1 September 19, 2006

Transcription

1 Title: What s Your Angle? (2005 and 2006 Exam) Authors: SALTers Grade: 8 Description: Students investigate the effect of the angle at which light strikes a block of wood on the surface temperature of that block. Item Description WASL Evidence of Learning for the Grade Level Expectation Grade Level Expectation & Evidence of Learning Codes System of Science Properties of Systems Structure of Systems Changes in Systems Inquiry in Science Application of Science Answer & Typical A B C D *1 *2 Identify a controlled variable in an investigation. Identify the manipulated variable in an investigation. IN02b IN02c % correct 8% 14% 7% 6% 10% 21% 62% correct Identify the responding variable in an IN02d 3 6% 59% investigation correct 23% 11% Write a scientific conclusion, IN03a *4 including supporting data from an investigation, using inferential logic. SA Rubric 5 Identify the behavior of light waves PR03c when light interacts with opaque 3% 7% 87% correct substances. 2% 6 Compare models of a phenomenon to IN04a the actual phenomenon SA Rubric Identify the reason(s) for the *7 effectiveness of a solution to a AP03b 45% problem or challenge using scientific correct 17% 20% 18% concepts/principles. 8 Describe the transfers or ST02d transformations of energy within a physical system. SA Rubric 9 Identify how the position of the Sun CH07d accounts for Earth phenomena (e.g shadows). 22% 9% 7% Construct a logical plan for a IN02e 10 controlled investigation ER Rubric Point Total = MC=6pts, SA=6pts, 25% 69% 6% ER=4pts Actual Science WASL= 62 pts. 40% 40% 20% 45%MC,36%SA,19%ER Note: Points on the WASL are balanced among the Systems of Science with 33% Physical Systems, 33% Earth/Space Systems, and 33% Living Systems. *Typical pilot results. These items were not part of the 2006 Grade 8 Operational Science WASL. 62% correct Published by the Science Assessment Team of the Washington Office of the Superintendent of Public Instruction on September 9, 2006 Copyright 2006 by Washington Office of the Superintendent of Public Instruction (OSPI) All rights reserved. Educational institutions within the State of Washington have permission to reproduce this document. All other individuals wishing to reproduce this document must contact OSPI. 1 September 19, 2006

2 Scoring Rubric and for Item 4: Write a Conclusion Performance Description Value Points Typical Mean = 0.58 pts A 2-point response demonstrates the student understands the GLE: Explaining IN03a (2.1.3) Apply understanding of how to construct a scientific explanation using evidence and inferential logic BY writing a scientific conclusion, including supporting data from an investigation, using inferential logic. Example: The larger the angle of light striking the block the higher the temperature of the block. The smallest angle tested was 15 and the temperature increased from 26 to 36 C. The largest angle tested was 90 and the temperature increased from 28 to 56 C. The temperature was 20 warmer for the largest angle. 4 18% A 1-point response demonstrates the student has partial understanding of the GLE % A 0-point response demonstrates the student has little or no understanding of the GLE % Blank = 5% 2 September 19, 2006

3 Scoring Rubric and for Item 4: Write a Conclusion (continued) Performance Description Attributes of a Conclusion for Awarding Value Points Note: The italicized print is the part of the Example credited for the value point Conclusive statement correctly answers the investigative question (or correctly states whether the hypothesis/prediction was correct): The larger the angle of light striking the block the higher the temperature of the block. Value Points Typical Attribute Notes: 1. A vague conclusive statement (e.g. the angle of light did affect the temperature) cannot be credited, but other value points can be credited. 2. A response with an incorrect conclusive statement or no conclusive statement may not be credited any value points. 1 68% Supporting data should at least be over the entire range of the conditions investigated. Thus, the minimum reported data are the lowest and highest conditions of the manipulated variable for quantitative data (responding variable when the manipulated variable information is descriptive). Supporting Data for 15 Angle: The smallest angle tested was 15 and the temperature increased from 26 to 36 C. Supporting Data for 90 Angle: The largest angle tested was 90 and the temperature increased from 28 to 56 C. 1 38% 1 38% Explanatory language, separate from the conclusive statement, is used to connect or compare the supporting data to the conclusive statement: The temperature was 20 warmer for the largest angle. Attribute Notes: 1. This point can only be credited when at least one numeric value (or the text from a descriptive data table) for the manipulated or responding variable is included in the response. 2. A copy of the conclusive statement cannot be credited for explanatory language. However, a re-phrased credited conclusive statement can be credited. 3. Explanatory language comparing the range of the manipulated and/or responding variables may be credited (e.g. When the angle was 15º, the temperature was the lowest, 36 C). 4. If a response misquotes trend data between the highest and lowest conditions, this value point cannot be credited. 5. Transitional words (e.g. however, therefore, because, so, then, clearly, but) cannot be credited as explanatory language even when added to a conclusive statement. 6. A compound sentence as a conclusive statement may be read as two separate sentences. 1 30% Total Possible Value Points 4 3 September 19, 2006

4 Scoring Rubric for Item 4: Write a Conclusion (continued) Notes: 1. Copying the Data Table: If a response just copies the whole data table verbatim, supporting data value points may not be credited even with a correct conclusive statement and explanatory language. a) For grades 3-5, a translation of the whole data table into sentences is acceptable. b) For grades 6-8 and high school, a discussion of the whole data table may be acceptable when the data table is minimal with a very small number of data cells. 2. Supporting Data: Responses must give the precise numerical values or precise descriptive language from the data table for both the manipulated and responding variables. a) Average data (if given) rather than trial data, or data from the end of the investigation, must be included for grades 6-8 and high school. b) For grades 3-5, consistent trial data, or data before the completion of the investigation when measuring a responding variable over time can be credited. c) Rounded numerical values cannot be credited. d) Units and significant figures are not necessary for credit. e) Minor language differences in descriptive data may be acceptable as decided in range finding (e.g. not applicable). f) For grades 3-5, the manipulated variable may be implied. 3. Derived Data: Responses giving their own derived data between conditions can be credited for supporting data and explanatory language (e.g. between 15º and 90º, the temperature increased by 20 C). a) When the derived data uses the lowest and/or highest conditions, one or both supporting data points can be credited. b) Minor arithmetic errors in derived values can be acceptable as decided in range finding (e.g. none). 4 September 19, 2006

5 Performance Description Scoring Rubric and for Item 6: Modeling A 2-point response demonstrates the student understands the GLE: Modeling IN04a (2.1.4) Analyze how models represent and are used to investigate objects, events, systems, and processes BY comparing models or computer simulations of a phenomenon to the actual phenomenon Mean = 1.20 pts The response explains how the Earth-Sun Model could be changed to more accurately show how Earth is heated by the Sun by: Identifying one change that could be made to the model AND Explaining how that change would more accurately show how Earth is heated by the Sun. Examples: Identifies a change to the model Surface features like hills and valleys Larger block with more thermometers Presence of water Presence of something to represent an atmosphere (wind) Use a sphere instead of a block. Explains how the change more accurately shows how Earth is heated by the Sun The surface of Earth is uneven Light strikes the Earth at many different angles at the same time Much of Earth s surface is covered by water There is moving air above the surface of the Earth The Earth is not flat A 1-point response demonstrates the student has partial understanding of the GLE. 48% The response identifies one change that could be made to the model, but the explanation of how this change would more accurately show how Earth is heated by the Sun is vague or incomplete or includes a minor misconception. OR Identifies one change that could be made to the model, but the explanation is limited to the investigation and/or model. 22% A 0-point response demonstrates the student has little or no understanding of the GLE. Blank = 3% Notes: 1. Changing the manipulated variable (angles of the wooden block) cannot be credited as a change to the model. 2. The use of the term attracts light rather than the correct term absorbs light is acceptable for this item. 3. Responses that describe the shape of the Earth and/or the model Earth as circular without clarification (e.g. spherical, ball, round, curved) may not earn more than one score point. 27% 5 September 19, 2006

6 Performance Description Scoring Rubric and for Item 8: Energy Transfers in a System A 2-point response demonstrates the student understands the GLE: Energy Transfer and Transformation ST02d (1.2.2) Understand how various factors affect energy transfers and that energy can be transformed from one form of energy to another BY describing the transfers or transformations of energy within a physical system (e.g. conduction and convection of heat energy) Mean = 0.40 pts The response describes two energy transfers that occurred in the investigation by: Identifying the energy forms before and after each energy transfer AND Describing where in the system each energy transfer occurred. Examples: Forms of energy before and after transfer Electrical energy transformed into light energy Where Lamp or light bulb 8% Electrical energy transformed into heat energy Light energy transformed into heat energy Heat conduction Heat energy transferred to heat energy Heat convection Lamp or light bulb Black paper Wood block Air Black paper to the thermometer Black paper to the wooden block Lamp to the air Air to the black paper Hot air moving from the lamp to the paper A 1-point response demonstrates the student has partial understanding of the GLE. The response describes one energy transfer that occurred in the investigation by: Identifying the energy forms before and after the energy transfer AND Describing where in the system the energy transfer occurred. A 0-point response demonstrates the student has little or no understanding of the GLE. 19% 63% Blank = 9% 6 September 19, 2006

7 Item 8: Energy Transfers in a System (continued) Notes: 1. Responses may use the terms transfer and transformation interchangeably. 2. Responses may be credited as correctly describing heat energy being transferred from one object to another by identifying the two objects and the energy form (e.g. heat energy transfers from the paper to the block; heat is absorbed by the thermometer from the paper; heat came to the block from the paper, the paper s heat hit the thermometer; the paper cast its thermal energy onto the block; black paper s heat to the block) 3. Responses may be credited as correctly describing energy being transformed from one form to another by identifying one object, and identifying the energy forms before and after the transformation (e.g. electrical energy changes to light energy in the lamp). 4. Responses using heat as a verb when describing an object s temperature increasing may not be credited as identifying heat energy (e.g. light heated the paper; the wooden block warmed up the thermometer). 5. Responses may be credited as correctly identifying light energy when using terms such as: electromagnetic waves, radiant heat, radiant energy, light waves, and light beams. 6. Responses describing heat energy being transferred from the lamp to the paper may not be credited unless the response describes the carrier of the heat energy (e.g. heat was transferred from the lamp to the air). See Item Specifications for GLE PR Responses describing the lamp as a flashlight may be credited for a chemical to electrical energy transformation (e.g. in the flashlight s batteries, chemical energy was changed into electrical energy). 8. Responses describing the kinetic energy of an object in the Earth-Sun Model may not be credited because none of the objects are moving. However, a response may be credited when describing light energy transformed into kinetic energy of the molecules in the black paper. 9. Responses describing the increase in wooden block s or thermometer s potential energy as the end of the block is raised may be credited (e.g. Amy s food energy was changed into the potential energy as she raised the end of the wooden bock). 10. Responses describing energy transfers in the actual Sun-Earth system may not be credited. 7 September 19, 2006

8 Performance Description Scoring Rubric for Item 10: Plan an Investigation A 4-point response demonstrates the student understands the GLE Planning and Conducting Safe Investigations IN02e (2.1.2) Understand how to plan and conduct scientific investigations BY constructing a logical plan for a controlled or field investigation Value Points Mean = 1.50 pts 8-9 6% A 3-point response demonstrates the student partially understands the GLE % A 2-point response demonstrates the student has limited understanding of the GLE % A 1-point response demonstrates the student has very little understanding of the GLE % A 0-point response demonstrates the student has almost no understanding of the GLE. 0-1 Blank = 5% Attributes of a Controlled Investigation for Awarding Value Points 36% Investigation Attributes Prediction Prediction Reason Materials Description of Attribute The prediction portion of the hypothesis must answer the given question including the effect of the manipulated (changed) variable (angle at which sunlight strikes Earth) on the responding (dependent) variable (length of shadows case on the ground). A hypothesis must give a related reason for the prediction (e.g. because the light will be striking Earth more directly). Attribute Note: This point cannot be awarded without an attempt at a prediction. A list of the minimum materials needed to perform the procedure (e.g. lamp, protractor, meter stick, object to cast a shadow, a stand and clamp to hold this object). Attribute Notes: 1. The right amount of ingredients (e.g. x ml or y grams) needed to carry out the procedure does not need to be given in the materials list. 2. A measuring device listed as minimum may not be needed in the materials list if the list includes pre-measured amounts of a material coupled with an appropriate procedure that does not call for using the device. 3. Standard Classroom Materials do not need to be listed: paper, pencil, and safety equipment (e.g. goggles, aprons, gloves, tongs). Value Point Typical 1 55% 1 20% 1 38% 8 September 19, 2006

9 Scoring Rubric for Item 10: Plan an Investigation (continued) Investigation Attributes Attributes of a Controlled Investigation for Awarding Value Points (continued) Description of Attribute Value Point Typical Procedure The written or diagrammed procedure is evaluated as follows: up to 6 One Controlled (kept the same) Variable Manipulated (changed) Variable Responding (dependent) Variable Record Measurements Trials are Repeated Logical Steps One controlled variable must be identified or implied in the procedure or the materials list (e.g. distance of the lamp from the object, same lamp). Only one manipulated variable (angle at which sunlight strikes Earth) is identified or implied in the procedure or data table (if given). The responding variable (length of shadows) is identified or implied in the procedure or data table (if given). The procedure states or implies measurements are recorded periodically or gives a data table. Attribute Note: 1. If artificial data for the responding variable is given, no value point may be awarded. 2. The phrase take measurement cannot be used to mean record. More than one trial for all conditions is planned, or implied in a data table, to measure the responding variable. The steps of the procedure are detailed enough to repeat the procedure effectively (examples of illogical steps: no ending time indicated; states Set up as diagrammed, but diagram is inadequate; recording vague data or results). 1 50% 1 52% 1 48% 1 42% 1 16% 1 8% Total Value Points Possible 9 9 September 19, 2006

10 Scoring Rubric for Item 10: Plan an Investigation (continued) Notes: 1. If the response does not plan an appropriate procedure for the given question, the response may not earn any of the possible procedure value points. Examples: a) Repeats the procedure from the scenario b) Measures only one condition (therefore cannot establish the controlled or manipulated variables) c) Purposefully changes more than one variable simultaneously d) Writes a procedure that is too vague to possibly be appropriate e) Writes a prediction instead of a procedure 2. If the response names a bulleted attribute listed after Procedure that includes: without including that attribute in the procedure, the attribute point cannot be credited. When a bulleted attribute is named and implied in the response, both must be correct to be credited. 3. Vagueness in procedural steps shall be clarified as follows: a) Vague materials used in the procedure (e.g. add 1mL) may be credited if the vagueness is clarified in the materials list (e.g. 1mL, 2mL, and 3mL of solution). b) Measuring a vague parameter (e.g. size of plant instead of height) may be credited as a manipulated or responding variable. However, a vague parameter is difficult to repeatedly measure, so the logical steps value point cannot be credited. c) The term repeat at the end of a step refers to that step only. d) The term repeat as a separate step (or in a new paragraph) refers to the whole procedure. e) The term repeat, when qualified, cannot be credited (e.g. repeat if necessary, repeat as desired). f) A vague action that calls for the manipulated variable to be changed (e.g. increase the temperature by 5 C) without indicating how many times, gives no end to the investigation so the logical steps value point cannot be credited. g) A vague action that calls for the manipulated variable to be changed (e.g. change the temperature by 5 C) without indicating how many times, cannot be credited for more than two conditions of the manipulated variable. h) When a procedure conflicts with the labeled diagram, the procedure is too illogical to be effectively repeated. Therefore, the logical steps value point cannot be credited, but the procedure can be scored for attributes that are not in conflict. 10 September 19, 2006