Salmonberry Habitat Answer Key

Transcription

1 Salmonberry Habitat Answer Key This task provides practice for the following strands:. Systems 2. Inquiry 3. Application 4. Cell Processes 5. Ecosystems Salmonberry Habitat Example []

2 Performance Description Task Title: Salmonberry Habitat Item number: Cognitive Complexity: 2 (page of 2) A 4-point response demonstrates the student understands the Content Standard INQC: Conclusions must be logical, based on evidence, and consistent with prior established knowledge. Item Specification : Generate a logical conclusion that is supported by evidence from the investigation and/or provide a scientific reason to explain the trend in data given a description of and the results from a scientific investigation. Content Standard INQF: Science is a human endeavor that involves logical reasoning and creativity and entails the testing, revision, and occasional discarding of theories as new evidence comes to light. Item Specification and 2:. Evaluate an investigation in terms of validity (e.g., answered the investigative question with confidence; the manipulated variable caused the change in the responding variable). 2. Valuate an investigation in terms of reliability (e.g., reliability means that repeating an investigation gives similar results). INQF(2) a) The response describes a step in the field study procedure that ensured the results of the field study would be reliable. They counted salmonberries in three plots instead of just one in each habitat type. There were three plots for each habitat type. Notes:. Responses which describe controlling more variables are describing an improvement in validity rather than reliability and may not be credited. 2. Responses which describe one way to change the field study procedure to improve the reliability of the field study may be credited one point (e.g., test 5 plots instead of 3, do the same investigation the next year). INQF() b) The response describes a step in the field study procedure that ensured the results of the field study would be valid. All of the plots were counted on the same day. They used 5 meter by 5 meter plots every time they counted. There were three different types of habitats instead of just two. Notes:. Responses that describe doing the same field study again are describing an improvement in reliability rather than validity and may not be credited (e.g., repeat for 3 more days/months/years). 2. Responses which describe one way to change the field study procedure to improve the validity of the field study may be credited one point (e.g., count in a fourth type of habitat, make sure the same person does all the counting). Salmonberry Habitat Example [2]

3 Task Title: Salmonberry Habitat Item number: Cognitive Complexity: 2 (page 2 of 2) INQC() c) Response describes a scientific reason for the results in the forest edge habitat and a different scientific reason for the results in the forest habitat by: Describing a scientific reason for the results in the forest edge habitat Describing a different scientific reason for the results in the forest habitat Including data from the Habitat vs. Number of Salmonberry Plants table that supports each scientific reason. Examples for forest edge habitat: The forest edge habitat grows more plants because the soil has more minerals. There are 2 more plants at the forest edge than in the forest. The forest edge has more insects visiting the plants so the insects spread more seeds and the forest edge has the most plants. The data shows more plants in the forest edge than on the stream bank or in the forest. The forest edge has an average of 6 plants and the forest has an average of 4 plants. One reason may be that the forest edge gets the most rainfall. Examples for forest habitat: The forest habitat has the least plants because the forest is dark in there. The forest has 4 plants and the forest edge has 2. This is because temperatures are colder in the forest. The data shows fewer plants in the forest. There are more trees in the forest habitat. I think the trees will use a lot of nutrients in the soil, so the plants don t get as much. The forest has only a 4 plant average. Note: Responses that provide a scientific reason with supporting data for forest edge habitat OR responses that provide a scientific reason with supporting data for forest habitat OR different scientific reasons for both forest edge habitat and forest habitat but without supporting data may be credited point. A 3-point response demonstrates the student has partial understanding of the Content Standard. 2 A 2-point response demonstrates the student has limited understanding of the Content Standard. A -point response demonstrates the student has very little understanding of the Content Standard. A 0-point response demonstrates the student has almost no understanding of the Content Standard. General notes: Salmonberry Habitat Example [3]

4 Task Title: Salmonberry Habitat Item number: 2 Cognitive Complexity: 2 (page of 2) Performance Description A 4-point response demonstrates the student understands the Content Standard LSB: The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the primary energy source of living organisms; the combustion of carbon by burning of fossil fuels provides the primary energy source for most of modern society. Item Specification 2: Compare cellular respiration to the burning of fossil fuels. Content Standard LSD: The cell is surrounded by a membrane that separates the interior of the cell from the outside world and determines which substances may enter and which may leave the cell. Item Specification 2: Describe the process(es) (i.e., active transport, passive transport, osmosis, facilitated diffusion, diffusion) that allows substances to pass through the cell membrane. Content Standard LSE: The genetic information responsible for inherited characteristics is encoded in the DNA molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The sequence of subunits in a gene specifies the amino acids needed to make a protein. Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell function. Item Specification 3: Describe the relationships among DNA, chromosomes, genes, amino acids, proteins, and/or traits. LSH: Genes are carried on chromosomes. Animal cells contain two copies of each chromosome with genetic information that regulate body structure and functions. Most cells divide by a process called mitosis, in which the genetic information is copied so that each new cell contains exact copies of the original chromosomes. Item Specification 3: Describe the process of mitosis and/or the product of mitosis. LSH(3) a) The response describes the process that produces new cells in a plant by: Describing the process that causes the number of cells in a plant to increase Identifying the number of chromosomes in each plant cell at the beginning and at the end of the process. New leaf cells are formed by mitosis/cell division where one cell divides and makes two cells, each with 4 chromosomes. Plants grow through cell division. The beginning/parent cell is 4 and is 4 in each of the two daughter cells. When a cell divides, the two new cells are the same number of chromosomes as the parent cell. Mitosis, where one cell divides/splits to become two identical cells. There are 4 in the first cell and 4 in each of the two cells after the division. Note: Responses that describe mitosis without using the specific name for that process may be credited. Salmonberry Habitat Example [4]

5 Task Title: Salmonberry Habitat Item number: 2 Cognitive Complexity: 2 (page 2 of 2) LSE(3) b) The response describes the relationships among amino acids, chromosomes, proteins, and genes in the cells of a salmonberry plant. Genes/alleles in the chromosomes/dna of the plant cells code for amino acids that make up proteins. Chromosomes/DNA contain the genes/alleles which code the information to build proteins from amino acids. LSD(2) c) The response describes the active transport process that allows substances to enter and exit cells by: Describing the active transport process in terms of energy differences Describing the active transport process in terms of concentration differences. Examples for active transport: Active transport requires energy/atp to move molecules from an area of low concentration to high concentration OR against/up a concentration gradient. Active transport moves things the cell needs into the cell by using energy/atp. It moves more and more molecules into the cell even though there are a lot of the molecules in there already. LSB(2) d) The response describes two similarities between cellular respiration in salmonberry plants and the burning of gasoline. Examples of similarities: Both produce carbon dioxide/waste products Both produce heat/heat energy/thermal energy Both convert chemical energy to thermal/heat /usable /kinetic energy Both involve chemical reactions/break and re-form bonds Both need oxygen/carbon-containing compounds to occur Both involve transformations of matter/energy A 3-point response demonstrates the student has partial understanding of the Content Standard. A 2-point response demonstrates the student has limited understanding of the Content Standard. A -point response demonstrates the student has very little understanding of the Content Standard. A 0-point response demonstrates the student has almost no understanding of the Content Standard. General Notes: Salmonberry Habitat Example [5]

6 Performance Description Task Title: Salmonberry Habitat Item number: 3 Cognitive Complexity: 2 (page of 2) A 4-point response demonstrates the student understands the Content Standard LS2A: Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter and energy is important for maintaining the health and sustainability of an ecosystem. Item Specification : Describe the cycle of carbon through ecosystems. Content Standard LS2C: Population growth is limited by the availability of matter and energy found in resources, the size of the environment, and the presence of competing and/or predatory organisms. Item Specification : Describe factors that limit growth of plant and/or animal populations in an ecosystem. Content Standard SYSB: Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible. Item Specification 4: Describe how a given system functions with respect to other systems. LS2A (), SYSB(4) a) The response describes a path of carbon through the forest edge habitat and includes the atmosphere, salmonberry plants, and bears in the path by: Beginning and ending with carbon in the atmosphere Identifying the molecule that contains the carbon for each step in the path Describing the roles of salmonberry plants and bears in the carbon cycle. Carbon dioxide in the air is taken in by the plants and changed to sugar/glucose. Bears take in the plants and use sugar/glucose or change it into fats/proteins/carbohydrates/atp/large carbon containing compound. Bears breathe out carbon dioxide into the air. Carbon dioxide is taken in by salmonberry plants. The plants turn the carbon dioxide into sugars and then break the sugars down and release carbon dioxide back into the air. Bears also eat plants and get the sugars. Once they eat the sugars, they break the sugars down and release carbon dioxide back into the air. And some of the carbon is released in feces back into the ground. Plants take in carbon dioxide from the air and make sugars. Bears eat plants and use up the sugar from the plants. When the bears die, they decompose and release carbon dioxide/methane into the air. Carbon goes from air to plants to bears and back to air. The transformations are carbon dioxide to sugar/glucose in plants and animals and back to carbon dioxide. 2 Note: Responses that give only a complete path or only the list of carbon-containing molecules may be credited one point. Salmonberry Habitat Example [6]

7 Task Title: Salmonberry Habitat Item number: 3 Cognitive Complexity: 2 (page 2 of 2) LS2C() /SYSB(4) b) The response describes two factors that could limit the growth of plant populations in the forest edge habitat by: Identifying two characteristics of the forest edge habitat Describing how each characteristic is a factor that could limit populations of plants. The forest edge would be shady because of the trees. That would limit plant populations because plants need sunlight to grow and make seeds. The forest edge might not have much water in the soil. Plants need water to photosynthesize and survive. Many small animals that eat plants live in the forest. These animals could eat the plants reducing the population of plants. 2 Note: Responses that identify one characteristic of the forest edge habitat and describe how that characteristic could limit populations of plants may be credited one point. A 3-point response demonstrates the student has partial understanding of the Content Standard. A 2-point response demonstrates the student has limited understanding of the Content Standard. A -point response demonstrates the student has very little understanding of the Content Standard. A 0-point response demonstrates the student has almost no understanding of the Content Standard. General notes: Salmonberry Habitat Example [7]

8 Performance Description Task Title: Salmonberry Habitat Item number: 4 Cognitive Complexity: 2 (page of 3) A 4-point response demonstrates the student understands the Content Standard APPB: The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions. Item Specification 2: Describe research that would facilitate a solution to the problem and/or generate several possible solutions given a description of a problem that can be solved using a technological design process. Content Standard APPC: Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then building and testing a model or other representation of the final design. Item Specification : Evaluate the solution(s) with respect to criteria on which to judge success and/or constraints (i.e., limitations) on the solution(s) given one or more solutions to a problem that can be solved using a technological design process. APPC() a) The response describes two constraints other than cost that park rangers could encounter while trapping and relocating these bears by: Identifying two constraints on trapping and relocating these bears other than cost. Describing how each constraint is a limitation. Identify constraint other animals besides the bears might get trapped. places for the problem bears might be far away the bears may be violent the traps might hurt the bears. Describe how the constraint is a limitation the other animals are not a problem and might get hurt....the traps will contain the other animal and the bears don t get trapped Lots of fuel/time/people will be needed to move the bears Ranger will need lots of protective gear/special training people will protest the use of the traps/try to prevent the traps Note: Responses identifying or implying one constraint and describing how that constraint is a limitation may be credited one point. 2 Salmonberry Habitat Example [8]

9 Task Title: Salmonberry Habitat Item number: 4 Cognitive Complexity: 2 (page 2 of 3) APPB(2) b) The response describes how to begin solving the problem of increasing the population of rainbow trout by: Research the Problem: Describe any scientific information needed to solve the problem and how to collect that information. Explore Ideas: Describe several possible solutions to the problem, including any useful scientific concepts. A 2-point response demonstrates the student understands the Content Standard. The response includes all 4 of the bullets listed: Research the Problem: Information needed to solve the problem is described or pertinent questions are given (e.g., Collect data on the current population of rainbow trout; find out the food source for trout; Ask a fish biologist how to improve conditions for the fish; Watch so see how many people go to the stream to catch fish.) Note: Listing objects may not be credited. Scientific Research: Related scientific information (e.g., What are current population densities of various fish in the stream; Consult a fish biologist to find out the conditions for the trout to survive; Research on the Fish and Wildlife website what time of year trout lay eggs) OR how to scientifically collect related data is described (e.g., Observe and record the number of fishermen in a habitat for one year by observing one day a week.) Notes:. Scientific information involves relevant general scientific concepts (e.g., specific habitat or dietary needs, predators, diseases, dissolved oxygen) OR Related information gathered from appropriate sources of scientific information. (e.g., Ask a fish expert/scientist about temperatures and mating habits). 2. Scientific collecting of data involves systematically collecting pertinent data over a period of time or a number of conditions. 3. This attribute may be credited even when the information being gathered is too vague to credit the Research the Problem attribute. Explore ideas: More than one idea that could solve the problem is described (e.g., add large rocks to the stream for habitat, plant trees near the stream to shade the water.) Notes:. Listing objects may not be credited. 2. Ideas may involve materials not given. A sentence should be read as one idea (e.g., Use a container with soil and gravel is one idea, not two or three). Run-on sentences may be read as more than one idea. Sentences containing the term or may be read as more than one idea (e.g., Use a metal, plastic, or glass container are three ideas). Explore Scientific Ideas: An idea includes scientific concept(s) for considering the idea (e.g., Increase the number of prey/provide food so the trout s energy needs are met; raise trout in a fish hatchery until they are large enough to survive in the stream; add trees for shade so the water will have more oxygen in it). Note: This attribute may be credited even when only one idea is given. Note: A -point response includes 2-3 of the bullets. 2 Salmonberry Habitat Example [9]

10 Task Title: Salmonberry Habitat Item number: 4 Cognitive Complexity: 2 (page 3 of 3) A 3-point response demonstrates the student has partial understanding of the Content Standard. A 2-point response demonstrates the student has limited understanding of the Content Standard. A -point response demonstrates the student has very little understanding of the Content Standard. A 0-point response demonstrates the student has almost no understanding of the Content Standard. General notes: Salmonberry Habitat Example [0]