Delaware Science Assessment Prototype: Biology Integrative ......2. The maps also show the migration...
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Student Version Delaware Science Assessment Prototype: Biology Integrative Item Cluster Prepared for the Delaware Department of Education by WestEd
Transcript of Delaware Science Assessment Prototype: Biology Integrative ......2. The maps also show the migration...
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StudentVersion
DelawareScienceAssessmentPrototype:BiologyIntegrativeItemCluster
PreparedfortheDelawareDepartmentofEducationbyWestEd
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Biology Integrative Item Cluster
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Inthisassessment,youwillinvestigatehowtheflowofmatterandenergyintheNorthAtlanticOceanecosystemrelatestorightwhalemigration.
IntroductionRightwhalesarebaleenwhales1thatfeedbystraininglargeamountsofkrill,copepods2,andmicroscopicorganismssuchasphytoplankton3andzooplankton4fromtheocean.RightwhalesliveintheNorthAtlanticOceanalongtheeastcoastofNorthAmerica.Map1showsthelocationoftheNorthAtlanticOcean.
Map1.LocationoftheNorthAtlanticOcean
Eachyear,rightwhalesmigratenorthwardandsouthwardalongtheentireeastcoastofNorthAmerica.Duringeachmigration,thewhalestravelpastthecoastofDelaware. 1Baleenwhales:Baleenarelongplatesthathanginarow(liketheteethofacomb)fromabaleenwhale’supperjaw.Baleenplatesaremadeofaproteinsimilartotheproteinfoundinhumanfingernails,makingthemstrongandflexible.Baleenplatesarebroadatthegumlineandtaperintoafringe,whichformsacurtainormatinsidethewhale’smouth.(http://www.afsc.noaa.gov/nmml/education/cetaceans/baleen1.php)2Krill,copepods:Tinycrustaceansthatformlargegroupsthroughouttheworld’soceans.Nearlyallspeciesofkrillandcopepodseatphytoplanktonand/orzooplankton.3Phytoplankton:microscopicproducers,suchassingle-celledalgae,thatusephotosynthesistomaketheirownfood.4Zooplankton:microscopicconsumersthatfeedonorganismssuchasphytoplankton.
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Activity:AbsorptionofSolarEnergyandRightWhalesYourhandoutmaterialscontaintwomaps.Analyzethehandoutmaterialsbyfollowingthesesteps:
1. EachmapshowstheaverageamountofsolarenergyabsorbedbyEarth’ssurface,inwattspersquaremeter(W/m2),attwodifferenttimesoftheyear.AnalyzethetwomapstodeterminehowtheamountofsolarenergyabsorbedintheNorthAtlanticOceanchangesseasonally.
2. Themapsalsoshowthemigrationroutesandseasonalhabitatsoftherightwhalesthroughouttheyear.Analyzeanyrelationshipsthatappearamongabsorbedsolarenergyandrightwhalemigrationindifferentseasons.
Recordnotesfromyouranalysesinthespacebelow.
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LightIntensityandPhotosynthesisAstudentinvestigatestherelationshipbetweenlightintensityandtherateofphotosynthesisinalgae.ThepHofthewatercanbeusedtodeterminetherateofphotosynthesis.WaterwithalowerpHhasmorecarbondioxide,whilewaterwithahigherpHhaslesscarbondioxide.
Thestudentfollowsthesesteps:
• Placethesamemassofalgaeintosixdifferentbottles.• MeasuretheinitialpHofeachbottle.• Placeeachbottleadifferentdistancefromalampandrecordthelightintensity.• Placeacontrolbottleinadarkbox.• RecordthepHineachbottleat45minutesandagainat90minutes.
Table1showsthestudent’sdata.
Table 1. Student’s Data Bottle Initial pH Light
Intensity (W/m2)
pH After 45 Minutes
Final pH After 90 Minutes
A 7.6 238 8.8 9.0 B 7.6 182 8.4 8.6 C 7.6 126 8.2 8.4 D 7.6 71 8.0 8.2 E 7.6 16 7.7 7.8
Control 7.6 0 7.6 7.6 Question1.PartAWhichclaimisbestsupportedbythedatainTable1?
A. ThechangeinpHovertimeindicatesthattheamountofcarbondioxideisloweratlowerlightintensities.
B. ThechangeinpHovertimeindicatesthattheamountofcarbondioxideisloweratgreaterlightintensities.
C. ThechangeinpHovertimeishighestatthegreatestlightintensity,sotheamountofcarbondioxidemustbehigheratgreaterlightintensities.
D. ThechangeinpHovertimeislowestatthegreatestlightintensity,sotheamountofcarbondioxidemustbeloweratgreaterlightintensities.
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PartBWhichclaimaboutratesofphotosynthesisissupportedbyboththedatainTable1andtheclaimyouidentifiedinPartA?
A. Ratesofphotosynthesisincreaseaslightintensityincreasesandaslengthofexposuretolightincreases.
B. Ratesofphotosynthesisincreaseaslightintensityincreasesandareunchangedbylengthofexposuretolight.
C. Ratesofphotosynthesisincreaseaslightintensityincreasesanddecreaseaslengthofexposuretolightincreases.
D. Ratesofphotosynthesisdecreaseaslightintensityincreasesandaslengthofexposuretolightincreases.
Graph1belowshowshowthetotalamountofincomingsolar(light)energychangesbymonthatthreedifferentlatitudesintheNorthernHemisphere.Eachlatitudeisshownontheglobebesidethegraph.
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Question2.BasedontheinformationfromTable1andGraph1,whichstatementexplainshowtheratesofphotosynthesisintheNorthAtlanticOceanwillmostlikelychangefromwinter(January)tosummer(July)?
A. Thetotalamountofincomingsolarenergydecreasesslightlyinsummer,soratesofphotosynthesiswilldecreaseslightlyduringthesummermonths.
B. Thetotalamountofincomingsolarenergyisaboutequalinsummerandinwinter,butratesofphotosynthesiswilldecreaseinwinterbecausethelengthoflightexposureislessinwinterthaninsummer.
C. Thetotalamountofincomingsolarenergyincreasesastheseasonschangefromwintertosummer,sotheratesofphotosynthesiswillincreaseduringthesummer.
D. Thetotalamountofincomingsolarenergyismoreinsummer,buttheratesofphotosynthesisincreaseonlyslightlyinsummerbecausethelengthoflightexposureislessinsummerthaninwinter.
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CarbonandEnergyTransferYouhaveanalyzedseasonalchangesintheNorthAtlanticOcean.Now,youwillanalyzehowthesechangesaffectchangesinmatter,energytransfer,andrightwhalemigration,intheNorthAtlanticOceanecosystem.Question3.Theprocessesofphotosynthesisandcellularrespirationaremodeledbelow.
Explainwhybothprocessesarerequiredforthemovementofmatter(intheformofcarbon)andthetransferofenergywithinanecosystem.Inyourexplanation,describehowthetwoprocessesdependoneachotherandhowcarbonismovedbyeachprocess.
Photosynthesis:CO2+H2O+lightenergyàO2+H2O+C6H12O6
CellularRespiration:O2+C6H12O6àCO2+H2O+energy
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Question4.CompletethemodelbelowtoshowtheflowofenergyandthecyclingofcarbonintheNorthAtlanticOceanecosystembyfollowingthesesteps:Step1.Lookattheorangearrowsinthemodel.Eachorangearrowrepresentsthedirectionof
energyflowwithintheecosystem.
Step2.Writethenameoftheorganism(fromtherightofthemodel)thatbelongsineachwhiteboxbasedonthedirectionsoftheorangearrows.
Step3.Drawarrowsbetweenthewhiteboxestoshowthemovementofcarbonamongtheorganismsinthemodel.
Step4.Drawarrowstoshowhowcarboncyclesamongthelivingandnonlivingpartsoftheecosystem.
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GlobalConnectionQuestion5.Themodelyoucompletedshowssomeofthewaysinwhichmatter,intheformofcarbon,movesthroughdifferenttrophiclevels(producersandconsumers)intheNorthAtlanticOceanecosystem.Whichclaimisbestsupportedbyevidencefromthemodel?
A. Carbonistransferredintodifferenttrophiclevelsbywayofcellularrespiration,andistransferredamongorganismsasorganismsconsumeoneanother.
B. Carbonisfixedintheoceanicfoodwebduringphotosynthesis,andsomeofthatcarbonisreleasedasheatenergyduringcellularrespirationbyorganismsineverytrophiclevel.
C. Somecarbonmovesfromtheoceansintolivingorganismsateverytrophiclevelduringphotosynthesis,andsomecarbonistransferredamongorganismsduringcellularrespiration.
D. Somecarbonmovesfromlivingorganismsateachtrophiclevelintotheoceansduringcellularrespiration,andsomecarbonmovesamongorganismsasorganismsconsumeoneanother.
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Question6.ExplainhowthedifferencebetweentheamountofmatterandenergyinwinterandsummerintheNorthAtlanticOceanecosystemispartofalargerglobalsystemofEarth’soceans.Inyourexplanation,
• describehowthedifferenceinenergyandmatteraffecthowrightwhalesobtainthematterandenergytheyneedtosurvive,grow,andreproduce;
• useevidencefromanyofthetables,graphs,andmapsprovidedtosupportyouranswer.
