8th Grade Science, Standard 5.6
CPI Links Content Guide & Five Items Resource
Introduction
The following information should be used as a companion to the CPI Links. It
provides clarifications concerning the content and skills contained in the CPI Links.
Remember that instruction should be much richer than assessment and that the
examples contained herein do not represent the variety of instructional strategies
and supports necessary for meaningful teaching and learning of academic content.
The information and examples are intended to clarify the intentions of the CPI Links
so that assessment activities aligned to the links––and thus to the state standards––
can be developed or chosen appropriately for students who participate in the NJ
APA.
For each standard, you will find that this resource includes




The Test Specifications followed by the corresponding CPIs and Links
A Glossary of terms contained in the CPI Links
Further Clarifications concerning specific content, skills, language, and/or
activity development considerations
Five Items examples that show what constitutes five items for certain links
where that may not be clear as well as the semantic intent of the link language.
How to Use This Resource
1) Review the “Steps to Developing an Entry” in Modules IV and V of the Fall
Training.
2) Remember to make your decisions regarding which CPI Link you will use to
assess your students based on the individual needs of your students. Just because a
particular link may be best for one student does not mean it is best for another,
especially given the diverse needs of the students who participate in the NJ APA.
3) Once you have selected a CPI Link, use the Glossary to look up the definitions of
any/all content vocabulary terms contained in the language of the link. This will
ensure your understanding of those terms is consistent with the understanding set
forth by the NJ DOE for the NJ APA.
4) Check the Further Clarifications section to see if there is additional information
about the CPI and/or CPI Link you have chosen that will be helpful as you choose or
design the activities you will use as the assessment evidence in your students’ APA
portfolios.
5) If the CPI Link has an asterisk at the end of the link statement, you will find an
example of that link in the Five Items section to use as a guide/reference/model.
2014-2015 NJ APA Content Guide & Five Items Resource
Page 1
8th Grade Science, Standard 5.6
8th Grade Science - Test Specifications and Links for
Standard 5.6 - Chemistry (Portfolio Entry 2)
The following are the required CPIs for Standard 5.6: Chemistry. Both CPIs are from
Strand B: Chemical Reactions. You must select a CPI Link from one of the CPIs to
develop an entry for the APA portfolio.
STRAND B: Chemical Reactions
You MUST CHOOSE only one of the following CPIs:
CPI 5.6.8B1 Show how substances can chemically react with each other to form new substances
having properties different from those of the original substances.
Essence of the CPI: Understand that chemical reactions create new substance(s) with different
properties
Matched Link
 Predict what sign/change of a
chemical reaction will occur, observe
chemical reactions, and collect data
on the signs a reaction occurred;
compare the prediction to the
results* 5.1.8B1
 Describe substances before and after
a chemical reaction* 5.1.8B3
Near Link
Far Link
 Compare and contrast  Identify common signs
a mixture and a
of a chemical change*
chemical reaction*
 Identify examples of a
 Identify examples of
chemical reaction*
chemical reactions as
synthesis and
decomposition*
OR
CPI 5.6.8B3 Demonstrate that regardless how substances within a simple closed system
interact, the total mass of the system remains the same.
Essence of the CPI: Understand that when substances react in a closed system, mass remains the
same
Matched Link
 Compare the mass of
substances before and
after chemical reactions,
determine if the mass is
the same or different, then
make predictions about
other chemical reactions*
5.1.8B3
Near Link
Far Link
 Determine the mass of
 Determine the mass of
objects before and after a
various substances*
physical change and compare  Compare and contrast the
the masses before and after*
mass of objects that are of
similar size and shape*
 Compare mass and weight in
different environments
 Compare and contrast the
concepts of mass and weight
Please note: Always consult the Glossary and Further Clarifications sections of this resource when
working with any of these Links. Additionally, an asterisk at the end of a Link statement denotes
there is an example for that specific Link in the Five Items section of this resource.
2014-2015 NJ APA Content Guide & Five Items Resource
Page 2
8th Grade Science, Standard 5.6
Glossary – 5.6
Glossary – 5.6
Balance – an instrument used to measure mass (e.g., a triple beam balance)
Chemical reaction - a process in which a chemical substance(s) undergoes a change into a
different chemical substance (s). The new substance (s) has different properties than the
original substance. (e.g., iron rusting, wood burning, cake baking)
Compare - to examine (two or more objects, ideas, people, etc.) in order to note similarities
and/or differences
Contrast - to compare in order to show differences; to note the opposite natures, purposes,
etc.
Decomposition reaction - the process in which a substance is broken down into two or
more simpler substances (e.g., carbonic acid [H2CO3] in carbonated beverages breaks down
into carbon dioxide [CO2] gas and water [H2O]; hydrogen peroxide [H2O2] breaks down into
oxygen [O2] gas and water; during baking [heating] baking soda [sodium bicarbonateNaHCO3] breaks down into sodium carbonate, carbon dioxide gas and water)
Mass - the amount of matter in an object
Precipitate - the formation of a solid substance in a solution
Physical change - involves a change in physical properties but does not alter an object’s
chemical nature (A common example is water freezing or an ice cube melting. The physical
properties of the water are changing, while its chemical makeup is not.) Other examples of
physical changes: cutting, bending, mashing, change in state of matter (i.e., freezing,
melting, boiling, condensing, evaporating), etc.
Synthesis reaction - a combination of two or more chemical substances that form a new
chemical substance (e.g., cake baking, silver tarnishing); in a synthesis reaction, the
reactants may be elements or compounds; the product is always a compound
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Glossary – 5.6
System - encompasses all of the mass in a specific container or space
Open system: a container or space that allows mass to move in and out (i.e., open
aquarium)
Closed system: a container or space that does not allow mass to move in or out (i.e.,
an unopened bag of cookies)
Weight - the weight of an object is the force exerted on it by gravity
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Five Items Examples – 5.6
Further Clarifications – 5.6
Scientific Process:
The Matched Links for 5.6.8B1 and 5.6.8B3 reference particular CPIs from Standard 5.1:
Scientific Processes. While Standard 5.1 is not assessed for APA purposes, those Matched
Links reference 5.1 because those skills relate to Scientific Processes. Scientific Processes are a
vital part of scientific thinking y et difficult to assess without also assessing understanding of
science content. Therefore, Scientific Processes are to be assessed in the context of those
Matched Links.
CPI
Link
5.6.8B1
All links
5.6.8B1
Near Bullet 2
Clarification
For 5.6.8B1, common signs of a chemical
change/chemical reaction include:
 Bubbles of gas appear in the system
 A precipitate forms in the system
 Light is emitted from the system
 Flames are produced in the system
 Changes in color of the system
 Increase or decrease in the temperature of the
system
 Differences between the reactants and the products:
o density or volume or state of matter
o electrical conductivity
o boiling or melting point
o odor
The examples are typically scenarios (e.g., hydrogen gas
Identify examples of combined with oxygen gas produces water, which is an
chemical reactions as example of synthesis). They may be, but do not have to be,
shown as chemical formulas and equations:
synthesis and
e.g., decomposition: AB⟶ A + B
decomposition*
synthesis: A + B⟶ AB
Synthesis examples
 iron rusting
 cake baking
 silver tarnishing
2014-2015 NJ APA Content Guide & Five Items Resource
Decomposition examples
 candle burning
 wood burning
 soda going flat
Page 5
8th Grade Science, Standard 5.6
Five Items Examples – 5.6
Five Items Examples
The Five Items examples are samples of activities that may be used as models
when choosing or developing activities for the APA.
They include specific considerations and guidelines that if not followed will
likely result in unscorable codes.
However, they do not show the required markings for
performance (+/-) or independence (I, V, G, M, P),
nor do they include student names and collection dates.
They are sample activities, not sample evidence.
Evidence must include all of the requirements of the
Universal Scoring Rules.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B1 Show how substances can chemically react with each other to form new substances
having properties different from those of the original substances.
Essence of the CPI: Understand that chemical reactions create new substance(s) with different
properties
Matched Link, Bullet 1: “Predict what sign/change of a chemical reaction will
occur, observe chemical reactions, and collect data on the signs a reaction
occurred; compare the prediction to the results* 5.1.8B1”
Important Considerations for this Link:
 This link has four skills: 1) predict, 2) observe, 3) collect data, and 4) compare. All skills
must be assessed.
 5.1.8B1 is inherent in this link since predicting, observing, collecting data, and comparing
results are all scientific processes.
 Prediction must be about a chemical reaction (e.g., heat produced, color change, odor, etc.).
 In this example, the student watched a video whereby wood was burned since burning
wood in a classroom is not safe.
Directions to the student: Before watching the video, predict what will happen to the wood.
Then watch the video and record observations. When finished watching the video, compare
your prediction and observations.
PREDICTION: What sign/change do you expect will occur when the wood is burned?
There will be a color change. The wood will turn black.
OBSERVATIONS: What did you observe as the wood burned?
1.
2.
3.
4.
5.
6.
Before burning, the wood was brown.
The wood was hard.
During burning, smoke and flames were given off.
Heat was given off.
After burning, gray ash remained.
After burning, the remains were black.
COMPARISON: Compare your prediction to the results.
A chemical reaction occurred because the color changed and heat
was given off.
This example constitutes eight items.
The student predicted a chemical change (1 item), observed and collected data (6 items)
and then compared prediction to results (1 item) for a total of eight items.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B1 Show how substances can chemically react with each other to form new substances
having properties different from those of the original substances.
Essence of the CPI: Understand that chemical reactions create new substance(s) with different
properties
Matched Link, Bullet 2: “Describe substances before and after a chemical
reaction* 5.1.8B3”
Important Considerations for this Link:
 Two or more substances must be described
 Assessing this link in the context of a science experiment whereby the student is observing
the chemical reaction fulfills the connection to 5.1.8B3.
 Be advised that the information below is an explanation of an example rather than an actual
example. Actual student work is always required.
Directions to the student: Describe baking soda and vinegar. Then carefully mix the baking soda into
the vinegar and describe what you see.
1. Describe the baking soda.
It is a white, powdery solid.
2. Describe the vinegar.
It is a clear liquid with a strong odor.
3. Describe the substance once they have been combined.
There is now a fizzy liquid with a lot of bubbles, and the volume
has increased.
This example constitutes three items.
The student described two substances before a chemical reaction (two items) and then
described the result of combining them, which caused a chemical reaction (one item) for a
total of three items. Two more items are needed to fulfill the five items requirement.
2014-2015 NJ APA Content Guide & Five Items Resource
Page 8
8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B1 Show how substances can chemically react with each other to form new substances
having properties different from those of the original substances.
Essence of the CPI: Understand that chemical reactions create new substance(s) with different
properties
Near Link, Bullet 1: “Compare and contrast a mixture and a chemical
reaction*”
Important Considerations for this Link:
 Since this link states “compare and contrast,” across the five items there must be at least
one characteristic that is distinct to mixtures only, at least once characteristic that is distinct
to chemical reactions only, and at least one characteristic that is shared by both mixtures
and chemical reactions.
Directions to student: Compare the characteristics of a mixture and a chemical reaction.
(Teacher scribed responses)
Comparison of a Mixture and a Chemical Reaction
Mixture only
Both
Chemical reaction only
Substances in
Two or more
Substances in chemical
mixture may be
substances
reaction combine to form
physically separated added together a new substance
Example is iron
filings and sand
Example is vinegar and
baking soda
May use a magnet
to separate iron
filings from sand
Mixing vinegar and
baking soda produces
carbon dioxide gas
This example constitutes seven items.
Each characteristic is an item. In this case, the student
provided three characteristics of mixtures, three
characteristics of chemical reactions, and one shared
characteristic for a total of seven items.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B1 Show how substances can chemically react with each other to form new substances
having properties different from those of the original substances.
Essence of the CPI: Understand that chemical reactions create new substance(s) with different
properties
Near Link, Bullet 2: “Identify examples of chemical reactions as synthesis and
decomposition*”
Important Considerations for this Link:
 Across the five items, both synthesis and decomposition must be used.
 The example below uses examples of synthesis and decomposition in words. It is also
acceptable to have the student identify chemical reactions as synthesis or decomposition by
giving them the chemical equations. (e.g., A + B ⟶ AB is an example of a synthesis reaction.
AB ⟶ A + B is an example of decomposition.)
Directions to the student: Read each example below. If the chemical reaction described is a
synthesis, label it with an “S.” If the chemical reaction described is as decomposition, label it
with a “D.”
This example
constitutes five
items.
The student
identified chemical
reactions as
synthesis and
decomposition. Both
are represented at
least once across the
five items.
2014-2015 NJ APA Content Guide & Five Items Resource
Page 10
8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B1 Show how substances can chemically react with each other to form new substances
having properties different from those of the original substances.
Essence of the CPI: Understand that chemical reactions create new substance(s) with different
properties
Far Link, Bullet 1: “Identify common signs of a chemical change*”
Important Considerations for this Link:
 In this example, there are five common signs of a chemical change and five distractors. This
was done so that there is a balanced representation between correct and incorrect answer
choices to prevent artificially inflating or deflating the student’s score in the event he/she
choose to circle each answer choice or cross through each answer choice. Also note that
every item has a student response: each item is either circled or crossed through.
 Common signs of a chemical change include:
o Bubbles of gas appear in the system
o A precipitate forms in the system
o Light is emitted from the system
o Flames are produced in the system
o Changes in color of the system
o Increase or decrease in the temperature of the system
o Differences between the reactants and the products:
 density or volume or state of matter
 electrical conductivity
 boiling or melting point
 odor
 If pictures are used, clearly label the pictures so that the student and reviewer understand
what the pictures represent.
Directions to the student: Circle the things from the list that are signs of a chemical change.
Draw a line through the things that are not signs of a chemical change.
This example constitutes
five items.
The student identified five
common signs of a chemical
change for a total of five items.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B1 Show how substances can chemically react with each other to form new substances
having properties different from those of the original substances.
Essence of the CPI: Understand that chemical reactions create new substance(s) with different
properties
Far Link, Bullet 2: “Identify examples of a chemical reaction*”
Important Considerations for this Link:
 In this example, there are five examples of a chemical reaction and five distractors. This was
done so that there is a balance of correct and incorrect answer choices to prevent artificially
inflating or deflating the student’s score in the event he/she chose to circle each answer
choice or cross through each answer choice. Also, notice that there is a student response for
each answer choice: each choice is either circled or crossed through.
 If pictures are used, clearly label the pictures so that the student and reviewer understand
what the pictures represent.
Directions to the student: Circle the things from the list that are examples of a chemical
reaction. Draw a line through the things that are not examples of a chemical reaction.
This example
constitutes five
items.
The student
identified five
examples of a
chemical change for
a total of five items.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the
total mass of the system remains the same.
Essence of the CPI: Understand that when substances react in a closed system, mass remains the same
Matched Link, Bullet 1: “Compare the mass of substances before and after
chemical reactions, determine if the mass is the same or different, then make
predictions about other chemical reactions*” 5.1.8B3
Important Considerations for this Link:



Be advised that the information below is an explanation of an example rather than an actual example. Actual
student work is always required.
This link contains three skills: 1) compare the mass of substances before and after a chemical reaction, 2)
determine if the mass of the substances before the chemical reaction is the same or different than the mass of the
substances after the chemical reaction, and 3) make a prediction about other chemical reactions. All three skills
must be addressed. In the case of the explanation below, the “compare the mass” part of the link was broken into
five parts, as indicated by the highlighted information in the table. Then determine and make a prediction parts of
the link were an item each, for a total of seven items.
Assessing this link in the context of an experiment whereby the student compares masses before and after
chemical reactions, determines if the masses are the same/different, and makes predictions are all scientific
process and fulfills the connection to 5.1.8B3.
Experiment description:
Student and teacher will do the following experiment:

Place 1 ½ tablespoons of baking soda in the center of a paper towel and fold up the towel into a square package to hold the powder
inside.

Weigh and record the mass of the baking soda ‘package’

Add ½ cup vinegar and ¼ cup warm water into a gallon-size zip-lock bag

Weigh and record the mass of the zip-lock bag containing the vinegar and warm water.

Put the paper towel package into the mouth of the zip-lock bag and hold it out of the vinegar by pinching the sides of the plastic
bag.

Zip the bag closed then let the paper towel drop into the vinegar.

The vinegar and baking soda react to form carbon dioxide gas.

Weigh and record the mass of the zip-lock bag after the chemical reaction is complete.

Calculate the total mass of the reactants by adding the masses of the baking soda ‘package’ and the vinegar and water in the ziplock bag.
The highlighted information in the student’s

Compare the total mass of the reactants to the total mass of the products.
Observation Journal
Step
1
2
3
4
5
Object
Baking soda wrapped in paper towel
Vinegar and water in zip-lock bag
Total mass of reactants [sum of step 1 and
2]
Mass of product (zip-lock bag and contents
after reaction takes place)
Difference in mass between reactants and
products [subtract step 3 from step 4]
Mass (grams)
Student records
Student records
Student calculates
Student calculates
Student calculates
Observation Journal indicates where the
student’s answers would go. This information is
the teacher’s ways of having the student
compare the masses of substances before and
after chemical reactions. In this case, that would
account for five items. However, the student still
needs to determine if the mass is the same or
different (one item) and finally make a
prediction about other chemical reactions (one
item). So, this explanation would constitute
seven items total.
After the student conducts the experiment and completes his/her Observation Journal, he/she must

Decide if the masses before and after the chemical reaction are the same or different AND

Make a prediction about other chemical reactions.
In the case of this example, the student should find that the masses of the substances before and after the chemical reaction are the
same since the chemical reaction occurred in a closed system (i.e., the plastic bag). The student could then make a prediction about the
other chemical changes by stating that when a chemical change occurs in a closed system, the masses of the substances stay the same.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the
total mass of the system remains the same.
Essence of the CPI: Understand that when substances react in a closed system, mass remains the
same
Near Link, Bullet 1: “Determine the mass of objects before and after a physical
change and compare the masses before and after*”
Important Considerations for this Link:
 Be advised that the information below is an explanation of an example rather than an actual
example. Actual student work is always required.
 This link contains two skills: 1) determine the mass of objects before and after a physical
change and 2) compare the masses before and after.
 Assessing this link in the context of an experiment, such as described in the explanation
below, fulfills the connection to 5.1.8B3.
 Mass is typically “determined” by using a balance. Mass is typically expressed in metric
units (milligrams, grams, kilograms).
Experiment Description:
The teacher will provide various objects such as a piece of paper, a piece of metal wire, a piece of clay, a piece of fruit,
bowl of ice cream, and an object made of Legos blocks.
The student will find the mass of each object using a balance and record the results. The student will physically change
the object, then find and record the mass of the changed object.
Examples of physical changes:
 Cut the piece of paper into several pieces; find the mass of all of the pieces and record
 Bend the metal wire into different shapes; find the mass of each different shape and record
 Shape the clay into different forms; find the mass of each shape and record
 Allow the ice cream to melt in the bowl; find the mass of the melted ice cream and bowl and record
 Peel the fruit; find the mass of the fruit and peelings and record
 Make a new object using all of the Legos blocks in the original object; find the mass of the new object and record
The student will compare the original mass for each object to the mass after the physical change. Student will make a
conclusion that is supported by the data.
The student is presented with the table below and fills in the mass of each substance before and after the
physical change. In the case of this table, that constitutes eight items. The comparison is a night item, and the
conclusion is a tenth item.
Object
Mass after physical change
Original Mass (grams)
Physical Change
(grams)
Piece of paper
4
Cut paper into 5 pieces
4
Ball of clay
50
Made clay into a bowl shape
50
Bowl of ice
75
Ice cream melted
75
cream
Legos object
25
Put pieces together differently
25
Comparison:
Ans. The mass of the ball of clay is the same as the mass of the clay bowl.
Conclusion*
Ans. The mass of an object is not affected by a physical change.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the
total mass of the system remains the same.
Essence of the CPI: Understand that when substances react in a closed system, mass remains the
same
Far Link, Bullet 1: “Determine the mass of various substances*”
Important Considerations for this Link:
 Mass is typically “determined” by using a balance. Mass is typically expressed in metric
units (milligrams, grams, kilograms).
Directions to the student: Using the balance, find the mass of each substance and record it in
the chart.
Substance
1. piece of chalk
2. apple
3. AA battery
4. bar of soap
5. toy car
Mass
Your answer: 1 g
Your answer: 181 g
Your answer: 23 g
Your answer: 120 g
Your answer: 34 g
This example constitutes five items.
The student was given five materials, used a scale to
determine the mass of each, and recorded the mass in
the chart for a total of five items.
2014-2015 NJ APA Content Guide & Five Items Resource
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8th Grade Science, Standard 5.6
Five Items Examples – 5.6
CPI: 5.6.8B3 Demonstrate that regardless how substances within a simple closed system interact, the
total mass of the system remains the same.
Essence of the CPI: Understand that when substances react in a closed system, mass remains the
same
Far Link, Bullet 2: “Compare and contrast the mass of objects that are of
similar size and shape*”
Important Considerations for this Link:
 Since the link says, “compare and contrast,” across the five items both similarities and differences
must be addressed. In the case of the example below, the first four items involve different masses,
and the last item addressed two objects with similar masses.
 Mass is typically “determined” by using a balance. Mass is typically expressed in metric
units (milligrams, grams, kilograms).
Directions to the student: For each set of items listed, use the balance scale to compare their
masses. Then circle the statement that is true.
This example constitutes
five items.
The student compared and
contrasted five different sets
of objects for a total of five
items.
2014-2015 NJ APA Content Guide & Five Items Resource
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