CAPT Science 2013 Administration Released Items and Scored Student Responses

Transcription

1 CAPT Science 2013 Administration Released Items and Scored Student Responses 2013 Science 122

2 Table of Contents CAPT Science Framework Items Found in This Packet Scoring Rubric for Science Open-Ended Items CAPT Science Open-Ended Items and Scored Student Responses Health Effects of BPA Yeast Experiment CAPT Science Multiple-Choice Items Science 123

3 CAPT Science Framework The CAPT Science test was developed with the input of Connecticut educators and reflects a growing national consensus that science is not only a body of knowledge, but also a way of thinking about the world around us and a concern for how that knowledge is used. The CAPT Science test assesses students understanding of important scientific concepts, as well as their application of those concepts to realistic problems. In addition, experimentation and the ability to use scientific reasoning to solve problems are a major focus of the test. To align with the Science Curriculum Framework, the following content strands are reported: Energy Transformations Chemical Structures and Properties Global Interdependence Cell Chemistry and Biotechnology Genetics, Evolution, and Biodiversity In addition, scores are reported for the following: Conceptual Understanding Scientific Inquiry, Literacy, and Numeracy Students respond to 60 multiple-choice (MC) and 5 open-ended (OE) items. The test is divided into two 50-minute sessions Science 124

4 Students respond to two different types of items: multiple-choice and open-ended. On the open-ended items, students are asked to respond in writing to the question, or they may be asked to sketch a graph. Multiple-choice items are scored electronically as correct or incorrect. Open-ended items are handscored using a 4-point holistic rubric (0 3). Scientific Inquiry, Literacy, and Numeracy expected performances are tested using both multiple-choice and open-ended items. A state Goal standard has been set for the CAPT Science test. Students who reach the state Goal receive a Certificate of Mastery in Science. A curriculum-embedded science performance task has been developed for each of the five content strands. These tasks will be utilized for the entire third generation of the test. Schools are encouraged to embed these tasks into their regular grade 9 and 10 science curricula at the appropriate time. All of the open-ended items on the written test are related to the five tasks Science 125

5 Core Science Curriculum Framework for Grades 9 and 10 THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY, AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR EACH GRADE LEVEL IN THIS CLUSTER. Grades 9 10 Core Scientific Inquiry, Literacy, and Numeracy How is scientific knowledge created and communicated? Content Standards SCIENTIFIC INQUIRY Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain, and predict natural phenomena. Scientific inquiry progresses through a continuous process of questioning, data collection, analysis, and interpretation. Scientific inquiry requires the sharing of findings and ideas for critical review by colleagues and other scientists. SCIENTIFIC LITERACY Scientific literacy includes the ability to read, write, discuss, and present coherent ideas about science. Scientific literacy also includes the ability to search for and assess the relevance and credibility of scientific information found in various print and electronic media. SCIENTIFIC NUMERACY Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze, and present scientific data and ideas. D INQ.1 D INQ.2 D INQ.3 D INQ.4 D INQ.5 D INQ.6 D INQ.7 D INQ.8 D INQ.9 Expected Performances Identify questions that can be answered through scientific investigation. Read, interpret, and examine the credibility and validity of scientific claims in different sources of information. Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment. Design and conduct appropriate types of scientific investigations to answer different questions. Identify independent and dependent variables, including those that are kept constant and those used as controls. Use appropriate tools and techniques to make observations and gather data. Assess the reliability of the data that was generated in the investigation. Use mathematical operations to analyze and interpret data, and present relationships between variables in appropriate forms. Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation. D INQ.10 Communicate about science in different formats, using relevant science vocabulary, supporting evidence, and clear logic Science 126

6 Grade 9 Core Themes, Content Standards and Expected Performances Strand I: Energy Transformations Content Standards Energy Transfer and Transformations What is the role of energy in our world? Energy cannot be created or destroyed; however, energy can be converted from one form to another. Energy enters the Earth system primarily as solar radiation, is captured by materials and photosynthetic processes, and eventually is transformed into heat. Energy Transfer and Transformations What is the role of energy in our world? The electrical force is a universal force that exists between any two charged objects. Moving electrical charges produce magnetic forces, and moving magnets can produce electrical force. Electrical current can be transformed into light through the excitation of electrons. Science and Technology in Society How do science and technology affect the quality of our lives? Various sources of energy are used by humans, and all have advantages and disadvantages. During the burning of fossil fuels, stored chemical energy is converted to electrical energy through heat transfer processes. In nuclear fission, matter is transformed directly into energy in a process that is several million times as energetic as chemical burning. Alternative energy sources are being explored and used to address the disadvantages of using fossil and nuclear fuels. D 1. D 2. D 3. D 4. D 5. D 6. D 7. D 8. D 9. Expected Performances Describe the effects of adding energy to matter in terms of the motion of atoms and molecules, and the resulting phase changes. Explain how energy is transferred by conduction, convection, and radiation. Describe energy transformations among heat, light, electricity, and motion. Explain the relationship among voltage, current, and resistance in a simple series circuit. Explain how electricity is used to produce heat and light in incandescent bulbs and heating elements. Describe the relationship between current and magnetism. Explain how heat is used to generate electricity. Describe the availability, current uses, and environmental issues related to the use of fossil and nuclear fuels to produce electricity. Describe the availability, current uses, and environmental issues related to the use of hydrogen fuel cells, wind, and solar energy to produce electricity Science 127

7 Grade 9 Core Themes, Content Standards and Expected Performances Strand II: Chemical Structures and Properties Content Standards Properties of Matter How does the structure of matter affect the properties and uses of materials? Atoms react with one another to form new molecules. Atoms have a positively charged nucleus surrounded by negatively charged electrons. The configuration of atoms and molecules determines the properties of the materials. Properties of Matter How does the structure of matter affect the properties and uses of materials? Due to its unique chemical structure, carbon forms many organic and inorganic compounds. Carbon atoms can bond to one another in chains, rings, and branching networks to form a variety of structures, including fossil fuels, synthetic polymers, and the large molecules of life. Science and Technology in Society How do science and technology affect the quality of our lives? Chemical technologies present both risks and benefits to the health and well-being of humans, plants, and animals. Materials produced from the cracking of petroleum are the starting points for the production of many synthetic compounds. The products of chemical technologies include synthetic fibers, pharmaceuticals, plastics, and fuels. D 10. D 11. D 12. D 13. D 14. D 15. D 16. D 17. D 18. Expected Performances Describe the general structure of the atom, and explain how the properties of the first 20 elements in the Periodic Table are related to their atomic structures. Describe how atoms combine to form new substances by transferring electrons (ionic bonding) or sharing electrons (covalent bonding). Explain the chemical composition of acids and bases, and explain the change of ph in neutralization reactions. Explain how the structure of the carbon atom affects the type of bonds it forms in organic and inorganic molecules. Describe combustion reactions of hydrocarbons and their resulting by-products. Explain the general formation and structure of carbon-based polymers, including synthetic polymers, such as polyethylene, and biopolymers, such as carbohydrate. Explain how simple chemical monomers can be combined to create linear, branched, and/or crosslinked polymers. Explain how the chemical structure of polymers affects their physical properties. Explain the short- and long-term impacts of landfills and incineration of waste materials on the quality of the environment Science 128

8 Grade 9 Core Themes, Content Standards and Expected Performances Strand III: Global Interdependence Content Standards The Changing Earth How do materials cycle through the Earth s systems? Elements on Earth move among reservoirs in the solid earth, oceans, atmosphere, and organisms as part of biogeochemical cycles. Elements on Earth exist in essentially fixed amounts and are located in various chemical reservoirs. The cyclical movement of matter between reservoirs is driven by Earth s internal and external sources of energy. D 19. D 20. D 21. Expected Performances Explain how chemical and physical processes cause carbon to cycle through the major earth reservoirs. Explain how solar energy causes water to cycle through the major earth reservoirs. Explain how internal energy of Earth causes matter to cycle through the magma and the solid earth. Science and Technology in Society How do science and technology affect the quality of our lives? The use of resources by human populations may affect the quality of the environment. Emission of combustion by-products, such as SO 2, CO 2, and NOx, by industries and vehicles is a major source of air pollution. Accumulation of metal and non-metal ions used to increase agricultural productivity is a major source of water pollution. D 22. Explain how the release of sulfur dioxide (SO 2 ) into the atmosphere can form acid rain, and how acid rain affects water sources, organisms, and human-made structures. D 23. D 24. Explain how the accumulation of carbon dioxide (CO 2 ) in the atmosphere increases Earth s greenhouse effect and may cause climate changes. Explain how the accumulation of mercury, phosphates, and nitrates affects the quality of water and the organisms that live in rivers, lakes, and oceans. Science and Technology in Society How do science and technology affect the quality of our lives? Some materials can be recycled, but others accumulate in the environment and may affect the balance of Earth s systems. New technologies and changes in lifestyle can have positive and/or negative effects on the environment. D 25. D 26. Explain how land development, transportation options, and consumption of resources may affect the environment. Describe human efforts to reduce the consumption of raw materials and improve air and water quality Science 129

9 Grade 10 Core Themes, Content Standards and Expected Performances Strand IV: Cell Chemistry and Biotechnology Content Standards Structure and Function How are organisms structured to ensure efficiency and survival? Fundamental life processes depend on the physical structure and the chemical activities of the cell. Most of the chemical activities of the cell are catalyzed by enzymes that function only in a narrow range of temperature and acidity conditions. The cellular processes of photosynthesis and respiration involve transformation of matter and energy. Science and Technology in Society How do science and technology affect the quality of our lives? Microorganisms have an essential role in life processes and cycles on Earth. Understanding the growth and spread patterns of viruses and bacteria enables the development of methods to prevent and treat infectious diseases. Science and Technology in Society How do science and technology affect the quality of our lives? Similarities in the chemical and structural properties of DNA in all living organisms allow the transfer of genes from one organism to another. The principles of genetics and cellular chemistry can be used to produce new foods and medicines in biotechnological processes. D 27. D 28. D 29. D 30. D 31. D 32. D 33. D 34. D 35. Expected Performances Describe significant similarities and differences in the basic structure of plant and animal cells. Describe the general role of DNA and RNA in protein synthesis. Describe the general role of enzymes in metabolic cell processes. Explain the role of the cell membrane in supporting cell functions. Describe the similarities and differences between bacteria and viruses. Describe how bacterial and viral infectious diseases are transmitted, and explain the roles of sanitation, vaccination, and antibiotic medications in the prevention and treatment of infectious diseases. Explain how bacteria and yeasts are used to produce foods for human consumption. Describe, in general terms, how the genetic information of organisms can be altered to make them produce new materials. Explain the risks and benefits of altering the genetic composition and cell products of existing organisms Science 130

10 Grade 10 Core Themes, Content Standards and Expected Performances Strand V: Genetics, Evolution and Biodiversity Content Standards Heredity and Evolution What processes are responsible for life s unity and diversity? In sexually reproducing organisms, each offspring contains a mix of characteristics inherited from both parents. Genetic information is stored in genes that are located on chromosomes inside the cell nucleus. Most organisms have two genes for each trait, one on each of the homologous chromosomes in the cell nucleus. Heredity and Evolution What processes are responsible for life s unity and diversity? Evolution and biodiversity are the result of genetic changes that occur over time in constantly changing environments. Mutations and recombination of genes create genetic variability in populations. Changes in the environment may result in the selection of organisms that are better able to survive and reproduce. Science and Technology in Society How do science and technology affect the quality of our lives? Living organisms have the capability of producing populations of unlimited size, but the environment can support only a limited number of individuals from each species. Human populations grow due to advances in agriculture, medicine, construction, and the use of energy. Humans modify ecosystems as a result of rapid population growth, use of technology, and consumption of resources. D 36. D 37. D 38. D 39. D 40. D 41. D 42. D 43. D 44. D 45. Expected Performances Explain how meiosis contributes to the genetic variability of organisms. Use the Punnet Square technique to predict the distribution of traits in mono- and di-hybrid crossings. Deduce the probable mode of inheritance of traits (e.g., recessive/dominant, sex-linked) from pedigree diagrams showing phenotypes. Describe the difference between genetic disorders and infectious diseases. Explain how the processes of genetic mutation and natural selection are related to the evolution of species. Explain how the current theory of evolution provides a scientific explanation for fossil records of ancient life forms. Describe how structural and behavioral adaptations increase the chances for organisms to survive in their environments. Describe the factors that affect the carrying capacity of the environment. Explain how change in population density is affected by emigration, immigration, birth rate, and death rate, and relate these factors to the exponential growth of human populations. Explain how technological advances have affected the size and growth rate of human populations throughout history Science 131

11 Items Found in This Packet Open-Ended Items Open-ended items are those for which a student must write a short response to a question. Included in this packet are two open-ended items corresponding to curriculum-embedded performance tasks. CSDE has developed a suggested performance task for each of the five content strands in the science framework for grades 9 and 10. Teachers are encouraged to use these tasks in the normal course of instruction when teaching the related content strand. The five constructed-response items on the CAPT will assess scientific inquiry, literacy, and numeracy, using the context of the curriculum embedded tasks. These constructed-response items total 15 points or 20 percent of the total test. CAPT open-ended items are scored on a four-point scale (0 3) using a holistic scoring method. This method involves judging the overall quality of the student response. The general scoring rubric for the science open-ended items (see following page) describes the characteristics of a response at each score point. Included with each item is the content guide (description of a good response to the question), the specific scoring rubric for the item (description of each score point), and the classification of the item based on the CAPT Science Framework. This is followed by two scored student responses at each score point along with a brief discussion of why the response received a particular score. Keep in mind that the scoring criteria are based on reasonable expectations of grade 10 students responding under testing conditions. Students are given approximately five minutes to respond to each open-ended item. The responses are therefore less polished than they might be if students were given more time to revise their answers. In addition, students are asked to respond to a wide variety of scientific topics, many of which they may not have studied for some time. All of this is taken into consideration when scoring the responses. Multiple-Choice Items For each of the five content strands, eight multiple-choice items assess content knowledge, and four multiple-choice items assess scientific inquiry, literacy, and numeracy skills. The entire Science test includes 60 multiple-choice items. To foster depth of understanding, most CAPT multiple-choice items are organized in clusters related to particular scenarios. In addition, some clusters include specific information at the beginning that students can use in answering the questions. To stress the interdisciplinary nature of science, some clusters make connections between concepts of the major content areas Science 132

12 Scoring Rubric for Science Open-Ended Items Each score category contains a range of student responses which reflect the descriptions given below. Score 3 The response is an excellent answer to the question. It is correct, complete, and appropriate and contains elaboration, extension, and/or evidence of higher-order thinking and relevant prior knowledge. There is no evidence of misconceptions. Minor errors will not necessarily lower the score. Score 2 The response is a proficient answer to the question. It is generally correct, complete, and appropriate, although minor inaccuracies may appear. There may be limited evidence of elaboration, extension, higher-order thinking, and relevant prior knowledge, or there may be significant evidence of these traits but other flaws (e.g., inaccuracies, omissions, inappropriateness) may be more than minor. Score 1 The response is a marginal answer to the question. While it may contain some elements of a proficient response, it is inaccurate, incomplete, and/or inappropriate. There is little evidence, if any, of elaboration, extension, higher-order thinking, or relevant prior knowledge. There may be evidence of significant misconceptions. Score 0 The response, though possibly on topic, is an unsatisfactory answer to the question. It may fail to address the question, or it may address the question in a very limited way. There may be no evidence of elaboration, extension, higher-order thinking, or relevant prior knowledge. There may be evidence of serious misconceptions Science 133

13 CAPT Science Open-Ended Item: Health Effects of BPA Bisphenol-A (BPA) is a polymer that has been used for decades to produce plastics for food containers and baby bottles. Some recent studies have shown that at high temperatures BPA can seep from packaging into food, causing negative health effects in laboratory animals. In 2008, the Food and Drug Administration (FDA) conducted its own toxicology testing and reported that BPA-containing plastics were safe for use in food packaging. SC10STSXCS17Q O 1. Identify three questions a concerned parent would want answered when deciding whether to continue using food containers made from BPA plastic Science 134 RELEASED ITEM

14 Rubric for Health Effects of BPA Sample Response: Questions: What types of tests did the FDA perform? Who performed (funded) the initial safety tests that indicated negative health effects in laboratory animals? Is there any reason to question the reliability of either safety test? At what temperature did the initial tests show leaching of BPA? Have any studies been performed to assess BPA levels in humans that use these containers? Has any additional testing been done since 2008? What are the health effects for humans/children? Can BPA affect the development of the fetus? What are the negative health effects that occur in the laboratory animals? How can I tell if my plastic containers contain BPA? Are there safer alternative containers already on the market? What are benefits of using BPA? Other acceptable responses 2013 Science 135 RELEASED ITEM

15 3-Point Rubric: Score 3 The response identifies three questions a concerned parent might want answered when deciding whether to continue using food containers made from BPA plastics. Score 2 The response identifies two questions a concerned parent might want answered when deciding whether to continue using food containers made from BPA plastics. Score 1 The response identifies one question a concerned parent might want answered when deciding whether to continue using food containers made from BPA plastics. Score 0 The response provides little or no correct information. Strand II: Chemical Structures and Properties Expected Performance: D INQ.1 Identify questions that can be answered through scientific investigation Science 136 RELEASED ITEM

16 Scored Student Responses for Health Effects of BPA Score 3 The response identifies three questions a concerned parent would want answered when deciding whether to continue using food containers made from BPA plastic ( What negative effects are shown on the labratory [sic] animals? ; How was the toxicology testing conducted? ; Who conducted the recent studies? ) Science 137

17 Scored Student Responses for Health Effects of BPA Score 3 The response identifies three questions a concerned parent would want answered when deciding whether to continue using food containers made from BPA plastic ( Would the FDA be biased and lie for any reason ; How many times was BPA tested ; Is there a history of BPA negatively affecting people ) Science 138

18 Scored Student Responses for Health Effects of BPA Score 2 The response identifies two questions a concerned parent would want answered when deciding whether to continue using food containers made from BPA plastic ( Why are thay [sic] still useing [sic] BPA in food contaner [sic]? ; If my child puts a plastic food contaner contaning [sic] BPA in his/her mouth should I be woreid [sic]? ). The third reason given is correct but is too similar to the first (health risks) to receive additional credit Science 139

19 Scored Student Responses for Health Effects of BPA Score 2 The response identifies two questions a concerned parent would want answered when deciding whether to continue using food containers made from BPA plastic ( What kind of affects [sic] can it cause in humans? ; What are the benefits for using BPA? ). The first reason given ( How many people were affected by BPA? ) is correct but is too similar to the second (effects on humans) to receive additional credit Science 140

20 Scored Student Responses for Health Effects of BPA Score 1 The response identifies one question a concerned parent would want answered when deciding whether to continue using food containers made from BPA plastic ( How many times was it tested? ). The second reason given ( How was it possible to slip into the food before? ) does not receive credit because the prompt states that when hot, BPA seeps into the food. The third reason ( What are the chances of it getting into the food again? ) does not receive credit because the FDA does not claim that BPA will not leach; the claim is that BPA is not dangerous if it does Science 141

21 Scored Student Responses for Health Effects of BPA Score 1 The response identifies one question a concerned parent would want answered when deciding whether to continue using food containers made from BPA plastic ( How could it effect [sic] children? ). The other questions provided ( Is it safe for babies and children? ; Could [it] cause any harm to the inside of the child s body? ) do not receive additional credit because they are variations on the same theme as the first (health effects on children) Science 142

22 Scored Student Responses for Health Effects of BPA Score 0 The response includes little correct information. The three questions provided are irrelevant to those a concerned parent would have when deciding whether to continue using food containers made from BPA plastic ( Would parents want to continue this food containers? ; Why food containers are better then [sic] plastic containers?; Do you think food containers are cheaper then [sic] plastic container? ) Science 143

23 Scored Student Responses for Health Effects of BPA Score 0 The response includes no correct information. What is BPA is not a valid question. This information is clearly given in the prompt Science 144

24 CAPT Science Open-Ended Item: Yeast Experiment A group of students wrote the following procedure for their experiment. Procedure: 1. Place 35 ml of 25% molasses solution into three small collection tubes. 2. Place 1 ml of the yeast suspension into each collection tube. 3. Place your palm over a small collection tube and mix each suspension well. 4. Carefully slide a larger tube down over the smaller tube. Invert the tube. Repeat for each tube. 5. Measure the height of the bubbles in the smaller tubes and record. 6. Place one tube at 10 C in a refrigerator. Leave the second one out at room temperature at 25 C. Place the third tube in a warming oven at 35 C. Make sure all tubes are in the dark and in an undisturbed location. Leave the three samples for 24 hours. 7. Measure the change in bubble size after 24 hours. Record the data. SC10PT2XGE33Q O 2. a) Identify two variables that were held constant in the group s experiment. b) Explain why it is important for these variables to be held constant Science 145 RELEASED ITEM

25 Rubric for Yeast Experiment Sample Response: Variables: amount of yeast solution (1 ml) constant temperature (for 24 hours) volume of molasses solution (35 ml) concentration of molasses solution (25%) Explanations: Controlling variables is necessary so that the experimenter may be assured that the changes observed are due only to the changes in the independent variable. Since temperature is the variable being tested, all other factors must be held constant or the student will not be able to ascertain whether the results are due to different temperatures or another factor Science 146 RELEASED ITEM

26 3-Point Rubric: Score 3 The response clearly identifies two variables that were held constant during the group s yeast population experiment and provides an explanation that addresses the validity of the results in terms of testing too many variables at once. Score 2 The response clearly identifies two variables that were held constant during the group s yeast population experiment, but fails to provide a clear explanation of why it is important to hold these variables constant. -or- The response clearly identifies one variable that was held constant during the group s yeast population experiment and provides an explanation that addresses the validity of the results in terms of testing too many variables at once. Score 1 The response clearly identifies one variable that was held constant during the group s yeast population experiment, but fails to provide a clear explanation of why it is important to hold this variable constant. -or- The response provides a clear explanation of why it is important to hold variables constant in an investigation without clearly identifying any of the variables that needed to be held constant during the group s yeast population experiment. Score 0 The response provides little or no accurate or relevant information related to why it is important to control variables in the yeast population experiment. The response may contain misconceptions. Strand IV: Cell Chemistry and Biotechnology Expected Performance: D INQ.5 Identify independent and dependent variables, including those that are kept constant and those used as controls Science 147 RELEASED ITEM

27 Scored Student Responses for Yeast Experiment Score 3 The response clearly identifies two variables that were held constant in the group s experiment ( the amount of yeast used and the time elapsed. ). The response provides a valid explanation for why it is important for these variables to be held constant ( You are testing how temperature affects it, not how amounts or time do. ) Science 148

28 Scored Student Responses for Yeast Experiment Score 3 The response clearly identifies two variables that were held constant in the group s experiment ( the amount of molasses solution [35 ml] being tested and the amount of yeast in each tube [1mL] ). The response provides a valid explanation for why it is important for these variables to be held constant ( If one tube has 35 ml of solution and one has 50 ml, the students can t know if the bubbles size changes occured [sic] due to the temperature or the amount of solution. ) Science 149

29 Scored Student Responses for Yeast Experiment Score 2 The response clearly identifies two variables that were held constant in the group s experiment ( the amounts of molasses solution and yeast suspension ). The response fails to provide a clear explanation for why it is important to hold these variables constant. The explanation provided (...because the experiment wouldn t be accurate if they were different ) is too general to receive credit Science 150

30 Scored Student Responses for Yeast Experiment Score 2 The response clearly identifies two variables that were held constant in the group s experiment ( the 35 ml of 25% molasses solution and the 1 ml of the yeast suspension ). The response fails to provide a clear explanation for why it is important to hold these variables constant. The explanation provided ( because if they weren t the data would be inaccurat [sic] seeing as different amounts were placed inside of the tubes ) is too general to receive credit Science 151

31 Scored Student Responses for Yeast Experiment Score 1 The response clearly identifies one variable that was held constant in the group s experiment ( The amount of yeast ). The variable temperature does not receive credit because it fails to refer to maintaining a constant temperature for 24 hours. The response fails to provide a clear explanation for why it is important to hold these variables constant. The explanation provided ( to make the expierenent [sic] accurate ) is too general to receive credit Science 152

32 Scored Student Responses for Yeast Experiment Score 1 The response clearly identifies one variable that was held constant in the group s experiment ( the tubes are left in dark locations ). The variable desired temperture [sic] does not receive credit because it does not clearly refer to maintaining a constant temperature for 24 hours. The response fails to provide a clear explanation for why it is important to hold these variables constant. The explanation provided is incorrect and focuses on maximizing the size of the bubbles rather than the effect changes in the variables would have on the bubbles Science 153

33 Scored Student Responses for Yeast Experiment Score 0 This response provides little or no accurate or relevant information. The variable molasses solution fails to receive credit because it does not generally or specifically refer to an amount of solution. Bubbles is not a valid variable. The explanation provided for why it is important to hold these variables constant ( because they are variables that change and need to be controlled ) is too vague to receive credit Science 154

34 Scored Student Responses for Yeast Experiment Score 0 This response provides little or no accurate or relevant information. There is an attempt to define the independent ( the different temperatures the tubes are in and the dark ) and dependent ( the bubble size ) variables in this experiment rather than to provide two variables that remain constant. The explanation provided for why it is important to hold these variables constant ( because if the temperature or amount of light was to change, than [sic] the results could be affected thusly messing up your experiment ) is too general to receive credit Science 155

35 CAPT Science Multiple-Choice Items Mount Mitchell Acid Rain SC10P94XGIXXQX09XXXXX In 1915, Mount Mitchell was designated as North Carolina s first state park and was covered by a dense forest. Today, the forest has thinned considerably as a result of pollution and acid deposition. According to the Division of Parks and Recreation, the forest experiences acid fogs approximately 80% of the year. State officials have determined that much of the air pollution in North Carolina originates in other states and is transported by winds. In 2004, the Environmental Protection Agency began to develop a plan to reduce harmful emissions in states that are upwind from North Carolina. SC10P94XGI22QX What type of facility is most responsible for the pollution that results in acid deposition on Mount Mitchell? a. nuclear power plants b. coal-fired power plants c. toxic waste disposal facilities d. wastewater treatment facilities Strand III: Global Interdependence Expected Performance: D 22. Explain how the release of sulfur dioxide (SO 2 ) into the atmosphere can form acid rain, and how acid rain affects water sources, organisms, and human-made structures. SC10P94XGI19QX How will acid deposition most likely affect the carbon cycle on Mount Mitchell? f. Acid deposition will have no direct effect on the carbon cycle. g. Sulfur dioxide will replace carbon dioxide in the carbon cycle. h. With fewer trees, the park will store a greater amount of carbon dioxide. j. There will be fewer trees to absorb carbon dioxide from the atmosphere. Strand III: Global Interdependence Expected Performance: D 19. Explain how chemical and physical processes cause carbon to cycle through the major earth reservoirs Science 156 RELEASED ITEM

36 CAPT Science Multiple-Choice Items SC10P94XGI22Q A student designs an investigation to evaluate the effect of water acidity on the growth rate of potted spruce trees. What should be the independent variable in the student s investigation? a. the ph of the water each tree receives b. the amount of water each tree receives c. the number of trees used in the investigation d. the difference in starting and ending tree heights Strand III: Global Interdependence Expected Performance: D INQ.5 Identify independent and dependent variables, including those that are kept constant and those used as controls Science 157 RELEASED ITEM

37 CAPT Science Multiple-Choice Items The Franklin Stove SC10P93XETXXQX08XXXXX In 1742, Benjamin Franklin designed a wood-burning stove to heat rooms. The front of the stove was open, allowing heat to spread into a room. The back of the stove was closed, but had an air intake that increased air circulation. Fires lit in traditional fireplaces received less oxygen than those lit in Franklin stoves. SC10P93XET01QX What effect does a lit Franklin stove have on the air molecules in a room? a. decreases their mass b. increases their speed c. decreases their volume d. increases their energy loss Strand I: Energy Transformations Expected Performance: D 1. Describe the effects of adding energy to matter in terms of the motion of atoms and molecules, and the resulting phase changes. SC10P93XET02QX If a ceramic cup is placed on top of a lit Franklin stove, it will gradually heat up. What is the mode of heat transfer from the Franklin stove to the ceramic cup? f. radiation g. convection h. conduction j. sublimation Strand I: Energy Transformations Expected Performance: D 2. Explain how energy is transferred by conduction, convection, and radiation Science 158 RELEASED ITEM

38 CAPT Science Multiple-Choice Items SC10P93XET03Q A researcher wants to measure how much more heat a Franklin stove releases than a traditional fireplace design. Which of the following must be held constant in this investigation? a. final room temperature b. mass of wood burned in each device c. amount of soot produced by each device d. rate of cooling in each room once the fires burn out Strand I: Energy Transformations Expected Performance: D INQ.5 Identify independent and dependent variables, including those that are kept constant and those used as controls Science 159 RELEASED ITEM