SUPPLEMENT...A.2.1.1 Use the table below to answer question 4. Geranium Plant Growth Hypotheses...

The Pennsylvania Systemof School Assessment

Pennsylvania Department of Education Bureau of Assessment and Accountability 2009–2010

2009–2010Grade 11

ScienceItem and Scoring Sampler

SUPPLEMENT

Grade 11 Science Item Sampler Supplement 2009–2010 ii

TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Multiple-Choice Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

First Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Item-Speci c Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

First Open-Ended Item Responses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Second Open-Ended Item. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Item-Speci c Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Second Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Science Scenario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Scenario Multiple-Choice Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Scenario Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Scenario Open-Ended Item Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Scenario Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Summative Data Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

i

Grade 11 Science Item Sampler Supplement 2009–2010 1

SCIENCE

INTRODUCTION

The 2009–2010 Science Item and Scoring Sampler Supplement displays released items from the 2009 PSSA operational test. The sampler supplement is to be used in conjunction with the previous year’s item sampler. The 2008 –2009 Science Item and Scoring Sampler can be found on the PDE website at http://www.pde.state.pa.us/. Select the “Pre K–12 Schools” tab at the top of the page. Then select “Assessment” in the “Learn About” column. Select “Resource Materials” in the “Learn About” column of the next page, and then scroll down to nd the appropriate sampler. Alternately, you may type in or click this link to reach the location of the item samplers: http://www.pde.state.pa.us/a_and_t/cwp/view.asp?a=108&Q=73314&a_and_tNav=|680|&a_and_tNav=|

This item and scoring sampler supplement contains a science scenario as well as multiple-choice and open-ended items. Each item is preceded by the Assessment Anchor and Eligible Content coding. The multiple-choice options are followed by a list of rationales. The correct answer is indicated by an asterisk. The table following each multiple-choice item displays the percentages of students who chose each answer option. The correct answer is also shaded in these tables. The table following each open-ended item indicates the students’ performance at each score point. Examples of students’ responses for each of the scoring levels are also included for the open-ended items.


SCIENCE

MULTIPLE-CHOICE ITEMS

A.1.1.4

Note: All percentages listed in the tables below each item have been rounded.

1. In the late 1800s, surgeons began washing surgical instruments with antiseptic substances to reduce the death rate of patients. Which statement explains why surgeons adopted new cleaning procedures?

A They developed corrosion-resistant surgical instruments.

B They developed medications that could stop pain during surgery.

C They gained an understanding about the periodic table of the elements.

D They gained an understanding about organisms that spread disease. *

A Instruments with less corrosion would be easier to clean, but this was not the reason surgeons cleaned instruments before surgery.

B Pain-reducing medications increased the number of surgeries; unfortunately, without sterile techniques, infections often set in.

C An understanding of elements was basically unrelated to the need for clean surgical instruments.

D Key: The discovery of the role that microbes play in infections set this practice in motion.

A B C D

5% 6% 5% 85%

A.1.3.2

Use the chemical equation below to answer question 2.

CdS + I2 + 2HCl CdCl2 + 2HI + S

2. Which change would happen if additional HI is added?

A The amount of CdS would decrease.

B The amount of HCl would decrease.

C The amount of I2 would increase. *

D The amount of CdCl2 would increase.

A The amount of CdS would increase as the reaction is shifted to the left side of the equation.

B The amount of HCl would increase as the reaction is shifted to the left side of the equation.

C Key: The amount of I2 would increase as the reaction is shifted to the left side of the equation.

D The amount of CdCl2 would not change.

A B C D

7% 18% 58% 16%


SCIENCE

A.2.1.1

Use the bar graph below to answer question 3.

90

80

70

60

50

40

30

20

10

0400 450 500 550 600 650 700 750

Per

cent

(%) M

axim

um A

TP P

rodu

ctio

n

Wavelength of Light (nm)

ATP Production

3. An experiment was conducted to determine the percent maximum ATP produced during photosynthesis at a light intensity of 200 lux. What variable was manipulated during the experiment?

A ATP production

B light intensity

C wavelength of light *

D percent maximum ATP production

A ATP production is the responding (dependent) variable.

B Light intensity was held constant.C Key: The wavelength of light was changed by the experimenter so it is the manipulated

(independent) variable.

D The maximum ATP production depends on the wavelength of light, so it is a single data point for the responding variable.

A B C D

8% 19% 60% 12%


SCIENCE

A.2.1.1

Use the table below to answer question 4.

Geranium Plant Growth Hypotheses

Hypothesis X: Hypothesis Y:

A total of 30 mg of phosphorus added to a geranium plant each week will cause that plant to have ten more flower blooms than a geranium plant without fertilizer after four weeks.

A 30-mg mixture of phosphorus,nitrogen, and potassium addedto a geranium plant each week willcause that plant to grow taller, have more blooms, and look better.

4. Which statement accurately evaluates the hypotheses?

A X has one independent variable and a control; Y lacks both. *

B Y has one independent variable and a control; X lacks both.

C X has ten dependent variables and no control; Y lacks both.

D Y has three dependent variables and three controls; X lacks both.

A Key: Hypothesis X includes an independent variable (the amount of phosphorus), a method of measuring the dependent variable (the number of blooms), and a control (the plant without the phosphorus). Hypothesis Y is not clearly de ned, and “looks better” is an opinion.

B Hypothesis Y has no control. Hypothesis X identi es the control and independent variable.C Hypothesis X has only one dependent variable (the number of owers), and it has a control.

Hypothesis Y lacks a control, and three dependent variables are identi ed (height, number of blooms, and appearance).

D Hypothesis Y has 3 dependent variables (height, number of blooms, and appearance), but it has no control. Hypothesis X has one dependent variable and one control.

A B C D

51% 16% 12% 21%


SCIENCE

A.2.1.2

Use the diagram below to answer question 5.

light

soil

water

thermometer thermometer

5. A student recorded the temperatures of the soil and water each minute for 20 minutes. For the rst 10 minutes, a light was turned on above the containers. For the last 10 minutes, the light was turned off. Which question could be tested by using this experimental design?

A How does electricity affect the temperatures of water and soil?

B How does light affect a plant’s growth in water and soil?

C How does the rate of evaporation differ in water and soil?

D How does the rate of heat absorption differ in water and soil? *

A No electricity was involved in the setup, therefore the question cannot be answered with this experiment.

B No plants were involved in the setup, therefore the question cannot be answered with this experiment.

C Since the amount of water in the containers is not measured, the evaporation rate cannot be tested by the setup in this experiment.

D Key: The material that causes the temperature to rise the most can be assumed to have absorbed heat faster, therefore this question can be answered since the temperature can be measured.

A B C D

21% 13% 6% 60%


SCIENCE

A.3.2.2

Use the information below to answer question 6.

starch and glucose

iodine and water

pouch ofdialysistubing

Initial Conditions

Inside Dialysis Tubing Inside Beaker

starch iodine

glucose water

solution is colorless solution is brown

Final Conditions

Inside Dialysis Tubing Inside Beaker

starch iodine

glucose water

iodine solution is brown

solution is blue/black

6. Students use a pouch of dialysis tubing to model a cell membrane. A starch and glucose solution is placed inside the pouch, and the pouch is placed into a beaker that contains iodine and water. An advantage of using the dialysis tubing to represent a cell membrane is that it is

A permeable to all substances.

B impermeable to all substances.

C permeable to iodine and impermeable to starch. *

D impermeable to iodine and permeable to starch.


SCIENCE

A.3.2.2 (continued)

A If the membrane is permeable to all substances, the solution would become the same inside the tubing and inside the beaker.

B If the membrane is impermeable to all substances, the nal conditions would be exactly the same as the initial conditions.

C Key: The membrane must be permeable to iodine, because it is found inside the tubing at the end of the investigation. The membrane must be impermeable to starch, because the solution in the beaker does not contain starch at the end of the investigation.

D If the membrane is impermeable to iodine, no iodine would be in the tube in its nal conditions. If the membrane were permeable to starch, the starch would be present in the beaker’s nal conditions.

A B C D

20% 18% 51% 10%


SCIENCE

A.3.3.1


Comparisons of Homologous and Analogous Structures

Homologous Structures Analogous Structures

• look very different andoften have differentfunctions but evolved froma common ancestor

• example: Bird wingsand human arms have a humerus, radius, and ulna.

• perform similar functionsbut evolved fromdifferent ancestors

• example: Insects and birds both fly with wings.

7. Which statement correctly interprets the importance of structures in biological classi cation systems?

A Animals with homologous structures are closely related genetically. *

B Animals with analogous structures are closely related genetically.

C Animals with homologous structures develop analogous structures.

D Animals with analogous structures develop homologous structures.

A Key: Homologous structures are used as indicators of close genetic relationships. B Analogous structures do not indicate a close genetic relationship, because the structures evolved in

totally different ways.

C Homologous structures do not develop into analogous structures.

D Animals with analogous structures are far removed from animals with homologous structures, so they will not develop homologous structures.

A B C D

53% 19% 17% 12%


SCIENCE

B.1.1.2

Use the chart below to answer question 8.

Comparison of Common Fish and Reptile Characteristics

CharacteristicDescription

Fishes Reptilesreproduction lay eggs live birth

heart structure 1 chamber 3 chambers

respiration gills lungs

body covering scales scales

8. Which two characteristics in the chart have been correctly described for most shes and reptiles?

A reproduction and body covering

B reproduction and heart structure

C respiration and body covering *

D respiration and heart structure

A Most shes and reptiles are egg layers. Some shes and reptiles give birth to live young, essentially carrying the eggs in their bodies until the eggs hatch. Most shes and all reptiles have scales for their body covering, although the scales are very different.

B Most shes and reptiles are egg layers. Some shes and reptiles give birth to live young, essentially carrying the eggs in their bodies until the eggs hatch. Fishes have a two-chambered heart rather than a single-chambered heart.

C Key: Most shes use gills for respiration, and all reptiles use lungs. Most shes and all reptiles have scales for their body covering, although the scales are very different.

D Respiration is correct, but shes have a two-chambered heart rather than a single-chambered heart.

A B C D

20% 9% 56% 14%


SCIENCE

B.2.1.3

9. Which statement explains how a population’s genetic variability and diversity can be affected by selective breeding?

A Genetic variability and diversity decrease because only select individuals are bred. *

B Genetic variability and diversity increase because only select individuals are bred.

C Genetic variability increases and diversity decreases because only select individuals are bred.

D Genetic variability decreases and diversity increases because only select individuals are bred.

A Key: In selective breeding, certain traits are valued. Animals are inbred to ensure these traits, causing a decrease in both variability and diversity.

B Organisms that are constantly inbred will begin to have decreased diversity, which is desired; unfortunately, inbreeding also causes a decrease in genetic variability.

C Constant inbreeding causes a decrease in diversity and genetic variability, accounting for hereditary traits that are both desirable and undesirable, especially in pure-bred animals.

D Genetic variability does decrease. This decrease causes a reduction in organism diversity, which may render the organism to become completely dependent on humans for survival.

A B C D

47% 17% 24% 12%


SCIENCE

B.3.1.5

Use the graph below to answer question 10.

Rabbit Population Over Time

virus isintroduced

prediction 4

Time

Pop

ulat

ion

prediction 1

prediction 2

prediction 3

10. A large rabbit population is affected by a lethal virus that infects some of the adult rabbits. What is the best prediction of what will most likely happen to the rabbit population after the virus is introduced?

A prediction 1

B prediction 2

C prediction 3 *

D prediction 4

A After the virus is introduced, the population will most likely decrease due to increased mortality.B After the introduction of the virus, mortality will increase, causing the population to decrease,

rather than maintaining the current population size.C Key: Increased mortality will cause a decrease in population, but at some point, the population will

reach equilibrium and remain more or less constant.

D Since the virus infects only some of the rabbits, it is unlikely that the population will decrease to zero.

A B C D

5% 7% 76% 12%


SCIENCE

C.1.1.3


Comparison of Two Bond Types

Bond Type X Bond Type Y

makes compounds makes molecules

transfers, gives/takes electronsresulting in a noble configuration

shares electrons resulting in anoble configuration

made with metals and nonmetals made of nonmetalsexamples: NaCl, CaCl2 examples: H2O, CO2, NH3, CH4

11. Which of these correctly identi es the bond types?

A X is ionic.Y is covalent. *

B X is ionic.Y is hydrogen.

C X is covalent.Y is ionic.

D X is hydrogen.Y is covalent.

A Key: Since Type X transfers electrons, it must be ionic. Type Y makes molecules by sharing electrons, so it must be covalent.

B Since Type X makes compounds, it is ionic. Type Y makes molecules by sharing electrons, so it cannot be hydrogen.

C Since Type X transfers electrons, it must be ionic rather than covalent. Type Y makes molecules by sharing electrons, so it must be covalent rather than ionic.

D Type X results from sharing electrons rather than dipole-dipole force, so Type X is ionic rather than hydrogen. Type Y makes molecules by sharing electrons, so it is covalent.

A B C D

46% 22% 27% 4%


SCIENCE

C.2.1.2

Use the chemical reaction below to answer question 12.

2H2(g) + O2(g) 2H2O(g) + 483.6 kJ

12. What is the best description for the energy change in the chemical reaction?

A Energy is created by the products.

B Energy is absorbed by the reactants.

C Energy is released during the reaction. *

D Energy is destroyed during the reaction.

A The creation of energy would be a violation of the rst law of thermodynamics, which states that energy can neither be created nor destroyed.

B If energy were absorbed by the reactants, the reaction would be endothermic rather than exothermic.

C Key: 483.6 kJ are released during this exothermic reaction.

D Energy can neither be created nor destroyed, which is the rst law of thermodynamics.

A B C D

26% 20% 49% 4%

C.3.1.1

13. Which statement explains what would happen to an astronaut in space after the astronaut throws a rock?

A The astronaut would remain still because of the law of gravitation.

B The astronaut would move above the rock because of the law of gravitation.

C The astronaut would move in the same direction that the rock is moving to match the rock’s momentum.

D The astronaut would move in the opposite direction that the rock is moving to counter the rock’s momentum. *

A The law of gravitation keeps the astronaut in orbit. However, the conservation of momentum will cause the astronaut to move in the opposite direction.

B The astronaut will move in space, but this is not due to the law of gravitation. Also, the astronaut would move in the opposite direction of the rock, not upward.

C The astronaut will move in the opposite direction, rather than in the same direction, as the rock, since momentum is conserved.

D Key: The opposite directions are an illustration of the conservation of momentum.

A B C D

10% 6% 24% 59%


SCIENCE

D.1.1.2

Use the diagram below to answer question 14.

continentalplate 1

continentalplate 2

14. What is the most likely result of the movement of these two continental plates?

A the formation of mountains because the plates will fold and crumple *

B the formation of a rift valley because the plates will rebound after colliding

C the formation of an island because the plates are moving past one another

D the formation of hot spots because the plates are generating heat where the plates collide

A Key: Pushing two continental plates together will cause folding and mountains to form as the crust is pushed from both sides.

B A rift valley forms when tectonic plates move apart.

C These plates are not moving past each other.

D Hot spots are the results of rising magma. If a relatively thin plate moves over a hot spot, volcanic mountains will form rather than folded mountains.

A B C D

62% 14% 6% 18%


SCIENCE

D.2.1.1

15. Which statement explains why an increase in the atmospheric carbon dioxide (CO2 ) concentration on Earth concerns climatologists?

A CO2 is hotter than other atmospheric gases.

B CO2 blocks sunlight more than other atmospheric gases.

C CO2 is a highly reactive substance that destroys Earth’s surface.

D CO2 traps thermal energy that is radiated towards space from Earth’s surface. *

A Carbon dioxide is the same temperature as the rest of the air.

B Carbon dioxide does not block sunlight; if it did, Earth would be cooling.

C Carbon dioxide is a stable gas.D Key: Carbon dioxide traps thermal

(heat) energy, causing the atmosphere to become warmer.

A B C D

10% 15% 18% 56%

D.3.1.1

16. The force of gravity between two objects is inversely proportional to the square of the distance between objects (F a 1/d2). How does this relationship help describe the force of gravity in planetary motion?

A The Sun’s gravitational force on Earth is greater when Earth is far from the Sun.

B The Sun’s gravitational force on Earth is greater when Earth is close to the Sun. *

C Two identical objects will have a greater force of gravity between them when they move farther apart.

D Two identical objects will have a smaller force of gravity between them when they move closer together.

A The force of gravity is least when Earth is farthest from the Sun.

B Key: Since the force of gravity is inversely related to the distance between objects, the force of gravity becomes greater as the distance between Earth and the Sun is reduced.

C Since the force of gravity is inversely related to the distance between objects, the force becomes less as the distance becomes greater.

D The closer objects are together, the greater the force of gravity.

A B C D

12% 53% 22% 12%


SCIENCE

Part A: Explain how the warming of ocean water can cause ocean water levels to rise.

Part B: Explain one reason why people should be concerned about rising water levels in oceans.

A.1.2.1

17. In the past 300 years, some ocean water levels have slowly increased. The warming of the world’s ocean waters is one factor that can cause this increase.

FIRST OPEN-ENDED ITEM

ScorePoint 2

ScorePoint 1

ScorePoint 0

48% 35% 17%


SCIENCE

ITEM-SPECIFIC SCORING GUIDELINEItem #17

This item is reported under Category A, The Nature of Science.

Assessment Anchor:

A.1.2– Identify and analyze the scienti c or technological challenges of societal issues; propose possible solutions and discuss implications.

Speci c Eligible Content addressed by this item:

A.1.2.1– Explain and apply scienti c concepts to societal issues using case studies (e.g., spread of HIV, deforestation, environmental health, energy).

Scoring Guide:



Score In response to this item, the student—

2

demonstrates a thorough understanding of how scienti c concepts are related to societal issues by explaining the scienti c concept that connects warming ocean waters to increased water levels and explaining why people should be concerned about rising ocean waters. The response is clear, complete, and correct.

1

demonstrates a partial understanding of how scienti c concepts are related to societal issues by explaining the scienti c concept that connects warming ocean waters to increased water levels or explaining why people should be concerned about rising ocean waters. The response may contain some work that is incomplete or unclear.

0provides insuf cient evidence to demonstrate any understanding of the content being tested.

Non -scorable

BLK (blank) – No response or written refusal to respond or response too brief to determine responseOT – Off task/topicLOE – Response in a language other than EnglishIL – Illegible

Note: No deductions should be taken for misspelled words or grammatical errors.


SCIENCE



A.1.2.1


Response Score: 2 points

FIRST OPEN-ENDED ITEM RESPONSES

The student provides a correct explanation on how the warming of ocean water can cause ocean water levels to rise in part A (“. . . increases the kinetic energy of the water molecules, increasing their velocities. The molecules move away from each other and spread out . . .”). In part B, the student explains a reason why rising water levels should be a concern (“. . . causing erosion and possible loss of life for native species”).


SCIENCE



A.1.2.1


Response Score: 1 point

The student provides a correct explanation on how the warming of ocean water can cause ocean water levels to rise in part A (“. . . because glaciers melt . . . melting ice turns to water, and cause the sea level to rise”). However, in part B, the explanation is too generalized to be accurate (“. . . the world would be under water. Earth will be all ocean . . .”).


SCIENCE



A.1.2.1


Response Score: 0

The student provides an incorrect explanation for how the warming of ocean water can cause ocean water levels to rise in part A (indicating that the rainwater is the reason for the increase in water levels). In part B, the student gives an inaccurate reason for being concerned about rising water levels in the ocean (“Because it would make the waves Ginormous”).


SCIENCE

D.2.1.1

18. Carbon dioxide (CO2 ) and atmospheric dust are minor components in Earth’s atmosphere, but they play a large role in climate change.

SECOND OPEN-ENDED ITEM

Part A: Describe how carbon dioxide can affect a change in climate.

Part B: Describe how atmospheric dust can affect a change in climate.

ScorePoint 2

ScorePoint 1

ScorePoint 0

10% 25% 65%


SCIENCE

ITEM-SPECIFIC SCORING GUIDELINEItem #18

This item is reported under Category D, Earth and Space Sciences.

Assessment Anchor:

D.2.1– Analyze how the transfer of energy and substances between Earth’s atmosphere and its surface in uences regional or global weather or climate.

Speci c Eligible Content addressed by this item:

D.2.1.1– Describe how changes in concentration of minor components (e.g., O2, CO2, dust, pollution) in Earth’s atmosphere may be linked to climate change.

Scoring Guide:




2

demonstrates a thorough understanding of how changes in Earth’s atmosphere can affect climate by describing how carbon dioxide can cause a change in climate and describing how atmospheric dust can cause a change in climate. The response is clear, complete, and correct.

1

demonstrates a partial understanding of how changes in Earth’s atmosphere can affect climate by describing how carbon dioxide can cause a change in climate or describing how atmospheric dust can cause a change in climate. The response may contain some work that is incomplete or unclear.


Non -scorable




SCIENCE



D.2.1.1



SECOND OPEN-ENDED ITEM RESPONSES

The student provided an accurate description of how carbon dioxide can affect the climate in part A (“. . . the more carbon dioxide in the atmosphere, the hotter the climate, because the carbon dioxide will capture heat . . .”). In part B, the student accurately described the effect of atmospheric dust (“The dust is used as a sheild to block out heat from the sun . . . causing a cooler climate”).


SCIENCE



D.2.1.1



In part A, the student did not correctly describe the relationship between carbon dioxide and the atmosphere. In part B, the student correctly described that atmospheric dust “blocks the sun’s rays,” which “may cause the climate to become colder.”


SCIENCE



D.2.1.1


Response Score: 0

The student provided incorrect descriptions for both parts A and B.


SCIENCE SCENARIO

Directions: Use the information presented on page 26 to answer questions 19 through 23.

Many mechanisms are responsible for controlling fat storage and use in living organisms. Eating more food than is required for survival triggers fat formation and storage, while exercise triggers fat burning. Research is revealing the exact mechanisms underlying some of these processes and allowing scientists to advance their work to control them.

Salk Institute scientist Dr. Ronald M. Evans specializes in a protein, PPAR-d, and the gene that controls it. This protein and gene are in mice and other organisms. PPAR-d helps to regulate fat burning, particularly in cells that store fats and form adipose (fatty) tissue.

In 2004, Dr. Evans and a team of researchers used genetic engineering to permanently switch on the gene for PPAR-d in all cells in test mice. These mice proved to be resistant to weight gain due to increased metabolism no matter how fatty their diets. The mice were also able to run for longer periods than ordinary mice. Dr. Evans’s mice were nicknamed “marathon mice” because of their high physical endurance.

In 2007, Dr. Evans reported further progress related to the topic of PPAR-d. In his new research and experimentation, he produced a medicine that was administered to test mice. This medicine is a synthetic fat designed to artificially increase the activity of the gene for PPAR-d in ordinary (non-marathon) mice. The drug worked, and the proportion of fat declined in mice taking the drug. The test mice also resisted weight gain when consuming a fatty diet.


SCIENCE SCENARIO


MULTIPLE-CHOICE ITEMS

B.2.2.1

19. PPAR-d is controlled by a gene already existing in the cells of the experimental mice. How does the experimental procedure modify the behavior of the gene?

A It determines whether the gene is dominant or recessive.

B It manipulates the gene so that it is expressed. *

C It allows the gene to be bene cial to cells.

D It replicates the gene for use in other cells.

A The dominant or recessive characteristics of a gene were not studied, and therefore, whether the gene is dominant or recessive cannot be determined.

B Key: The investigation allowed the gene to be expressed continuously by modifying its ability to “turn off.”

C The gene may be bene cial to the animal as a whole if it is obese. Whether the gene is bene cial or not to a speci c type of cell was not discussed.

D The gene is not replicated; it is just “turned on” permanently.

A B C D

15% 53% 22% 9%

A.1.2.1

20. How might knowledge gained from Dr. Evans’s research bene t humans?

A It may alleviate irregular sleep schedules.

B It may partly reverse the health effects of insuf cient physical activity. *

C It may reduce susceptibility to asthma due to a smoggy atmosphere.

D It may eliminate problems associated with excessive exposure to electromagnetic waves.

A The research has nothing to do with sleep, so there is no way to determine its effect on irregular sleep patterns.

B Key: This option is most likely, since it reduces weight gain and allows increased metabolism, which in turn allows for more physical activity.

C The research indicates nothing about breathing, although if activity were to increase in a smoggy area, then asthma susceptibility might increase. This would have to be tested.

D The research is based on the regulation of fat burning, not exposure to electromagnetic waves.

A B C D

5% 83% 6% 6%


SCIENCE SCENARIO

B.1.1.3

21. Cells in which the gene for PPAR-d has been activated would show an increased demand for which of the following?

A calcium

B oxygen *

C carbon dioxide

D sulfur dioxide

A Calcium is required for proper cell function, but increased activity would have very little effect on the demand for calcium.

B Key: Oxygen demands would increase because activity would increase.

C Carbon dioxide is given off rather than used by cells.

D Sulfur dioxide is not used by mouse cells.

A B C D

27% 60% 8% 4%



SCIENCE SCENARIO


A.1.3.2

22. Researchers want to display data showing a comparison between a group of “marathon mice” and a group of ordinary mice. At the beginning of the experimental period, the ordinary mice are given a medicine that is a synthetic fat designed to increase the activity of the gene for PPAR-d. Which graph comparing the mean fat content of the two groups of mice throughout the experimental period best supports the experiments of Dr. Evans’s research team?

B

Fat

as a

Pro

port

ion

of B

ody

Mas

s

Time0

mice taking

synthetic fat

marathon mice

Fat

as a

Pro

port

ion

of B

ody

Mas

s

Time0

marathon mice

mice taking

synthetic fat

A

D

Fat

as a

Pro

port

ion

of B

ody

Mas

s

Time0

marathon mice

mice takingsynthetic fat

marathon miceFat

as a

Pro

port

ion

of B

ody

Mas

s

Time0

mice takingsynthetic fat

C

*

A According to the results, the mice taking the synthetic fat reduced their body fat.B The marathon mice are already active; there is no reason for their fat to decrease. The results showed

that the test mice reduced their proportion of fat rather than increased it.C Key: Since the marathon mice are already active, there is no reason for their fat to increase or

decrease; it remains constant. The proportion of fat in the mice taking the synthetic fat did drop.D The fat level dropped in the test mice, but it stayed level in the marathon mice.

A B C D

21% 22% 39% 17%


SCIENCE SCENARIO

A.2.1.2 (Parts A and B)


Part B: Describe two additional experimental design factors that should be addressed prior to initiating the experiment.

23. Peroxisomes are extremely small membrane-bound organelles that store enzymes involved in the metabolism of a number of types of molecules, including fat. PPAR-d regulates the number of peroxisomes in fat cells.

Part A: A scientist designs an experiment to test the effectiveness of the synthetic fat given to mice in the passage. Identify and describe a reasonable test group and control group.

Answer part C and part D on the next page.

SCIENCE SCENARIO OPEN-ENDED ITEM


SCIENCE SCENARIO

23. Continued. Answer part C and part D below.

Part C: Describe why the offspring of the mice receiving the synthetic fat are not likely to have the same fat-burning characteristics as their parents.

Part D: How might the offspring of the genetically engineered mice differ? Explain your answer.

B.2.1.3 (Parts C and D)

ScorePoint 4

ScorePoint 3

ScorePoint 2

ScorePoint 1

ScorePoint 0

6% 13% 20% 24% 37%


SCIENCE SCENARIO

SCIENCE SCENARIO OPEN-ENDED ITEM SCORING GUIDELINEItem #23A, 23B

These parts of the item are reported under Category A, The Nature of Science.

Assessment Anchor:

A.2.1– Apply knowledge of scienti c investigation or technological design to develop or critique aspects of the experimental or design process.

Speci c Eligible Content addressed by these parts of the item:

A.2.1.2– Critique the elements of the design process (e.g., identify the problem, understand criteria, create solutions, select solution, test/evaluate, communicate results) applicable to a speci c technological design.

Scoring Guide:




2

demonstrates a thorough understanding of how to evaluate appropriate elements of the design process applicable to a speci c experimental design by identifying and describing a reasonable test group and control group for the experiment and by describing two additional experimental design factors that should be addressed prior to doing the experiment. The response is clear, complete, and correct.

1

demonstrates a partial understanding of how to evaluate appropriate elements of the design process applicable to a speci c experimental design by identifying and describing a reasonable test group and control group for the experiment or by describing two additional experimental design factors that should be addressed prior to doing the experiment. The response may contain some work that is incomplete or unclear.


Non-scorable




SCIENCE SCENARIO

SCIENCE SCENARIO OPEN-ENDED ITEM SCORING GUIDELINEItem #23C, 23D

These parts of the item are reported under Category B, Biological Sciences.

Assessment Anchor:

B.2.1– Explain the mechanisms of the theory of evolution.

Speci c Eligible Content addressed by these parts of the item:

B.2.1.3– Explain the role of selective breeding and biotechnology in changing the genetic makeup of a population.

Scoring Guide:




2

demonstrates a thorough understanding of why natural selection can act only on inherited traits by correctly describing why the offspring of the mice receiving the synthetic fat are not likely to have the same fat-burning characteristic of their parents and by describing how and explaining why the offspring of the genetically engineered mice might differ. The response is clear, complete, and correct.

1

demonstrates a partial understanding of why natural selection can act only on inherited traits by correctly describing why the offspring of the mice receiving the synthetic fat are not likely to have the same fat-burning characteristic of their parents or by describing how and explaining why the offspring of the genetically engineered mice might differ. The response may contain some work that is incomplete or unclear.


Non-scorable




SCIENCE SCENARIO








SCIENCE SCENARIO OPEN-ENDED ITEM RESPONSES

The student correctly indicates that the test group should be the mice that receive fat, and the control group should be the mice that do not.

The student correctly notes that “the rest of both groups of mice’s diets” should be the same, and “that they get the same amount of exercise.”


SCIENCE SCENARIO





The student correctly indicates that “the offspring will receive the parents’ genetic characteristics, and the effects of the synthetic fat are not genetic.”

The student correctly explains that offspring will receive the altered genes of the parents.


SCIENCE SCENARIO








The student correctly identi es the test group and the control group.

The student correctly describes that the mice should have the “same diet before hand and should be around the same physical tness.”


SCIENCE SCENARIO





No credit; the student incorrectly identi es the ability to burn the synthetic fat as a recessive gene.

The student correctly indicates that the offspring of the mice “would already have the PPAR gene switched on.”


SCIENCE SCENARIO








The student correctly identi es that the test group would be the mice given the synthetic fat, and the control group would not be given the synthetic fat.

The student correctly identi es two experimental design factors (“. . . same species and in similar physical condition”).


SCIENCE SCENARIO





No credit; the student does not understand the purpose of the synthetic fat. The student states that the offspring will be “more resistant to the synthetic,” which does not answer the question.

No credit; the student is confusing the mice given the synthetic fat with the genetically engineered mice. The student also incorrectly states that the mice will be “more lazy because of inactivity and feeding.”


SCIENCE SCENARIO








No credit; the student incorrectly identi es the control group.

The student correctly describes several experimental design factors that should remain the same.


SCIENCE SCENARIO





No credit; the student tries to provide an answer using a Punnett square; however, the example does not apply to this situation.

No credit; the student does not properly address the question.


SCIENCE SCENARIO







Response Score: 0

No credit; the student incorrectly identi es the test group and the control group.

No credit; the student does not provide examples of two experimental design factors.


SCIENCE SCENARIO





No credit; the student does not provide enough information in the explanation to receive credit.

No credit; the student incorrectly states that the offspring would not have the same genes as the parents.


SCIENCE

SUMMATIVE DATA TABLE

Multiple-Choice Items

SamplerSequence

A B C D

1 5% 6% 5% 85%

2 7% 18% 58% 16%

3 8% 19% 60% 12%

4 51% 16% 12% 21%

5 21% 13% 6% 60%

6 20% 18% 51% 10%

7 53% 19% 17% 12%

8 20% 9% 56% 14%

9 47% 17% 24% 12%

10 5% 7% 76% 12%

11 46% 22% 27% 4%

12 26% 20% 49% 4%

13 10% 6% 24% 59%

14 62% 14% 6% 18%

15 10% 15% 18% 56%

16 12% 53% 22% 12%

Open-Ended Items

SamplerSequence

ScorePoint 2

ScorePoint 1

ScorePoint 0

17 48% 35% 17%

18 10% 25% 65%

Science Scenario Multiple-Choice Items

SamplerSequence

A B C D

19 15% 53% 22% 9%

20 5% 83% 6% 6%

21 27% 60% 8% 4%

22 21% 22% 39% 17%

Science Scenario Open-Ended Item

Sampler Sequence

ScorePoint 4

ScorePoint 3

ScorePoint 2

ScorePoint 1

ScorePoint 0

23 6% 13% 20% 24% 37%

Copyright © 2009 by the Pennsylvania Department of Education. The materials contained in this publication may beduplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplicationof materials for commercial use.

ScienceGrade 11

Item and Scoring Sampler Supplement

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