Utah

Utah flag
Skills available for Utah eighth-grade science standards

Standards are in black and IXL science skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

Show alignments for:

Actions

1 Students will understand the nature of changes in matter.

2 Students will understand that energy from sunlight is changed to chemical energy in plants, transfers between living organisms, and that changing the environment may alter the amount of energy provided to living organisms.

  • 1 Compare ways that plants and animals obtain and use energy.

  • 2 Generalize the dependent relationships between organisms.

  • 3 Analyze human influence on the capacity of an environment to sustain living things.

    • a Describe specific examples of how humans have changed the capacity of an environment to support specific life forms (e.g., people create wetlands and nesting boxes that increase the number and range of wood ducks, acid rain damages amphibian eggs and reduces population of frogs, clear cutting forests affects squirrel populations, suburban sprawl reduces mule deer winter range thus decreasing numbers of deer).

    • b Distinguish between inference and evidence in a newspaper or magazine article relating to the effect of humans on the environment.

    • c Infer the potential effects of humans on a specific food web.

    • d Evaluate and present arguments for and against allowing a specific species of plant or animal to become extinct, and relate the argument to the of flow energy in an ecosystem.

3 Students will understand the processes of rock and fossil formation.

  • 1 Compare rocks and minerals and describe how they are related.

  • 2 Describe the nature of the changes that rocks undergo over long periods of time.

  • 3 Describe how rock and fossil evidence is used to infer Earth's history.

    • a Describe how the deposition of rock materials produces layering of sedimentary rocks over time.

    • b Identify the assumptions scientists make to determine relative ages of rock layers.

    • c Explain why some sedimentary rock layers may not always appear with youngest rock on top and older rocks below (i.e., folding, faulting).

    • d Research how fossils show evidence of the changing surface of the Earth.

    • e Propose why more recently deposited rock layers are more likely to contain fossils resembling existing species than older rock layers.

  • 4 Compare rapid and gradual changes to Earth's surface.

    • a Describe how energy from the Earth's interior causes changes to Earth's surface (i.e., earthquakes, volcanoes).

    • b Describe how earthquakes and volcanoes transfer energy from Earth's interior to the surface (e.g., seismic waves transfer mechanical energy, flowing magma transfers heat and mechanical energy).

    • c Model the process of energy buildup and release in earthquakes.

    • d Investigate and report possible reasons why the best engineering or ecological practices are not always followed in making decisions about building roads, dams, and other structures.

    • e Model how small changes over time add up to major changes to Earth's surface.

4 Students will understand the relationships among energy, force, and motion.

  • 1 Investigate the transfer of energy through various materials.

    • a Relate the energy of a wave to wavelength.

    • b Compare the transfer of energy (i.e., sound, light, earthquake waves, heat) through various mediums.

    • c Describe the spread of energy away from an energy-producing source.

    • d Compare the transfer of heat by conduction, convection, and radiation and provide examples of each.

    • e Demonstrate how white light can be separated into the visible color spectrum.

  • 2 Examine the force exerted on objects by gravity.

  • 3 Investigate the application of forces that act on objects, and the resulting motion.

    • a Calculate the mechanical advantage created by a lever.

    • b Engineer a device that uses levers or inclined planes to create a mechanical advantage.

    • c Engineer a device that uses friction to control the motion of an object.

    • d Design and build a complex machine capable of doing a specified task.

    • e Investigate the principles used to engineer changes in forces and motion.

  • 4 Analyze various forms of energy and how living organisms sense and respond to energy.

    • a Analyze the cyclic nature of potential and kinetic energy (e.g., a bouncing ball, a pendulum).

    • b Trace the conversion of energy from one form of energy to another (e.g., light to chemical to mechanical).

    • c Cite examples of how organisms sense various types of energy.

    • d Investigate and report the response of various organisms to changes in energy (e.g., plant response to light, human response to motion, sound, light, insects' response to changes in light intensity).

    • e Investigate and describe how engineers have developed devices to help us sense various types of energy (e.g., seismographs, eyeglasses, telescopes, hearing aids).