · Q42 Which argument describes how the high altitude environment of the Himalayan region has affected the Sherpa population?
Level 2Identify the empirical evidence that supports the argument that changes to physical or biological components of an ecosystem affect populations.
Spring 2024 · Q47 Which evidence found on the maps supports the argument that changes to worldwide average temperatures affect the range of the Eastern…
Level 3Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
Spring 2025 · Q50 Predict the appearance of the guppy populations in the cichlid pond at month 25. Use numerical evidence from Graph 1 to support your…
Level 4Construct an argument, supported by empirical evidence, that supports the claim that human activities cause changes to physical and biological components of an ecosystem, which affect populations.
No released question yet.
MS-LS2-2 · Interactions in Ecosystems
Level 1Identify the type of interaction (interdependent relationship) from those provided, between two different organisms in an ecosystem.
Spring 2026 · Q27 Which argument describes why the introduction of antibiotics to cattle disrupts the nitrogen cycle in an ecosystem?
Spring 2026 · Q1 Which statement best describes the interaction between cowbirds and bison?
Spring 2024 · Q44 Which table shows a correct interaction that the bluebird has with another organism in this food web?
Level 2Given a pattern of interaction (interdependent relationship) in an ecosystem, identify which organisms display this interaction.
Spring 2026 · Q2 A predator-prey relationship displayed in this food web is
Spring 2026 · Q5 Which statement identifies the evidence from the graph that shows that the behavior of cowbirds laying eggs in the hooded warbler's nest…
Spring 2025 · Q10 Which pair of organisms in Lake Erie display a competitive relationship?
Spring 2024 · Q45 Revise the explanation to indicate the correct relationship between the bluebird and an organism that is a food source for the bluebird…
Level 3Construct an explanation that predicts patterns of interactions among organisms in a variety of ecosystems.
Spring 2024 · Q46 From the list of interactions below, identify the pattern of interaction that a house sparrow would have with a bluebird in a particular…
Level 4Construct an explanation that predicts multiple patterns of interactions, both positive and negative, among organisms in a variety of ecosystems.
No released question yet.
MS-LS2-5 · Protecting Ecosystems and Biodiversity
Level 1Identify a given design solution, or possible solution, that addresses a problem to maintain biodiversity or that can protect the stability of an ecosystem.
Spring 2025 · Q51 Given these solutions for controlling mosquito populations in Malaysia, which statement describes the best solution that maintains…
Level 2Given criteria, evaluate or describe a design solution, or possible solution, that maintains biodiversity or can protect the stability of the ecosystem.
Spring 2026 · Q48 Describe how reforestation of Acacia trees protects the stability of giraffe populations in African savanna ecosystems.
Level 3Evaluate competing design solutions for maintaining biodiversity and protecting ecosystem stability.
No released question yet.
Level 4Given criteria, evaluate competing design solutions, using empirical evidence, scientific reasoning, and design constraints, that maintain biodiversity and protect ecosystem stability.
No released question yet.
MS-LS1-4 · Adaptations for Reproduction
Level 1Using the evidence provided, identify an animal behavior or a specialized plant structure that helps the organism increase the probability of successful reproduction.
No released question yet.
Level 2Support a given argument by providing evidence of how animal behaviors and specialized plant structures increase the probability of successful reproduction of animals and plants, respectively.
Spring 2026 · Q21 The outgrowth from roots produced by quaking aspen increases the probability of successful reproduction by increasing
Spring 2024 · Q26 Identify and explain how one specific behavior is thought to have helped dinosaurs increase the probability of successful reproduction.
Level 3Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of the animals and plants, respectively.
No released question yet.
Level 4Use argument based on empirical evidence and scientific reasoning to support an explanation for how a specific animal behavior and a specialized plant structure directly interact to affect the probability of successful reproduction of the animal and plant.
No released question yet.
MS-LS1-5 · Factors Affecting Growth
Level 1Given a scientific explanation and evidence, identify an environmental or a genetic factor that can affect the growth of organisms.
No released question yet.
Level 2Given a scientific explanation, identify the supporting evidence in the explanation that shows how an environmental or genetic factor influences the growth of organisms.
Spring 2026 · Q20 Which statement provides evidence for how a genetic factor influences the growth of quaking aspen?
Level 3Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
No released question yet.
Level 4Construct scientific explanations, using multiple sources of evidence, for how local environmental and genetic factors influence the growth of organisms.
No released question yet.
MS-LS3-1 · Genetic Mutations
Level 1Given a model that shows a structural change to a gene (mutations) located on chromosomes, identify if the change would be harmful or beneficial to the structure and/or function of the organism.
Spring 2025 · Q39 Which statement is generally true for an individual who inherits the mutated sickle cell anemia gene from only one parent?
Spring 2024 · Q10 Which change would not result in a new trait being seen in future generations of corn?
Level 2Given a model that shows a structural change to genes (mutations) located on chromosomes, describe how the change would result in harmful, beneficial, or neutral effects to the structure and/or function of the organism.
Spring 2025 · Q37 Identify the position within the gene in Model 1 (labeled 1, 2, and 3) where the mutation occurs and describe how a person with sickle…
Level 3Develop and use a model to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
Spring 2025 · Q38 Describe how this mutation changes the structure of the hemoglobin molecule and how it then changes the shape of the red blood cell.…
Level 4Develop and use a model, through the lens of natural selection, to explain why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism.
No released question yet.
MS-LS3-2 · Reproduction
Level 1Given models, identify the processes of asexual reproduction and/or sexual reproduction.
No released question yet.
Level 2Given models, identify the genetic evidence that asexual reproduction results in offspring with identical genetic information and/or sexual reproduction results in offspring with genetic variation.
Spring 2025 · Q47 Identify the type of reproduction exhibited by guppies. Complete the model by placing the number of chromosomes within each of the three…
Spring 2024 · Q8 Explain, in terms of offspring traits, why sexual reproduction and not asexual reproduction was used to produce corn plants from teosinte…
Level 3Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
Spring 2026 · Q22 Complete the models below by placing the correct number of chromosomes, from the choices provided, to show each reproduction method…
Spring 2025 · Q40 Complete the Punnett square model to determine the genetic probabilities of the offspring of a mother who is a carrier of the sickle cell…
Level 4Develop and use a model to describe how asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation. Construct an argument about the merits and limitations of each type of reproduction.
No released question yet.
MS-LS4-5 · Human Influence on Inheritance
Level 1Given information, identify a trait that has been changed in an organism by technology or human influence.
Spring 2024 · Q6 How were two traits altered that resulted in modern day corn plants?
Spring 2024 · Q9 Adding the genetic material from the bacterium to the genetic material of the corn is an example of
Level 2Given information, describe how a specific technology has changed the way humans influence the inheritance of desired traits in organisms.
Spring 2025 · Q41 Which statement about the function of cell parts accurately describes how CRISPR technology influences the traits of humans who have…
Spring 2024 · Q7 Identify the type of technique (selective breeding or genetic engineering) used to produce corn from teosinte and cite the evidence in the…
Level 3Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms.
No released question yet.
Level 4Gather and synthesize information about the technologies that have changed the way humans influence the inheritance of desired traits in organisms and describe situations in which these technologies should and should not be applied.
No released question yet.
MS-LS4-1 · Fossil Record and Evolution
Level 1Identify a data pattern in the fossil record that describes a change in a life form throughout the history of life on Earth.
No released question yet.
Level 2Identify a data pattern in the fossil record that illustrates the existence, or diversity, or extinction, or change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Spring 2024 · Q27 Which statement about the pattern observed in the model is most accurate?
Level 3Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
No released question yet.
Level 4Analyze and interpret data for patterns in the fossil record from multiple locations that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth, under the assumption that natural laws operate today as in the past.
No released question yet.
MS-LS4-2 · Comparative Anatomy and Evolution
Level 1Identify the explanation, from those provided, that supports the evidence for anatomical similarities and/or differences among modern organisms or between modern and fossil organisms, to infer evolutionary relationships.
Spring 2026 · Q45 Which explanation is supported by a pattern shown in this diagram?
Level 2Identify the evidence that supports an explanation for anatomical similarities and/or differences among modern organisms or between modern and fossil organisms, to infer evolutionary relationships.
Spring 2026 · Q46 Identify one difference and one similarity between pairs of skeletons that can be used as evidence to support this claim.
Spring 2025 · Q48 Which statement implies an evolutionary relationship by providing evidence of anatomical similarities and differences between aquarium…
Spring 2024 · Q25 Scientists have inferred that Baby Yingliang has a strong evolutionary relationship with the chicken. Identify two pieces of evidence that…
Level 3Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
No released question yet.
Level 4Apply scientific ideas to construct an explanation, using qualitative and quantitative data, for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
No released question yet.
MS-LS4-3 · Embryology and Evolution
Level 1Analyze displays of pictorial data to identify a similarity or a difference in the embryological development across multiple species.
Spring 2024 · Q23 Which statement can be supported using evidence from the photographs in the Stages of Embryonic Development chart and the embryonic images?
Level 2Analyze displays of pictorial data to identify similarities in the embryological development across multiple species not evident in the fully formed anatomy.
Spring 2024 · Q24 Place checkmarks in the appropriate boxes to indicate if the structures are found in the Embryo Stage only, the Adult Stage only, or in…
Level 3Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
No released question yet.
Level 4Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy, and infer how closely organisms are related, based on the duration of these patterns.
No released question yet.
MS-LS4-4 · Genetic Variation and Survival
Level 1Identify an explanation based on evidence that describes how a variation in a genetic trait in a given population may cause an increase in some individuals’ probability of surviving and/or reproducing.
Spring 2026 · Q44 Modern-day giraffes have traits with frequencies that have increased or decreased over time due to
Spring 2024 · Q43 Natural selection has caused a genetic trait of Sherpas to change over a long period of time by
Level 2Identify the evidence that supports the explanation that a variation in a genetic trait in a given population increases some individuals’ probability of surviving and/or reproducing in a specific environment.
No released question yet.
Level 3Construct an explanation based on evidence that describes how genetic variations of traits in a population causes an increase in some individuals’ probability of surviving and reproducing in a specific environment.
No released question yet.
Level 4Construct an explanation based on evidence that describes how genetic variations of traits in a population causes an increase in some individuals’ probability of surviving and reproducing in a specific environment, and explain why these traits would appear more frequently in future generations.
No released question yet.
MS-LS4-6 · Modeling Natural Selection
Level 1Use a given mathematical representation to identify the evidence that supports the explanation, from those provided, that natural selection causes an increase or decrease in a specific trait in a population.
No released question yet.
Level 2Use a given mathematical representation to describe the evidence that supports the explanation that natural selection causes an increase and/or decrease in a specific trait in a population.
No released question yet.
Level 3Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Spring 2025 · Q49 On the graph below, identify the variation of the specific trait of male guppies that increased over time and the variation that decreased…
Level 4Use mathematical representations and other empirical data to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
No released question yet.
MS-ESS1-1 · Earth-Sun-Moon Cycles
Level 1Use a given model of the Earth-Sun-Moon system to describe why seasons or the changing Moon’s appearance are cyclic in nature.
No released question yet.
Level 2Use a given model of the Earth-Sun-Moon system to describe the cyclic pattern of either lunar phases, eclipses of the Sun and Moon, or seasons.
No released question yet.
Level 3Develop and use a model of the Earth-Sun- Moon system to describe the cyclic patterns of lunar phases, eclipses of the Sun and Moon, and seasons.
No released question yet.
Level 4Develop and use multiple models of the Earth-Sun-Moon system to explain why the patterns of lunar phases, eclipses of the Sun and Moon, and seasons are cyclic.
No released question yet.
MS-ESS1-2 · Gravity and Orbits
Level 1Given a model, identify the force that controls motions within galaxies and/or the solar system.
No released question yet.
Level 2Given a model, describe the role of gravity in the motions within galaxies and/or the solar system.
Spring 2026 · Q49 Which claim correctly describes the orbital motion of a planet in our solar system?
Spring 2025 · Q17 A student claims that the Sun exerts a gravitational force on Jupiter, but not on Io. Indicate if you support or refute this claim.…
Spring 2024 · Q32 Explain, in terms of forces, why Hubble stays in its orbit around Earth, and why Earth stays in its orbit around the Sun. Include both…
Level 3Develop and use a model to describe the role of gravity in the motions within galaxies and the solar system.
No released question yet.
Level 4Develop and use a model to describe the role of gravity, both qualitatively and quantitatively, in the formation and motions within galaxies and the solar system.
No released question yet.
MS-ESS1-3 · Scale of the Solar System
Level 1Use data to determine the relative sizes and/or relative distances in the Earth-Sun-Moon system.
Spring 2026 · Q51 Based on the data in the model, approximately how many times larger is the equatorial diameter of the Sun compared to Earth's equatorial…
Spring 2026 · Q52 Which sequence correctly lists these celestial objects found in the universe in order from smallest in size to largest in size?
Level 2Interpret data to determine the relative sizes and/or relative distances of objects in the solar system.
Spring 2025 · Q14 Which model best represents the mean distance between Jupiter and Europa, if drawn at the same scale as the Earth-Moon model?
Spring 2025 · Q15 Place their names in order from the largest mass to the smallest mass. Compare the moons' equatorial diameters to the order of their masses.
Level 3Analyze and interpret data to determine scale properties of objects in the solar system.
No released question yet.
Level 4Analyze and interpret multiple data sets to determine scale properties of objects, including surface features and inner layers, in the solar system.
No released question yet.
MS-ESS1-4 · Geologic Timescale
Level 1Given evidence from rock strata, identify the explanation, from those provided, that the analysis of rock formation and the fossils they contain are used to establish relative ages of major events in Earth’s history.
Sample · Fossil Parks in New York State Q3 Penn Dixie Fossil Park and Thacher Park can be used to organize the geologic history of New York State. Which evidence can be used to…
Level 2Given a scientific explanation, use evidence from rock strata to determine that rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history.
Spring 2025 · Q30 The evidence in the map that supports the idea that Earth's plates are spreading apart at the boundary is that the age of the ocean floor…
Sample · Fossil Parks in New York State Q1 Which piece of evidence could be used to support the claim that New York State was covered by water about 400 million years ago?
Sample · Fossil Parks in New York State Q5 The surface bedrock at Penn Dixie Fossil Park and Thacher Park are approximately the same geologic age. Identify one piece of evidence…
Level 3Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.
No released question yet.
Level 4Construct a scientific explanation, based on evidence from multiple sources, for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history, and determine patterns of relative age for rock strata, fossils and past geologic events.
No released question yet.
MS-ESS2-2 · Earth's Dynamic Surface
Level 1Identify an explanation, based on the evidence provided, for how one geoscience process has changed features on Earth’s surface at varying temporal or spatial scales.
Spring 2026 · Q12 Based on Model 2, which statement correctly describes how the motion of water of the Niagara River has changed the Niagara escarpment on a…
Level 2Given a scientific explanation, identify the evidence that supports how one geoscience process has changed features on Earth’s surface at varying temporal and/or spatial scales.
Spring 2026 · Q13 Which statement provides evidence for the scale of geologic time needed to form the rock layers of the escarpment shown in Model 2?
Sample · Fossil Parks in New York State Q4 Geoscience processes have changed Earth's surface. Interpret the cross-sections of Penn Dixie Park and Thacher Park to identify two pieces…
Level 3Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying temporal and spatial scales.
No released question yet.
Level 4Construct an explanation, based on evidence from multiple sources, for how geoscience processes have changed Earth’s surface at varying temporal and spatial scales, and determine the rates of change of these different geoscience processes.
No released question yet.
MS-ESS2-3 · Plate Tectonics
Level 1Using data as evidence, identify the explanation, from those provided, that supports past plate motion based on either the distribution of fossils, rocks, continental shapes, or seafloor structures.
Spring 2026 · Q34 Based on the evidence in the model, the entire Mid-Atlantic Ridge is an area where
Spring 2026 · Q36 Which claim is most likely correct about Antarctica 350-320 million years ago?
Spring 2025 · Q29 Based on evidence from the map, it can be inferred that
Level 2Using data, identify the evidence that supports past plate motions using either the distribution of fossils, rocks, continental shapes, or seafloor structures.
Spring 2026 · Q37 Which pieces of evidence from fossils and rock strata accurately support the claim that the two land masses listed were once joined…
Spring 2025 · Q28 Select the two statements that support the claim: The Indian subcontinent collided with the Eurasian Plate.
Spring 2025 · Q31 Explain how the shapes of the continents shown in the Ages of Atlantic Ocean Floor Surface map are evidence for past plate motion.
Spring 2024 · Q35 Which piece of evidence would support the claim that Death Valley National Park is the result of past tectonic plate motions?
Sample · Fossil Parks in New York State Q2 Provide one piece of evidence that supports this past plate motion.
Level 3Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.
Spring 2026 · Q35 Describe the evidence that supports the claim that patterns in the ages of rocks on the seafloor indicate past plate motions between South…
Level 4Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of past plate motion. Describe the different patterns of past plate motions and explain why these past plate motions have occurred.
No released question yet.
MS-ESS2-1 · The Rock Cycle
Level 1Use a model to identify one process responsible for the formation of sedimentary, igneous and/or metamorphic rocks.
Spring 2024 · Q33 Which list identifies the names of the missing processes, numbered 1 through 3, of the rock cycle?
Level 2Use a model to describe a process that cycles Earth’s materials and/or the flow of energy that drives this process.
Spring 2026 · Q38 Use the model to describe a process that cycles Earth materials that creates the rocks of the ocean floor at the Mid-Atlantic Ridge.
Spring 2026 · Q11 Place the letters of the processes, from the choices below, in the correct sequence to describe the formation of sandstone in the Niagara…
Spring 2024 · Q34 Which two sources of energy are responsible for the cycling of Earth materials and the flow of energy, as shown in the rock cycle model?
Level 3Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
No released question yet.
Level 4Develop and use multiple models to describe the cycling of Earth’s materials and the flow of internal energy that drives these processes.
No released question yet.
MS-ESS2-4 · The Water Cycle
Level 1Given a model, identify one process in the cycling of water that is driven by energy from the Sun or identify one process in the cycling of water that is driven by the force of gravity.
Spring 2025 · Q6 Which process in the cycling of water is responsible for the change in size of the Lyell Glacier?
Level 2Given a model, describe one process in the cycling of water through one or more of Earth’s systems and describe how this process is driven by energy from the Sun or by the force of gravity.
Spring 2026 · Q10 Which table contains the phrases that correctly complete the statement below about water cycle processes and the flow of water in the…
Spring 2024 · Q36 Identify one water cycle process that is directly responsible for the formation of the large mineral salt flats in Death Valley and…
Level 3Develop a model to describe the cycling of water through Earth’s systems driven by energy from the Sun and the force of gravity.
No released question yet.
Level 4Develop a model to describe the cycling of water, and its phase changes, through all Earth’s systems driven by energy from the Sun and the force of gravity.
No released question yet.
MS-ESS3-1 · Distribution of Earth's Resources
Level 1Given evidence, identify the explanation, from those provided, that supports how one past or current geologic process has contributed to the uneven distribution of Earth’s resources.
Spring 2024 · Q18 Which explanation identifies how past geologic processes are responsible for the distribution of water located in this town?
Level 2Given a scientific explanation, identify the evidence that shows how past or current geologic processes have contributed to the uneven distribution of Earth’s resources.
No released question yet.
Level 3Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geologic processes.
No released question yet.
Level 4Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are caused by past and current geologic processes and how the sustainability of these resources has impacted society.
No released question yet.
MS-ESS2-5 · Weather and Air Masses
Level 1Given data and the motions or interactions of air masses, identify a resulting change in weather conditions.
No released question yet.
Level 2Given data, identify the evidence for how the motions or interactions of complex air masses results in changes to a weather condition.
No released question yet.
Level 3Collect data to provide evidence for how the motions and complex interactions of air masses results in changes in weather conditions.
No released question yet.
Level 4Collect data from multiple sources to provide evidence for how motions and complex interactions of different air masses, and the interrelationship of weather variables, results in different changes in weather conditions.
No released question yet.
MS-ESS2-6 · Global Circulation and Climate
Level 1Given a model, identify a pattern in the atmospheric or oceanic circulation that determines a regional climate.
No released question yet.
Level 2Given a model, identify one way unequal heating of Earth surfaces and/or the rotation of Earth cause patterns of atmospheric or oceanic circulation that determine regional climates.
Spring 2025 · Q8 The heating of glacial ice is unequal to the heating of exposed land surfaces. Explain how this contributes to the continued change in the…
Level 3Develop and use a model to describe how unequal heating and rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.
No released question yet.
Level 4Develop and use a model to describe how unequal heating and the rotation of Earth cause patterns of atmospheric and oceanic circulation that determine regional climates, and explain how a change in this model can be used to predict future climate changes.
No released question yet.
MS-ESS3-5 · Global Warming
Level 1Identify a question, from those provided, that includes a factor that has caused the rise in global temperatures over the past century.
Spring 2025 · Q7 Which question, when investigated, includes a factor that caused the initial rise in global temperatures?
Level 2Ask a question to clarify evidence of a factor that has caused the rise in global temperatures over the past century.
No released question yet.
Level 3Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
No released question yet.
Level 4Ask questions to clarify evidence about factors that have caused the rise in global temperatures over the past century and offer solutions to these factors that caused the rise in global temperatures.
No released question yet.
MS-ESS3-2 · Natural Hazards
Level 1Given patterns of data for a natural hazard, describe one appropriate action that could be taken to limit the negative effects from that hazard.
Spring 2024 · Q38 Which statement is a reasonable action that could be taken by Death Valley Park officials to mitigate the effects of flash floods or…
Spring 2024 · Q20 Determine the approximate amount of water, in feet, that has been lost from Lake Mead between January 2000 and June 2022, and based on the…
Level 2Given patterns of data for a natural hazard, describe the predictability of that natural hazard and how society could work to mitigate its effects.
Spring 2025 · Q9 Use evidence from the graphs and your knowledge of science to select one statement in each table to indicate how changes in glacial…
Spring 2025 · Q12 Which statement describes the predictability of phosphorus levels in Lake Erie, based on the information in Graph 1?
Spring 2024 · Q21 Scientists have been using both global and local technologies to monitor the amount of water in the Colorado River Basin. The technologies…
Level 3Analyze and interpret data on the patterns of natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
Spring 2024 · Q37 Using the data as evidence, predict the season (spring, summer, fall, or winter) during which a flood is most likely to occur in Death…
Level 4Analyze and interpret data on locations and patterns of natural hazards to forecast future catastrophic events and provide a real-world example of how a hazard has resulted in the development of technologies to mitigate their effects.
No released question yet.
MS-ESS3-3 · Human Impact
Level 1Identify how a given design method that monitors a human impact on the environment could minimize a human impact on the environment.
Spring 2024 · Q48 How does the use of bluebird boxes on farms minimize the impact of pesticides on the environment?
Level 2Given the design of a method that monitors and minimizes a human impact on the environment, identify one positive or one negative impact of the design.
Spring 2024 · Q17 Explain how these monitoring methods have made a positive impact on the total water used by comparing the data of 2014 to the data of 2018.
Level 3Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
No released question yet.
Level 4Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment and identify constraints of the designed method.
No released question yet.
MS-ESS3-4 · Effects of Population Increase
Level 1Identify an argument that describes a relationship between human consumption of a natural resource and the impact on an Earth’s system.
Spring 2026 · Q14 Which statement correctly identifies how human activity, encouraged by the 1950 treaty, has affected Niagara Falls?
Spring 2025 · Q13 Which argument best describes a possible relationship between water consumption and its impact on a Lake Erie ecosystem between 2012 and…
Spring 2024 · Q19 Which argument describes a correct relationship between the need to put salt on roads to keep roads safe in winter and its impact on water…
Level 2Identify the evidence that supports a given argument that human population and consumption of natural resources impact Earth’s systems.
No released question yet.
Level 3Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
Spring 2024 · Q22 Construct an argument, supported by evidence, for how this increasing human population will impact the future usage of water in the…
Level 4Construct, compare, and critique arguments supported by evidence for how increases in human population and per capita consumption of natural resources cause multiple impacts on Earth’s systems.
No released question yet.
MS-ETS1-1 · Defining Design Problems
Level 1Identify one criterium or constraint to a design problem, from those provided, that best ensures a successful solution to a potential impact on people or the natural environment.
Spring 2025 · Q18 In order to successfully meet their objectives, scientists planning and building the JUICE spacecraft mission had to address the
Level 2Define the constraints of a design problem, taking into account relevant scientific principles, or potential impacts on people or the natural environment, that may limit possible solutions.
No released question yet.
Level 3Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
No released question yet.
Level 4Define the criteria and constraints of a design problem, specifying the importance of each, with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
No released question yet.
MS-ETS1-2 · Evaluating Design Solutions
Level 1Identify a design solution, from those provided, that best meets the criteria and/or constraints for a given problem.
Spring 2026 · Q24 Which technique would best maintain biodiversity while controlling the quaking aspen?
Spring 2025 · Q27 Which statement best explains why one of the designs meets all of the criteria and is the best choice for the shed materials?
Level 2Evaluate a design solution using a systematic process based on whether it meets the criteria and/or constraints of the problem.
Spring 2024 · Q11 The graph indicates that the design solution of adding the Bt gene into corn plants helps protect the stability of an ecosystem by
Level 3Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
No released question yet.
Level 4Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem and defend the best design solution based on the criteria and constraints.
No released question yet.
MS-ETS1-3 · Improving Design Solutions
Level 1Given data from tests, determine the similarities or differences between two design solutions.
No released question yet.
Level 2Given the similarities and differences between two different design solutions, identify the best characteristics of each solution.
No released question yet.
Level 3Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
No released question yet.
Level 4Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each design solution, based on scientific ideas and engineering principles, that can be combined into a new solution, with justification, to better meet the criteria for success.
No released question yet.
MS-ETS1-4 · Designing and Testing Solutions
Level 1Given a model and data collected from iterative testing, identify one modification that could improve the design.
No released question yet.
Level 2Given a model, collect data using iterative testing and identify one modification of a proposed object, tool, or process that can improve the design.
No released question yet.
Level 3Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
No released question yet.
Level 4Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved, and compare this design to other solutions to the same problem.
No released question yet.
Summary
| Standard | Topic | L1 | L2 | L3 | L4 | Total |
|---|---|---|---|---|---|---|
| MS-PS1-1 | Molecular Structures | 1 | – | 3 | – | 4 |
| MS-PS1-3 | Synthetic Materials and Natural Resources | 1 | – | – | – | 1 |
| MS-PS1-4 | Thermal Energy and Particle Motion | – | 3 | 1 | – | 4 |
| MS-PS1-7 | Density | – | 2 | – | – | 2 |
| MS-PS1-8 | Mixtures | – | – | – | – | 0 |
| MS-PS1-2 | Chemical Reactions | 2 | 3 | 2 | – | 7 |
| MS-PS1-5 | Conservation of Matter | 4 | 1 | – | – | 5 |
| MS-PS1-6 | Thermal Energy Transfer | 1 | – | – | – | 1 |
| MS-PS2-1 | Newton's Third Law | – | – | – | – | 0 |
| MS-PS2-2 | Newton's First and Second Laws | 2 | 1 | – | – | 3 |
| MS-PS2-3 | Electric and Magnetic Forces | 1 | 2 | 1 | – | 4 |
| MS-PS2-4 | Gravity | 3 | 1 | – | – | 4 |
| MS-PS2-5 | Fields and Forces | – | 3 | – | – | 3 |
| MS-PS3-1 | Kinetic Energy | 2 | 4 | 1 | – | 7 |
| MS-PS3-2 | Potential Energy | 2 | 1 | – | – | 3 |
| MS-PS3-3 | Heat Transfer Design | – | – | – | – | 0 |
| MS-PS3-4 | Temperature and Energy Change | 1 | 1 | – | – | 2 |
| MS-PS3-5 | Work and Energy Transfer | 1 | 1 | – | – | 2 |
| MS-PS3-6 | Electric Circuits | – | – | – | – | 0 |
| MS-PS4-1 | Wave Properties | 1 | 2 | – | – | 3 |
| MS-PS4-2 | Wave Behavior | 2 | 2 | 1 | – | 5 |
| MS-PS4-3 | Digital vs. Analog Signals | – | – | – | – | 0 |
| MS-LS1-1 | Cells and Living Things | – | – | – | – | 0 |
| MS-LS1-2 | Cell Structure and Function | 2 | – | – | – | 2 |
| MS-LS1-3 | Body Systems and Homeostasis | 1 | – | 1 | – | 2 |
| MS-LS1-8 | Sensory Receptors and Stimuli | 1 | 1 | – | – | 2 |
| MS-LS1-6 | Photosynthesis | – | 1 | – | – | 1 |
| MS-LS1-7 | Cellular Respiration | 2 | – | – | – | 2 |
| MS-LS2-1 | Resource Availability and Populations | – | – | 1 | – | 1 |
| MS-LS2-3 | Matter and Energy in Ecosystems | – | – | 1 | – | 1 |
| MS-LS2-4 | Ecosystem Impacts on Population | 4 | 1 | 1 | – | 6 |
| MS-LS2-2 | Interactions in Ecosystems | 3 | 4 | 1 | – | 8 |
| MS-LS2-5 | Protecting Ecosystems and Biodiversity | 1 | 1 | – | – | 2 |
| MS-LS1-4 | Adaptations for Reproduction | – | 2 | – | – | 2 |
| MS-LS1-5 | Factors Affecting Growth | – | 1 | – | – | 1 |
| MS-LS3-1 | Genetic Mutations | 2 | 1 | 1 | – | 4 |
| MS-LS3-2 | Reproduction | – | 2 | 2 | – | 4 |
| MS-LS4-5 | Human Influence on Inheritance | 2 | 2 | – | – | 4 |
| MS-LS4-1 | Fossil Record and Evolution | – | 1 | – | – | 1 |
| MS-LS4-2 | Comparative Anatomy and Evolution | 1 | 3 | – | – | 4 |
| MS-LS4-3 | Embryology and Evolution | 1 | 1 | – | – | 2 |
| MS-LS4-4 | Genetic Variation and Survival | 2 | – | – | – | 2 |
| MS-LS4-6 | Modeling Natural Selection | – | – | 1 | – | 1 |
| MS-ESS1-1 | Earth-Sun-Moon Cycles | – | – | – | – | 0 |
| MS-ESS1-2 | Gravity and Orbits | – | 3 | – | – | 3 |
| MS-ESS1-3 | Scale of the Solar System | 2 | 2 | – | – | 4 |
| MS-ESS1-4 | Geologic Timescale | 1 | 3 | – | – | 4 |
| MS-ESS2-2 | Earth's Dynamic Surface | 1 | 2 | – | – | 3 |
| MS-ESS2-3 | Plate Tectonics | 3 | 5 | 1 | – | 9 |
| MS-ESS2-1 | The Rock Cycle | 1 | 3 | – | – | 4 |
| MS-ESS2-4 | The Water Cycle | 1 | 2 | – | – | 3 |
| MS-ESS3-1 | Distribution of Earth's Resources | 1 | – | – | – | 1 |
| MS-ESS2-5 | Weather and Air Masses | – | – | – | – | 0 |
| MS-ESS2-6 | Global Circulation and Climate | – | 1 | – | – | 1 |
| MS-ESS3-5 | Global Warming | 1 | – | – | – | 1 |
| MS-ESS3-2 | Natural Hazards | 2 | 3 | 1 | – | 6 |
| MS-ESS3-3 | Human Impact | 1 | 1 | – | – | 2 |
| MS-ESS3-4 | Effects of Population Increase | 3 | – | 1 | – | 4 |
| MS-ETS1-1 | Defining Design Problems | 1 | – | – | – | 1 |
| MS-ETS1-2 | Evaluating Design Solutions | 2 | 1 | – | – | 3 |
| MS-ETS1-3 | Improving Design Solutions | – | – | – | – | 0 |
| MS-ETS1-4 | Designing and Testing Solutions | – | – | – | – | 0 |
| All middle school standards | 66 | 74 | 21 | 0 | 161 | |
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