Ohio s State Tests ANSWER KEY & SCORING GUIDELINES SPRING 2015 GRADE 5 SCIENCE PART 1

Transcription

1 Ohio s State Tests ANSWER KEY & SCORING GUIDELINES SPRING 2015 GRADE 5 SCIENCE PART 1

2 Table of Contents Questions 1 7: Content Summary and Answer Key...1 Question 1: Question and Scoring Guidelines...3 Question 1: Sample Responses...6 Question 2: Question and Scoring Guidelines...11 Question 2: Sample Responses...15 Question 3: Question and Scoring Guidelines...25 Question 3: Sample Responses...28 Question 4: Simulation for Questions 5 and Question 5: Question and Scoring Guidelines...35 Question 5: Sample Responses...39 Question 6: Question and Scoring Guidelines...49 Question 6: Sample Responses...52 Question 7: Question and Scoring Guidelines...59 Question 7: Sample Responses...63

3 Question No. Item Type Grade 5 Science PBA Practice Test Content Summary and Answer Key Content Strand 1 Matching Life Science All of the processes that take place within organisms require energy. 2 Short Earth and Most of the cycles and patterns Response Space Science Content Statement of motion between the Earth and sun are predictable. 3 Table Physical Science The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Answer Key Points 1 point 2 points 1 point 4 Simulation* Life Science Organisms perform a variety of roles in an ecosystem Short Life Science All of the processes that take Answer place within organisms require energy. 6 Graphic Life Science Organisms perform a variety of Response roles in an ecosystem. 7 Short Physical Light and sound are forms of Response Science energy that behave in predicable ways. *The Simulation is numbered but not scored points 2 points 2 points 1

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5 Grade 5 Science PBA Practice Test Question 1 Question and Scoring Guidelines 3

6 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes Fungi selected for Uses dead matter for energy AND Rabbit selected for Uses energy gained from plants AND None selected for Uses energy directly from water AND Grass selected for Uses energy directly from the sun (1 point). 4

7 Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. Content Elaboration The content statements for fifth-grade life science are each partial components of a larger concept. The parts have been isolated to call attention to the depth of knowledge required to build to one of biology s foundational theories: dynamic relationships within ecosystems. It is recommended that the content statements be combined and taught as a whole. For example, it is important that the ecological role of organisms is interwoven with a clear understanding that all living things require energy. Virtual simulations and investigations can help demonstrate energy flow through the trophic levels. Energy flows through an ecosystem in one direction, from photosynthetic organisms to consumers (herbivores, omnivores to carnivores) and decomposers. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify an organism, if any, that performs certain energy actions in an ecosystem. Fungi are decomposers. Grass is a producer and rabbits are consumers. 5

8 Grade 5 Science PBA Practice Test Question 1 Sample Responses 6

9 Sample Response: 1 point Notes on Scoring This response correctly matched each organism with its energy action. Fungi use dead matter for energy. Grass gets its energy directly from the sun. The rabbit gets energy from plants and no organisms use water for energy. Water is essential for life but it does not provide energy. This item is an all-or-nothing for credit. 7

10 Sample Response: 0 points Notes on Scoring This response does not match the organisms to the correct energy action and earns no credit. 8

11 Sample Response: 0 points Notes on Scoring This response accurately matches the fungi to its energy action but the rest of the organisms are incorrectly matched. This response receives no credit. 9

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13 Grade 5 Science PBA Practice Test Question 2 Question and Scoring Guidelines 11

14 Question Points Possible: 2 See Alignment for more detail. 12

15 Scoring Guidelines Score Point Description 2 points The response correctly identifies the season for location X AND correctly explains what causes the season. 1 point The response correctly identifies the season at location X OR correctly explains what causes the season. 0 points The response fails to demonstrate any understanding of the causes of seasons. The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be totally irrelevant to the item, or possibly, no other information is shown. The student may have written on a different topic or written, I don t know. Alignment Content Strand Earth and Space Science Content Statement Most of the cycles and patterns of motion between the Earth and sun are predictable. Content Elaboration Earth s axis is tilted at an angle of This tilt, along with Earth s revolution around the sun, affects the amount of direct sunlight that the Earth receives in a single day and throughout the year. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 13

16 Explanation of the Item This item requires the student to interpret a diagram of Earth to determine the season at location X. The axis of the Earth is tilted 23.5 o away from the direction of sunlight. When the axis is pointed away from the sun, it is winter. Winter has fewer hours of sunlight. 14

17 Grade 5 Science PBA Practice Test Question 2 Sample Responses 15

18 Sample Response: 2 points Notes on Scoring The response receives two points. The response correctly identifies the season Location X is having winter right now. It also explains how the diagram illustrates winter because it is getting indirect rays of light caused by a hemisphere that is tilted away from the sun. 16

19 Sample Response: 2 points Notes on Scoring This response receives two points. It correctly identifies the season as winter and provides a correct explanation, location X is winter because the sunlight is less direct on that spot due to the 23.5 degree tilt. 17

20 Sample Response: 2 points Notes on Scoring This response receives two points for the correct identification of season with a correct explanation. The season is Winter because the Southern Hemisphere is tilted toward the Sun, which implies the northern hemisphere is tilted away from the sun. 18

21 Sample Response: 1 point Notes on Scoring This response receives one point for the correct identification of the season in the diagram, location X is winter. The response fails to provide a correct explanation. Being on the opposite side of the sun implies the difference between night and day and is not accepted for credit. Does not get any heat from the Sun is inaccurate. 19

22 Sample Response: 1 point Notes on Scoring This response receives one point for season in location X it is winter. The explanation receives no credit because it is not clear or complete. 20

23 Sample Response: 1 point Notes on Scoring This response receives one point for the correct identification of season, it is winter. The explanation provided is incorrect. Eastern and western hemisphere would be used to reference day and night, not the seasons. 21

24 Sample Response: 0 points Notes on Scoring This response receives no credit because no season is identified and the explanation provided is incorrect, location x is darker than the location Y because the moon is on the X location. 22

25 Sample Response: 0 points Notes on Scoring This response incorrectly identifies the season as fall and fails to provide an accurate explanation. This response receives no credit. 23

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27 Grade 5 Science PBA Practice Test Question 3 Question and Scoring Guidelines 25

28 Question Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes 2 in the E box AND 3 in the F box AND 4 in the G box AND 1 in the H box (1 point). 26

29 Alignment Content Strand Physical Science Content Statement The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. Content Elaboration Movement can be measured by speed. The speed of an object is calculated by determining the distance (d) traveled in a period of time (t). Movement is measured by speed (how fast or slow the movement is). Speed is measured by time and distance traveled (how long it took the object to go a specific distance). Speed is calculated by dividing distance by time. Speed must be investigated through testing and experimentation. Real-world settings are recommended for the investigations when possible. Virtual investigations and simulations also can be used to demonstrate speed. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to compare the speeds of different cars from distance and time data for each car. Since the times are different, the easiest way to determine the relative speeds is to calculate it for each car. Speed can be calculated by dividing the distance by the time. For Car E this gives 2 m/2 s or 1 m/s. For Car F this gives 8 m/4 s or 2 m/s. For Car G this gives 4 m/1 s or 4 m/s. For Car H this gives 0 m/ 2 s or 0 m/s. Ranking these in order from lowest average speed to highest average speed gives Car H (0 m/s), Car E (1 m/s), Car F (2 m/s) and Car G (4 m/s). 27

30 Grade 5 Science PBA Practice Test Question 3 Sample Responses 28

31 Sample Response: 1 point Notes on Scoring This response correctly ranks the average speed of each car from 1 being the lowest to 4 being the highest average speed. 29

32 Sample Response: 0 points Notes on Scoring This response incorrectly ranks the average speed of each car from the lowest to the highest average speed. 30

33 Sample Response: 0 points Notes on Scoring This response incorrectly ranks the average speed of each car from the lowest to the highest average speed. 31

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35 Grade 5 Science PBA Practice Test Question 4 Simulation for Questions 5 and 6 33

36 Question 4 (Simulation for Questions 5 and 6)

37 Grade 5 Science PBA Practice Test Question 5 Question and Scoring Guidelines 35

38 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines Score Point Description 2 points Correct response for the best solution to control the tamarisk may include one of the following: Beetles Control 3 3 Measure 3 Control measure 3 36

39 Correct response for an observation that supports the identification may includes one of the following: Only eat tamarisk Only eat invasive plants Beetles have a predator Permanent solution 1 point Response includes the following: a correct best solution to control the tamarisk OR a correct observation that supports the identification 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be irrelevant to the item, or possibly, no other information is shown. The student may have written on a different topic or written, I don t know. Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. Content Elaboration Satellite imaging, remote sensing or other digital-research formats can be used to help visualize what happens in an ecosystem when new producers (e.g., Tamarisk plants) are introduced into an ecosystem. The information gained should be used to determine the relationship between the producers and consumers within an ecosystem. 37

40 Cognitive Demand Designing Technological/Engineering Solutions Using Science Concepts (T) Requires students to solve science-based engineering or technological problems through application of scientific inquiry. Within given scientific constraints, propose or critique solutions, analyze and interpret technological and engineering problems, use science principles to anticipate effects of technological or engineering design, find solutions using science and engineering or technology, consider consequences and alternatives, and/or integrate and synthesize scientific information. Explanation of the Item This item requires the selection of a control measure that limits the invasive tamarisk plant with the least impact of the entire ecosystem based on observations made in a simulation. The control measures include mowing down the ecosystem, spraying herbicides and introducing beetles. Mowing down the ecosystem and spraying herbicides destroys both the tamarisk and native plants that destroy the habitat for many animals. This solution is not permanent. The tamarisk plant can grow back. The beetles eat the tamarisk plant and there is a natural predator of the beetle to keep their numbers in check. This control measure provides the least impact on the ecosystem because only the tamarisk plants are impacted and the natural habitat remains unharmed. 38

41 Grade 5 Science PBA Practice Test Question 5 Sample Responses 39

42 Sample Response: 2 points Notes on Scoring This response correctly identifies control #3, the beetles. It also states the beetles only eat the tamarisk plant leaves and not the native plants. The correct identification of the control measure and support for that measure earns this response two points. 40

43 Sample Response: 2 points Notes on Scoring This response earns two points by correctly identifying the control measure, Number three, and describing how the beetles only eat the tamarisk and is eaten by birds. The response also compares how the other two measures negatively impact the environment in number two the trucks would destroy the ground and kill habitat for native animals and in number one it only kills the tamarisk temporarily. 41

44 Sample Response: 2 points Notes on Scoring This response correctly identifies control measure three, which earns one point. The response also describes the observation that supports this measure, beetles only eat tamarisk plant leaves, for the second point. 42

45 Sample Response: 1 point Notes on Scoring This response identifies that the best control measure that limits the tamarisk plant with the least impact is #3. The response fails to provide an observation to support why control measure three is the best option for the least impact on the ecosystem. 43

46 Sample Response: 1 point Notes on Scoring This response earns one point for correctly identifying the beetles as the best control measure. There is no information provided to support why the beetles have the least impact on the environment. I know that if you have too many plants that there will be too little animals is too vague to receive credit. 44

47 Sample Response: 1 point Notes on Scoring This response earns one point for beetles are eating the plants. The rest of the response is too vague to receive credit. 45

48 Sample Response: 0 points Notes on Scoring This response incorrectly identifies the control measure and provides inaccurate information about the tamarisk plants. 46

49 Sample Response: 0 points Notes on Scoring This response fails to identify a control measure and is not responsive to the task because it lists all measures provided in the simulation. 47

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51 Grade 5 Science PBA Practice Test Question 6 Question and Scoring Guidelines 49

52 Question Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit (2 point) response includes Only Producer selected (1 point) AND Providing poor habitat for native animals AND Competition with native plants for resources are selected (1 point). 50

53 For this item, a partial-credit (1 point) response includes Producer AND Providing poor habitat for native animals OR Competition with native plants for resources are selected (1 point) OR Only Providing poor habitat for native animals AND Competition with native plants for resources are selected (1 point). Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration Plants and some microorganisms are producers. They are the foundation of the food web. Producers transform energy from the sun and make food through a process called photosynthesis. Animals get their energy by eating plants and other animals that eat plants. Animals are consumers and many form predator-prey relationships. Decomposers (primarily bacteria and fungi) are consumers that use waste materials and dead organisms for food. Decomposers also return nutrients to the ecosystem. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to interpret the results of the investigation and communicate the role and relationship of the invasive species in the ecosystem. The tamarisk plant is a producer that is an invasive species that has no natural predators in this ecosystem. It also competes with native plants and destroys the natural habitat for other organisms in this ecosystem. 51

54 Grade 5 Science PBA Practice Test Question 6 Sample Responses 52

55 Sample Response: 2 points Notes on Scoring This response correctly identifies the role of the tamarisk plant as being a producer. Plants are producers. The impact of the tamarisk plant on the ecosystem is also correctly selected. Tamarisk plants are extremely competitive and destroy natural habitats. 53

56 Sample Response: 2 points Notes on Scoring The response correctly identifies the role of tamarisk plant and one correct impact of destroying the habitat for native animals for one point. The response incorrectly selects the second impact of increasing available water in the rivers and streams. Tamarisk plants use water in excess and would actually deplete water in rivers and streams. 54

57 Sample Response: 1 point Notes on Scoring This response correctly identifies the role of the tamarisk plant as a producer and selects one correct impact for one point. The incorrect impact of decreasing chances of drought was selected. The tamarisk plant actually increases the chances of drought in an area because of its use of water. In some cases it can contribute to fires in the ecosystem. 55

58 Sample Response: 1 point Notes on Scoring This response receives a partial credit of one because it correctly selects the impact on the ecosystem even though the role is incorrect. 56

59 Sample Response: 0 points Notes on Scoring This response receives no credit because it incorrectly identified the role and ecological impacts of the tamarisk plants. 57

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61 Grade 5 Science PBA Practice Test Question 7 Question and Scoring Guidelines 59

62 Question Points Possible: 2 See Alignment for more detail. 60

63 Scoring Guidelines Score Point Description 2 points The response correctly provides two conclusions that can be made based on the data. 1 point The response correctly provides one conclusion that can be made based on the data. 0 points The response fails to demonstrate any understanding of the properties of sound. The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be irrelevant to the item, or possibly, no other information is shown. The student may have written on a different topic or written, I don t know. Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predicable ways. Content Elaboration Sound must travel through a material (medium) to move from one place to another. This medium may be a solid, liquid or gas. Sound travels at different speeds through different media. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 61

64 Explanation of the Item This item requires the student to evaluate two tables of data about sound traveling through different media and draw conclusions about the properties of sound based on that data. Based on the data, one conclusion that could be made is that sound travels through liquids faster than it travels through gases. Evidence that supports this conclusion is that the speeds of sound in water (1,526 m/s, 1,481m/s, and 1,403m/s) greatly exceed the speeds of sound in air (356m/s, 343m/s, and 331 m/s). Another conclusion that could be made is that sound travels faster in warmer temperatures than it does in cooler temperatures. Evidence for this conclusion is that for air, sound travels 356 m/s at 40 o C, which is faster than 331m/s at 0 o C. 62

65 Grade 5 Science PBA Practice Test Question 7 Sample Responses 63

66 Sample Response: 2 points Notes on Scoring This response correctly concludes that sound travels faster in water for one point. The second point is awarded for concluding The colder the temp. the slower the speed of sound. 64

67 Sample Response: 2 points Notes on Scoring This response earns a point for concluding sound travels faster in water and slauer in air. The second point comes from the conclusion sound travels fastest in water when the temperature is high. 65

68 Sample Response: 1 point Notes on Scoring This response earns one point for the conclusion it goes slower when it colder. The first sentence not as far when it cold is vague and does not impact the points earned. This response lacks a second conclusion that would compare the media in which sound travels. 66

69 Sample Response: 1 point Notes on Scoring This response earns one point for providing a conclusion on the speed of sound in different media. Sound moves faster in water...sound moves slower in air. The response does not address different temperatures. 67

70 Sample Response: 1 point Notes on Scoring This response earns one point for sound travels slower in air. The statements sound travels faster in places more dense and because air particles are so loosely packed in are supporting arguments for sound traveling slower in air. Neither of these statements is a second conclusion based on information provided in the data. The response does not address temperature. 68

71 Sample Response: 0 points Notes on Scoring This response earns no credit because it incorrectly states that sound in air moves faster than sound in water. The data in the table supports the opposite conclusion. Sound travels faster in water than air. 69

72 Sample Response: 0 points Notes on Scoring This response earns no credit because it is not responsive to the task. Sound is in water and air. There is more sound in water then air and less in air. is too vague to receive credit. 70

73 Sample Response: 0 points Notes on Scoring This response earns no credit because it is not responsive to the task. It fails to provide any conclusion about the speed of sound based on the data. 71

74 The Ohio Department of Education does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment or the provision of services. Copyright 2014 by the Ohio Department of Education. All rights reserved.