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Timss 2011

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0% found this document useful (0 votes)

71 views

Timss 2011

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Abu Rifqan

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You are on page 1/ 137

RELEASED SCIENCE ITEMS

8
This book contains the released Trends in International Mathematics and Science Study
(TIMSS) 2011 grade 8 science assessment items. This is not a complete set of all TIMSS
2011 assessment items because some items are kept confidential so that they may be
used in subsequent cycles of TIMSS to measure trends.

How Can This Set of Released Items Be Used?

In Teacher-designed Assessments. The items in this book present different ways of
measuring students understanding in various content and cognitive domains. Ateacher
may use these items to create an assessment according to the needs of the class after
reviewing the items and selecting items of interest.
For Feedback on Student Understanding. Student

responses can be scored according

to the scoring information provided in the book. Items that coincide with concepts
taught in class allow the teacher to gain feedback on the students understanding of
assessed concepts. For example, a teacher might decide to examine the incorrect or
partially correct responses of the class. The teacher might use the items to identify
particular difficulties or misconceptions experienced by individual students, which can
serve as the basis for some remedial teaching or focused practice.

To Benchmark Student Performance. The teacher might also compare the

percent of students in the class who responded correctly to an item with the percent
ofstudents who responded correctly to the same item in other education systems or
intheUnitedStates.

TIMSS and PIRLS are copyrighted and are registered trademarks of IEA. Released items from
TIMSS andPIRLS assessments are for non-commercial, educational, and research purposes only.
Translated versions of items remain the intellectual property of IEA. Although the items are in the
public domain, please print an acknowledgement of the source, including the year and name of the
assessment you are using. If you publish any part of the released items from TIMSS 2011, please use
thefollowingacknowledgement:
SOURCE: TIMSS 2011 Assessment. Copyright 2013 International Association for the Evaluation of
Educational Achievement (IEA). Publisher: TIMSS & PIRLS International Study Center, Lynch School
of Education, Boston College, Chestnut Hill, MA and International Association for the Evaluation of
Educational Achievement (IEA), IEA Secretariat, Amsterdam, the Netherlands.
38331.0513.86070312

USERS GUIDE
Grade 8

This book contains TIMSS 2011 released items

for grade 8. Each item appears on a single page,
on which is provided information about the items
classification and about international student
performance on the item. The items appear in the
content domain order, as shown in the index on
thenext page.

Information about
itemclassification
Take a look at the first item on page 1. Across
the top are three boxes which identify the items
content domain (the subject matter in science
that the item assesses), its main topic (the specific
topic assessed within that subject matter), and
its cognitive domain (the cognitive or thinking
process assessed). For this item, the content
domain is biology, the main topic is characteristics,
classification and life processes of organisms, and
the cognitive domain isknowing.
Below the row of boxes and above a boxed-in area
of the page is the item label. For this item, it is
Onefunction of the uterus. Below the boxed-in area
isthe item number, which is more commonly used
to identify each item than the item label. Within the
boxed-in area is the item as it appeared in student
test booklets.

responses. In some cases, partial credit may be

awarded and these items will provide guidelines
for fully correct, partially correct, and incorrect
responses. Sample student responses are provided
for some of the constructed-response items for each
scoring category.

Information about international

student performance
In the table along the right-hand side of the page
are the percent correct statistics for the item.
These consist of statistics on the percentage of
students in each education system who could
answer the question correctly. The lists of education
systems are ordered in terms of this percentage.
Theinternational average is included as well.
To the right of some of the percent correct
statistics are special symbols that indicate when
an education system scored significantly higher or
significantly lower than the international average.
Thus, on the item One function of the uterus as an
example, an estimated 46 percent of U.S. students
could correctly answer this item; a percentage
that was measurably higher than the international
average, after taking into account the standard of
error associated with the percent correct statistic for
the United States and for the international average.

Correct answers are shown beneath each item.

Thecorrect answer for multiple-choice items is
simply a letter code. For example, in the item
S032087 on page 3, the letter code C is the correct
answer. The correct answers for write-in or openended items are explained in a scoring guide.
Forexample, One function of the uterus (page 1),
provides an example of a scoring guide, indicating
the general nature of correct and incorrect

38331.0513.86070312

ITEM INDEX
Grade 8

Content Domain

Page

Biology
S032007
S032087
S032306
S032315
S032451
S032465
S032514
S032530Z
S032542
S032611
S032614
S032640
S032645
S032665A
S032665B
S032665C
S042007
S042017
S042022
S042024
S042038
S042051A
S042051B
S042261
S042297
S042298
S042304
S052030
S052080
S052088
S052091
S052093

Page

Chemistry (continued)
One function of the uterus...........................1
Long-term immunity against disease...........3
Eyes react to changes..................................4
Antelope population graph.........................7
Difference in snail shell colors.......................8
Cells that destroy bacteria.........................10
Growth of algae in a lake...........................11
Conditions for germination-DERIVED..........12
Classification of animals ............................14
Purpose of cellular respiration....................15
Number of kidneys son has at birth...........16
Exercise is important for health..................18
True statement about producers...............20
Population in countries: predict.................21
Population in countries: land use...............23
Population in countries: pollution...............25
Lungs in bird/which organ in frog..............27
Function of cell part X.................................28
CO2 concentration & photosynthesis.......29
Process of respiration..................................31
Where organisms appeared on Earth.......32
Year of highest rabbit population..............33
Relation of rabbit-fox populations..............35
Life function of Paramecium.......................37
Investigation of green/red peppers...........39
Importance of removing weeds.................41
Conclusion from pulse rate-T graph...........43
Water travels through a plant.....................44
Foods diabetics should avoid....................45
Layers of rock with fossils.............................46
Mayor wants to plant trees.........................47
Genetic makeup of twins...........................49

Chemistry
S032056
S032156
S032502
S032570
S032579
S032679
S042063
S042073
S042076
S042095
S042100
S042112
S042305
S042306

Content Domain

Sodium bicarbonate in vinegar.................50

Solubility/temperature graphs...................52
Diagram of water molecules......................53
Identify if substance is metal......................54
Diagram for structure of matter..................56
Energy released during a reaction............57
Which rod causes the bulb to light............59
Formula for carbon dioxide........................60
Number of atoms in H2SO4 molecule ......61
Ammonia solution mixed in vinegar .........63
Observations for reaction...........................64
Process in which energy absorbed............66
Classify element/compound/mixture.......67
Definition of a compound..........................69

S052046
S052136
S052152
S052254

Fire put out by blanket................................70

List two substances that are metal.............71
Atoms in a crushed can.............................73
Water splitting rock......................................74

Physics
S032024
S032141
S032158
S032184
S032238
S032272
S032279
S032369
S032394
S042173Z
S042197
S042238A
S042238B
S042238C
S042272
S042274
S042278
S042403
S042404
S042407
S052165A
S052165B
S052165C
S052207

Energy conversion in a flashlight................75

Gravity acting on parachute jumper.........76
Molecules of gas when heated.................77
Bulbs in series/parallel circuit.....................78
Gaps between metal rail spans.................79
Water level in heated container.................80
Why bottle collapses in the valley..............82
Sound from electric bell in jar....................83
Heat conduction through copper rod.......85
Change-stay the same-DERIVED................86
Strength of a magnet.................................88
Position of thermometer .............................89
One variable kept constant.......................90
Conclusion from the graph........................92
Molecules of liquid when it cools...............94
Speed of light through substances............95
Path of light through periscope.................96
Find out if metal 2 is a magnet..................98
Liquid on outside of pitcher......................100
Which ice block will melt first....................102
Water wheel: Energy of tank water ..........104
Water wheel: Energy before wheel...........106
Water wheel: Faster rotation.....................108
In which liquid would object float............110

Earth Science
S032060
S032126
S032151
S032160
S032463
S032510
S032650Z
S032651A
S032651B
S032654
S042141
S042215
S042317
S052032
S052106
S052297

Order of steps in the water cycle.............112

Volcanic eruption effects..........................114
Major cause of tides.................................116
Difference between planets and moons...117
Soil change due to natural causes.........118
Material that breaks down quickly...........119
Changes at high elevations-DERIVED......120
Topographic map: identify X....................122
Topographic map: river path...................123
Location of jungle.....................................125
Where active volcanoes are found..........126
Diagram of an eclipse of the moon........127
Evaporated water ending up as rain.......128
Evidence continents were joined.............130
Advantage of terracing method..............132
Holes in volcanic rocks.............................134

38331.0513.86070312

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Characteristics, Classification,
and Life Processes
of Organisms

Knowing

One function of the uterus

Overall Percent Correct

The uterus (womb) is part of the reproductive system in mammals.

Name one function of the uterus.

Item Number: S032007

SCORING
Correct Response
States that the embryo (fetus, baby, fertilized egg, etc.) develops in the uterus (or similar).
Examples:
The uterus protects the baby while it grows.
The baby develops from the egg inside the uterus.
Other correct
Example: The muscles in the uterus contract and push the baby out.

Incorrect Response
States a reproductive organ or function but with an incorrect/inadequate connection to the function
of the uterus.
Confuses the reproductive and urinary systems.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Finland
Israel
Syrian Arab Republic
Slovenia
England-GBR
Korea, Rep. of
Chinese Taipei-CHN
Saudi Arabia
Australia
Russian Federation
Lithuania
Kazakhstan
Japan
Iran, Islamic Rep.
United States
New Zealand
United Arab Emirates
Sweden
Hong Kong-CHN
Jordan
Palestinian Natl Auth.
International average
Chile
Norway
Bahrain
Ukraine
Macedonia, Rep. of
Italy
Ghana
Georgia
Oman
Qatar
Hungary
Indonesia
Turkey
Romania
Tunisia
Morocco
Thailand
Lebanon
Malaysia
Armenia

72
64
63
60
59
58
57
54
53
52
51
50
50
49
47
46
46
46
45
44
42
42
40
39
39
39
37
37
37
31
31
28
28
27
26
25
24
23
21
20
17
11
3

Benchmarking
education system

Percent
correct

Minnesota-USA
Massachusetts-USA
Alberta-CAN
Connecticut-USA
Indiana-USA
Colorado-USA
Quebec-CAN
North Carolina-USA
Dubai-UAE
Florida-USA
Ontario-CAN
Abu Dhabi-UAE
California-USA
Alabama-USA

65
58
55
53
53
49
48
44
44
43
41
39
38
33

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

One function of the uterus (continued)

S032007:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Human Health

Knowing

Long-term immunity against disease

Overall Percent Correct

Which of the following can provide the human body with long-term immunity
against some diseases?
A.

antibiotics

vitamins

vaccines

red blood cells

Item Number: S032087

Correct Response:

Education system

Percent
correct

Finland
Sweden
Italy
Syrian Arab Republic
England-GBR
Iran, Islamic Rep. of
Turkey
Tunisia
Norway
Singapore
United States
Australia
Russian Federation
Israel
Japan
Thailand
New Zealand
Hong Kong-CHN
Slovenia
Macedonia, Rep. of
Chinese Taipei-CHN
Lebanon
Bahrain
International average
United Arab Emirates
Chile
Georgia
Qatar
Armenia
Morocco
Hungary
Romania
Kazakhstan
Palestinian Natl Auth.
Ukraine
Saudi Arabia
Jordan
Lithuania
Oman
Malaysia
Indonesia
Ghana
Korea, Rep. of

81
75
74
65
64
62
61
59
57
56
56
55
55
53
53
50
49
49
48
48
47
47
46
45
45
43
39
37
36
36
34
32
31
31
30
28
24
23
20
15
11
8

Benchmarking
education system

Percent
correct

Massachusetts-USA
Indiana-USA
Minnesota-USA
North Carolina-USA
Alberta-CAN
Colorado-USA
Florida-USA
Connecticut-USA
Quebec-CAN
Dubai-UAE
Ontario-CAN
California-USA
Abu Dhabi-UAE
Alabama-USA

71
66
65
64
57
56
56
54
54
51
50
48
43
43

Percent higher than International average

Percent lower than International average
Not applicable
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain
BIOLOGY

Main Topic
Characteristics, Classification,
and Life Processes of Organisms

Eyes react to changes

Cognitive Domain
Applying
Overall Percent Correct

Diagram 1

Diagram 2

Diagrams 1 and 2 illustrate the same pair of eyes that have reacted to a change in
an environmental condition.
What is the environmental condition and how is it different for the eyes in
Diagram 1 and Diagram 2?

Item Number: S032306

SCORING
Correct Response
Indicates LIGHT and identifies which diagram corresponds to the low/high light level.
Diagram 1 = dim light, low light level, darkness, or similar
Diagram 2 = bright light, high light level, or similar
Example: There is less light in Diagram 1. The pupil has gotten larger to let in more light.
Other fully correct

Partially Correct Response

Indicates LIGHT but does not identify which diagram corresponds to low/high light level.
Example: It is the light level. In Diagram 1, the pupils are bigger. In diagram 2 they are smaller.
Other partially correct

Incorrect Response
Indicates LIGHT but reverses the conditions in Diagrams 1 and 2.

Education system

Percent
correct

Korea, Rep. of
Finland
Sweden
Hungary
Russian Federation
Lithuania
Slovenia
New Zealand
Norway
Australia
Italy
United States
England-GBR
Japan
Hong Kong-CHN
Chinese Taipei-CHN
Ukraine
Turkey
Israel
International average
Romania
Iran, Islamic Rep. of
Singapore
Malaysia
Kazakhstan
Palestinian Natl Auth.
United Arab Emirates
Bahrain
Macedonia, Rep. of
Armenia
Thailand
Chile
Tunisia
Georgia
Qatar
Syrian Arab Republic
Lebanon
Oman
Jordan
Saudi Arabia
Indonesia
Morocco
Ghana

74
65
63
59
54
52
49
48
48
48
48
47
46
45
43
37
35
33
33
31
28
27
26
22
21
21
21
19
19
18
18
18
17
17
16
16
13
13
10
7
6
3
2

Benchmarking
education system

Percent
correct

Alberta-CAN
Minnesota-USA
Massachusetts-USA
Colorado-USA
Connecticut-USA
Indiana-USA
North Carolina-USA
Florida-USA
Quebec-CAN
Ontario-CAN
Alabama-USA
California-USA
Dubai-UAE
Abu Dhabi-UAE

58
57
56
52
51
47
46
45
43
41
37
37
33
17

Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Percent higher than International average
Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Eyes react to changes (continued)

S032306:

Student Responses
Correct Response:

Partially Correct Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Eyes react to changes (continued)

S032306:

Student Responses
Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Reasoning

Antelope population graph

Overall Percent Correct

Population

400
300
200

2000

1999

1998

1997

1996

100

Year

The graph indicates the number of antelopes in a certain area over a period of
time. Which of the following factors is most likely to have caused the sudden
change in population between 1999 and 2000?
A.

global warming

absence of predators

depletion of the ozone layer

brush fires that destroyed the food supply

Item Number: S032315

Correct Response:

Education system

Percent
correct

Russian Federation
Ukraine
Singapore
Finland
Malaysia
Israel
Hungary
England-GBR
Lithuania
Slovenia
United States
Tunisia
Chinese Taipei-CHN
New Zealand
Kazakhstan
Australia
Iran, Islamic Rep. of
Thailand
International average
Indonesia
Chile
Georgia
United Arab Emirates
Bahrain
Romania
Norway
Sweden
Italy
Hong Kong-CHN
Saudi Arabia
Jordan
Turkey
Armenia
Morocco
Syrian Arab Republic
Japan
Macedonia, Rep. of
Qatar
Oman
Korea, Rep. of
Ghana
Palestinian Natl Auth.
Lebanon

75
69
68
64
64
63
63
62
61
61
58
57
54
54
54
53
51
51
48
47
46
44
44
44
44
43
42
42
42
41
40
39
39
39
37
37
35
35
35
32
32
31
18

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
Colorado-USA
Indiana-USA
Alberta-CAN
Florida-USA
North Carolina-USA
Connecticut-USA
California-USA
Quebec-CAN
Alabama-USA
Abu Dhabi-UAE
Dubai-UAE
Ontario-CAN

66
65
64
62
61
59
58
54
50
48
45
45
42
42

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Diversity, Adaptation, and

Natural Selection

Applying

Difference in snail shell colors

Overall Percent Correct

Some birds eat snails. A species of snail that lives in the forest has a dark shell.
The same species of snail that lives in a field has a light-colored shell. Explain
how this difference in shell colors helps the snails to survive.

Item Number: S032451

SCORING
Correct Response
Explanation refers explicitly to BOTH camouflage (blending in with surroundings, or similar) AND
protection from birds, predators, enemies, etc.
Example: The snails that live in the forest have dark shells so the birds cannot see them to eat them.
Explanation refers only to camouflage, blending in with surroundings, or similar. [Protection from
predators NOT explicitly mentioned.]
Example: It helps the snail to camouflage with their surroundings.
Other fully correct

Partially Correct Response

Explanation refers only to not being eaten or seen by predators. [Camouflage NOT referenced.]
Example: So the birds will not eat them.
Other partially correct

Incorrect Response
Mentions only that it is dark in the forest and light in the field. [Does not explicitly refer to
camouflage, protection from predators, or similar.]
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

Education system

Percent
correct

Hungary
Finland
Russian Federation
England-GBR
Singapore
Ukraine
Australia
United States
Sweden
Japan
Korea, Rep. of
New Zealand
Chinese Taipei-CHN
Slovenia
Hong Kong-CHN
Lithuania
Norway
Israel
Thailand
Italy
Kazakhstan
Turkey
International average
Georgia
Romania
Iran, Islamic Rep. of
Chile
United Arab Emirates
Armenia
Oman
Syrian Arab Republic
Bahrain
Qatar
Jordan
Tunisia
Macedonia, Rep. of
Indonesia
Lebanon
Malaysia
Saudi Arabia
Palestinian Natl Auth.
Morocco
Ghana

79
79
76
76
74
73
73
71
66
65
65
65
62
61
61
60
60
57
57
56
52
50
45
40
40
39
37
28
28
27
26
24
22
21
20
19
16
15
15
12
11
3
2

Benchmarking
education system

Percent
correct

Colorado-USA
Massachusetts-USA
Minnesota-USA
Connecticut-USA
Alberta-CAN
Ontario-CAN
Indiana-USA
North Carolina-USA
Florida-USA
Quebec-CAN
California-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

79
78
77
76
75
74
74
69
66
65
64
63
42
26

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Difference in snail shell colors (continued)

S032451:

Student Responses
Correct Response:

Partially Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Human Health

Knowing

Cells that destroy bacteria

Overall Percent Correct

Bacteria that enter the body are destroyed by which type of cells?
A.

white blood cells

red blood cells

kidney cells

lung cells

Item Number: S032465

Correct Response:

Education system

Percent
correct

Chinese Taipei-CHN
Singapore
Korea, Rep. of
Italy
Japan
United States
Sweden
Thailand
England-GBR
Iran, Islamic Rep. of
Australia
Israel
Lithuania
Lebanon
Tunisia
Finland
Saudi Arabia
Kazakhstan
Hong Kong-CHN
Indonesia
Hungary
New Zealand
International average
Romania
Macedonia, Rep. of
Syrian Arab Republic
Russian Federation
Qatar
Bahrain
United Arab Emirates
Armenia
Malaysia
Norway
Palestinian Natl Auth.
Chile
Jordan
Oman
Ukraine
Ghana
Turkey
Georgia
Morocco
Slovenia

86
84
80
78
77
76
74
73
71
71
70
70
68
68
68
68
67
67
66
66
64
62
61
60
60
60
59
59
58
57
55
54
54
52
48
48
43
42
40
37
35
31
30

Benchmarking
education system

Percent
correct

Indiana-USA
Minnesota-USA
Massachusetts-USA
Connecticut-USA
North Carolina-USA
Florida-USA
Alberta-CAN
Ontario-CAN
Colorado-USA
Alabama-USA
Dubai-UAE
California-USA
Quebec-CAN
Abu Dhabi-UAE

85
84
79
79
79
78
77
77
76
74
70
69
60
56

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Applying

Growth of algae in a lake

Overall Percent Correct

In a lake near a farm the growth of algae suddenly increased.

This increase was most likely due to which of the following?
A.

a decrease in air temperature

a decrease in water level

fertilizer runoff from the farm

exhaust gases from farm equipment

Item Number: S032514

Correct Response:

Education system

Percent
correct

Finland
Chinese Taipei-CHN
Georgia
Slovenia
Hong Kong-CHN
Romania
Sweden
Japan
Israel
Ukraine
Kazakhstan
Thailand
Russian Federation
Norway
Singapore
Lithuania
Hungary
Jordan
Korea, Rep. of
United States
International average
Italy
Chile
Malaysia
Tunisia
Macedonia, Rep. of
Turkey
Indonesia
Oman
New Zealand
England-GBR
Syrian Arab Republic
Saudi Arabia
United Arab Emirates
Palestinian Natl Auth.
Bahrain
Qatar
Armenia
Iran, Islamic Rep. of
Australia
Morocco
Ghana
Lebanon

74
67
65
64
61
60
59
59
57
56
55
54
52
52
52
50
50
49
49
48
47
47
47
46
46
45
43
43
41
40
40
40
39
39
39
36
36
35
35
34
31
30
27

Benchmarking
education system

Percent
correct

North Carolina-USA
Minnesota-USA
Quebec-CAN
Massachusetts-USA
Florida-USA
Connecticut-USA
Indiana-USA
Colorado-USA
Alberta-CAN
Dubai-UAE
Ontario-CAN
Alabama-USA
California-USA
Abu Dhabi-UAE

72
63
60
57
57
53
53
51
48
40
39
39
38
36

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Life Cycles, Reproduction, and

Heredity

Knowing

Conditions for germination-DERIVED

Overall Percent Correct

Many seeds can germinate in the light or in the dark.

State two conditions necessary for germination.
1.

Item Number: S032530Z

SCORING
Note: Each of the two responses are scored separately. However, if the two responses are
essentially the same, the second response should be scored as Incorrect Response.

Correct Response
Water (moisture, rain) or similar.
Example: Humid conditions
Suitable temperature (heat, warmth) or similar.
Example: Heat about 27 C
Oxygen (air).
Other correct

Incorrect Response
Soil or similar.
Sun, sunlight, or light (no explicit mention of heat, warmth or similar).
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Kazakhstan
Japan
Russian Federation
Lithuania
Ukraine
Slovenia
Tunisia
England-GBR
Hong Kong-CHN
Korea, Rep. of
Georgia
Romania
Armenia
Macedonia, Rep. of
Israel
Bahrain
Chinese Taipei-CHN
International average
Turkey
Ghana
Finland
New Zealand
Sweden
Norway
Hungary
United Arab Emirates
Syrian Arab Republic
Malaysia
Chile
Jordan
Iran, Islamic Rep. of
Morocco
Qatar
Saudi Arabia
Australia
United States
Palestinian Natl Auth.
Lebanon
Italy
Thailand
Oman
Indonesia

55
46
40
38
36
32
32
29
26
26
26
25
23
23
23
22
21
21
21
20
20
20
20
18
17
16
15
14
14
13
13
13
13
12
11
11
11
11
10
10
7
7
4

Benchmarking
education system

Percent
correct

Dubai-UAE
Quebec-CAN
Alberta-CAN
Connecticut-USA
Abu Dhabi-UAE
Massachusetts-USA
Indiana-USA
Colorado-USA
Minnesota-USA
California-USA
North Carolina-USA
Alabama-USA
Ontario-CAN
Florida-USA

20
18
15
15
15
15
13
13
12
11
11
11
10
8

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Conditions for germination (continued)

S032530Z:

Student Responses
Correct Response:
1.

Incorrect Response:
1.

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic
Characteristics, Classification,
and Life Processes of Organisms

BIOLOGY
Classification of animals

Category 1

Category 2

rabbit

frog

giraffe

spider

elephant

lion

Which of the following was used to classify these animals?

organs used in breathing

food source

method of reproduction

pattern of movement

Item Number: S032542

Correct Response:

Applying
Overall Percent Correct

The following table shows the classification of some animals into

two categories.

Cognitive Domain

Education system

Percent
correct

Singapore
Chinese Taipei-CHN
Finland
Japan
Korea, Rep. of
Slovenia
Hungary
Russian Federation
Hong Kong-CHN
Italy
Israel
Sweden
Turkey
Lithuania
Thailand
Tunisia
Ukraine
Norway
Australia
International average
Chile
Syrian Arab Republic
New Zealand
United States
Malaysia
England-GBR
Qatar
Lebanon
Bahrain
Romania
Morocco
United Arab Emirates
Palestinian Natl Auth.
Oman
Macedonia, Rep. of
Iran, Islamic Rep. of
Kazakhstan
Saudi Arabia
Jordan
Indonesia
Armenia
Georgia
Ghana

76
73
71
70
68
68
67
64
59
58
54
53
52
52
52
51
51
51
50
49
49
49
49
45
45
45
45
45
44
43
43
42
41
40
37
37
36
36
36
34
33
31
28

Benchmarking
education system

Percent
correct

Massachusetts-USA
Alberta-CAN
Quebec-CAN
Colorado-USA
Minnesota-USA
Florida-USA
Connecticut-USA
Dubai-UAE
Ontario-CAN
California-USA
Abu Dhabi-UAE
North Carolina-USA
Indiana-USA
Alabama-USA

57
55
52
50
48
46
46
45
44
41
41
40
38
36

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Cells and Their Functions

Knowing

Purpose of cellular respiration

Overall Percent Correct

Which of the following best describes the purpose of cellular respiration?

to provide energy for cell activities

to produce sugar for storage in cells

to release oxygen for breathing

to supply carbon dioxide for photosynthesis

Item Number: S032611

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Russian Federation
Singapore
Japan
Israel
Chinese Taipei-CHN
Turkey
Hong Kong-CHN
Lithuania
Italy
United Arab Emirates
Australia
Slovenia
Saudi Arabia
Macedonia, Rep. of
Ukraine
England-GBR
International average
Chile
Malaysia
Ghana
Norway
Tunisia
Qatar
Sweden
Oman
Lebanon
Iran, Islamic Rep. of
Indonesia
Bahrain
Finland
United States
New Zealand
Palestinian Natl Auth.
Armenia
Morocco
Syrian Arab Republic
Romania
Hungary
Georgia
Kazakhstan
Thailand
Jordan

66
62
58
56
48
47
46
45
43
42
40
39
38
37
36
36
35
35
35
34
34
34
33
33
33
32
32
32
31
31
30
30
29
26
24
24
23
23
23
21
20
19
17

Benchmarking
education system

Percent
correct

North Carolina-USA
Dubai-UAE
Abu Dhabi-UAE
Massachusetts-USA
Minnesota-USA
Connecticut-USA
Colorado-USA
California-USA
Ontario-CAN
Indiana-USA
Alabama-USA
Alberta-CAN
Florida-USA
Quebec-CAN

43
43
41
41
39
36
34
34
33
33
31
31
30
26

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Life Cycles, Reproduction, and

Heredity

Applying

Number of kidneys son has at birth

Overall Percent Correct

Kidneys are organs found in the human body. When he was young, a man had
one of his two kidneys removed because it was diseased. He now has a son.
A. How many kidneys did his son have at birth? _______________
B. Explain your answer.

Item Number: S032614

SCORING
Correct Response
TWO with an explanation based on the removal of a kidney not being a hereditary trait (or similar).
Examples:
Removal of his kidney is not in his genes, so it will not be passed on.
Its not hereditary.
TWO with an explanation based on all humans (normally) having two kidneys at birth (or similar).
[No explicit mention of heredity.]
Examples:
Everybody is born with two kidneys unless they have a disease.
His child would still have the normal number, which is 2.
Other correct

Incorrect Response
ONE with or without explanation.
TWO with no explanation or an incorrect explanation.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Korea, Rep. of
Singapore
United States
Chinese Taipei-CHN
Slovenia
Finland
Hungary
Sweden
Japan
Russian Federation
Kazakhstan
Hong Kong-CHN
Australia
England-GBR
Israel
Lithuania
New Zealand
Norway
Italy
Chile
Ukraine
Iran, Islamic Rep. of
Romania
Turkey
International average
Jordan
Saudi Arabia
Thailand
Armenia
United Arab Emirates
Palestinian Natl Auth.
Bahrain
Tunisia
Georgia
Indonesia
Syrian Arab Republic
Macedonia, Rep. of
Qatar
Oman
Malaysia
Lebanon
Morocco
Ghana

75
75
75
72
71
71
70
68
67
67
67
66
65
65
64
64
63
60
60
59
57
56
56
54
53
53
51
49
45
41
40
40
40
39
39
36
34
32
32
30
24
24
18

Benchmarking
education system

Percent
correct

Indiana-USA
Massachusetts-USA
Minnesota-USA
Colorado-USA
North Carolina-USA
Florida-USA
Connecticut-USA
Quebec-CAN
California-USA
Ontario-CAN
Alabama-USA
Alberta-CAN
Dubai-UAE
Abu Dhabi-UAE

81
81
80
79
76
75
72
70
69
67
66
66
45
44

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Number of kidneys son has at birth (continued)

S032614:

Student Responses
Kidneys
are organs found in the human body. When he was young, a man had
Correct
Response:
one of his two kidneys removed because it was diseased. He now has a son.

A. How many kidneys did his son have at birth? _______________

B. Explain your answer.

Kidneys
are organs found in the human body. When he was young, a man had
Incorrect
Response:
one of his two kidneys removed because it was diseased. He now has a son.

A. How many kidneys did his son have at birth? _______________

B. Explain your answer.

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Human Health

Knowing

Exercise is important for health

Overall Percent Correct

State one reason why exercise is important for good health.

Item Number: S032640

SCORING
Correct Response
States weight loss, preventing fat storage, lowering cholesterol, or similar.
Example: It burns fat.
States that exercise is beneficial for the heart, circulation, oxygen levels, or similar.
Example: It keeps your heart in good condition so you dont have heart attacks.
States building muscle strength/tone or similar.
Example: It helps build muscle.
Other correct

Incorrect Response
Gives only a general response related to staying healthy, fit, being strong, or similar.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

England-GBR
Hungary
Slovenia
Hong Kong-CHN
Finland
Sweden
United States
Australia
Kazakhstan
Jordan
Japan
Singapore
Chinese Taipei-CHN
New Zealand
Norway
Italy
Israel
Bahrain
Chile
Saudi Arabia
Turkey
Korea, Rep. of
United Arab Emirates
Iran, Islamic Rep. of
International average
Russian Federation
Syrian Arab Republic
Palestinian Natl Auth.
Qatar
Romania
Armenia
Tunisia
Lithuania
Thailand
Georgia
Oman
Indonesia
Ukraine
Malaysia
Morocco
Macedonia, Rep. of
Lebanon
Ghana

74
73
70
69
68
66
66
65
65
65
65
64
62
60
60
59
59
58
58
58
55
54
53
53
53
52
52
50
49
49
47
47
46
46
43
41
40
38
36
32
28
23
12

Benchmarking
education system

Percent
correct

Massachusetts-USA
Connecticut-USA
Colorado-USA
Ontario-CAN
Minnesota-USA
Alberta-CAN
North Carolina-USA
Florida-USA
Indiana-USA
Quebec-CAN
California-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

77
75
74
72
71
71
68
66
66
63
62
59
56
55

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Exercise is important for health (continued)

S032640:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Knowing

True statement about producers

Overall Percent Correct

Which of the following statements is true about organisms that are producers?
A. They use energy from the sun to make food.
B. They absorb energy from a host animal.
C. They get energy from eating living plants.
D. They get energy by breaking down dead plants and animals.

Item Number: S032645

Correct Response:

Education system

Percent
correct

Singapore
Chinese Taipei-CHN
Slovenia
Macedonia, Rep. of
Jordan
United States
Turkey
Israel
United Arab Emirates
Finland
England-GBR
Korea, Rep. of
Indonesia
Malaysia
Oman
Hong Kong-CHN
Georgia
Lithuania
Qatar
New Zealand
Australia
Thailand
Syrian Arab Republic
International average
Chile
Norway
Russian Federation
Ukraine
Ghana
Bahrain
Kazakhstan
Italy
Hungary
Palestinian Natl Auth.
Sweden
Saudi Arabia
Armenia
Japan
Iran, Islamic Rep. of
Lebanon
Romania
Morocco
Tunisia

82
76
73
68
66
66
63
62
59
59
59
59
57
57
57
56
56
55
53
53
52
50
50
49
48
48
44
44
43
43
41
40
40
38
37
36
34
33
30
29
28
21
13

Benchmarking
education system

Percent
correct

Massachusetts-USA
Alberta-CAN
North Carolina-USA
Florida-USA
Connecticut-USA
Minnesota-USA
Indiana-USA
Dubai-UAE
Abu Dhabi-UAE
Colorado-USA
Alabama-USA
Ontario-CAN
California-USA
Quebec-CAN

75
73
72
66
66
66
65
61
60
59
59
55
52
40

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Reasoning

Population in countries: predict

Overall Percent Correct

There are more than 6 billion people in the world who share the worlds natural
resources. Look at the table below. It shows some information for two fictitious
countries (1 and 2).
Country 1
Population (millions)

Country 2

200

500

Annual birth rate (births per 1000 people)

Annual death rate (deaths per 1000 people)

2,000,000

Grain production (percentage of world total)

40%

20%

Oil consumption (percentage of world total)

20%

Area in square kilometers

A. Based on the information given in the table, predict how the population of
each country will change over the next ten years.
(Check one box in each row.)
Population
Will
Increase

Population
Will
Decrease

Population
Will
Stay the Same

Country 1
Country 2

Item Number: S032665A

SCORING
Correct Response
Country 1: Population will stay the same.
Country 2: Population will increase.

Incorrect Response
Country 1 correct; Country 2 incorrect
Country 2 correct; Country 1 incorrect
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Hong Kong-CHN
Finland
Chinese Taipei-CHN
Japan
Singapore
Sweden
Slovenia
Israel
Korea, Rep. of
England-GBR
Italy
Lithuania
Russian Federation
Australia
New Zealand
Norway
Hungary
United States
Turkey
International average
Ukraine
Iran, Islamic Rep. of
United Arab Emirates
Kazakhstan
Thailand
Bahrain
Chile
Romania
Tunisia
Armenia
Qatar
Saudi Arabia
Lebanon
Jordan
Macedonia, Rep. of
Palestinian Natl Auth.
Malaysia
Syrian Arab Republic
Morocco
Oman
Georgia
Indonesia
Ghana

67
67
57
57
54
53
53
52
51
50
49
49
48
48
46
43
41
39
35
35
33
31
30
30
29
28
28
27
26
24
24
23
23
23
21
17
16
16
15
14
13
11
6

Benchmarking
education system

Percent
correct

Massachusetts-USA
Ontario-CAN
North Carolina-USA
Minnesota-USA
Alberta-CAN
Quebec-CAN
Colorado-USA
Connecticut-USA
Indiana-USA
Florida-USA
Dubai-UAE
California-USA
Alabama-USA
Abu Dhabi-UAE

53
53
52
50
49
48
48
45
43
39
37
33
31
30

Percent higher than International average

Percent lower than International average

There are more than 6 billion people in the world who share the worlds natural
resources. Look at the table below. It shows some information for two fictitious
countries (1 and 2).

TIMSS 2011 8th-Grade Science Concepts and Science Items

Country 1

PopulationPopulation
in countries:
predict (continued)
(millions)
S032665A:

Country 2

200

500

Annual birth rate (births per 1000 people)

Annual death rate (deaths per 1000 people)

2,000,000

40%

20%

Area in square kilometers

Student Responses
Grain production (percentage of world total)

Correct Response:
Oil consumption (percentage of world total)

A. Based on the information given in the table, predict how the population of
each country will change over the next ten years.
(Check one box in each row.)
Population
Will
Increase

Population
Will
Decrease

Population
Will
Stay the Same

There are more than 6 billion people in the world who share the worlds natural
CountryLook
1 at the table below. It shows some information for two fictitious
resources.
countries (1 and 2).
Country 2

Country 1

Population (millions)
Annual birth rate (births per 1000 people)
Annual death rate (deaths per 1000 people)

Country 2

200

500

2,000,000

Grain production (percentage of world total)

40%

20%

IncorrectOilResponse:
consumption (percentage of world total)

20%

Area in square kilometers

A. Based on the information given in the table, predict how the population of
each country will change over the next ten years.
(Check one box in each row.)
Population
Will
Increase

Population
Will
Decrease

Population
Will
Stay the Same

Country 1
Country 2

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Reasoning

Population in countries: land use

Overall Percent Correct

Country 2

200

500

Annual birth rate (births per 1000 people)

Annual death rate (deaths per 1000 people)

2,000,000

Grain production (percentage of world total)

40%

20%

Oil consumption (percentage of world total)

20%

Area in square kilometers

B. Predict how the population of the two countries will affect each of the
following environmental factors over the next ten years.
Land Use:

Item Number: S032665B

SCORING
Correct Response
Predicts that land use in Country 2 is likely to increase (due to the increased population).
Predicts that land use will increase with population. [Does not explicitly refer to Country 1 or
Country 2.]
Makes a prediction about land use based on the current population that is supported by data in the
table.
Other correct

Incorrect Response
Makes a statement about land use that is NOT explicitly connected to either population prediction
or data in the table.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Japan
Chinese Taipei-CHN
Israel
England-GBR
Hong Kong-CHN
New Zealand
Australia
Hungary
Slovenia
United States
Korea, Rep. of
Turkey
Kazakhstan
Lithuania
Russian Federation
International average
Finland
United Arab Emirates
Sweden
Thailand
Ukraine
Bahrain
Iran, Islamic Rep. of
Jordan
Italy
Qatar
Palestinian Natl Auth.
Norway
Oman
Syrian Arab Republic
Macedonia, Rep. of
Malaysia
Chile
Romania
Tunisia
Armenia
Indonesia
Georgia
Lebanon
Saudi Arabia
Morocco
Ghana

53
41
39
36
35
35
35
33
31
31
29
28
28
26
25
24
21
21
20
20
20
20
19
19
18
16
15
15
14
12
12
12
11
11
10
9
8
8
7
6
5
5
3

Benchmarking
education system

Percent
correct

Ontario-CAN
Massachusetts-USA
Alberta-CAN
Minnesota-USA
Colorado-USA
North Carolina-USA
Connecticut-USA
Indiana-USA
Florida-USA
Dubai-UAE
Alabama-USA
Quebec-CAN
California-USA
Abu Dhabi-UAE

47
43
43
41
36
32
32
31
30
28
28
27
22
17

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Population in countries: land use (continued)

S032665B:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Reasoning

Population in countries: pollution

Overall Percent Correct

Country 2

200

500

Annual birth rate (births per 1000 people)

Annual death rate (deaths per 1000 people)

2,000,000

Grain production (percentage of world total)

40%

20%

Oil consumption (percentage of world total)

20%

Area in square kilometers

B. Predict how the population of the two countries will affect each of the
following environmental factors over the next ten years.
Pollution:

Item Number: S032665C

SCORING
Correct Response
Predicts that pollution in Country 2 may increase (due to factors related to the growing population).
Example: There will be more pollution in Country 2 as the population increases
Predicts that pollution will increase with population. [Does not explicitly refer to Country 1 or
Country 2.]
Example: Many more people means more pollution.
Makes a prediction about pollution based on the current population that is supported by data in the
table.
Example: Country 1 will pollute more because it consumes more oil than Country 2.
Other correct

Incorrect Response
Makes a statement about pollution that is NOT explicitly connected to either population prediction
or data in the table.

Education system

Percent
correct

Singapore
Chinese Taipei-CHN
England-GBR
Australia
New Zealand
Japan
Turkey
Hungary
Korea, Rep. of
Hong Kong-CHN
Lithuania
Israel
United States
Slovenia
Russian Federation
Finland
Jordan
Iran, Islamic Rep. of
Kazakhstan
International average
United Arab Emirates
Palestinian Natl Auth.
Ukraine
Chile
Sweden
Thailand
Italy
Bahrain
Qatar
Tunisia
Syrian Arab Republic
Norway
Oman
Romania
Armenia
Indonesia
Malaysia
Macedonia, Rep. of
Georgia
Lebanon
Morocco
Ghana
Saudi Arabia

51
40
37
37
35
35
34
34
34
32
32
31
30
30
28
26
26
26
23
22
22
20
20
20
20
19
18
18
18
17
14
14
14
13
10
9
9
9
9
8
6
2
2

Benchmarking
education system

Percent
correct

Ontario-CAN
Minnesota-USA
Massachusetts-USA
North Carolina-USA
Alberta-CAN
Colorado-USA
Connecticut-USA
Indiana-USA
Quebec-CAN
Florida-USA
Dubai-UAE
California-USA
Alabama-USA
Abu Dhabi-UAE

46
43
41
39
38
38
37
36
30
29
28
24
21
21

Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Percent higher than International average
Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Population in countries: pollution (continued)

S032665C:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic
Characteristics, Classification,
and Life Processes of Organisms

BIOLOGY
Lungs in bird/which organ in frog

kidney

skin

liver

heart

Item Number: S042007

Correct Response:

Applying
Overall Percent Correct

Which organ in a frog has a function similar to the function of lungs in a bird?
A.

Cognitive Domain

Education system

Percent
correct

Russian Federation
Ukraine
Tunisia
Lithuania
Singapore
Finland
Chinese Taipei-CHN
Korea, Rep. of
Slovenia
Hungary
Syrian Arab Republic
Italy
Thailand
Kazakhstan
Macedonia, Rep. of
Indonesia
Lebanon
International average
United Arab Emirates
Japan
Georgia
Bahrain
Australia
Iran, Islamic Rep. of
Saudi Arabia
Romania
Hong Kong-CHN
Morocco
Sweden
England-GBR
Israel
Jordan
New Zealand
Palestinian Natl Auth.
United States
Armenia
Qatar
Malaysia
Oman
Turkey
Norway
Chile
Ghana

83
72
67
66
62
62
60
60
59
59
52
51
48
47
46
44
43
43
42
42
40
40
39
38
38
37
37
36
35
34
33
33
32
32
32
31
30
30
28
28
24
21
21

Benchmarking
education system

Percent
correct

Alberta-CAN
Massachusetts-USA
Dubai-UAE
Minnesota-USA
Colorado-USA
Indiana-USA
Abu Dhabi-UAE
North Carolina-USA
Ontario-CAN
Connecticut-USA
Florida-USA
Quebec-CAN
Alabama-USA
California-USA

47
44
40
38
37
36
36
36
32
32
30
30
26
23

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Cells and Their Functions

Applying

Function of cell part X

Overall Percent Correct

The diagram shows a plant cell.

What is the function of the part of the cell labeled X?
A.

It stores water.

It makes food.

It absorbs energy.

It controls activities.

Item Number: S042017

Correct Response:

Education system

Percent
correct

Singapore
Lithuania
Korea, Rep. of
Russian Federation
Tunisia
Oman
Georgia
United States
United Arab Emirates
Macedonia, Rep. of
Italy
Slovenia
Thailand
Ukraine
Malaysia
Hungary
England-GBR
Qatar
Australia
International average
Iran, Islamic Rep. of
Israel
Turkey
New Zealand
Armenia
Bahrain
Indonesia
Chinese Taipei-CHN
Jordan
Kazakhstan
Finland
Hong Kong-CHN
Romania
Palestinian Natl Auth.
Ghana
Japan
Saudi Arabia
Syrian Arab Republic
Lebanon
Morocco
Sweden
Norway
Chile

80
51
49
47
47
46
44
44
44
43
43
42
42
41
41
41
39
38
37
36
35
34
34
34
33
33
33
33
32
31
30
30
29
28
28
28
27
26
23
22
21
19
18

Benchmarking
education system

Percent
correct

North Carolina-USA
Connecticut-USA
Massachusetts-USA
Alberta-CAN
Indiana-USA
Florida-USA
Ontario-CAN
Minnesota-USA
Dubai-UAE
Abu Dhabi-UAE
Colorado-USA
Quebec-CAN
Alabama-USA
California-USA

60
55
55
53
50
49
48
47
46
44
41
39
35
33

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Cells and Their Functions

Reasoning

CO2 concentration & photosynthesis

Overall Percent Correct

Andrea is investigating the effects of light intensity and carbon dioxide

concentration on the rate of photosynthesis.
She measured the rate of photosynthesis at different light intensities for two
identical plants. The plants were placed in closed containers. One container had
an initial carbon dioxide concentration of 0.40%. The other container had an
initial carbon dioxide concentration of 0.03%.

Rate of Photosynthesis
(units)

She plotted her results as shown below.

0.40 %
Carbon
Dioxide

1.4
1.2
1.0
0.8
0.6

0.03%
Carbon
Dioxide

0.4
0.2
0.0
1

Light Intensity (units)

Look at the graph.

A. Does an increase in carbon dioxide concentration affect the rate of
photosynthesis?
(Check one box.)
Yes
No
B. Explain your answer.
Item Number: S042022

SCORING
Correct Response
Yes with an explanation that refers to carbon dioxide being required for (needed for, used during)
photosynthesis. The explanation may or may not include a specific reference to the graph.
Examples:
Carbon dioxide is required for photosynthesis. The higher the concentration of carbon dioxide the
faster the rate of photosynthesis.
For photosynthesis to take place it needs carbon dioxide.
Yes with an explanation that refers only to the graph (either explicitly or implicitly).
Examples:
One with 0.03 carbon dioxide is lower than the one with 0.4 carbon dioxide.
Yes, at light intensity 3, the rate of photosynthesis is 1.2 at 0.40 and 0.3 at 0.03.

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
United States
Japan
England-GBR
Israel
Hong Kong-CHN
Korea, Rep. of
New Zealand
Australia
Turkey
Chinese Taipei-CHN
Tunisia
Finland
Jordan
Bahrain
Ukraine
United Arab Emirates
Slovenia
Kazakhstan
Russian Federation
Hungary
International average
Lithuania
Saudi Arabia
Lebanon
Romania
Malaysia
Norway
Indonesia
Qatar
Italy
Palestinian Natl Auth.
Oman
Thailand
Sweden
Iran, Islamic Rep. of
Chile
Morocco
Georgia
Macedonia, Rep. of
Armenia
Syrian Arab Republic
Ghana

72
68
61
60
52
51
47
46
45
45
44
44
42
40
40
39
38
37
36
36
35
35
34
33
32
31
31
30
29
28
27
27
26
25
25
23
22
17
17
15
12
10
8

Benchmarking
education system

Percent
correct

Minnesota-USA
Massachusetts-USA
Indiana-USA
Colorado-USA
Florida-USA
North Carolina-USA
Connecticut-USA
California-USA
Alabama-USA
Ontario-CAN
Alberta-CAN
Quebec-CAN
Dubai-UAE
Abu Dhabi-UAE

77
73
71
71
71
69
69
65
58
57
57
51
43
37

Percent higher than International average

Percent lower than International average

Rate of Photosynthesis
(units)

1.4

TIMSS

1.2

0.40 %
Carbon
Dioxide8th-Grade
2011

Science Concepts and Science Items

1.0

CO2 concentration & 0.8

photosynthesis (continued)
S042022:

0.6
0.03%
Carbon
Dioxide

0.4
0.2

0.0
Student Responses

Light Intensity (units)

Correct Response:

Look at the graph.

A. Does an increase in carbon dioxide concentration affect the rate of

photosynthesis?
(Check one box.)
Yesis investigating the effects of light intensity and carbon dioxide
Andrea
concentration
on the rate of photosynthesis.
No

She measured the rate of photosynthesis at different light intensities for two
identical
plants.
e plants were placed in closed containers. One container had
B.
Explain
your Th
answer.
an initial carbon dioxide concentration of 0.40%. The other container had an
initial carbon dioxide concentration of 0.03%.

Rate of Photosynthesis
(units)

She plotted her results as shown below.

0.40 %
Carbon
Dioxide

1.4
1.2
1.0
0.8
0.6

0.03%
Carbon
Dioxide

0.4
0.2
0.0
1

Incorrect Response:

Light Intensity (units)

Look at the graph.

A. Does an increase in carbon dioxide concentration affect the rate of

photosynthesis?
(Check one box.)
Yes
No
B. Explain your answer.

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Cells and Their Functions

Knowing

Process of respiration

Overall Percent Correct

Which equation summarizes the process of respiration?

water + carbon dioxide + energy

oxygen + sugar

carbon dioxide + oxygen + water

sugar + energy

sugar + carbon dioxide + energy

oxygen + water

sugar + oxygen

carbon dioxide + water + energy

Item Number: S042024

Correct Response:

Education system

Percent
correct

Singapore
Russian Federation
Japan
Hong Kong-CHN
Kazakhstan
Slovenia
Palestinian Natl Auth.
Syrian Arab Republic
Saudi Arabia
Turkey
Armenia
England-GBR
Jordan
Israel
Chinese Taipei-CHN
Finland
Macedonia, Rep. of
Korea, Rep. of
Georgia
Bahrain
International average
Oman
Qatar
Italy
Romania
Ukraine
United Arab Emirates
Thailand
Chile
Lithuania
Morocco
Hungary
Tunisia
Sweden
Lebanon
New Zealand
Malaysia
Ghana
Australia
Iran, Islamic Rep. of
Norway
Indonesia
United States

66
59
52
50
47
47
47
45
45
43
43
41
41
41
40
40
40
39
38
38
38
38
37
37
36
36
35
35
35
35
34
33
30
30
29
28
27
25
25
25
23
22
22

Benchmarking
education system

Percent
correct

Dubai-UAE
Quebec-CAN
Abu Dhabi-UAE
Massachusetts-USA
North Carolina-USA
Alberta-CAN
Connecticut-USA
Minnesota-USA
Florida-USA
California-USA
Indiana-USA
Alabama-USA
Ontario-CAN
Colorado-USA

38
36
33
30
28
27
27
25
25
25
23
23
22
20

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Diversity, Adaptation, and Natural Selection

Knowing

Where organisms appeared on Earth

Overall Percent Correct

Where did organisms live when they first appeared on Earth?

in the water

in the air

on the land

under the ground

Item Number: S042038

Correct Response:

Education system

Percent
correct

Italy
Russian Federation
Chinese Taipei-CHN
Korea, Rep. of
Japan
Sweden
Slovenia
Norway
Finland
Lithuania
Ukraine
Hungary
Kazakhstan
Hong Kong-CHN
Georgia
United States
Armenia
Iran, Islamic Rep. of
Chile
England-GBR
Australia
International average
New Zealand
Macedonia, Rep. of
Romania
Israel
Thailand
Singapore
Malaysia
Turkey
United Arab Emirates
Jordan
Indonesia
Saudi Arabia
Qatar
Ghana
Palestinian Natl Auth.
Oman
Bahrain
Lebanon
Morocco
Syrian Arab Republic
Tunisia

86
85
85
84
83
82
82
81
80
74
71
67
63
61
61
56
56
52
51
49
47
46
44
43
40
36
34
34
27
26
23
21
19
19
18
17
17
14
14
12
12
11
9

Benchmarking
education system

Percent
correct

Colorado-USA
Quebec-CAN
Massachusetts-USA
Minnesota-USA
North Carolina-USA
Connecticut-USA
Alberta-CAN
California-USA
Ontario-CAN
Indiana-USA
Florida-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

72
71
71
66
65
61
59
59
57
55
53
48
35
19

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Applying

Year of highest rabbit population

Overall Percent Correct

A population of rabbits and foxes live in a remote area. The foxes do not have any
predators.
Scientists counted the number of rabbits and foxes over a long time period and
plotted their results, as shown below.

Population Size

400

300
Rabbits
Foxes

200

100

1920

1930

1940

1950

1960

1970

1980

1990

2000

Year

A. In which year was the population of rabbits at its highest?

Item Number: S042051A

SCORING
Correct Response
1983 - 1985

Incorrect Response
States the year for foxes: 1988-1990
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Japan
Finland
Sweden
Slovenia
Russian Federation
England-GBR
Norway
Singapore
Hungary
Australia
United States
New Zealand
Lithuania
Israel
Italy
Chinese Taipei-CHN
Ukraine
Hong Kong-CHN
Korea, Rep. of
International average
United Arab Emirates
Lebanon
Tunisia
Thailand
Chile
Bahrain
Kazakhstan
Qatar
Romania
Macedonia, Rep. of
Georgia
Morocco
Palestinian Natl Auth.
Saudi Arabia
Malaysia
Jordan
Iran, Islamic Rep. of
Armenia
Oman
Turkey
Syrian Arab Republic
Indonesia
Ghana

85
78
78
76
74
73
72
71
71
69
69
67
67
65
64
58
56
54
51
47
44
42
41
41
40
40
37
36
35
33
31
31
31
31
30
30
29
27
24
21
13
8
4

Benchmarking
education system

Percent
correct

Minnesota-USA
Quebec-CAN
Massachusetts-USA
North Carolina-USA
Indiana-USA
Ontario-CAN
Colorado-USA
Connecticut-USA
Alberta-CAN
Florida-USA
California-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

81
77
75
74
72
71
70
68
67
66
59
57
53
43

Percent higher than International average

Percent lower than International average

Population Size

300

TIMSS 2011 8th-Grade Science Concepts and Science Items

Rabbits
Foxes

200

Year of highest rabbit population (continued)

S042051A:

100

Student Responses
1920

1930

1940

1950

Correct Response:

1960

1970

1980

1990

2000

Year

A. In which year was the population of rabbits at its highest?

Population Size

400

300
Rabbits
Foxes

200

100

1920

1930

1940

Incorrect Response:

1950

1960

1970

1980

1990

2000

Year

A. In which year was the population of rabbits at its highest?

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Applying

Relation of rabbit-fox populations

Overall Percent Correct

Population Size

400

300
Rabbits
Foxes

200

100

1920

1930

1940

1950

1960

1970

1980

1990

2000

Year

B. Describe how the changes in population size of rabbits and foxes are related.

Item Number: S042051B

SCORING
Correct Response
Describes how the changes in population are related by referring to the foxes (predators) eating
the rabbits (prey).
Example: As the population of rabbits increased the foxes also increased as they have more rabbits
to eat.
Relates the graph of the fox population to that of the rabbit population without reference to
predator/prey.
Example: When the rabbit population increases the fox population increases and when the rabbit
population decreases the fox population decreases.

Incorrect Response
States that foxes eat rabbits without describing how the changes in population size are related.
Gives a general description that relates to both going up and down without mentioning how the
changes in population size are related.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Japan
England-GBR
Hong Kong-CHN
Finland
Korea, Rep. of
Israel
Slovenia
Australia
Chinese Taipei-CHN
Sweden
United States
Norway
Hungary
Lithuania
Italy
New Zealand
Russian Federation
United Arab Emirates
Oman
International average
Turkey
Jordan
Ukraine
Thailand
Iran, Islamic Rep. of
Qatar
Bahrain
Palestinian Natl Auth.
Kazakhstan
Malaysia
Syrian Arab Republic
Chile
Tunisia
Armenia
Romania
Lebanon
Indonesia
Macedonia, Rep. of
Georgia
Morocco
Ghana
Saudi Arabia

68
54
54
51
51
48
46
44
43
42
42
36
35
34
31
30
30
28
28
27
27
27
26
25
23
21
21
17
17
17
16
16
13
11
10
10
9
9
7
6
4
2
1

Benchmarking
education system

Percent
correct

Minnesota-USA
Massachusetts-USA
Colorado-USA
Alberta-CAN
Connecticut-USA
Ontario-CAN
Quebec-CAN
North Carolina-USA
Indiana-USA
Florida-USA
Abu Dhabi-UAE
Dubai-UAE
California-USA
Alabama-USA

54
53
50
48
48
46
39
39
36
33
30
30
22
20

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Relation of rabbit-fox populations (continued)

S042051B:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Cells and Their Functions

Knowing

Life function of Paramecium

Overall Percent Correct

The diagram shows a single-celled organism called a Paramecium.

In order to survive, the Paramecium carries out certain life functions, such as
taking in nutrients to produce energy.
State one other life function that the Paramecium must carry out in order to
survive.

Item Number: S042261

SCORING
Correct Response
States one life function as noted below.
Getting rid of waste (wastes would poison the cell)
Reproduction (the species would die out otherwise)
Taking in oxygen/respire (needed to produce energy)
Responding to stimuli (moving towards food)
Digestion (breaking down food substances)

Incorrect Response
Refers to taking in water.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Israel
Russian Federation
Hungary
Japan
Slovenia
Ukraine
Finland
England-GBR
Iran, Islamic Rep. of
Chinese Taipei-CHN
Italy
Turkey
Lithuania
Sweden
Korea, Rep. of
United States
Armenia
Macedonia, Rep. of
Kazakhstan
Australia
International average
New Zealand
United Arab Emirates
Norway
Georgia
Bahrain
Jordan
Hong Kong-CHN
Syrian Arab Republic
Romania
Palestinian Natl Auth.
Thailand
Chile
Qatar
Oman
Indonesia
Saudi Arabia
Malaysia
Tunisia
Lebanon
Ghana
Morocco

49
48
46
42
41
40
40
39
37
36
35
33
32
32
30
28
27
27
27
27
26
25
24
24
24
24
21
18
17
16
16
15
15
15
15
15
13
11
11
10
9
9
8

Benchmarking
education system

Percent
correct

Massachusetts-USA
Alberta-CAN
Minnesota-USA
North Carolina-USA
Colorado-USA
Connecticut-USA
Ontario-CAN
Quebec-CAN
Indiana-USA
Dubai-UAE
Florida-USA
Alabama-USA
Abu Dhabi-UAE
California-USA

44
36
36
34
34
33
32
30
30
29
28
24
22
18

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Life function of Paramecium (continued)

S042261:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Life Cycles, Reproduction, and

Heredity

Reasoning

Investigation of green/red peppers

Overall Percent Correct

Kayra and Emre are studying plants. They have learned that characteristics such
as the height of plants and the color of fruit are inherited.
They are looking at some green and red peppers.

green peppers

red peppers

Kayra thinks they are different kinds of peppers, because they are different
colors.
Emre thinks that they are the same type of pepper, and red peppers are red
because they have been left on the plant longer and have ripened.
Describe how you could set up an investigation to decide whether Kayra or
Emre is correct.

Item Number: S042297

SCORING
Correct Response
Refers to either
i) planting (seeds from) green and red peppers AND observing the color of the fruit OR
ii) planting (seeds from) green peppers AND observing if the fruit turns red.
Other fully correct

Partially Correct Response

Refers to ONLY planting (seeds from) green/red peppers.
Example: You could grow seeds from each pepper.
Other correct

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
New Zealand
Slovenia
Turkey
Israel
United States
Chinese Taipei-CHN
Hong Kong-CHN
Sweden
Chile
Australia
Finland
Lithuania
Hungary
Russian Federation
Bahrain
International average
Japan
Romania
England-GBR
Korea, Rep. of
Qatar
United Arab Emirates
Georgia
Thailand
Oman
Italy
Macedonia, Rep. of
Saudi Arabia
Syrian Arab Republic
Norway
Tunisia
Ukraine
Morocco
Kazakhstan
Armenia
Malaysia
Jordan
Palestinian Natl Auth.
Lebanon
Iran, Islamic Rep. of
Indonesia
Ghana

44
37
30
29
28
27
26
24
24
22
21
20
20
19
16
15
14
14
14
14
12
10
10
9
9
9
9
8
8
8
8
8
8
6
6
6
5
5
4
4
2
2
1

Benchmarking
education system

Percent
correct

Alberta-CAN
Ontario-CAN
Massachusetts-USA
Minnesota-USA
Colorado-USA
Quebec-CAN
Indiana-USA
Connecticut-USA
Florida-USA
North Carolina-USA
California-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

38
38
36
34
34
34
32
31
25
24
23
18
14
9

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Investigation of green/red peppers (continued)

S042297:

Student Responses
Correct Response:

Partially Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Applying

Importance of removing weeds

Overall Percent Correct

A farmer planted a field of corn. Weeds started to grow among the seedlings.

Education system

Percent
correct

Explain why it is important that he remove the weeds.

Japan
Chinese Taipei-CHN
Korea, Rep. of
Singapore
Hungary
Finland
Hong Kong-CHN
Kazakhstan
Iran, Islamic Rep. of
Lithuania
Slovenia
Russian Federation
Israel
Thailand
United States
England-GBR
Sweden
International average
Australia
New Zealand
Romania
Tunisia
Ukraine
Syrian Arab Republic
Italy
Norway
Jordan
Malaysia
Armenia
Turkey
Palestinian Natl Auth.
United Arab Emirates
Macedonia, Rep. of
Chile
Georgia
Qatar
Oman
Ghana
Bahrain
Indonesia
Lebanon
Morocco
Saudi Arabia

75
74
65
59
53
49
47
44
40
37
36
35
35
35
35
31
31
29
29
28
27
27
25
25
25
24
23
21
20
20
20
17
14
14
14
14
12
12
10
10
7
5
1

Benchmarking
education system

Percent
correct

Item Number: S042298

SCORING
Correct Response
Mentions competition for resources (nutrients, water, sunlight).
Examples:
They compete with other plants for space, water and sunlight.
The weeds will compete with the seedlings for food and water.

Incorrect Response
Mentions competition for space and/or weeds reproducing (growing) rapidly.
Examples:
They would grow very quickly and take over the field.
They reproduce too rapidly.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Massachusetts-USA
Minnesota-USA
Alberta-CAN
Colorado-USA
North Carolina-USA
Indiana-USA
Connecticut-USA
Ontario-CAN
Florida-USA
California-USA
Alabama-USA
Dubai-UAE
Quebec-CAN
Abu Dhabi-UAE

46
45
45
38
37
33
31
29
29
27
27
26
17
15

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Importance of removing weeds (continued)

S042298:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic
Characteristics, Classification,
and Life Processes of Organisms

BIOLOGY

Conclusion from pulse rate-T graph

exercise
140

Pulse Rate
(beats/minute)

120
100
80
60
40
20
1

Time (minutes)

What can be concluded from his results?

His pulse rate increased by 50 beats per minute.

His pulse rate took less time to slow down than to increase.

His pulse rate after 4 minutes was 80 beats per minute.

His pulse rate returned to normal in less than 6 minutes.

Item Number: S042304

Correct Response:

Reasoning
Overall Percent Correct

John measures his pulse rate before he exercises. It is 70 beats per minute. He
exercises for one minute and measures his pulse rate again. He then measures it
every minute for several minutes. He draws a graph to show his results.

Cognitive Domain

Education system

Percent
correct

Japan
Korea, Rep. of
Finland
Italy
Russian Federation
Singapore
Sweden
Israel
Lithuania
Norway
United States
Slovenia
England-GBR
Australia
Chinese Taipei-CHN
New Zealand
Chile
Romania
Hong Kong-CHN
Malaysia
Turkey
International average
Ukraine
United Arab Emirates
Iran, Islamic Rep. of
Georgia
Tunisia
Hungary
Saudi Arabia
Bahrain
Lebanon
Indonesia
Thailand
Macedonia, Rep. of
Kazakhstan
Qatar
Jordan
Armenia
Morocco
Oman
Palestinian Natl Auth.
Syrian Arab Republic
Ghana

82
80
80
79
75
75
75
74
74
73
73
71
69
66
64
62
62
61
60
60
60
57
56
54
51
49
49
48
46
46
46
46
45
45
44
43
43
42
42
42
38
32
30

Benchmarking
education system

Percent
correct

Minnesota-USA
Massachusetts-USA
North Carolina-USA
Indiana-USA
Quebec-CAN
Connecticut-USA
Alberta-CAN
Ontario-CAN
Colorado-USA
Florida-USA
California-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

79
77
76
76
76
75
73
71
70
67
64
60
57
55

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Reasoning

Water travels through a plant

Overall Percent Correct

Susie has a potted plant. She sets up an experiment that shows that water travels
through a plant into the air.

Which experiment would show this?

Put water in a container under the pot; water will disappear from the
container.

Cover one of the stems of the plant with a plastic bag and water the plant;
drops of water will be seen in the bag.

Place a cut stem from the plant in a plastic bag; water will be seen in the
bag.

Place a cut stem from the plant in a glass of colored water; the plants
leaves will change color.

Item Number: S052030

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Tunisia
Japan
Slovenia
Turkey
Finland
Russian Federation
Israel
Singapore
Hungary
Chinese Taipei-CHN
United States
Sweden
Italy
Australia
United Arab Emirates
Thailand
Jordan
Morocco
Saudi Arabia
International average
New Zealand
Hong Kong-CHN
Lithuania
Georgia
England-GBR
Palestinian Natl Auth.
Ukraine
Romania
Syrian Arab Republic
Oman
Kazakhstan
Macedonia, Rep. of
Bahrain
Qatar
Norway
Lebanon
Iran, Islamic Rep. of
Armenia
Indonesia
Chile
Ghana
Malaysia

76
74
62
61
58
57
56
56
55
53
52
51
50
49
49
48
48
48
47
47
47
46
46
44
44
44
42
42
42
42
41
40
40
38
37
36
35
35
35
34
33
31
29

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
North Carolina-USA
Colorado-USA
Alberta-CAN
Florida-USA
Connecticut-USA
Abu Dhabi-UAE
Dubai-UAE
Ontario-CAN
Indiana-USA
California-USA
Alabama-USA
Quebec-CAN

57
57
57
56
56
56
55
52
49
46
45
45
43
38

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Human Health

Knowing

Foods diabetics should avoid

Overall Percent Correct

John has diabetes.

Which of the following should he be careful about eating or drinking?
A.

beef

eggs

milk

fruit juice

Item Number: S052080

Correct Response:

Education system

Percent
correct

Chinese Taipei-CHN
Sweden
Russian Federation
Slovenia
Israel
Korea, Rep. of
Turkey
Hong Kong-CHN
Japan
Hungary
Finland
Lithuania
Ukraine
Iran, Islamic Rep. of
Norway
New Zealand
Saudi Arabia
Bahrain
Australia
Jordan
Tunisia
United States
England-GBR
International average
Kazakhstan
Singapore
Armenia
Syrian Arab Republic
Oman
United Arab Emirates
Italy
Palestinian Natl Auth.
Georgia
Morocco
Qatar
Romania
Thailand
Chile
Macedonia, Rep. of
Ghana
Lebanon
Indonesia
Malaysia

81
81
80
78
78
76
76
76
75
73
70
67
67
65
64
64
64
63
63
62
62
62
62
61
60
59
59
58
57
57
57
57
56
53
50
48
47
44
41
41
38
36
26

Benchmarking
education system

Percent
correct

Alberta-CAN
Quebec-CAN
Ontario-CAN
North Carolina-USA
Minnesota-USA
Massachusetts-USA
Connecticut-USA
Colorado-USA
Indiana-USA
Abu Dhabi-UAE
Alabama-USA
California-USA
Florida-USA
Dubai-UAE

75
74
71
71
71
70
69
65
61
61
60
58
58
56

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Diversity, Adaptation, and Natural Selection

Applying

Layers of rock with fossils

Overall Percent Correct

The diagram below shows geological layers of rock containing fossils. Layer F is
the uppermost layer, while Layer A is the deepest layer.

F
E
D
C
B
A

Which statement about the age of the fossils is most likely correct?
A.

Fossils in Layer A are the oldest, because they are located in the deepest
layer.

Fossils in Layer C are the youngest, because they look similar to existing
organisms.

Fossils in Layer D are older than fossils in Layer A, because the fossils in
Layer D are bigger.

Fossils in Layer E are the same age as those in Layer F because they look
the same.

Item Number: S052088

Correct Response:

Education system

Percent
correct

Chinese Taipei-CHN
Japan
Korea, Rep. of
United States
England-GBR
Hong Kong-CHN
Singapore
Israel
Australia
Slovenia
New Zealand
Finland
Jordan
Italy
Lithuania
Iran, Islamic Rep. of
Sweden
Russian Federation
Hungary
United Arab Emirates
Norway
Chile
Ukraine
International average
Romania
Turkey
Macedonia, Rep. of
Kazakhstan
Lebanon
Bahrain
Oman
Malaysia
Qatar
Georgia
Palestinian Natl Auth.
Syrian Arab Republic
Morocco
Saudi Arabia
Tunisia
Indonesia
Armenia
Thailand
Ghana

89
85
85
84
84
84
83
79
79
78
76
75
74
73
73
70
69
69
69
68
67
65
65
64
61
59
58
57
55
54
54
53
52
51
50
50
49
49
47
43
38
37
36

Benchmarking
education system

Percent
correct

Minnesota-USA
Massachusetts-USA
North Carolina-USA
Indiana-USA
Florida-USA
Alberta-CAN
Colorado-USA
Connecticut-USA
Alabama-USA
Quebec-CAN
California-USA
Ontario-CAN
Dubai-UAE
Abu Dhabi-UAE

92
90
90
86
86
83
83
81
80
80
79
77
69
65

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Ecosystems

Reasoning

Mayor wants to plant trees

Overall Percent Correct

The amount of carbon dioxide in the air is increasing in a large city due to the
growing number of vehicles. The mayor wants to plant more trees.
A. Do you agree with the mayors suggestion?
(Check one box.)
Yes
No
B. Explain your answer.

Item Number: S052091

SCORING
Correct Response
Yes with an explanation that trees absorb carbon dioxide (during photosynthesis).
Examples:
Yes When trees photosynthesize they take in carbon dioxide and give out oxygen.
Yes Trees take in carbon dioxide.
No with a valid explanation related to reducing carbon dioxide emission.
Examples:
No The mayor should suggest ways to cut the amount of carbon dioxide by getting people to walk
or cycle.
No I disagree with the mayor, as planting more trees wont solve the problem the same way as
lessening the amount of cars on the road.

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task), including the following
response:
Explanation relates to oxygen only.

Education system

Percent
correct

Hong Kong-CHN
Singapore
Chinese Taipei-CHN
Kazakhstan
Japan
Korea, Rep. of
Russian Federation
Bahrain
Jordan
Thailand
England-GBR
Tunisia
Romania
United Arab Emirates
Israel
Oman
Syrian Arab Republic
New Zealand
Iran, Islamic Rep. of
International average
Australia
Malaysia
Slovenia
Sweden
Indonesia
Qatar
Saudi Arabia
Palestinian Natl Auth.
Turkey
Italy
Hungary
United States
Finland
Norway
Georgia
Ukraine
Lebanon
Macedonia, Rep. of
Armenia
Lithuania
Morocco
Chile
Ghana

76
73
70
69
67
64
54
54
52
51
51
50
49
48
48
48
47
47
46
46
45
45
43
43
42
42
41
40
40
39
39
39
38
38
36
36
35
35
33
29
27
26
24

Benchmarking
education system

Percent
correct

Dubai-UAE
Massachusetts-USA
Alberta-CAN
Abu Dhabi-UAE
Ontario-CAN
Minnesota-USA
Colorado-USA
Quebec-CAN
Florida-USA
Indiana-USA
North Carolina-USA
Connecticut-USA
California-USA
Alabama-USA

56
55
54
50
50
46
45
45
44
41
39
39
29
25

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Mayor wants to plant trees (continued)

S052091:

Student Responses
e amount of carbon dioxide in the air is increasing in a large city due to the
Correct Th
Response:
growing number of vehicles. The mayor wants to plant more trees.

A. Do you agree with the mayors suggestion?

(Check one box.)
Yes
No
B. Explain your answer.

ThResponse:
e amount of carbon dioxide in the air is increasing in a large city due to the
Incorrect
growing number of vehicles. The mayor wants to plant more trees.

A. Do you agree with the mayors suggestion?

(Check one box.)
Yes
No
B. Explain your answer.

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

BIOLOGY

Life Cycles, Reproduction, and

Heredity

Applying

Genetic makeup of twins

Overall Percent Correct

Twins are born. One is a boy and one is a girl.

Education system

Percent
correct

Which statement is correct about their genetic makeup?

Japan
Finland
Korea, Rep. of
Singapore
Slovenia
Jordan
United States
Israel
Chinese Taipei-CHN
England-GBR
Hong Kong-CHN
Russian Federation
Italy
Hungary
Armenia
Tunisia
Ukraine
United Arab Emirates
Australia
Bahrain
Saudi Arabia
New Zealand
Lithuania
Turkey
Palestinian Natl Auth.
International average
Sweden
Romania
Norway
Qatar
Syrian Arab Republic
Oman
Morocco
Chile
Kazakhstan
Thailand
Georgia
Lebanon
Iran, Islamic Rep. of
Indonesia
Ghana
Malaysia
Macedonia, Rep. of

95
94
93
92
91
91
90
90
89
88
88
88
88
87
87
87
86
86
86
85
85
85
84
84
84
83
83
83
82
82
81
81
80
80
79
77
76
76
75
70
69
69
63

Benchmarking
education system

Percent
correct

A. The boy and the girl inherit genetic material from the father only.
B.

The boy and girl inherit genetic material from the mother only.

The boy and girl inherit genetic material from both parents.

D. The boy inherits genetic material from the father only and the girl inherits
it from the mother only.

Item Number: S052093

Correct Response:

Massachusetts-USA
Minnesota-USA
Indiana-USA
North Carolina-USA
Connecticut-USA
Alberta-CAN
Colorado-USA
Alabama-USA
Florida-USA
Quebec-CAN
Ontario-CAN
California-USA
Abu Dhabi-UAE
Dubai-UAE

95
94
92
91
89
89
89
88
87
87
87
86
86
86

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Chemical Change

Applying

Sodium bicarbonate in vinegar

Overall Percent Correct

Balloon

Sodium
bicarbonate

Vinegar

Before Mixing

After Mixing

As shown in the diagram, the balloon inflates when the sodium bicarbonate in
the balloon is mixed with the vinegar.
What causes this to happen?

Item Number: S032056

SCORING
Correct Response
States that carbon dioxide is given off (as a result of chemical reaction).
Example: Chemical reaction expels carbon dioxide which blows the balloon up.
States that a gas is given off (as a result of chemical reaction). [Does NOT explicitly mention
carbon dioxide.]
Example: When they mix the two chemicals, a gas is produced and it goes up into the balloon.
States that a chemical reaction occurs. [Does NOT explicitly mention gas production.]
Example: Vinegar has a reaction when it is mixed with sodium bicarbonate.
Other correct

Incorrect Response
Refers only to gas (air) rising into the balloon, or similar. [No mention of chemical reaction or gas
production.]
Refers to production of air, helium or some other incorrect gas.

Education system

Percent
correct

Chinese Taipei-CHN
Singapore
Kazakhstan
England-GBR
Russian Federation
Australia
Japan
New Zealand
United States
Hong Kong-CHN
Slovenia
Bahrain
Saudi Arabia
United Arab Emirates
Hungary
Korea, Rep. of
Italy
Finland
Jordan
Norway
International average
Israel
Ukraine
Lithuania
Sweden
Romania
Iran, Islamic Rep. of
Chile
Thailand
Armenia
Syrian Arab Republic
Lebanon
Qatar
Turkey
Macedonia, Rep. of
Palestinian Natl Auth.
Indonesia
Malaysia
Oman
Morocco
Tunisia
Georgia
Ghana

64
62
61
58
57
55
52
52
51
51
51
50
49
45
45
42
41
39
39
39
38
38
38
37
37
36
34
34
33
32
31
31
30
29
26
26
25
23
22
14
14
13
6

Benchmarking
education system

Percent
correct

Alberta-CAN
Massachusetts-USA
Colorado-USA
Florida-USA
California-USA
North Carolina-USA
Minnesota-USA
Quebec-CAN
Dubai-UAE
Indiana-USA
Connecticut-USA
Abu Dhabi-UAE
Ontario-CAN
Alabama-USA

60
60
57
56
52
51
50
50
49
49
44
44
41
36

Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Percent higher than International average
Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Sodium bicarbonate in vinegar (continued)

S032056:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Properties of Matter

Reasoning

Solubility/temperature graphs

Overall Percent Correct

Bob did an experiment to investigate the effect of temperature on the solubility

of sugar in water by measuring the amount of sugar that would dissolve in 1 liter
of water at different temperatures. He then plotted his results.

Dissolved Sugar
(grams)

Which of the following is likely to be the graph showing Bobs results?

Temperature (C)

D.
Temperature (C)

Dissolved Sugar
(grams)

Temperature (C)

Item Number: S032156

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Japan
Chinese Taipei-CHN
Singapore
Finland
Slovenia
England-GBR
Russian Federation
Australia
Hong Kong-CHN
Malaysia
United States
Israel
New Zealand
Hungary
Turkey
Lithuania
Bahrain
Palestinian Natl Auth.
International average
Jordan
Oman
Ukraine
United Arab Emirates
Norway
Sweden
Qatar
Lebanon
Tunisia
Kazakhstan
Italy
Thailand
Chile
Saudi Arabia
Morocco
Romania
Georgia
Macedonia, Rep. of
Armenia
Iran, Islamic Rep. of
Syrian Arab Republic
Indonesia
Ghana

82
77
76
66
57
57
57
56
55
54
54
54
54
54
52
52
51
48
45
45
44
44
43
42
41
40
40
40
39
39
36
36
34
34
29
28
26
26
26
25
21
21
18

Benchmarking
education system

Percent
correct

Alberta-CAN
Massachusetts-USA
California-USA
Colorado-USA
Indiana-USA
Connecticut-USA
Minnesota-USA
North Carolina-USA
Florida-USA
Alabama-USA
Ontario-CAN
Dubai-UAE
Abu Dhabi-UAE
Quebec-CAN

65
61
59
58
58
58
57
55
54
48
47
47
43
42

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Applying

Diagram of water molecules

Overall Percent Correct

In the diagrams below, hydrogen atoms are represented by white circles, and
oxygen atoms are represented by black circles.
Which of the diagrams best represents water?

Item Number: S032502

Correct Response:

Education system

Percent
correct

Finland
Russian Federation
Slovenia
Japan
Sweden
Chinese Taipei-CHN
Lithuania
Hungary
Singapore
Turkey
Ukraine
United States
Iran, Islamic Rep. of
Israel
Italy
Norway
Kazakhstan
International average
Korea, Rep. of
Bahrain
Australia
Malaysia
New Zealand
Armenia
Morocco
England-GBR
Romania
Syrian Arab Republic
Lebanon
Chile
Saudi Arabia
Macedonia, Rep. of
United Arab Emirates
Qatar
Jordan
Palestinian Natl Auth.
Georgia
Hong Kong-CHN
Oman
Thailand
Indonesia
Tunisia
Ghana

83
79
77
73
72
71
65
65
62
61
57
55
54
50
48
47
47
46
45
44
43
43
41
40
40
39
39
39
39
38
37
36
35
35
32
30
28
25
23
19
18
17
16

Benchmarking
education system

Percent
correct

North Carolina-USA
Massachusetts-USA
California-USA
Indiana-USA
Colorado-USA
Florida-USA
Minnesota-USA
Connecticut-USA
Alabama-USA
Quebec-CAN
Dubai-UAE
Abu Dhabi-UAE
Alberta-CAN
Ontario-CAN

71
64
59
56
54
52
52
50
46
45
38
37
33
28

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Reasoning

Identify if substance is metal

Overall Percent Correct

David is given a sample of an unknown solid substance. He wants to know if the

substance is a metal. Write down one property he can observe or measure and
describe how this property could be used to help identify whether the substance
is a metal.

Item Number: S032570

SCORING
Correct Response
Response based on a characteristic property of common metals that can be measured (e.g.,
conductor of heat, conductor of electricity, thermal expansion, density, magnetic properties, melting
point).
Response based on physical appearance or form (e.g., shiny appearance, hardness, malleability/
ductility).
Response based on chemical reactivity of metals (e.g., tendency to undergo oxidation, reaction
with acid).
Other correct

Incorrect Response
Refers to a magnetic test that is incorrect; no procedure given or indicates that all metals are
attracted to magnets or that NON-attraction indicates a non-metal.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Japan
Slovenia
Singapore
England-GBR
Israel
Chinese Taipei-CHN
Hong Kong-CHN
Kazakhstan
United States
Russian Federation
Hungary
Sweden
Jordan
Finland
Lithuania
New Zealand
Ukraine
Iran, Islamic Rep. of
Australia
International average
Norway
Palestinian Natl Auth.
Saudi Arabia
Armenia
Korea, Rep. of
Bahrain
Turkey
Qatar
United Arab Emirates
Italy
Ghana
Romania
Macedonia, Rep. of
Lebanon
Thailand
Malaysia
Syrian Arab Republic
Georgia
Tunisia
Oman
Chile
Indonesia
Morocco

72
69
64
61
58
56
52
49
48
48
46
45
45
44
42
41
41
40
38
35
34
32
31
31
31
29
29
28
24
24
23
22
22
21
20
18
17
16
15
15
13
10
7

Benchmarking
education system

Percent
correct

Massachusetts-USA
North Carolina-USA
Minnesota-USA
Indiana-USA
Connecticut-USA
Colorado-USA
California-USA
Alberta-CAN
Dubai-UAE
Florida-USA
Quebec-CAN
Ontario-CAN
Alabama-USA
Abu Dhabi-UAE

65
56
50
49
47
47
45
42
41
41
39
35
35
19

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Identify if substance is metal (continued)

S032570:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Applying

Diagram for structure of matter

Overall Percent Correct

Which of these diagrams best represents the structure of matter, starting with
the more complex particles at the top and ending with the more fundamental
particles at the bottom?
Atoms

Molecules

A.
Protons

Neutrons

Atoms

B.
Electrons

Protons

Atoms

Molecules

Electrons

Neutrons

D.
Neutrons

Molecules

Atoms

Protons

Item Number: S032579

Correct Response:

Education system

Percent
correct

Slovenia
Singapore
Russian Federation
Israel
Finland
Lithuania
Italy
Kazakhstan
Ukraine
Hungary
Iran, Islamic Rep. of
United States
Lebanon
Armenia
Chile
Macedonia, Rep. of
Turkey
Chinese Taipei-CHN
Romania
International average
Sweden
Norway
New Zealand
Tunisia
Jordan
Thailand
United Arab Emirates
Oman
Georgia
Palestinian Natl Auth.
Australia
Korea, Rep. of
England-GBR
Bahrain
Malaysia
Syrian Arab Republic
Saudi Arabia
Morocco
Qatar
Japan
Indonesia
Hong Kong-CHN
Ghana

65
62
62
52
51
51
51
51
51
49
48
46
46
46
45
44
43
41
41
41
39
39
39
39
39
38
37
36
36
35
34
34
33
32
32
32
31
31
28
27
25
24
19

Benchmarking
education system

Percent
correct

Massachusetts-USA
Connecticut-USA
California-USA
North Carolina-USA
Quebec-CAN
Indiana-USA
Florida-USA
Colorado-USA
Dubai-UAE
Abu Dhabi-UAE
Minnesota-USA
Ontario-CAN
Alabama-USA
Alberta-CAN

51
46
46
45
44
43
43
42
39
38
37
33
32
30

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Chemical Change

Applying

Energy released during a reaction

Overall Percent Correct

Write down one thing you might observe that shows that energy has been
released during a chemical reaction.

Item Number: S032679

SCORING
Correct Response
Refers to heat or temperature increase (or similar).
Refers to explosion or hearing sound (or similar).
Refers to light production or seeing flames (or similar).
Other correct
Example: If the chemical reaction causes something to move, like with a rocket blast.

Incorrect Response
Refers only to steam, smoke, bubbling, gas production (or similar). [No explicit reference to heat.]
Refers only to other evidence of change in materials that does not necessarily indicate that energy
has been released (e.g., smell, color change).
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Finland
Slovenia
Chinese Taipei-CHN
Singapore
Kazakhstan
New Zealand
Ukraine
Japan
Iran, Islamic Rep. of
Australia
Hong Kong-CHN
United States
Lithuania
United Arab Emirates
Russian Federation
Israel
England-GBR
Syrian Arab Republic
International average
Sweden
Bahrain
Hungary
Qatar
Norway
Saudi Arabia
Jordan
Armenia
Lebanon
Korea, Rep. of
Chile
Romania
Macedonia, Rep. of
Oman
Palestinian Natl Auth.
Turkey
Malaysia
Italy
Morocco
Ghana
Tunisia
Thailand
Georgia
Indonesia

49
48
43
30
28
27
27
26
24
24
23
22
22
22
22
20
19
18
18
17
16
15
15
14
14
12
12
12
12
11
11
10
10
10
9
8
8
7
6
6
6
4
4

Benchmarking
education system

Percent
correct

Alberta-CAN
Minnesota-USA
North Carolina-USA
Ontario-CAN
Indiana-USA
Quebec-CAN
Abu Dhabi-UAE
Massachusetts-USA
Connecticut-USA
Florida-USA
Dubai-UAE
California-USA
Colorado-USA
Alabama-USA

32
25
25
25
24
24
23
23
22
21
21
20
17
14

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Energy released during a reaction (continued)

S032679:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Applying

Which rod causes the bulb to light

Overall Percent Correct

Rods made of different materials are connected between points P and Q in the
circuit diagram shown below.
battery
+

P
Q

Which rod would cause the bulb to light?

copper rod

wood rod

glass rod

plastic rod

Item Number: S042063

Correct Response:

Education system

Percent
correct

Russian Federation
Hong Kong-CHN
Lithuania
Singapore
Israel
Slovenia
England-GBR
Finland
Chinese Taipei-CHN
Japan
Chile
Thailand
Sweden
Indonesia
New Zealand
Turkey
Iran, Islamic Rep. of
Italy
Morocco
United States
Australia
Tunisia
Korea, Rep. of
Jordan
International average
Palestinian Natl Auth.
Norway
Romania
Syrian Arab Republic
Hungary
Ukraine
United Arab Emirates
Malaysia
Bahrain
Macedonia, Rep. of
Qatar
Saudi Arabia
Kazakhstan
Georgia
Armenia
Lebanon
Oman
Ghana

97
96
96
96
95
95
95
94
94
94
94
93
93
92
92
92
91
91
91
90
89
88
88
88
88
87
87
87
87
87
86
84
84
83
83
80
80
80
80
79
78
73
69

Benchmarking
education system

Percent
correct

Alberta-CAN
Indiana-USA
Minnesota-USA
Massachusetts-USA
North Carolina-USA
Connecticut-USA
Florida-USA
Ontario-CAN
Quebec-CAN
Colorado-USA
Dubai-UAE
Alabama-USA
California-USA
Abu Dhabi-UAE

95
95
93
93
93
92
90
90
90
90
90
87
85
83

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Knowing

Formula for carbon dioxide

Overall Percent Correct

What is the chemical formula for carbon dioxide?

CO2

Item Number: S042073

Correct Response:

Education system

Percent
correct

Japan
Chinese Taipei-CHN
Lebanon
Slovenia
Romania
Hungary
England-GBR
Russian Federation
Armenia
Singapore
Korea, Rep. of
Italy
Hong Kong-CHN
Indonesia
Ukraine
Kazakhstan
Macedonia, Rep. of
Qatar
Syrian Arab Republic
Israel
Oman
Jordan
United States
Lithuania
International average
Palestinian Natl Auth.
Australia
Norway
New Zealand
Turkey
United Arab Emirates
Morocco
Sweden
Finland
Chile
Ghana
Bahrain
Saudi Arabia
Tunisia
Thailand
Georgia
Malaysia
Iran, Islamic Rep. of

99
98
97
96
94
93
92
92
91
91
90
90
89
89
88
88
88
87
87
86
86
86
86
85
85
85
84
84
84
83
83
82
81
81
80
79
79
75
73
73
68
67
59

Benchmarking
education system

Percent
correct

Alberta-CAN
Minnesota-USA
Colorado-USA
Dubai-UAE
Florida-USA
Massachusetts-USA
North Carolina-USA
Connecticut-USA
Ontario-CAN
Abu Dhabi-UAE
Indiana-USA
Quebec-CAN
Alabama-USA
California-USA

93
93
90
90
89
89
88
87
85
84
84
84
81
79

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Knowing

Number of atoms in H2SO4 molecule

Overall Percent Correct

Complete the table below to show the number of atoms of each element in a
molecule of sulfuric acid (H2SO4).
Element

Number of Atoms

Hydrogen
Sulfur
Oxygen

Item Number: S042076

SCORING
Correct Response
Completes the table as shown below:
Element

Number of Atoms

Hydrogen

Sulfur

Oxygen

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Russian Federation
Slovenia
Japan
Ukraine
Lebanon
United States
Kazakhstan
Macedonia, Rep. of
Lithuania
Armenia
Chinese Taipei-CHN
Romania
England-GBR
Iran, Islamic Rep. of
Finland
Italy
Israel
International average
Oman
United Arab Emirates
Hungary
Turkey
New Zealand
Sweden
Chile
Australia
Norway
Korea, Rep. of
Qatar
Jordan
Palestinian Natl Auth.
Syrian Arab Republic
Thailand
Hong Kong-CHN
Bahrain
Morocco
Malaysia
Georgia
Saudi Arabia
Ghana
Indonesia
Tunisia

69
64
58
53
50
49
48
47
47
47
46
44
43
41
38
37
36
34
33
32
32
31
31
31
30
30
27
27
26
25
24
23
23
21
21
21
19
18
11
10
8
7
2

Benchmarking
education system

Percent
correct

Massachusetts-USA
California-USA
North Carolina-USA
Colorado-USA
Indiana-USA
Minnesota-USA
Quebec-CAN
Connecticut-USA
Dubai-UAE
Alabama-USA
Florida-USA
Abu Dhabi-UAE
Alberta-CAN
Ontario-CAN

68
57
53
53
49
41
41
40
38
38
34
33
12
12

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Number of atoms in H2SO4 molecule (continued)

S042076:

Student Responses
the table below to show the number of atoms of each element in a
CorrectComplete
Response:
molecule of sulfuric acid (H2SO4).
Element

Number of Atoms

Hydrogen
Sulfur
Oxygen

Incorrect
Response:
Complete
the table below to show the number of atoms of each element in a
molecule of sulfuric acid (H2SO4).
Element

Number of Atoms

Hydrogen
Sulfur
Oxygen

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Properties of Matter

Knowing

Ammonia solution mixed in vinegar

Overall Percent Correct

Robert put two drops of an indicator into vinegar, and the color turned red.
He then added drops of ammonia solution until the color disappeared.
What process occurred?
A.

rusting

melting

evaporation

neutralization

Item Number: S042095

Correct Response:

Education system

Percent
correct

Chinese Taipei-CHN
Finland
Singapore
Hong Kong-CHN
Russian Federation
Ukraine
Norway
England-GBR
Iran, Islamic Rep. of
Hungary
United States
Jordan
Japan
Australia
Sweden
Turkey
Armenia
Italy
New Zealand
United Arab Emirates
International average
Slovenia
Lithuania
Bahrain
Korea, Rep. of
Malaysia
Romania
Chile
Qatar
Kazakhstan
Israel
Oman
Syrian Arab Republic
Indonesia
Tunisia
Thailand
Saudi Arabia
Georgia
Morocco
Lebanon
Palestinian Natl Auth.
Macedonia, Rep. of
Ghana

91
90
89
88
87
81
80
79
77
77
74
73
73
72
70
69
68
68
68
67
67
65
65
65
63
63
62
62
61
61
60
59
58
58
58
57
54
54
51
48
48
47
34

Benchmarking
education system

Percent
correct

North Carolina-USA
Minnesota-USA
Massachusetts-USA
Indiana-USA
Alberta-CAN
Florida-USA
Connecticut-USA
California-USA
Colorado-USA
Dubai-UAE
Abu Dhabi-UAE
Ontario-CAN
Alabama-USA
Quebec-CAN

81
79
78
78
75
74
72
72
71
71
70
69
63
54

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Chemical Change

Knowing

Observations for reaction

Overall Percent Correct

Ahmet put some powder into a test tube. He then added liquid to the powder
and shook the test tube. A chemical reaction took place.
Describe two things he might observe as the chemical reaction took place.
1.

Item Number: S042100

SCORING
Correct Response
Describes two different observations as listed below.
Appearance of a new color (color change)

Education system

Percent
correct

England-GBR
New Zealand
United States
Chinese Taipei-CHN
Russian Federation
Singapore
Australia
United Arab Emirates
Finland
Hong Kong-CHN
Norway
Japan
Saudi Arabia
Syrian Arab Republic
Slovenia
Jordan
Ukraine
International average
Bahrain
Israel
Korea, Rep. of
Lebanon
Qatar
Lithuania
Palestinian Natl Auth.
Sweden
Tunisia
Kazakhstan
Romania
Oman
Iran, Islamic Rep. of
Hungary
Armenia
Malaysia
Italy
Turkey
Thailand
Chile
Indonesia
Macedonia, Rep. of
Morocco
Georgia
Ghana

59
50
46
44
44
44
42
37
36
35
32
30
30
30
30
28
27
24
23
23
23
22
22
21
21
18
18
17
17
17
17
15
14
10
9
8
8
7
6
5
4
3
1

Benchmarking
education system

Percent
correct

Minnesota-USA
Massachusetts-USA
Indiana-USA
Colorado-USA
North Carolina-USA
Quebec-CAN
California-USA
Florida-USA
Dubai-UAE
Abu Dhabi-UAE
Alabama-USA
Connecticut-USA
Alberta-CAN
Ontario-CAN

Seeing gas production (bubbling, foaming)

Hearing a noise (fizzing)
Smelling a gas
Changing temperature (increase or decrease)
A precipitate forming
Light being emitted
An explosion taking place

Partially Correct Response

Describes one observation as listed above.

53
52
51
51
47
44
44
42
39
39
38
37
37
32

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task).

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Observations for reaction (continued)

S042100:

Student Responses
put some powder into a test tube. He then added liquid to the powder
CorrectAhmet
Response:
and shook the test tube. A chemical reaction took place.

Describe two things he might observe as the chemical reaction took place.
1.

Ahmet put some powder into a test tube. He then added liquid to the powder

Partiallyand
Correct
Response:
shook the test tube. A chemical reaction took place.

Describe two things he might observe as the chemical reaction took place.
1.

Ahmet
put some powder into a test tube. He then added liquid to the powder
Incorrect
Response:
and shook the test tube. A chemical reaction took place.

Describe two things he might observe as the chemical reaction took place.
1.

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Chemical Change

Knowing

Process in which energy absorbed

Overall Percent Correct

During which chemical process is energy absorbed?

iron nails rusting

candles burning

vegetables rotting

plants photosynthesizing

Item Number: S042112

Correct Response:

Education system

Percent
correct

Hong Kong-CHN
Korea, Rep. of
Chile
England-GBR
Chinese Taipei-CHN
United States
Australia
New Zealand
Singapore
Sweden
Italy
Israel
Finland
United Arab Emirates
Japan
Palestinian Natl Auth.
Jordan
Syrian Arab Republic
Armenia
Thailand
Hungary
Ukraine
International average
Russian Federation
Turkey
Bahrain
Oman
Lithuania
Qatar
Norway
Tunisia
Romania
Saudi Arabia
Macedonia, Rep. of
Georgia
Kazakhstan
Morocco
Ghana
Slovenia
Malaysia
Indonesia
Iran, Islamic Rep. of
Lebanon

83
79
77
75
75
74
71
70
70
69
67
65
62
62
61
60
60
60
59
59
59
58
58
57
56
56
55
54
52
51
51
51
49
48
48
46
45
45
43
42
42
41
40

Benchmarking
education system

Percent
correct

Minnesota-USA
Indiana-USA
Massachusetts-USA
Alberta-CAN
Ontario-CAN
North Carolina-USA
Florida-USA
Connecticut-USA
California-USA
Colorado-USA
Alabama-USA
Dubai-UAE
Quebec-CAN
Abu Dhabi-UAE

78
78
77
76
76
74
73
70
68
67
66
65
65
61

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Applying

Classify element/compound/mixture

Overall Percent Correct

The table below shows some elements, compounds, and mixtures.

Education system

Percent
correct

Classify them by putting an X in the appropriate column beside each one.

Chinese Taipei-CHN
Singapore
Slovenia
Russian Federation
Kazakhstan
Israel
Hungary
Qatar
Finland
Macedonia, Rep. of
Palestinian Natl Auth.
England-GBR
Ukraine
Turkey
United Arab Emirates
International average
New Zealand
Lithuania
United States
Ghana
Japan
Lebanon
Romania
Bahrain
Korea, Rep. of
Australia
Hong Kong-CHN
Oman
Malaysia
Iran, Islamic Rep. of
Sweden
Norway
Chile
Thailand
Jordan
Italy
Georgia
Morocco
Syrian Arab Republic
Saudi Arabia
Tunisia
Indonesia
Armenia

33
29
28
27
25
18
17
17
16
15
15
15
15
13
12
11
11
11
10
10
10
10
9
9
9
8
8
7
7
6
6
6
6
6
5
3
3
3
3
3
2
2
1

Benchmarking
education system

Percent
correct

Element

Compound

Mixture

Air
Sugar
Salt
Gold
Sea water
Helium

Item Number: S042305

SCORING
Correct Response
Classifies all 6 correctly.
Element
Air
Sugar
Salt
Gold

Compound
X
X

Sea Water
Helium

Massachusetts-USA
Dubai-UAE
North Carolina-USA
Colorado-USA
California-USA
Abu Dhabi-UAE
Florida-USA
Indiana-USA
Minnesota-USA
Connecticut-USA
Alberta-CAN
Alabama-USA
Quebec-CAN
Ontario-CAN

Mixture
X

X
X

Partially Correct Response

Classifies 4 or 5 correctly.

Incorrect Response
Classifies 2 or 3 correctly.
Classifies 1 correctly.

20
16
12
12
11
11
11
10
10
9
5
5
5
3

Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Percent higher than International average
Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Classify element/compount/mixture (continued)

S042305:

Student Responses
Correct Response:

The table below shows some elements, compounds, and mixtures.

Classify them by putting an X in the appropriate column beside each one.
Element

Compound

Mixture

Air
Sugar
Salt
Gold
Sea water
Helium

Incorrect Response:
The table below shows some elements, compounds, and mixtures.
Classify them by putting an X in the appropriate column beside each one.
Element

Compound

Air
Sugar
Salt
Gold
Sea water
Helium

Mixture

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Knowing

Definition of a compound

Overall Percent Correct

Which of the following defines a compound?

different substances mixed together

atoms and molecules mixed together

atoms of different elements combined together

atoms of the same element combined together

Item Number: S042306

Correct Response:

Education system

Percent
correct

Singapore
Chinese Taipei-CHN
Russian Federation
Israel
Japan
Ukraine
Turkey
Palestinian Natl Auth.
Bahrain
Hungary
England-GBR
United Arab Emirates
Finland
Hong Kong-CHN
New Zealand
Jordan
United States
Slovenia
Korea, Rep. of
Saudi Arabia
Oman
International average
Qatar
Australia
Sweden
Syrian Arab Republic
Chile
Morocco
Norway
Italy
Lebanon
Ghana
Malaysia
Iran, Islamic Rep. of
Romania
Armenia
Thailand
Tunisia
Kazakhstan
Macedonia, Rep. of
Georgia
Indonesia
Lithuania

66
65
59
56
55
54
53
53
52
50
49
49
48
48
48
47
46
46
45
45
42
42
41
39
38
37
37
37
36
36
35
34
33
32
31
30
27
25
22
21
20
18

Benchmarking
education system

Percent
correct

Massachusetts-USA
Florida-USA
Dubai-UAE
North Carolina-USA
California-USA
Abu Dhabi-UAE
Colorado-USA
Indiana-USA
Connecticut-USA
Minnesota-USA
Alabama-USA
Quebec-CAN
Ontario-CAN
Alberta-CAN

58
51
51
50
48
48
46
46
45
45
45
34
34
30

Percent higher than International average

Percent lower than International average
Not applicable
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Chemical Change

Knowing

Fire put out by blanket

Overall Percent Correct

Why can a small fire be put out by placing a heavy blanket over it?
A.

This lowers the temperature.

This make the flames smaller.

This absorbs the burning substance.

This keeps oxygen from reaching the fire.

Item Number: S052046

Correct Response:

Education system

Percent
correct

Finland
Korea, Rep. of
Slovenia
Chinese Taipei-CHN
Sweden
Norway
Hong Kong-CHN
Russian Federation
Hungary
Japan
Lithuania
Ukraine
Israel
Australia
New Zealand
Italy
England-GBR
Iran, Islamic Rep. of
Singapore
United States
Armenia
Chile
Romania
Kazakhstan
International average
Jordan
Syrian Arab Republic
Tunisia
Palestinian Natl Auth.
Saudi Arabia
Bahrain
Turkey
Georgia
Malaysia
United Arab Emirates
Qatar
Lebanon
Oman
Macedonia, Rep. of
Thailand
Morocco
Ghana
Indonesia

98
97
96
95
94
94
93
93
92
91
90
90
89
89
88
88
88
87
87
85
82
82
80
78
78
78
75
75
73
72
69
69
69
67
66
66
61
58
56
55
49
48
32

Benchmarking
education system
Alberta-CAN
Quebec-CAN
Minnesota-USA
Ontario-CAN
Massachusetts-USA
Indiana-USA
Colorado-USA
Connecticut-USA
North Carolina-USA
Florida-USA
Alabama-USA
California-USA
Dubai-UAE
Abu Dhabi-UAE

Percent
correct
94
94
90
89
89
88
87
86
83
82
82
79
73
65

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Reasoning

List two substances that are metal

Overall Percent Correct

Some physical properties of five different substances (A, B, C, D, and E) are

outlined in the table below. Two of the substances are metal.
Substance Substance Substance Substance Substance
A
B
C
D
E
Physical
state at room
temperature
(20C)

solid

liquid

gas

Appearance/
color

shiny grey

white

silver

colorless

yes

Conducts
electricity

List the two substances (A, B, C, D, or E) that are metal.

1.
2.

Item Number: S052136

SCORING
Correct Response
Lists substances A and C.

Incorrect Response
Lists substance A with an incorrect or no other substance listed.
Lists substance C with an incorrect or no other substance listed.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task), including the
following response:
1. Shiny grey
2. Silver

Education system

Percent
correct

Japan
Singapore
Chinese Taipei-CHN
Hong Kong-CHN
Israel
Slovenia
Korea, Rep. of
Hungary
England-GBR
Sweden
Finland
United States
Australia
New Zealand
Italy
Turkey
Russian Federation
Ukraine
Kazakhstan
Lithuania
Norway
International average
Lebanon
Thailand
Iran, Islamic Rep. of
Chile
United Arab Emirates
Qatar
Romania
Jordan
Malaysia
Bahrain
Macedonia, Rep. of
Tunisia
Palestinian Natl Auth.
Oman
Saudi Arabia
Armenia
Morocco
Syrian Arab Republic
Indonesia
Ghana
Georgia

76
75
71
67
65
64
61
61
60
58
58
57
57
55
55
54
53
46
45
45
44
44
40
40
39
39
37
34
33
33
32
31
28
28
27
26
26
25
23
21
18
17
15

Benchmarking
education system

Percent
correct

Massachusetts-USA
Colorado-USA
Connecticut-USA
North Carolina-USA
Florida-USA
Alberta-CAN
Ontario-CAN
Indiana-USA
Minnesota-USA
Quebec-CAN
California-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

64
62
61
59
59
58
58
56
55
55
54
54
53
33

Percent higher than International average

Percent lower than International average

Physical
state at room
2011 8th-Grade
Science Concepts
and Science Items
solid
solid TIMSS
liquid
liquid
gas
temperature
(20C)
List two substances
that are metal (continued)
S052136:

Appearance/
color

Student Conducts
Responses
electricity

Correct Response:

shiny grey

white

silver

colorless

yes

two substances
(A,ofB,five
C, diff
D, or
E) that
are metal.
List the
Some
physical
properties
erent
substances
(A, B, C, D, and E) are
outlined in the table below. Two of the substances are metal.
1.
Substance Substance Substance Substance Substance
A
B
C
D
E
2.
Physical
state at room
solid
solid
liquid
liquid
gas
temperature
(20C)
Appearance/
color
Conducts
electricity

Incorrect Response:

shiny grey

white

silver

colorless

yes

List the two substances (A, B, C, D, or E) that are metal.

1.
2.

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Classification and Composition

of Matter

Applying

Atoms in a crushed can

Overall Percent Correct

A car tire runs over a can and crushes it completely.

Which statement is true for the atoms in the structure of the can?
A. The atoms are broken.
B.

The atoms are flattened.

The atoms remain the same.

D. The atoms are changed into different atoms.

Item Number: S052152

Correct Response:

Education system

Percent
correct

Israel
Korea, Rep. of
Chinese Taipei-CHN
Singapore
Sweden
Finland
Russian Federation
United States
Japan
Hungary
Lithuania
Iran, Islamic Rep. of
Norway
Armenia
Slovenia
Turkey
Hong Kong-CHN
England-GBR
New Zealand
Kazakhstan
Chile
Australia
Romania
Ukraine
International average
Macedonia, Rep. of
Lebanon
Italy
Thailand
Georgia
United Arab Emirates
Bahrain
Syrian Arab Republic
Ghana
Saudi Arabia
Jordan
Morocco
Qatar
Oman
Palestinian Natl Auth.
Malaysia
Indonesia
Tunisia

66
65
65
61
58
56
55
53
49
47
47
46
45
43
43
41
41
41
41
40
38
38
37
37
37
36
32
30
28
27
27
27
24
23
21
20
20
20
20
19
15
11
9

Benchmarking
education system

Percent
correct

Massachusetts-USA
Indiana-USA
Florida-USA
Minnesota-USA
Quebec-CAN
Colorado-USA
California-USA
North Carolina-USA
Connecticut-USA
Alberta-CAN
Ontario-CAN
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

64
59
59
56
54
54
52
51
49
45
44
42
35
26

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

CHEMISTRY

Properties of Matter

Reasoning

Water splitting rock

Overall Percent Correct

Scientists think that the rocks in the picture were once a single rock.

Which property of water had the most effect on splitting the rock
into two pieces?
A.

Water expanding when it freezes.

Water boiling at 100C.

Water having a density less than rock.

Water dissolving many substances.

Item Number: S052254

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Finland
England-GBR
Hungary
Iran, Islamic Rep. of
Lithuania
Sweden
Norway
United States
Singapore
Macedonia, Rep. of
Slovenia
Russian Federation
Italy
Ukraine
Romania
Australia
International average
New Zealand
Syrian Arab Republic
Georgia
United Arab Emirates
Chinese Taipei-CHN
Kazakhstan
Armenia
Jordan
Saudi Arabia
Qatar
Malaysia
Japan
Turkey
Bahrain
Lebanon
Ghana
Palestinian Natl Auth.
Oman
Morocco
Hong Kong-CHN
Thailand
Chile
Israel
Tunisia
Indonesia

77
74
69
68
67
65
63
61
58
56
50
50
50
49
43
42
42
38
38
35
35
34
34
32
32
29
26
25
25
25
24
24
24
23
22
22
21
20
20
16
13
12
10

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
Connecticut-USA
North Carolina-USA
Alberta-CAN
Florida-USA
Indiana-USA
Colorado-USA
Ontario-CAN
California-USA
Alabama-USA
Quebec-CAN
Dubai-UAE
Abu Dhabi-UAE

75
69
67
66
66
63
56
54
53
46
44
42
40
33

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Knowing

Energy conversion in a flashlight

Overall Percent Correct

Which of the following energy conversions takes place in a battery-operated

flashlight?
A.

electrical

mechanical

light

chemical

mechanical

light

chemical

electrical

light

nuclear

electrical

light

Item Number: S032024

Correct Response:

Education system

Percent
correct

Singapore
Hong Kong-CHN
Japan
England-GBR
New Zealand
Israel
Malaysia
Australia
Norway
Italy
Indonesia
United States
Qatar
Ghana
Saudi Arabia
Bahrain
Lebanon
Chinese Taipei-CHN
International average
Iran, Islamic Rep. of
United Arab Emirates
Russian Federation
Tunisia
Turkey
Palestinian Natl Auth.
Finland
Oman
Sweden
Chile
Armenia
Slovenia
Jordan
Kazakhstan
Hungary
Syrian Arab Republic
Thailand
Lithuania
Romania
Macedonia, Rep. of
Ukraine
Morocco
Georgia
Korea, Rep. of

82
79
55
51
51
49
44
41
40
39
38
38
37
37
36
36
35
35
35
35
34
33
33
33
32
31
31
29
29
27
25
25
24
24
23
22
21
20
20
20
20
18

Benchmarking
education system

Percent
correct

Florida-USA
Dubai-UAE
Minnesota-USA
Alberta-CAN
Colorado-USA
Massachusetts-USA
Indiana-USA
Alabama-USA
Connecticut-USA
Abu Dhabi-UAE
Ontario-CAN
North Carolina-USA
California-USA
Quebec-CAN

45
42
41
38
35
34
32
32
31
31
30
28
26
22

Percent higher than International average

Percent lower than International average
Not applicable
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Forces and Motion

Applying

Gravity acting on parachute jumper

Overall Percent Correct

The figure shows a parachute jumper in four positions.

1. In the aircraft before the jump
2. In freefall immediately after jumping
before parachute opens

3. Falling to the ground after the

parachute opens

4. On the ground just

after landing

In which of the positions does the force of gravity act on the jumper?
A.

Position 2 only.

Positions 2 and 3 only.

Positions 1, 2 and 3 only.

Positions 1, 2, 3, and 4.

Item Number: S032141

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Finland
Israel
Japan
Sweden
Slovenia
Singapore
Hungary
England-GBR
Lithuania
Ukraine
Russian Federation
United States
Hong Kong-CHN
Chinese Taipei-CHN
Turkey
Palestinian Natl Auth.
Norway
International average
Jordan
Armenia
Australia
New Zealand
United Arab Emirates
Italy
Qatar
Lebanon
Bahrain
Syrian Arab Republic
Ghana
Kazakhstan
Oman
Thailand
Iran, Islamic Rep. of
Romania
Saudi Arabia
Macedonia, Rep. of
Georgia
Chile
Morocco
Malaysia
Tunisia
Indonesia

63
59
54
49
49
47
45
45
43
42
40
38
37
36
35
34
34
32
32
30
30
30
29
28
26
26
26
25
25
22
22
22
22
22
22
20
20
20
19
16
16
16
13

Benchmarking
education system

Percent
correct

Connecticut-USA
Minnesota-USA
Alberta-CAN
Massachusetts-USA
Ontario-CAN
Florida-USA
Indiana-USA
North Carolina-USA
Colorado-USA
Quebec-CAN
California-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

51
49
44
43
43
42
38
38
36
33
33
32
27
26

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Knowing

Molecules of gas when heated

Overall Percent Correct

A gas is heated and its temperature increases.

What happens to the gas molecules?
A. They get bigger.
B.

They move faster.

They move slower.

D. They increase in number.

Item Number: S032158

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Israel
Russian Federation
Singapore
Norway
United States
Finland
Turkey
Hungary
Saudi Arabia
Sweden
Slovenia
England-GBR
Chinese Taipei-CHN
Chile
Ukraine
New Zealand
Kazakhstan
Australia
Italy
Iran, Islamic Rep. of
Bahrain
International average
Armenia
Hong Kong-CHN
Malaysia
United Arab Emirates
Oman
Lithuania
Georgia
Macedonia, Rep. of
Palestinian Natl Auth.
Qatar
Jordan
Japan
Indonesia
Ghana
Morocco
Lebanon
Romania
Tunisia
Syrian Arab Republic
Thailand

86
81
80
79
75
75
73
72
71
71
69
69
67
67
66
66
65
65
64
62
61
61
60
59
59
58
58
58
57
55
54
52
52
51
45
45
44
40
39
38
38
37
33

Benchmarking
education system

Percent
correct

Massachusetts-USA
Alberta-CAN
Florida-USA
Indiana-USA
Colorado-USA
Ontario-CAN
Minnesota-USA
Connecticut-USA
California-USA
North Carolina-USA
Alabama-USA
Quebec-CAN
Dubai-UAE
Abu Dhabi-UAE

89
86
82
80
78
77
76
72
67
67
64
62
61
60

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Electricity and Magnetism

Applying

Bulbs in series/parallel circuit

Overall Percent Correct

Three identical light bulbs are connected to a battery as shown in the diagram.
The arrow indicates the direction of the current flow.
Battery

Direction of
current ow

Bulb 1

Bulb 2

Bulb 3

Which statement is true?

The current in Bulb 1 is greater than the current in Bulb 2.

The current in Bulb 1 is greater than the current in Bulb 3.

The current in Bulb 2 is the same as the current in Bulb 3.

The current in Bulb 2 is the same as the current in Bulb 1.

Item Number: S032184

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Singapore
Japan
Russian Federation
Hungary
United Arab Emirates
Israel
Hong Kong-CHN
Romania
Malaysia
Lebanon
Armenia
Turkey
Tunisia
Iran, Islamic Rep. of
England-GBR
Kazakhstan
Macedonia, Rep. of
Italy
Bahrain
International average
Australia
Saudi Arabia
United States
Sweden
Chile
Oman
Palestinian Natl Auth.
Jordan
Finland
New Zealand
Syrian Arab Republic
Qatar
Indonesia
Slovenia
Ukraine
Lithuania
Ghana
Georgia
Norway
Thailand
Chinese Taipei-CHN
Morocco

71
68
62
54
52
49
49
49
48
47
47
47
46
46
45
45
45
44
43
43
43
41
41
40
40
40
40
40
39
38
37
37
37
36
35
35
34
32
31
31
8

Benchmarking
education system

Percent
correct

Abu Dhabi-UAE
Indiana-USA
Dubai-UAE
Florida-USA
Alabama-USA
California-USA
North Carolina-USA
Ontario-CAN
Connecticut-USA
Colorado-USA
Quebec-CAN
Alberta-CAN
Massachusetts-USA
Minnesota-USA

52
51
49
46
45
42
40
39
38
36
36
32

Percent higher than International average

Percent lower than International average
Not applicable
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Applying

Gaps between metal rail spans

Overall Percent Correct

metal rail span

gaps

Which of the following best explains why some railroad tracks are laid down
with gaps between the metal rail spans?
A.

To allow for the metal tracks to expand on hot days.

To allow for the metal tracks to expand on cold days.

To allow for cooling of the tracks by air in the gaps.

To allow for vibration of the tracks due to the train.

Item Number: S032238

Correct Response:

Education system

Percent
correct

Chinese Taipei-CHN
Singapore
Hong Kong-CHN
Korea, Rep. of
Lithuania
Australia
Hungary
Malaysia
Finland
Japan
Turkey
Syrian Arab Republic
New Zealand
Palestinian Natl Auth.
Russian Federation
Sweden
Indonesia
Oman
Italy
International average
Qatar
Romania
United States
Bahrain
Saudi Arabia
Iran, Islamic Rep. of
England-GBR
Norway
Jordan
Tunisia
United Arab Emirates
Macedonia, Rep. of
Ukraine
Israel
Georgia
Slovenia
Thailand
Kazakhstan
Morocco
Ghana
Armenia
Lebanon
Chile

87
81
76
62
61
60
59
55
55
53
52
50
46
44
44
43
43
43
42
41
40
40
39
38
38
37
37
35
33
32
31
30
29
28
27
27
26
22
21
20
18
18
11

Benchmarking
education system

Percent
correct

Alberta-CAN
Minnesota-USA
Massachusetts-USA
Indiana-USA
Ontario-CAN
Florida-USA
Connecticut-USA
North Carolina-USA
Abu Dhabi-UAE
Colorado-USA
Alabama-USA
Dubai-UAE
California-USA
Quebec-CAN

60
49
47
43
42
41
40
38
37
34
32
30
27
19

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Reasoning

Water level in heated container

Overall Percent Correct

The figure shows a glass tube open at one end and connected to a closed glass
sphere at the other end. The equipment is partly filled with water, as shown, so
that there is air above the water in the sphere. The water in the tube reaches
level X.
Air

Water

The air in the glass sphere is then heated by a hair dryer.

A. What will be the water level in the open glass tube after the sphere
is heated? (Circle 1, 2 or 3 below.)
Higher than X

Lower than X
X

Same as X
X

B. Explain your answer.

Item Number: S032272

SCORING
Correct Response
HIGHER (1) with a correct explanation that refers to air expanding when heated or an increase in
volume or pressure (or similar).
Examples:
When the sphere is heated, the air expands and pushes the water up the tube.
The pressure will make the water rise.
Other correct

Incorrect Response
HIGHER (1) with no explanation or an incorrect explanation.
LOWER (2) with no explanation or an incorrect explanation.
SAME (3) with no explanation or an incorrect explanation.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Russian Federation
Korea, Rep. of
Kazakhstan
Chinese Taipei-CHN
Japan
Hong Kong-CHN
Israel
Slovenia
Hungary
Iran, Islamic Rep. of
Finland
Armenia
Sweden
Australia
Norway
International average
Bahrain
Chile
Lithuania
Turkey
New Zealand
Ukraine
Romania
United States
England-GBR
Malaysia
Macedonia, Rep. of
Syrian Arab Republic
Thailand
Indonesia
Jordan
Tunisia
Italy
Palestinian Natl Auth.
Oman
Lebanon
Georgia
Qatar
United Arab Emirates
Saudi Arabia
Morocco
Ghana

45
29
28
25
24
23
22
18
18
17
17
15
14
14
13
13
13
13
12
12
11
11
11
11
11
10
9
8
8
8
8
8
8
8
8
7
7
7
7
7
6
4
1

Benchmarking
education system

Percent
correct

Alberta-CAN
Ontario-CAN
Massachusetts-USA
Quebec-CAN
Colorado-USA
Connecticut-USA
Minnesota-USA
Florida-USA
Indiana-USA
North Carolina-USA
Abu Dhabi-UAE
Dubai-UAE
California-USA
Alabama-USA

26
24
16
15
14
14
14
13
12
8
8
8
6
6

Percent higher than International average

Percent lower than International average

sphere at the other end. The equipment is partly filled with water, as shown, so
that there is air above the water in the sphere. The water in the tube reaches
level X.

TIMSS 2011 8th-Grade Science Concepts and Science Items

Air

Water level in heated container (continued)

S032272:
Water

Student Responses

The air in the glass sphere is then heated by a hair dryer.

A. What will be the water level in the open glass tube after the sphere
Correct Response:
is heated? (Circle 1, 2 or 3 below.)
Higher than X

Lower than X
X

Same as X
X

The figure shows a glass tube open at one end and connected to a closed glass
sphere at the other end. The equipment is partly filled with water, as shown, so
that there is air 1above the water in the sphere.
The water in the tube
2
3 reaches
level X.
B. Explain your answer.

Air

Water

The air in the glass sphere is then heated by a hair dryer.

A. What will be the water level in the open glass tube after the sphere

Incorrect isResponse:
heated? (Circle 1, 2 or 3 below.)
Higher than X

Lower than X
X

Same as X
X

B. Explain your answer.

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Forces and Motion

Applying

Why bottle collapses in the valley

Overall Percent Correct

A man climbed to the top of a very high mountain. While on the mountain top,
he drank all the water in his plastic water bottle and then put the cover back on.
When he returned to camp in the valley, he discovered that the empty bottle had
collapsed.
Which of the following best explains why this happened?
A. The temperature is lower in the valley than on the mountain top.
B.

The temperature is higher in the valley than on the mountain top.

Air pressure in the valley is lower than on the mountain top.

D. Air pressure in the valley is higher than on the mountain top.

Item Number: S032279

Correct Response:

Education system

Percent
correct

Japan
Hong Kong-CHN
Slovenia
Russian Federation
Chinese Taipei-CHN
Turkey
Korea, Rep. of
United States
Israel
Sweden
England-GBR
Lithuania
Italy
Malaysia
New Zealand
Palestinian Natl Auth.
Australia
Hungary
Singapore
Norway
Thailand
International average
Bahrain
Armenia
Iran, Islamic Rep. of
Jordan
Finland
Ukraine
Kazakhstan
Tunisia
Qatar
Georgia
United Arab Emirates
Chile
Syrian Arab Republic
Indonesia
Oman
Saudi Arabia
Ghana
Lebanon
Macedonia, Rep. of
Romania
Morocco

57
50
48
44
42
41
40
38
37
37
36
36
36
35
35
35
34
34
34
33
33
33
32
31
30
30
30
30
29
29
28
28
28
28
28
25
24
24
23
22
22
21
21

Benchmarking
education system

Percent
correct

Minnesota-USA
Massachusetts-USA
Connecticut-USA
Florida-USA
North Carolina-USA
Indiana-USA
Alberta-CAN
Colorado-USA
California-USA
Ontario-CAN
Alabama-USA
Dubai-UAE
Quebec-CAN
Abu Dhabi-UAE

46
39
39
39
38
36
35
33
33
32
32
31
31
29

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Light and Sound

Applying

Sound from electric bell in jar

Overall Percent Correct

tube to vacuum pump

electric wires

jar
electric bell

The diagram shows an electric bell inside a jar. The electric bell is switched on
and a ringing sound is heard. The air is then pumped out of the jar.
What will happen to the sound of the bell when the air is pumped out of the jar?
Explain your answer.

Item Number: S032369

SCORING
Correct Response
Refers to sound fading AND explains that sound needs a medium to travel through (or similar).
Example: The sound will die out because if there is no air, then it cannot transfer the sound.
Other fully correct

Partially Correct Response

Refers to sound fading (or similar) with NO further explanation.
Refers to sound fading with a minimal explanation that refers only to the vacuum or lack of air.
[Does not explicitly refer to sound needing a medium to travel through.]
Other partially correct

Incorrect Response
Refers to sound disappearing (or similar) with an incorrect explanation that reflects a
misconception about the production/transmission of sound.
Refers to sound being louder, clearer (or similar) with or without further explanation.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Chinese Taipei-CHN
Japan
Hong Kong-CHN
Korea, Rep. of
Jordan
Turkey
Lithuania
Finland
Hungary
Slovenia
England-GBR
Russian Federation
Singapore
Palestinian Natl Auth.
Iran, Islamic Rep. of
Oman
Syrian Arab Republic
Ukraine
Armenia
International average
Kazakhstan
Sweden
Israel
United States
Australia
Italy
Bahrain
New Zealand
Macedonia, Rep. of
Georgia
Qatar
Malaysia
Tunisia
Norway
United Arab Emirates
Thailand
Lebanon
Saudi Arabia
Romania
Indonesia
Morocco
Ghana
Chile

60
58
44
40
35
33
33
32
32
32
29
28
27
27
26
24
23
23
22
22
22
21
19
18
17
17
16
16
16
15
14
14
13
12
12
10
10
10
7
6
4
4
3

Benchmarking
education system

Percent
correct

Florida-USA
Colorado-USA
Massachusetts-USA
Minnesota-USA
Dubai-UAE
Connecticut-USA
North Carolina-USA
Indiana-USA
Quebec-CAN
Alabama-USA
Ontario-CAN
Alberta-CAN
Abu Dhabi-UAE
California-USA

27
23
21
20
20
19
16
16
14
13
11
9
8
6

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Sound from electric bell in jar (continued)

S032369:

Student Responses
Correct Response:

Partially Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Applying

Heat conduction through copper rod

Overall Percent Correct

A student attaches four drawing pins to a copper rod using candle wax as shown
in the diagram. The rod is then heated continuously at one end and the pins fall
off in the order 4, 3, 2, 1.
Copper rod

4
Drawing pins

Heat
By which process does heat reach the pins?
A.

expansion

radiation

conduction

convection

Item Number: S032394

Correct Response:

Education system

Percent
correct

Chinese Taipei-CHN
Russian Federation
Ukraine
Kazakhstan
Japan
Singapore
Korea, Rep. of
Hong Kong-CHN
Armenia
Sweden
Hungary
Romania
Jordan
Macedonia, Rep. of
Oman
Palestinian Natl Auth.
Israel
International average
Iran, Islamic Rep. of
England-GBR
Lithuania
Finland
Chile
United Arab Emirates
Italy
Slovenia
Saudi Arabia
Turkey
Qatar
Malaysia
New Zealand
United States
Australia
Bahrain
Thailand
Ghana
Georgia
Indonesia
Lebanon
Norway
Syrian Arab Republic
Morocco
Tunisia

91
91
79
77
72
72
70
69
66
66
63
62
61
59
55
54
53
52
51
51
51
51
49
49
48
48
47
46
45
43
43
41
41
40
40
40
38
32
31
30
25
22
15

Benchmarking
education system

Percent
correct

Massachusetts-USA
Quebec-CAN
Dubai-UAE
Florida-USA
Minnesota-USA
Abu Dhabi-UAE
Indiana-USA
Alberta-CAN
California-USA
Connecticut-USA
Colorado-USA
North Carolina-USA
Alabama-USA
Ontario-CAN

55
54
54
53
48
47
42
42
42
40
40
40
33
32

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Physical States and Changes in

Matter

Applying

Change-stay the same-DERIVED

Overall Percent Correct

As a liquid changes into a gas, which characteristics or properties change and

which stay the same?
In each row of the table below, put an X in the appropriate column.
Changes

Stays the Same

Density
Mass
Volume
Size of molecules
Speed of molecules

Item Number: S042173Z

SCORING
Correct Response
Places the Xs correctly as shown below:
Changes
Density

Mass
Volume

X
X

Size of Molecules
Speed of Molecules

Stays the Same

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Israel
Korea, Rep. of
Japan
Singapore
Chinese Taipei-CHN
Ukraine
Slovenia
Russian Federation
Hong Kong-CHN
Turkey
Kazakhstan
Finland
England-GBR
Iran, Islamic Rep. of
United States
Chile
Norway
New Zealand
International average
Saudi Arabia
United Arab Emirates
Sweden
Bahrain
Armenia
Italy
Palestinian Natl Auth.
Hungary
Lithuania
Jordan
Oman
Qatar
Australia
Tunisia
Syrian Arab Republic
Macedonia, Rep. of
Georgia
Malaysia
Romania
Lebanon
Indonesia
Thailand
Ghana
Morocco

65
54
53
49
49
45
43
43
40
40
40
38
37
36
35
35
35
34
34
34
33
32
32
31
31
30
30
30
29
29
28
28
26
26
25
24
23
22
22
18
17
9

Benchmarking
education system

Percent
correct

Massachusetts-USA
Florida-USA
California-USA
Colorado-USA
Alberta-CAN
Minnesota-USA
Abu Dhabi-UAE
Indiana-USA
Connecticut-USA
Ontario-CAN
Dubai-UAE
North Carolina-USA
Quebec-CAN
Alabama-USA

54
44
43
42
42
39
38
38
37
36
32
31
26
25

Percent higher than International average

Percent lower than International average
Not applicable
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

TIMSS 2011 8th-Grade Science Concepts and Science Items

Change-stay the same (continued)

S042173Z:

Student Responses

As a liquid changes into a gas, which characteristics or properties change and

stay the same?
Correctwhich
Response:
In each row of the table below, put an X in the appropriate column.
Changes

Stays the Same

Density
Mass
Volume
Size of molecules
Speed of molecules

As a liquid changes into a gas, which characteristics or properties change and

which stay the same?

Incorrect Response:

In each row of the table below, put an X in the appropriate column.

Changes

Stays the Same

Density
Mass
Volume
Size of molecules
Speed of molecules

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Electricity and Magnetism

Reasoning

Strength of a magnet

Overall Percent Correct

A student sets up an investigation to test the strength of magnets. He has several

magnets of different sizes, shapes, and masses. He uses the magnets to lift metal
paper clips.
How is the strength of a magnet defined in the investigation?
A.

by the mass of the magnet lifting the metal paper clips

by the size of the magnet lifting the metal paper clips

by the number of metal paper clips lifted by the magnet

by the time the metal paper clips stay on the magnet

Item Number: S042197

Correct Response:

Education system

Percent
correct

Singapore
Slovenia
Korea, Rep. of
England-GBR
Japan
Chinese Taipei-CHN
Australia
United States
Russian Federation
Ukraine
New Zealand
Malaysia
Hong Kong-CHN
Qatar
Sweden
Finland
Bahrain
International average
Hungary
United Arab Emirates
Chile
Iran, Islamic Rep. of
Tunisia
Jordan
Oman
Italy
Israel
Syrian Arab Republic
Armenia
Norway
Palestinian Natl Auth.
Lithuania
Turkey
Thailand
Romania
Saudi Arabia
Macedonia, Rep. of
Kazakhstan
Lebanon
Morocco
Georgia
Ghana
Indonesia

80
68
68
65
63
60
58
57
55
54
54
50
49
42
42
42
42
42
41
38
38
38
37
37
35
35
35
34
33
33
33
33
32
32
31
29
29
29
28
27
24
23
17

Benchmarking
education system

Percent
correct

Alberta-CAN
Indiana-USA
Massachusetts-USA
Florida-USA
Minnesota-USA
Connecticut-USA
Colorado-USA
North Carolina-USA
Ontario-CAN
Alabama-USA
California-USA
Dubai-UAE
Quebec-CAN
Abu Dhabi-UAE

67
62
62
61
61
61
60
55
54
49
49
45
42
36

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Knowing

Position of thermometer

Overall Percent Correct

Two kinds of heat sources are usually available in the science lab; an electric hot
plate and a Bunsen burner. Jack planned an investigation to test which of these
sources heats water faster.
He poured 200 mL of water into each of two identical beakers and recorded the
initial temperature of the water in each beaker.
A. Where should Jack place the thermometer to accurately take his readings
during his investigation?

Item Number: S042238A

Correct Response:

Education system

Percent
correct

Hong Kong-CHN
Japan
Korea, Rep. of
Chinese Taipei-CHN
Finland
New Zealand
Norway
Australia
Russian Federation
Singapore
Slovenia
Sweden
Hungary
United States
England-GBR
Thailand
Italy
Palestinian Natl Auth.
Lithuania
International average
Ukraine
Malaysia
Israel
Romania
Oman
Turkey
United Arab Emirates
Qatar
Morocco
Bahrain
Lebanon
Kazakhstan
Jordan
Macedonia, Rep. of
Chile
Iran, Islamic Rep. of
Saudi Arabia
Syrian Arab Republic
Tunisia
Georgia
Armenia
Indonesia
Ghana

71
64
60
59
58
58
57
57
53
53
52
52
51
48
48
43
43
43
43
41
40
38
36
35
35
35
34
33
32
32
31
31
31
31
31
28
28
28
25
23
23
22
13

Benchmarking
education system

Percent
correct

Quebec-CAN
Colorado-USA
Alberta-CAN
Minnesota-USA
Ontario-CAN
Massachusetts-USA
North Carolina-USA
Florida-USA
Indiana-USA
Connecticut-USA
Alabama-USA
California-USA
Dubai-UAE
Abu Dhabi-UAE

66
60
59
58
53
53
52
51
51
50
43
42
42
32

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Reasoning

One variable kept constant

Overall Percent Correct

Jack then placed one beaker on a hot plate and the other over a Bunsen burner,
as shown below.

200 mL
water

Hot Plate Setup

Bunsen Burner Setup

He recorded the temperature of the water in each set up every two minutes for
ten minutes.
B. List one variable that Jack controlled in his investigation.

Item Number: S042238B

SCORING
Correct Response
Lists one variable as shown below.
The beakers (same, same shape, same size, same materials)
The water (same volume, from the same place)
The thermometer (same type, same position for taking readings)
Location of the experiment (same place, same room)

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)
Examples:
The initial temperature.
Checking the temperature.
Timing.

Education system

Percent
correct

Japan
Singapore
England-GBR
Slovenia
Turkey
New Zealand
United States
Australia
Ukraine
Chinese Taipei-CHN
Israel
Hong Kong-CHN
Thailand
Jordan
Russian Federation
International average
Syrian Arab Republic
Lithuania
Oman
Malaysia
Hungary
United Arab Emirates
Georgia
Romania
Bahrain
Korea, Rep. of
Armenia
Iran, Islamic Rep. of
Qatar
Norway
Kazakhstan
Palestinian Natl Auth.
Morocco
Lebanon
Ghana
Tunisia
Finland
Chile
Macedonia, Rep. of
Indonesia
Italy
Saudi Arabia
Sweden

65
60
49
43
43
41
39
38
32
29
29
29
26
23
22
21
20
20
19
19
18
17
16
14
13
11
10
10
9
9
8
8
8
8
7
7
6
5
5
5
4
3

Benchmarking
education system

Percent
correct

Connecticut-USA
Colorado-USA
Alberta-CAN
Minnesota-USA
Florida-USA
Massachusetts-USA
Indiana-USA
North Carolina-USA
Ontario-CAN
California-USA
Dubai-UAE
Alabama-USA
Abu Dhabi-UAE
Quebec-CAN

57
54
54
51
48
45
36
35
30
27
24
20
18
9

Percent higher than International average

Percent lower than International average
Not applicable
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

TIMSS 2011 8th-Grade Science Concepts and Science Items

One variable kept constant (continued)

S042238B:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Reasoning

Conclusion from the graph

Overall Percent Correct

C. Jack used his results to draw a graph as shown below.

Temperature (C)

O
60

O
O

O
X

O: Bunsen Burner
X: Hot Plate

Time (minutes)

Use the information in the graph to explain which heat source heated the
water faster.

Item Number: S042238C

SCORING
Correct Response
States that the Bunsen Burner heated the water faster than the hot plate.
Examples:
The bunsen burner heated faster because the temperature of the water after 10 minutes was higher
than the temperature of the water being heated by the hot plate.
The bunsen burner heats up water at a faster rate than the hot plate.

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Korea, Rep. of
Finland
Australia
United States
England-GBR
Japan
New Zealand
Chinese Taipei-CHN
Hungary
Lithuania
Hong Kong-CHN
Norway
Sweden
Israel
Italy
Russian Federation
Turkey
Chile
Ukraine
United Arab Emirates
Iran, Islamic Rep. of
International average
Tunisia
Malaysia
Jordan
Bahrain
Oman
Kazakhstan
Lebanon
Thailand
Saudi Arabia
Qatar
Palestinian Natl Auth.
Georgia
Romania
Macedonia, Rep. of
Morocco
Syrian Arab Republic
Indonesia
Armenia
Ghana
Slovenia

91
90
90
88
87
86
86
85
85
85
84
82
80
77
77
74
71
70
67
66
66
65
62
58
57
57
56
52
50
49
49
49
49
47
38
36
35
35
30
30
26
17
12

Benchmarking
education system

Percent
correct

Minnesota-USA
Massachusetts-USA
Indiana-USA
Colorado-USA
North Carolina-USA
Florida-USA
Connecticut-USA
California-USA
Ontario-CAN
Alberta-CAN
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE
Quebec-CAN

93
92
90
90
88
86
86
84
83
81
81
74
65
43

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Conclusion from the graph (continued)

S042238C:

Student Responses
Correct Response:

Incorrect Response:

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Knowing

Molecules of liquid when it cools

Overall Percent Correct

What happens to the molecules of a liquid when the liquid cools?

They slow down.

They speed up.

They decrease in number.

They decrease in size.

Item Number: S042272

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Slovenia
Russian Federation
Israel
Singapore
Finland
United States
Sweden
Kazakhstan
New Zealand
Hungary
Norway
Bahrain
Ukraine
England-GBR
Turkey
Saudi Arabia
Australia
United Arab Emirates
Iran, Islamic Rep. of
Armenia
Romania
Lithuania
International average
Georgia
Italy
Chinese Taipei-CHN
Malaysia
Hong Kong-CHN
Chile
Oman
Japan
Macedonia, Rep. of
Qatar
Jordan
Thailand
Palestinian Natl Auth.
Syrian Arab Republic
Lebanon
Indonesia
Morocco
Tunisia
Ghana

82
80
77
75
73
73
73
72
71
70
70
68
67
67
65
63
63
62
60
60
59
59
59
58
56
56
56
53
52
51
50
50
49
47
46
41
40
37
37
35
33
32
31

Benchmarking
education system

Percent
correct

Alberta-CAN
Massachusetts-USA
Ontario-CAN
Florida-USA
Indiana-USA
Minnesota-USA
Colorado-USA
Connecticut-USA
North Carolina-USA
California-USA
Alabama-USA
Quebec-CAN
Abu Dhabi-UAE
Dubai-UAE

86
86
83
81
79
79
76
75
71
71
65
65
61
59

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Light and Sound

Knowing

Speed of light through substances

Overall Percent Correct

Light travels fastest through which of the following?

air

glass

water

a vacuum

Item Number: S042274

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Chinese Taipei-CHN
Singapore
Japan
Palestinian Natl Auth.
Turkey
Jordan
Oman
Saudi Arabia
Finland
Italy
Tunisia
Hungary
Morocco
Israel
Bahrain
Indonesia
Sweden
Russian Federation
International average
Hong Kong-CHN
Qatar
United Arab Emirates
Lebanon
Syrian Arab Republic
Chile
Thailand
Ukraine
Iran, Islamic Rep. of
Kazakhstan
Armenia
Ghana
Romania
England-GBR
Macedonia, Rep. of
New Zealand
Norway
Australia
Malaysia
Slovenia
United States
Lithuania
Georgia

64
59
54
53
52
50
48
48
47
44
44
41
40
40
40
38
36
34
33
33
31
31
30
30
29
28
28
27
26
25
25
24
24
21
19
18
17
16
15
14
13
12
11

Benchmarking
education system

Percent
correct

Quebec-CAN
Abu Dhabi-UAE
Dubai-UAE
Florida-USA
Connecticut-USA
California-USA
Alberta-CAN
Colorado-USA
Minnesota-USA
Massachusetts-USA
Indiana-USA
Alabama-USA
North Carolina-USA
Ontario-CAN

34
33
24
22
18
13
13
13
12
12
11
10
9
9

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Light and Sound

Applying

Path of light through periscope

Overall Percent Correct

The diagram below shows a periscope. Mary is using it to look over a wall.

Education system

Percent
correct

Draw the path the light ray would take through the periscope. Show the
direction of the light ray with arrows.

Kazakhstan
Finland
Singapore
Hungary
Hong Kong-CHN
Slovenia
Russian Federation
England-GBR
Chinese Taipei-CHN
Sweden
Australia
Lithuania
Iran, Islamic Rep. of
Thailand
New Zealand
Italy
Romania
United States
Japan
Korea, Rep. of
Norway
International average
Israel
Armenia
Tunisia
Ukraine
Macedonia, Rep. of
Qatar
Syrian Arab Republic
Malaysia
Chile
United Arab Emirates
Bahrain
Lebanon
Turkey
Georgia
Oman
Palestinian Natl Auth.
Saudi Arabia
Morocco
Jordan
Indonesia
Ghana

57
53
53
50
49
47
46
42
41
40
39
39
38
37
36
34
34
34
33
32
32
30
29
26
26
25
24
23
23
22
22
22
19
19
19
19
19
18
17
16
12
11
5

Benchmarking
education system

Percent
correct

mirror

Item Number: S042278

SCORING
Correct Response
Draws a correct path of the light ray with arrows showing the direction as shown below.

Incorrect Response
Draws a correct path of the light ray, but arrows are missing.
Draws a correct path of the light ray, but the direction is reversed.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Minnesota-USA
Alberta-CAN
Indiana-USA
Massachusetts-USA
Quebec-CAN
Ontario-CAN
Colorado-USA
Connecticut-USA
Florida-USA
North Carolina-USA
Dubai-UAE
California-USA
Alabama-USA
Abu Dhabi-UAE

49
44
43
41
40
39
37
36
33
31
31
29
26
20

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Path of light through periscope (continued)

S042278:

Student Responses

The diagram below shows a periscope. Mary is using it to look over a wall.

Correct Draw
Response:
the path the light ray would take through the periscope. Show the
direction of the light ray with arrows.

mirror

The diagram below shows a periscope. Mary is using it to look over a wall.

Incorrect
Response:
Draw
the path the light ray would take through the periscope. Show the
direction of the light ray with arrows.

mirror

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Electricity and Magnetism

Reasoning

Find out if metal 2 is a magnet

Overall Percent Correct

Metal bar 1

Metal bar 2

Ray has two metal bars. He knows Metal bar 1 is a magnet.

A. How could he use Metal bar 1 to find out if Metal bar 2 is a magnet?

B. What would he observe if Metal bar 2 is a magnet?

Item Number: S042403

SCORING
Correct Response
Refers to metals repelling each other. May or may not include attraction.
Examples:
Put one end of Metal 1 to both ends of Metal 2; If the metals repel, then Metal 2 is a magnet.
When either one of the ends goes near metal 2 it repels.

Incorrect Response
Refers to attraction only.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Korea, Rep. of
Finland
Hungary
Russian Federation
Sweden
Slovenia
Japan
Norway
Australia
Turkey
Lithuania
Ukraine
Chinese Taipei-CHN
Romania
Kazakhstan
United States
Iran, Islamic Rep. of
New Zealand
Israel
Italy
Chile
International average
Hong Kong-CHN
England-GBR
United Arab Emirates
Jordan
Bahrain
Palestinian Natl Auth.
Armenia
Malaysia
Qatar
Tunisia
Syrian Arab Republic
Macedonia, Rep. of
Thailand
Lebanon
Oman
Georgia
Indonesia
Morocco
Saudi Arabia
Ghana

59
57
54
51
48
45
40
39
38
38
37
34
33
33
32
32
31
30
30
30
29
29
28
28
27
27
23
21
21
20
19
18
16
16
15
13
12
12
9
9
7
6
3

Benchmarking
education system

Percent
correct

Colorado-USA
Minnesota-USA
Ontario-CAN
Massachusetts-USA
Indiana-USA
Alberta-CAN
Connecticut-USA
Quebec-CAN
Florida-USA
Dubai-UAE
Abu Dhabi-UAE
North Carolina-USA
Alabama-USA
California-USA

43
40
39
37
36
35
34
34
33
31
29
27
25
24

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Find out if metal 2 is a magnet (continued)

S042403:
Metal bar 1

Student Responses
Correct Response:

Metal bar 2

Ray has two metal bars. He knows Metal bar 1 is a magnet.

A. How could he use Metal bar 1 to find out if Metal bar 2 is a magnet?

B. What would he observe if Metal bar 2 is a magnet?

Metal bar 1

Incorrect Response:

Metal bar 2

Ray has two metal bars. He knows Metal bar 1 is a magnet.

A. How could he use Metal bar 1 to find out if Metal bar 2 is a magnet?

B. What would he observe if Metal bar 2 is a magnet?

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Physical States and Changes in

Matter

Applying

Liquid on outside of pitcher

Diagram 1

Overall Percent Correct

Diagram 2

Ice-cold water was placed in a glass pitcher on a hot day (Diagram 1).
Soon afterwards, liquid appeared on the outside of the pitcher (Diagram 2).
Describe the process that caused the liquid to appear on the outside of the
pitcher.

Item Number: S042404

SCORING
Correct Response
Describes the process of condensation by referring to water vapor (in the air) condensing on the
cool outside surface of the pitcher.
Example: It came from the water vapor condensing on the cool surface of a glass pitcher.

Partially Correct Response

Describes the process of condensation by referring to water vapor (in the air) condensing without
mentioning the coolness of the pitcher.
Example: The liquid came from water vapor condensing.
States condensation without referring to water vapor.
Example: Condensation.

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Japan
Chinese Taipei-CHN
Singapore
Saudi Arabia
Kazakhstan
Israel
Hong Kong-CHN
Hungary
England-GBR
Korea, Rep. of
Sweden
Iran, Islamic Rep. of
Slovenia
International average
Norway
Bahrain
Australia
Finland
Qatar
Russian Federation
Jordan
United Arab Emirates
New Zealand
Romania
Palestinian Natl Auth.
Armenia
Turkey
Oman
Macedonia, Rep. of
Italy
Lebanon
United States
Malaysia
Georgia
Indonesia
Ukraine
Lithuania
Syrian Arab Republic
Chile
Thailand
Morocco
Ghana
Tunisia

35
30
22
15
14
13
13
12
12
11
11
10
8
7
7
7
7
7
6
6
5
5
5
5
4
4
4
4
3
3
3
2
2
2
2
2
2
2
1
1
1
1
#

Benchmarking
education system

Percent
correct

Ontario-CAN
Quebec-CAN
Alberta-CAN
Abu Dhabi-UAE
Massachusetts-USA
Dubai-UAE
Minnesota-USA
Connecticut-USA
Colorado-USA
North Carolina-USA
Florida-USA
Alabama-USA
Indiana-USA
California-USA

10
9
7
7
6
5
5
4
4
2
2
2
1
1

Percent higher than International average

Percent lower than International average
# Rounds to zero
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

100

TIMSS 2011 8th-Grade Science Concepts and Science Items

Liquid on outside of pitcher (continued)

S042404:

Student Responses
Correct Response:

Partially Correct Response:

Incorrect Response:

101

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Applying

Which ice block will melt first

Overall Percent Correct

The pictures below show two ice blocks. Block 2 is wrapped in newspaper.

Ice Block 1

Ice Block 2 wrapped in newspaper

A. Which ice block will melt first?

(Check one box.)
Block 1
Block 2
B. Explain your answer.

Item Number: S042407

SCORING
Correct Response
Block 1 with a explanation referring to heat OR surrounding air (hot air, sun) reaching ice block 1
more easily than ice block 2.
Examples:
Block 1 gains heat from the surrounding air. Block 2 does not gain much heat as it is wrapped in
newspaper.
The newspaper helps to block some of the heat.

Incorrect Response
Block 2 with an explanation referring explicitly or implicitly to the newspaper making the ice block
warmer.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Chinese Taipei-CHN
Singapore
Japan
Ukraine
Chile
Tunisia
Korea, Rep. of
Slovenia
Hong Kong-CHN
Australia
Iran, Islamic Rep. of
Thailand
Romania
Kazakhstan
Bahrain
Hungary
England-GBR
Russian Federation
Indonesia
Jordan
Turkey
International average
New Zealand
Malaysia
Israel
Sweden
Syrian Arab Republic
Qatar
United States
Finland
Oman
Lithuania
United Arab Emirates
Norway
Palestinian Natl Auth.
Italy
Saudi Arabia
Ghana
Armenia
Georgia
Lebanon
Macedonia, Rep. of
Morocco

60
53
51
49
45
43
43
43
42
41
39
39
39
38
38
38
38
37
37
36
36
35
34
34
34
33
33
32
31
31
31
30
30
29
28
28
28
24
24
22
20
18
17

Benchmarking
education system

Percent
correct

Alberta-CAN
Ontario-CAN
Quebec-CAN
Minnesota-USA
Massachusetts-USA
Florida-USA
Abu Dhabi-UAE
Colorado-USA
Dubai-UAE
California-USA
North Carolina-USA
Connecticut-USA
Indiana-USA
Alabama-USA

59
49
46
36
34
34
31
31
30
28
28
28
28
20

Percent higher than International average

Percent lower than International average

102

TIMSS 2011 8th-Grade Science Concepts and Science Items

Which ice block will melt first (continued)

S042407:

Student Responses
Correct Response:
The pictures below show two ice blocks. Block 2 is wrapped in newspaper.

Ice Block 1

Ice Block 2 wrapped in newspaper

A. Which ice block will melt first?

(Check one box.)
Block 1
Block 2
B. Explain your answer.

Incorrect Response:
The pictures below show two ice blocks. Block 2 is wrapped in newspaper.

Ice Block 1

Ice Block 2 wrapped in newspaper

A. Which ice block will melt first?

(Check one box.)
Block 1
Block 2
B. Explain your answer.

103

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Knowing

Water wheel: Energy of tank water

Overall Percent Correct

The diagram shows water flowing from a tank and rotating a wheel.

tank

blade

wheel

A. What kind of energy does the water have when it is in the tank?

Item Number: S052165A

SCORING
Correct Response
(Gravitational) potential energy or gravitational energy or stored energy

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Hong Kong-CHN
Israel
Saudi Arabia
Iran, Islamic Rep. of
United States
New Zealand
Russian Federation
Slovenia
Ukraine
Kazakhstan
Australia
Armenia
Ghana
Italy
Turkey
Lebanon
England-GBR
International average
Macedonia, Rep. of
Bahrain
Malaysia
Palestinian Natl Auth.
Lithuania
Finland
Qatar
Romania
United Arab Emirates
Sweden
Jordan
Indonesia
Japan
Korea, Rep. of
Norway
Syrian Arab Republic
Oman
Thailand
Georgia
Hungary
Chile
Tunisia
Chinese Taipei-CHN
Morocco

64
38
35
33
33
32
27
26
24
24
23
22
22
19
19
18
18
17
17
15
15
14
14
14
13
13
13
10
10
9
8
8
7
7
7
6
5
5
4
2
1
1
#

Benchmarking
education system

Percent
correct

Florida-USA
Colorado-USA
Massachusetts-USA
Connecticut-USA
Alabama-USA
Indiana-USA
Minnesota-USA
North Carolina-USA
Alberta-CAN
Dubai-UAE
Abu Dhabi-UAE
Ontario-CAN
California-USA
Quebec-CAN

60
48
47
40
32
30
21
18
16
14
11
11
5
2

Percent higher than International average

Percent lower than International average
# Rounds to zero
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

104

TIMSS 2011 8th-Grade Science Concepts and Science Items

Water wheel: Energy of tank water (continued)

S052165A:

Student Responses
Correct Response:

Incorrect Response:

105

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Knowing

Water wheel: Energy before wheel

Overall Percent Correct

The diagram shows water flowing from a tank and rotating a wheel.

tank

blade

wheel

B. What kind of energy does the water have just before it hits the wheel?

Item Number: S052165B

SCORING
Correct Response
Kinetic energy (with or without (gravitational) potential energy, or gravitational energy, or stored
energy)

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Hong Kong-CHN
Israel
Saudi Arabia
England-GBR
United States
Finland
Italy
Ukraine
Malaysia
New Zealand
Oman
Slovenia
Russian Federation
Turkey
Bahrain
Australia
Palestinian Natl Auth.
Iran, Islamic Rep. of
Kazakhstan
International average
Armenia
Qatar
Tunisia
Sweden
Ghana
Jordan
Lebanon
United Arab Emirates
Macedonia, Rep. of
Korea, Rep. of
Syrian Arab Republic
Romania
Lithuania
Japan
Indonesia
Hungary
Norway
Thailand
Chile
Georgia
Morocco
Chinese Taipei-CHN

66
60
47
42
39
37
37
34
31
31
31
31
29
29
28
27
27
27
25
25
24
22
21
21
21
20
19
18
18
16
15
15
13
13
13
12
11
9
9
8
4
1
1

Benchmarking
education system

Percent
correct

Florida-USA
Massachusetts-USA
Colorado-USA
Connecticut-USA
Indiana-USA
Alabama-USA
North Carolina-USA
Minnesota-USA
Alberta-CAN
Dubai-UAE
Abu Dhabi-UAE
Ontario-CAN
California-USA
Quebec-CAN

63
54
52
41
39
37
27
26
23
22
20
15
10
4

Percent higher than International average

Percent lower than International average

106

TIMSS 2011 8th-Grade Science Concepts and Science Items

Water wheel: Energy before wheel (continued)

S052165B:

Student Responses
Correct Response:

Incorrect Response:

107

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Energy Transformations, Heat,

and Temperature

Reasoning

Water wheel: Faster rotation

Overall Percent Correct

The diagram shows water flowing from a tank and rotating a wheel.

tank

blade

wheel

C. Write one change to the system that will make the wheel rotate faster.

Item Number: S052165C

SCORING
Correct Response
Gives a reason related to increasing the flow of water from the list of acceptable responses below.
Put more water in the tank
Use a taller water tank
Make the outlet wider/bigger
Make another outlet
Increase the distance between the wheel and the tank
Make the wheel smaller
Make the blades wider/bigger/longer
Increase the number of blades

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task), including responses that
do not include how to change the system.

Education system

Percent
correct

Singapore
Japan
Hong Kong-CHN
Korea, Rep. of
Israel
Chinese Taipei-CHN
England-GBR
Finland
Iran, Islamic Rep. of
Turkey
Russian Federation
Australia
Slovenia
Hungary
Norway
Ukraine
Lithuania
New Zealand
United States
International average
Sweden
Syrian Arab Republic
Romania
Italy
Oman
Kazakhstan
Tunisia
Palestinian Natl Auth.
Bahrain
Jordan
United Arab Emirates
Saudi Arabia
Macedonia, Rep. of
Qatar
Malaysia
Armenia
Georgia
Chile
Lebanon
Thailand
Indonesia
Morocco
Ghana

67
58
46
44
44
44
42
41
40
37
37
36
35
34
31
31
31
29
28
27
26
25
25
23
23
20
20
20
18
18
18
17
17
17
16
16
13
12
11
10
9
5
3

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
Alberta-CAN
Colorado-USA
Connecticut-USA
Ontario-CAN
Quebec-CAN
Indiana-USA
Florida-USA
Dubai-UAE
North Carolina-USA
Alabama-USA
California-USA
Abu Dhabi-UAE

37
35
35
33
33
32
31
25
25
24
23
17
17
17

Percent higher than International average

Percent lower than International average

108

TIMSS 2011 8th-Grade Science Concepts and Science Items

Water wheel: Faster rotation (continued)

S052165C:

Student Responses
Correct Response:

Incorrect Response:

109

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

PHYSICS

Forces and Motion

Knowing

In which liquid would object float

Overall Percent Correct

An object has a density of 1.1 g/cm3.

A. In which liquid would this object float?
(Check one box.)
Liquid X: 1.3 g/cm3
Liquid Y: 0.9 g/cm3
B. Explain your answer.

Item Number: S052207

SCORING
Correct Response
Liquid X with an explanation that refers to the object being less dense.
Examples:
Liquid X The density of the object is lower than the density of liquid X, so it can float in liquid X.
Liquid X In order for the object to float, it must have a lower density than the liquid.

Incorrect Response
Liquid X with an explanation that refers to the object/liquid being heavier or lighter.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Korea, Rep. of
Singapore
Slovenia
Chinese Taipei-CHN
Hungary
Russian Federation
Hong Kong-CHN
Finland
United States
Japan
Turkey
Israel
Ukraine
Romania
Kazakhstan
Lithuania
Thailand
Jordan
International average
United Arab Emirates
Tunisia
England-GBR
Australia
Oman
Italy
Sweden
Armenia
New Zealand
Lebanon
Palestinian Natl Auth.
Malaysia
Norway
Georgia
Bahrain
Iran, Islamic Rep. of
Chile
Qatar
Saudi Arabia
Morocco
Syrian Arab Republic
Macedonia, Rep. of
Ghana
Indonesia

62
61
58
52
48
47
45
44
43
39
38
36
36
35
35
35
33
32
31
30
30
29
28
28
28
27
26
25
24
23
23
23
22
21
21
19
17
16
15
15
12
9
9

Benchmarking
education system

Percent
correct

Massachusetts-USA
Colorado-USA
Connecticut-USA
Minnesota-USA
Alberta-CAN
North Carolina-USA
California-USA
Ontario-CAN
Indiana-USA
Florida-USA
Quebec-CAN
Dubai-UAE
Alabama-USA
Abu Dhabi-UAE

66
53
52
51
50
49
48
45
45
43
35
35
33
29

Percent higher than International average

Percent lower than International average

110

TIMSS 2011 8th-Grade Science Concepts and Science Items

In which liquid would object float (continued)

S052207:

Student Responses
Correct Response:

An object has a density of 1.1 g/cm3.

A. In which liquid would this object float?

(Check one box.)
Liquid X: 1.3 g/cm3
Liquid Y: 0.9 g/cm3
B. Explain your answer.

Incorrect Response:

An object has a density of 1.1 g/cm3.

A. In which liquid would this object float?

(Check one box.)
Liquid X: 1.3 g/cm3
Liquid Y: 0.9 g/cm3
B. Explain your answer.

111

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Processes, Cycles, and

History

Applying

Order of steps in the water cycle

Overall Percent Correct

The following five statements describe processes involved in the water cycle.
Water evaporation from the sea is identified as a first step in the water cycle.
Number the other statements 2 through 5 in the order in which these processes
take place.
_____ Water vapor rises in warm air.
_____ Water travels along a river to the sea.
1
_____
Water evaporates from the sea.

_____ Water vapor is cooled and forms clouds.

_____ Clouds move and water falls on land as rain.

Item Number: S032060

SCORING
Correct Response
2, 5, 1, 3, 4

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Finland
Hong Kong-CHN
Singapore
Chinese Taipei-CHN
Korea, Rep. of
Russian Federation
England-GBR
Israel
Sweden
Lithuania
Slovenia
Hungary
New Zealand
Australia
Italy
United States
Japan
Ukraine
Norway
Chile
International average
Tunisia
United Arab Emirates
Thailand
Oman
Bahrain
Iran, Islamic Rep. of
Jordan
Romania
Saudi Arabia
Kazakhstan
Georgia
Turkey
Lebanon
Malaysia
Armenia
Syrian Arab Republic
Palestinian Natl Auth.
Indonesia
Qatar
Morocco
Macedonia, Rep. of
Ghana

92
85
83
82
81
79
79
79
78
76
76
74
72
71
71
71
71
69
67
66
63
62
62
61
60
59
58
57
56
56
55
54
54
50
49
47
46
45
45
45
44
37
14

Benchmarking
education system

Percent
correct

Quebec-CAN
Minnesota-USA
Alberta-CAN
Ontario-CAN
Massachusetts-USA
North Carolina-USA
Colorado-USA
Indiana-USA
Florida-USA
Dubai-UAE
Connecticut-USA
California-USA
Abu Dhabi-UAE
Alabama-USA

80
79
77
76
76
76
75
74
73
68
67
62
60
58

Percent higher than International average

Percent lower than International average

112

TIMSS 2011 8th-Grade Science Concepts and Science Items

Order of steps in the water cycle (continued)

S032060:

The following five statements describe processes involved in the water cycle.

Student
Responses
Water
evaporation from the sea is identified as a first step in the water cycle.

Number
the other statements 2 through 5 in the order in which these processes
Correct
Response:
take place.

_____ Water vapor rises in warm air.

_____ Water travels along a river to the sea.
1
_____
Water evaporates from the sea.

_____ Water vapor is cooled and forms clouds.

_____ Clouds move and water falls on land as rain.

The following five statements describe processes involved in the water cycle.
Water evaporation from the sea is identified as a first step in the water cycle.
Number
the other statements 2 through 5 in the order in which these processes
Incorrect
Response:
take place.

_____ Water vapor rises in warm air.

_____ Water travels along a river to the sea.
1
_____
Water evaporates from the sea.

_____ Water vapor is cooled and forms clouds.

_____ Clouds move and water falls on land as rain.

113

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Processes, Cycles, and

History

Knowing

Volcanic eruption effects

Overall Percent Correct

State one way that a volcanic eruption can affect the environment.

Item Number: S032126

SCORING
Correct Response
States a negative environmental effect due to volcanic eruptions such as pollution (due to release
of gases, smoke, ash, etc.) or destruction of habitats or plant/animal life (due to lava flow, burning
or similar).
Example: Burns away essential plant life.
States a positive environmental effect such as making land fertile, creating new habitats, and
allowing for different life forms.
Example: It can make the land surrounding the volcano more fertile.
Other correct

Incorrect Response
Gives only a general statement of destruction or the nature of volcanic eruptions with inadequate
description of how the environment is affected.
Example: It can destroy everything.

Education system

Percent
correct

Singapore
Slovenia
Sweden
Finland
New Zealand
Lithuania
England-GBR
Russian Federation
Japan
Australia
United States
Chile
Korea, Rep. of
Kazakhstan
Romania
Chinese Taipei-CHN
Hong Kong-CHN
Hungary
Norway
Turkey
Israel
Ukraine
International average
Thailand
Indonesia
Saudi Arabia
United Arab Emirates
Italy
Iran, Islamic Rep. of
Georgia
Armenia
Bahrain
Jordan
Qatar
Malaysia
Macedonia, Rep. of
Palestinian Natl Auth.
Lebanon
Tunisia
Syrian Arab Republic
Oman
Morocco
Ghana

81
78
76
71
70
70
67
63
63
63
62
62
58
58
57
55
54
54
49
49
49
49
48
47
45
45
42
41
37
34
32
32
32
32
32
31
31
28
28
27
26
19
9

Benchmarking
education system

Percent
correct

Massachusetts-USA
Ontario-CAN
Colorado-USA
Connecticut-USA
Minnesota-USA
Florida-USA
Alberta-CAN
Indiana-USA
California-USA
North Carolina-USA
Quebec-CAN
Dubai-UAE
Alabama-USA
Abu Dhabi-UAE

70
67
67
65
65
64
61
59
58
57
56
51
46
39

Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Percent higher than International average
Percent lower than International average

114

TIMSS 2011 8th-Grade Science Concepts and Science Items

Volcanic eruption effects (continued)

S032126:

Student Responses
Correct Response:

Incorrect Response:

115

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earth in the Solar System and

the Universe

Knowing

Major cause of tides

Overall Percent Correct

Which of the following is the major cause of tides?

heating of the oceans by the Sun

gravitational pull of the Moon

earthquakes on the ocean floor

changes in wind direction

Item Number: S032151

Correct Response:

Education system

Percent
correct

Finland
Slovenia
New Zealand
United States
Norway
Sweden
Italy
Australia
Russian Federation
Korea, Rep. of
Chinese Taipei-CHN
Iran, Islamic Rep. of
Lithuania
Oman
England-GBR
Syrian Arab Republic
United Arab Emirates
Hong Kong-CHN
Japan
Jordan
International average
Ukraine
Singapore
Thailand
Armenia
Chile
Bahrain
Qatar
Saudi Arabia
Israel
Turkey
Hungary
Kazakhstan
Macedonia, Rep. of
Indonesia
Georgia
Romania
Palestinian Natl Auth.
Morocco
Ghana
Malaysia
Tunisia
Lebanon

78
76
66
61
59
58
57
57
56
55
54
53
53
52
52
50
50
45
44
44
43
42
42
41
40
39
39
38
37
37
35
35
34
32
29
25
25
23
18
16
16
15
13

Benchmarking
education system

Percent
correct

Massachusetts-USA
Connecticut-USA
Florida-USA
Minnesota-USA
Colorado-USA
North Carolina-USA
Indiana-USA
Alberta-CAN
Quebec-CAN
Abu Dhabi-UAE
California-USA
Dubai-UAE
Alabama-USA
Ontario-CAN

79
75
70
66
66
61
57
54
51
51
50
49
44
38

Percent higher than International average

Percent lower than International average

116

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earth in the Solar System and

the Universe

Knowing

Difference between planets and moons

Overall Percent Correct

What is the main difference between planets and moons in our solar system?
A.

All planets can support life; moons cannot.

All planets have atmospheres; moons do not.

All planets orbit the Sun; all moons orbit planets.

All planets are larger than all moons.

Item Number: S032160

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Finland
Hong Kong-CHN
Singapore
England-GBR
Russian Federation
Slovenia
Sweden
Kazakhstan
Norway
Chinese Taipei-CHN
New Zealand
Australia
United States
Lithuania
Italy
Turkey
Hungary
Ukraine
Chile
Israel
International average
Macedonia, Rep. of
Romania
United Arab Emirates
Bahrain
Qatar
Armenia
Palestinian Natl Auth.
Syrian Arab Republic
Malaysia
Japan
Iran, Islamic Rep. of
Saudi Arabia
Morocco
Thailand
Tunisia
Jordan
Georgia
Oman
Lebanon
Indonesia
Ghana

88
81
79
78
76
75
75
74
73
73
71
70
70
70
69
67
66
64
64
63
62
62
60
59
59
58
58
57
54
53
53
52
52
52
52
51
49
49
49
46
44
39
36

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
Florida-USA
North Carolina-USA
Indiana-USA
Alberta-CAN
Colorado-USA
Connecticut-USA
Alabama-USA
Quebec-CAN
Ontario-CAN
California-USA
Dubai-UAE
Abu Dhabi-UAE

77
75
73
72
72
72
71
71
69
69
66
66
63
60

Percent higher than International average

Percent lower than International average

117

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Resources, Their Use

and Conservation

Knowing

Soil change due to natural causes

Overall Percent Correct

Soils change both through natural processes and as a result of human activity.
Which of the following soil changes is due only to natural causes?
A.

degradation of nutrients due to pesticides

formation of deserts due to tree felling

flooding due to dam construction

removal of nutrients due to heavy rains

Item Number: S032463

Correct Response:

Education system

Percent
correct

Chinese Taipei-CHN
Finland
Japan
Russian Federation
Korea, Rep. of
Hong Kong-CHN
Hungary
Singapore
Turkey
Israel
Ukraine
Italy
Chile
Australia
United States
England-GBR
Thailand
Iran, Islamic Rep. of
Lithuania
International average
Georgia
New Zealand
Kazakhstan
Sweden
Bahrain
Armenia
United Arab Emirates
Romania
Slovenia
Indonesia
Palestinian Natl Auth.
Syrian Arab Republic
Qatar
Saudi Arabia
Malaysia
Tunisia
Ghana
Macedonia, Rep. of
Norway
Oman
Lebanon
Jordan
Morocco

85
80
80
77
77
74
73
69
67
67
67
66
66
64
63
62
61
60
59
55
55
54
54
52
51
50
50
49
49
48
43
43
41
39
39
38
38
38
35
35
34
34
28

Benchmarking
education system

Percent
correct

North Carolina-USA
Quebec-CAN
Massachusetts-USA
Minnesota-USA
Alberta-CAN
Indiana-USA
Ontario-CAN
Florida-USA
Connecticut-USA
Colorado-USA
Dubai-UAE
California-USA
Alabama-USA
Abu Dhabi-UAE

75
74
72
71
68
65
65
65
63
63
57
55
49
45

Percent higher than International average

Percent lower than International average

118

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Resources, Their Use

and Conservation

Knowing

Material that breaks down quickly

Overall Percent Correct

The following waste materials are buried in a landfill.

Which will break down most quickly?
A.

steel

plastic

glass

paper

Item Number: S032510

Correct Response:

Education system

Percent
correct

Finland
Slovenia
Lithuania
Chinese Taipei-CHN
Hungary
Hong Kong-CHN
Thailand
Sweden
Korea, Rep. of
Romania
Indonesia
Russian Federation
Singapore
Ukraine
New Zealand
Japan
Australia
United States
England-GBR
Armenia
Italy
Kazakhstan
Macedonia, Rep. of
Georgia
Norway
Chile
International average
Israel
Turkey
Syrian Arab Republic
Malaysia
Tunisia
Jordan
Iran, Islamic Rep. of
United Arab Emirates
Palestinian Natl Auth.
Bahrain
Saudi Arabia
Lebanon
Oman
Morocco
Qatar
Ghana

91
90
88
87
87
84
83
82
81
80
79
79
79
77
75
75
75
74
73
73
72
72
71
70
70
69
68
67
66
64
61
60
58
57
50
49
46
46
45
44
43
42
32

Benchmarking
education system

Percent
correct

Alberta-CAN
Massachusetts-USA
Minnesota-USA
Colorado-USA
North Carolina-USA
Florida-USA
Indiana-USA
Connecticut-USA
Ontario-CAN
Quebec-CAN
Alabama-USA
California-USA
Dubai-UAE
Abu Dhabi-UAE

82
82
79
79
78
78
77
76
75
73
71
61
51
49

Percent higher than International average

Percent lower than International average

119

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Structure and Physical

Features

Applying

Changes at high elevations-DERIVED

Overall Percent Correct

Tamora is preparing to climb one of the highest mountains on Earth. She knows
that the atmospheric conditions will change the higher up the mountain she
climbs.
In the table below, write down two atmospheric conditions that will change as
Tamora climbs the mountain. State what Tamora needs to bring in order to
survive these two conditions at high elevations.
Change in Atmospheric
Condition

What Tamora Needs

to Bring

Item Number: S032650Z

SCORING
Note: Each of the two responses are scored separately. However, if the two responses are
essentially the same, the second response should be scored as Incorrect Response.

Correct Response
Indicates that the temperature will decrease (or similar).
Example: The temperature will be colder. [More clothes.]
Indicates that there will be less oxygen (air) or lower atmospheric pressure (or similar).
Example: Air will get thinner. [Oxygen mask.]
Indicates increased precipitation (snow, rain) or clouds (or similar).
Example: It will get icy. [Bring ice shoes.]
Other correct

Incorrect Response
Mentions a type of equipment, but does not clearly indicate how the atmospheric condition
changes.

Education system

Percent
correct

Singapore
Japan
New Zealand
Finland
England-GBR
Australia
Hungary
Korea, Rep. of
Chinese Taipei-CHN
Slovenia
Lithuania
Israel
United States
Hong Kong-CHN
Norway
Sweden
Saudi Arabia
International average
Romania
Russian Federation
Jordan
Palestinian Natl Auth.
United Arab Emirates
Italy
Tunisia
Kazakhstan
Qatar
Syrian Arab Republic
Chile
Bahrain
Macedonia, Rep. of
Morocco
Turkey
Oman
Iran, Islamic Rep. of
Ukraine
Armenia
Thailand
Malaysia
Indonesia
Georgia
Lebanon
Ghana

61
60
59
59
56
56
55
53
50
49
48
46
42
40
40
39
37
33
32
32
31
31
30
30
29
27
26
22
22
22
21
20
20
20
19
18
15
14
11
11
10
9
3

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
Quebec-CAN
Alberta-CAN
North Carolina-USA
Indiana-USA
Connecticut-USA
Colorado-USA
Ontario-CAN
Florida-USA
Dubai-UAE
Abu Dhabi-UAE
California-USA
Alabama-USA

60
57
56
53
52
51
50
49
48
42
39
31
30
29

Mentions that the atmospheric pressure increases with or without listing oxygen equipment.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task).

120

Percent higher than International average

Percent lower than International average

TIMSS 2011 8th-Grade Science Concepts and Science Items

Changes at high elevations (continued)

S032650Z:

Student Responses
Correct Response:
Change in Atmospheric
Condition

What Tamora Needs

to Bring

Incorrect Response:
Change in Atmospheric
Condition

What Tamora Needs

to Bring

121

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Structure and Physical

Features

Applying

Topographic map: identify X

Overall Percent Correct

Tiger Island
Cub Bay

200

100

250
250

150

350

200

The diagram above shows a topographic map of Tiger Island. The lines on the
map are contour lines that connect points at the same elevation. The elevations
shown are in meters.
A. What geographical feature is found at point X? _______________________

Item Number: S032651A

SCORING
Correct Response
Identifies X as a mountain, hill, peak, summit, highest point, volcano, or similar.

Incorrect Response
Identifies X as a crater, valley, hole, or similar (misinterpretation that contour lines indicate
decreasing elevation).
Identifies X as a water feature.
Other incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Finland
Chinese Taipei-CHN
Slovenia
Singapore
Russian Federation
Hungary
Hong Kong-CHN
Norway
Australia
Lithuania
Korea, Rep. of
United States
Ukraine
England-GBR
Italy
Japan
Israel
New Zealand
Sweden
International average
Kazakhstan
Iran, Islamic Rep. of
Turkey
Romania
Macedonia, Rep. of
Malaysia
Georgia
United Arab Emirates
Thailand
Chile
Saudi Arabia
Jordan
Bahrain
Armenia
Qatar
Syrian Arab Republic
Palestinian Natl Auth.
Lebanon
Morocco
Tunisia
Indonesia
Oman
Ghana

84
81
70
68
67
66
64
61
61
60
60
59
57
56
54
52
47
45
43
38
35
31
31
30
28
27
25
23
22
22
22
21
21
20
18
17
15
11
10
10
9
9
4

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
Colorado-USA
North Carolina-USA
Indiana-USA
Connecticut-USA
Alberta-CAN
Quebec-CAN
Florida-USA
Ontario-CAN
California-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

82
70
65
63
61
60
58
57
51
50
45
38
30
23

Percent higher than International average

Percent lower than International average

122

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Structure and Physical

Features

Reasoning

Topographic map: river path

Overall Percent Correct

Tiger Island
Cub Bay

200

100

250
250

150

350

200

The diagram above shows a topographic map of Tiger Island. The lines on the
map are contour lines that connect points at the same elevation. The elevations
shown are in meters.
B. Think about the source of rivers and how they flow. Now draw the path of
a river between point X and Cub Bay. Use an arrow to indicate on the map
which direction the river will flow.

Item Number: S032651B

SCORING
Correct Response
Draws a correct path WITH arrow(s) indicating correct direction (see diagram below).
[Path runs from point X downhill to Cub Bay and between the smaller hill(s). Includes arrow(s) that
indicates direction of flow from mountain to the sea.]
Draws a correct path (as described in first bullet) but OPPOSITE direction of arrow is shown (from
sea to mountain).
Draws a correct path (as described in first bullet) but NO arrow is shown.
Other correct

Incorrect Response
Draws a direct path that goes over the next smaller hill with or without arrow(s) (see diagram
below).
Draws a path that circles around hill(s) by following contour lines with or without arrow(s) (see
diagram below).

Education system

Percent
correct

Japan
Slovenia
Chinese Taipei-CHN
Finland
Korea, Rep. of
Russian Federation
Hong Kong-CHN
Australia
Singapore
Sweden
Iran, Islamic Rep. of
Norway
Hungary
Lithuania
Ukraine
Kazakhstan
England-GBR
Italy
United States
New Zealand
International average
Malaysia
Romania
Israel
Jordan
Macedonia, Rep. of
Tunisia
Chile
Bahrain
Qatar
United Arab Emirates
Turkey
Morocco
Georgia
Palestinian Natl Auth.
Oman
Armenia
Syrian Arab Republic
Lebanon
Indonesia
Thailand
Ghana
Saudi Arabia

47
46
40
38
37
35
30
30
30
29
25
25
24
24
24
23
21
21
21
20
19
18
17
14
13
13
12
12
11
10
9
9
9
8
8
7
7
7
6
5
2
1
1

Benchmarking
education system

Percent
correct

Massachusetts-USA
Alberta-CAN
Ontario-CAN
Minnesota-USA
Quebec-CAN
Colorado-USA
North Carolina-USA
Connecticut-USA
California-USA
Indiana-USA
Florida-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

37
35
26
25
25
23
21
20
20
17
14
13
11
10

Other incorrect (including crossed out, erased, stray marks, illegible, or off task)
Percent higher than International average
Percent lower than International average

123

TIMSS 2011 8th-Grade Science Concepts and Science Items

Topographic map: river path (continued)

S032651B:

Student Responses
Correct Response:

Tiger Island

Cub Bay

200

100

250

350

250

150

200

The diagram above shows a topographic map of Tiger Island. The lines on the
map are contour lines that connect points at the same elevation. The elevations
shown are in meters.
B. T hink about the source of rivers and how they flow. Now draw the path of
a river between point X and Cub Bay. Use an arrow to indicate on the map
which direction the river will flow.

Incorrect Response:

Tiger Island

Cub Bay

200

100

250
250

150

350

200

The diagram above shows a topographic map of Tiger Island. The lines on the
map are contour lines that connect points at the same elevation. The elevations
shown are in meters.
B. T hink about the source of rivers and how they flow. Now draw the path of
a river between point X and Cub Bay. Use an arrow to indicate on the map
which direction the river will flow.

124

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Processes, Cycles, and

History

Reasoning

Location of jungle

Overall Percent Correct

2
Clouds and
precipitation

14C

10C

15C
20C
Prevailing
Wind

19C
24C

1
25C

29C

Sea Level

The diagram above shows the prevailing wind direction, precipitation, and
average air temperatures at different elevations on both sides of a mountain. In
which location are you most likely to find a jungle?
A.

location 1

location 2

location 3

location 4

Item Number: S032654

Correct Response:

Education system

Percent
correct

Slovenia
Finland
Russian Federation
Hungary
Chinese Taipei-CHN
Hong Kong-CHN
Lithuania
Iran, Islamic Rep. of
Sweden
Ukraine
Singapore
United States
Japan
Korea, Rep. of
Turkey
Australia
Norway
United Arab Emirates
New Zealand
Italy
Israel
England-GBR
International average
Macedonia, Rep. of
Oman
Qatar
Chile
Tunisia
Saudi Arabia
Jordan
Malaysia
Thailand
Romania
Bahrain
Palestinian Natl Auth.
Armenia
Georgia
Indonesia
Lebanon
Morocco
Syrian Arab Republic
Kazakhstan
Ghana

71
70
65
65
64
64
62
59
58
57
56
56
56
55
55
53
53
51
50
49
49
48
47
46
45
45
44
43
43
41
38
37
36
34
33
33
30
29
27
25
25
24
22

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
Colorado-USA
Florida-USA
Alberta-CAN
Connecticut-USA
Indiana-USA
Ontario-CAN
North Carolina-USA
Dubai-UAE
Abu Dhabi-UAE
California-USA
Quebec-CAN
Alabama-USA

66
64
63
57
56
55
54
54
53
51
51
51
48
46

Percent higher than International average

Percent lower than International average

125

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Processes, Cycles, and

History

Knowing

Where active volcanoes are found

Overall Percent Correct

Where are active volcanoes most likely to be found?

where rivers form

where tectonic plates meet

where oceans are deepest

where land and water meet

Item Number: S042141

Correct Response:

Education system

Percent
correct

Finland
Hong Kong-CHN
Lithuania
Russian Federation
Slovenia
England-GBR
Chinese Taipei-CHN
Sweden
Ukraine
Australia
Italy
Korea, Rep. of
United States
Romania
New Zealand
Kazakhstan
Singapore
Norway
Israel
Chile
Armenia
Bahrain
Japan
Morocco
United Arab Emirates
Hungary
International average
Thailand
Oman
Macedonia, Rep. of
Iran, Islamic Rep. of
Tunisia
Qatar
Saudi Arabia
Palestinian Natl Auth.
Indonesia
Syrian Arab Republic
Georgia
Jordan
Turkey
Malaysia
Lebanon
Ghana

93
89
87
85
85
84
81
80
80
79
78
78
77
74
74
73
73
72
72
71
70
70
69
69
67
67
65
64
61
60
58
53
51
50
47
46
44
44
43
42
36
32
21

Benchmarking
education system

Percent
correct

Quebec-CAN
Minnesota-USA
Massachusetts-USA
North Carolina-USA
Colorado-USA
Indiana-USA
Alberta-CAN
Connecticut-USA
Florida-USA
Ontario-CAN
Alabama-USA
California-USA
Dubai-UAE
Abu Dhabi-UAE

88
87
86
85
84
84
82
79
75
69
68
67
67
66

Percent higher than International average

Percent lower than International average

126

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earth in the Solar System and

the Universe

Applying

Diagram of an eclipse of the moon

Overall Percent Correct

Which diagram shows the position of the Sun (S), moon (M), and Earth (E)
during an eclipse of the moon? (Not drawn to scale)
M

Item Number: S042215

Correct Response:

Education system

Percent
correct

Iran, Islamic Rep. of

Palestinian Natl Auth.
Finland
Armenia
Korea, Rep. of
Norway
Ukraine
Saudi Arabia
Hungary
Slovenia
Bahrain
Macedonia, Rep. of
Japan
Chinese Taipei-CHN
Hong Kong-CHN
Oman
Malaysia
International average
Lithuania
Sweden
Israel
Kazakhstan
Syrian Arab Republic
Indonesia
Italy
Russian Federation
Thailand
Georgia
Morocco
Qatar
United Arab Emirates
Lebanon
Turkey
Singapore
Jordan
Romania
United States
Tunisia
England-GBR
New Zealand
Australia
Chile
Ghana

53
50
49
46
44
44
43
43
42
42
40
40
39
38
38
38
37
35
34
34
34
33
33
32
32
32
31
31
31
31
30
30
30
30
29
29
28
26
26
25
23
19
17

Benchmarking
education system

Percent
correct

Connecticut-USA
Quebec-CAN
Massachusetts-USA
Florida-USA
Minnesota-USA
Colorado-USA
California-USA
Abu Dhabi-UAE
North Carolina-USA
Dubai-UAE
Alberta-CAN
Indiana-USA
Alabama-USA
Ontario-CAN

40
40
37
35
32
30
30
30
29
28
27
27
25
22

Percent higher than International average

Percent lower than International average

127

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Processes, Cycles, and

History

Applying

Evaporated water ending up as rain

Overall Percent Correct

How does water that has evaporated from the sea end up as rain on land many
miles away?

Item Number: S042317

SCORING
Correct Response
Mentions two OR three of the factors indicated below.
a. Clouds form (condensation)
b. The clouds move to land (blown by the wind)
c. Rain falls from clouds (because drops become too heavy/temperature drops).
Example: Thats because there will be condensation and the clouds form. The clouds move to land
and when temperatures drop the water in the clouds condenses and fall as rain.

Partially Correct Response

Mentions only one factor indicated above.
Example: Water vapor condenses into clouds. (a)

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Finland
Japan
Hong Kong-CHN
Iran, Islamic Rep. of
Russian Federation
Australia
Korea, Rep. of
Norway
England-GBR
Israel
United States
Chinese Taipei-CHN
Sweden
Lithuania
Hungary
New Zealand
Oman
Slovenia
Italy
United Arab Emirates
Jordan
Turkey
Chile
Ukraine
International average
Bahrain
Qatar
Kazakhstan
Thailand
Syrian Arab Republic
Tunisia
Saudi Arabia
Palestinian Natl Auth.
Romania
Georgia
Indonesia
Morocco
Macedonia, Rep. of
Lebanon
Armenia
Malaysia
Ghana

70
66
65
63
62
61
61
59
57
57
56
56
55
55
51
48
48
47
47
47
45
45
44
44
42
42
39
34
32
31
29
27
24
23
23
22
21
20
19
18
16
16
9

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
Colorado-USA
Indiana-USA
Alberta-CAN
North Carolina-USA
Ontario-CAN
Florida-USA
Connecticut-USA
California-USA
Quebec-CAN
Abu Dhabi-UAE
Dubai-UAE
Alabama-USA

69
68
67
58
57
56
56
54
54
50
48
47
47
41

Percent higher than International average

Percent lower than International average

128

TIMSS 2011 8th-Grade Science Concepts and Science Items

Evaporated water ending up as rain (continued)

S042317:

Student Responses
Correct Response:

Incorrect Response:

129

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Processes, Cycles, and

History

Reasoning

Evidence continents were joined

Overall Percent Correct

Two continents are separated by water.

Education system

Percent
correct

Geologists are looking for evidence that the two continents were once joined.

Iran, Islamic Rep. of

Japan
Italy
United States
Israel
Chinese Taipei-CHN
Russian Federation
Slovenia
Korea, Rep. of
England-GBR
New Zealand
Australia
Sweden
Lithuania
Singapore
Romania
Kazakhstan
Ukraine
Norway
Hong Kong-CHN
International average
Finland
Jordan
Chile
United Arab Emirates
Syrian Arab Republic
Hungary
Oman
Macedonia, Rep. of
Turkey
Armenia
Georgia
Thailand
Palestinian Natl Auth.
Qatar
Indonesia
Morocco
Malaysia
Bahrain
Lebanon
Saudi Arabia
Tunisia
Ghana

48
43
38
37
34
32
31
29
28
28
27
27
24
23
22
21
20
20
20
19
18
18
17
15
15
13
12
10
9
8
8
8
8
7
6
5
5
5
5
3
3
2

Benchmarking
education system

Percent
correct

What fossil evidence would support this idea?

Item Number: S052032

SCORING
Correct Response
Explains that fossils from identical (land) organisms (that cannot fly or swim) can be found on both
continents.
Examples:
The same species of extinct animals are found on the two continents.
If the same fossilized animals are found on both continents.

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Massachusetts-USA
Minnesota-USA
North Carolina-USA
Alberta-CAN
Colorado-USA
Indiana-USA
Connecticut-USA
Florida-USA
California-USA
Ontario-CAN
Quebec-CAN
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

58
53
46
46
44
41
38
35
32
29
21
19
16
15

Percent higher than International average

Percent lower than International average
Not applicable
Copyright 2013 International Association for the Evaluation of Educational Achievement (IEA).

130

TIMSS 2011 8th-Grade Science Concepts and Science Items

Evidence continents were joined (continued)

S052032:

Student Responses
Correct Response:

Incorrect Response:

131

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Resources, Their Use

and Conservation

Applying

Advantage of terracing method

Overall Percent Correct

The diagram below shows a field on a slope that is being farmed using the
terracing method.
terracing

Write one advantage of using the method of farming shown in the diagram.

Item Number: S052106

SCORING
Correct Response
Writes one advantage of using the terracing method from the list of acceptable responses below.
Allows farming to be done on a slope (utilize more land)
Run-off slowed down (prevents crops from washing away)
Prevents soil erosion (landslides, rock slides)
Able to grow different crops
Retains water so crops are healthier/need less watering
Examples:
You can farm in steep places.
Helps to avoid the washing away of crops on hills.

Incorrect Response
Incorrect (including crossed out, erased, stray marks, illegible, or off task)

Education system

Percent
correct

Singapore
Chinese Taipei-CHN
Slovenia
Japan
Korea, Rep. of
Turkey
Italy
Hong Kong-CHN
Malaysia
Hungary
Russian Federation
United States
Indonesia
England-GBR
Romania
Thailand
Israel
Palestinian Natl Auth.
Australia
International average
Syrian Arab Republic
Kazakhstan
Jordan
Norway
Tunisia
Finland
Lithuania
United Arab Emirates
New Zealand
Iran, Islamic Rep. of
Ukraine
Armenia
Oman
Morocco
Saudi Arabia
Bahrain
Lebanon
Qatar
Georgia
Macedonia, Rep. of
Sweden
Chile
Ghana

56
52
51
49
41
40
38
37
34
33
32
32
31
30
30
30
27
27
27
26
24
22
22
22
22
21
20
20
17
17
17
16
16
14
14
14
13
13
13
11
11
10
8

Benchmarking
education system

Percent
correct

Massachusetts-USA
Minnesota-USA
Connecticut-USA
Colorado-USA
Florida-USA
Indiana-USA
North Carolina-USA
Alberta-CAN
California-USA
Dubai-UAE
Quebec-CAN
Alabama-USA
Ontario-CAN
Abu Dhabi-UAE

42
40
34
34
33
32
32
31
30
28
24
23
23
17

Percent higher than International average

Percent lower than International average

132

TIMSS 2011 8th-Grade Science Concepts and Science Items

Advantage of terracing method (continued)

S052106:

Student Responses
Correct Response:

Incorrect Response:

133

TIMSS 2011 8th-Grade Science Concepts and Science Items

Content Domain

Main Topic

Cognitive Domain

EARTH SCIENCE

Earths Processes, Cycles, and

History

Knowing

Holes in volcanic rocks

Overall Percent Correct

Some volcanic rocks have many holes in them.

How were the holes made?

Insects dug into the rock when it was soft.

Gas bubbles were trapped in the rock when it cooled.

Rain dropped on the rock when it was soft.

Small stones fell out of the rock when it cooled.

Item Number: S052297

Correct Response:

Education system

Percent
correct

Korea, Rep. of
Australia
New Zealand
United States
England-GBR
Japan
Singapore
Russian Federation
Norway
Slovenia
Hungary
Italy
Finland
Hong Kong-CHN
Sweden
Thailand
Ukraine
Georgia
Romania
International average
Israel
Kazakhstan
Lithuania
United Arab Emirates
Chinese Taipei-CHN
Chile
Qatar
Armenia
Lebanon
Turkey
Bahrain
Morocco
Oman
Syrian Arab Republic
Iran, Islamic Rep. of
Malaysia
Tunisia
Indonesia
Jordan
Saudi Arabia
Palestinian Natl Auth.
Macedonia, Rep. of
Ghana

90
84
84
81
80
77
76
75
75
72
71
68
68
64
64
64
61
60
60
57
57
57
54
52
50
49
48
47
46
46
46
46
45
45
45
42
40
40
39
39
38
35
25

Benchmarking
education system

Percent
correct

Minnesota-USA
Colorado-USA
Alberta-CAN
Massachusetts-USA
Ontario-CAN
Quebec-CAN
Indiana-USA
Connecticut-USA
California-USA
Florida-USA
North Carolina-USA
Alabama-USA
Dubai-UAE
Abu Dhabi-UAE

91
89
88
88
85
84
83
79
79
78
78
74
58
49

Percent higher than International average

Percent lower than International average

134

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