Additional Information [1]
Questions 1-9 The picture below shows a pond ecosystem. Use this
picture and what you know about the things in it to answer the questions in
this section.
Additional Information [2]
Questions 1-13 The picture below shows a pond ecosystem. Use this
picture and what you know about the things in it to answer the questions in
this section.
Additional Information [3]
Questions 1-14 are based on the following information.
The following data for the Sun and the four inner planets
of the Solar System have been observed.
Sun
Mean
Diameter
Distance
(kilometers)
from the Sun
(million
kilometers)
1,400,000
Mercury 58
Venus 108
Earth 150
Mars 228
4,900
12,100
12,800
6,800
In a simplified model of the Solar System, the planets
revolve around the Sun in circular orbits, all in the same
plane. Each planet has a different period of revolution.
Also, each planet is a sphere that rotates about an axis
through its center, but with a different period of rotation.
In this model the axis of rotation of each planet is
perpendicular to the plane of the orbit.
Additional Information [4]
Questions 1-8 refer to the following passage
The following paragraphs were adapted from an article
in the March 1990 issue of Discover magazine.
THE ULTIMATE MEDICINE
Broken genes cause a variety of illnesses. Genetic
surgeons can now go into a cell and fix those genes
with an unlikely scalpel: a virus.
by Geoffrey Montgomery
The first time Richard Mulligan turned a virus into a
truck, he was a 25-year-old graduate student. He had
just performed an unprecedented feat of bioengineering
-- he had used the tools of recombinant DNA technology
to splice a rabbit gene into a monkey virus. Normally,
viruses are vehicles for their own genes. In fact, they
are little more than genetic material wrapped within a
shell that allows the virus to travel from one cell to the
next. They penetrate a cell, then commandeer the cell's
genetic machinery into making thousands of virus
copies. But with molecular sleight of hand, Mulligan had
pulled out the genes that allow the virus to replicate and
put in their place the genes for hemoglobin, the
molecule in red blood cells that carries oxygen. Mulligan
hoped that the genetically modified virus would no
longer tell the cell it had entered to make more virus
particles. It would just order hemoglobin proteins.
Mulligan assembled his fleet of viral "trucks," all with the
hemoglobin gene in their cargo bay. Then he dumped a
soupy solution of these viruses into a dish of cells from
a monkey's kidney. Kidney cells have no roles in
oxygen transport and do not normally make hemoglobin
molecules. But these kidney cells, after their invasion by
Mulligan's viruses, underwent an astonishing
transformation. Spurred on by the unloaded hemoglobin
genes, the kidney cells began to churn out hemoglobin
molecules.
With those hemoglobin proteins, Mulligan had ushered
in a revolutionary new vision of therapy for human
genetic disease. His path-breaking gene-transfer
experiment suggested that one could transform viruses,
nature's parasites, into molecular ambulances capable
of shuttling beneficial genes into ailing cells. It was more
than a major event in basic biological research. It
signaled the dawn of a new era of medicine, in which
physicians would be able to reach down into the
molecular foundations of a disease and cure an ailment
by correcting its cause.
1. The surface of the Moon is covered with craters. Most of these craters
were
formed by
A. eruptions of active volcanoes
B. the impacts of many meteoroids
C. shifting rock on the Moon's surface ("moonquakes")
D. tidal forces caused by the Earth and Sun
Key
B
NAEP national performance results in Science at grade 4: 2005
Identify cause of most craters on the Moon
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
2. Which part of the human skeleton is most like the bones in a bird's
wing?
A. A
B. B
C. C
D. D
Key
B
NAEP national performance results in Science at grade 4: 2005
Identify similar bone structures
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
3.
Which two numbers in the picture above of a flower show the male and
female parts?
A.
B.
C.
D.
1 and 2
2 and 3
2 and 4
3 and 4
Key
A
NAEP national performance results in Science at grade 4: 2005
Parts of flower
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
Pat set up four different jars with a burning candle in each jar. He put the
lids on jars 1, 2, and 3, as shown in the picture below.
4. The candle in jar 1 burned for 2 minutes after the lid was put on. The
candle in jar 2 burned for 8 minutes. About how long did the candle in jar 3
burn after the lid was put on?
A. 1 minute
B. 4 minutes
C. 8 minutes
D. 10 minutes
Key
B
NAEP national performance results in Science at grade 4: 2005
How long does candle burn?
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
Pat set up four different jars with a burning candle in each jar. He put the
lids on jars 1, 2, and 3, as shown in the picture below.
5. Pat did not put a lid on jar 4. The candle in jar 4 burned for a very long
time. Tell why this candle kept burning so much longer than the other
candles.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response includes an explanation that describes the need
for a continued supply of air (oxygen) for burning to continue.
Partial
Student response indicates that the candle burned longer because
of "something" that happens when the lid is not on the jar (e.g.,
"things burn longer when they are not covered," "the lids on the
other jars made them go out sooner").
Unsatisfactory/Incorrect
Student response does not indicate that the length of time the
fourth candle burned was related to the absence of a lid on the jar.
Complete - Student Response
Pat did not put a lid on jar 4. The candle in jar 4 burned for a very long time. Tell why this ca
burning so much longer than the other candles.
Scorer Comments:
Pat did not put a lid on jar 4. The candle in jar 4 burned for a very long time. Tell why this can
burning so much longer than the other candles.
Scorer Comments:
Both responses provide a correct explanation referring to the continued supply of oxygen or
candle.
Partial - Student Response
Pat did not put a lid on jar 4. The candle in jar 4 burned for a very long time. Tell why this can
burning so much longer than the other candles.
Scorer Comments:
Pat did not put a lid on jar 4. The candle in jar 4 burned for a very long time. Tell why this can
burning so much longer than the other candles.
Scorer Comments:
Both responses provide explanations that refer to something specific that happens when the
on the jar, but neither response refers to oxygen or air.
Unsatisfactory/Incorrect - Student Response
Pat did not put a lid on jar 4. The candle in jar 4 burned for a very long time. Tell why this ca
burning so much longer than the other candles.
Scorer Comments:
Pat did not put a lid on jar 4. The candle in jar 4 burned for a very long time. Tell why this can
burning so much longer than the other candles.
Scorer Comments:
Both responses provide incorrect explanations.
NAEP national performance results in Science at grade 4: 2005
Relate air (oxygen) supply to burning time
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
As shown in the picture below, Christina has two identical cups that are
filled to the same level with water. She also has two solid steel balls.
6. Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the
water level rise the most?
__________________________________________________________________
__________________________________________________________________
Tell why you think so.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response states that the water level goes up more in Cup 1
and gives a correct explanation.
Partial
Student response states that the water level goes up more in Cup
1, but no explanation or an incomplete explanation is provided.
Unsatisfactory/Incorrect
Student response states that the water level goes up more in Cup
2, or that Ball 2 pushes the water level higher in Cup 2.
Complete - Student Response
Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the mo
Tell why you think so.
Scorer Comments:
Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the mo
Tell why you think so.
Scorer Comments:
Both responses correctly choose Cup 1, and provide an explanation based on the size of the
Partial - Student Response
Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the mo
Tell why you think so.
Scorer Comments:
Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the mo
Tell why you think so.
Scorer Comments:
Both responses correctly choose Cup 1. The first response provides an incorrect explanation
explanation in the second response is incomplete because the intent of "more" is not clear.
Unsatisfactory/Incorrect - Student Response
Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the mo
Tell why you think so.
Scorer Comments:
Christina puts ball 1 in cup 1 and ball 2 in cup 2. In which cup will the water level rise the mo
Tell why you think so.
Scorer Comments:
Both responses incorrectly choose Cup 2.
NAEP national performance results in Science at grade 4: 2005
Predict and explain water displacement by two objects
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
As shown in the picture below, Christina has two identical cups that are
filled to the same level with water. She also has two solid steel balls.
7. Christina has another ball that is the same size as ball 2, but this ball is
made of wood and is hollow. If she put this hollow ball in one of the cups,
do you think the water level would rise more or less than it would if ball 2
were put in the cup?
__________________________________________________________________
__________________________________________________________________
Tell why you think so.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response states that the water level may go up less than
when Ball 2 was put in the cup and gives a correct explanation or
student response states that the water level may go up the same
amount because the hollow ball may sink below the surface and
displace the same amount of water.
Partial
Student response states less and gives a partial explanation
(floating is not mentioned).
Unsatisfactory/Incorrect
Student response states that the water level goes up more than it
did when Ball 2 was put in the cup, or states "less" but gives an
incorrect reason, or states "no" and gives an incorrect reason.
Complete - Student Response
Christina has another ball that is the same size as ball 2, but this ball is made of wood and is
she put this hollow ball in one of the cups, do you think the water level would rise more or les
would if ball 2 were put in the cup?
Tell why you think so.
Scorer Comments:
Christina has another ball that is the same size as ball 2, but this ball is made of wood and is
she put this hollow ball in one of the cups, do you think the water level would rise more or les
would if ball 2 were put in the cup?
Tell why you think so.
Scorer Comments:
Both responses correctly predict that the water will rise less, and explain that the ball will floa
Partial - Student Response
Christina has another ball that is the same size as ball 2, but this ball is made of wood and is
she put this hollow ball in one of the cups, do you think the water level would rise more or les
would if ball 2 were put in the cup?
Tell why you think so.
Scorer Comments:
Christina has another ball that is the same size as ball 2, but this ball is made of wood and is
she put this hollow ball in one of the cups, do you think the water level would rise more or les
would if ball 2 were put in the cup?
Tell why you think so.
Scorer Comments:
Both responses correctly predict that the water will rise less, but provide inadequate explana
based on relative weights of steel and wood.
Unsatisfactory/Incorrect - Student Response
Christina has another ball that is the same size as ball 2, but this ball is made of wood and is
she put this hollow ball in one of the cups, do you think the water level would rise more or les
would if ball 2 were put in the cup?
Tell why you think so.
Scorer Comments:
Christina has another ball that is the same size as ball 2, but this ball is made of wood and is
she put this hollow ball in one of the cups, do you think the water level would rise more or les
would if ball 2 were put in the cup?
Tell why you think so.
Scorer Comments:
The first response correctly predicts that the water will rise less, but provides an incorrect ex
based on absorption of the water by the ball. The second response makes an incorrect pred
NAEP national performance results in Science at grade 4: 2005
Predict and explain water displacement by objects of different materials
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
8. Where does water in a lake get most of its energy to evaporate?
A. The sun heating the lake
B. Green plants living in the lake
C. Streams entering the lake
D. Cold springs under the lake
Key
A
NAEP national performance results in Science at grade 4: 2005
Identify source of energy needed for evaporation from a lake
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
The table below shows information about the weather in four cities on the
same day.
9. In which city did snow most likely fall at some time during the day?
A. City 1
B. City 2
C. City 3
D. City 4
Key
D
NAEP national performance results in Science at grade 4: 2005
In which city did snow fall?
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
The table below shows information about the weather in four cities on the
same day.
10. In which city could children wear just T-shirts and shorts and be most
comfortable playing outside all day?
A. City 1
B. City 2
C. City 3
D. City 4
Key
B
NAEP national performance results in Science at grade 4: 2005
Compare weather data to tell which city has warmer temperatures
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
11. After a volcano erupts, new types of rock can form. Explain how this
happens.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student explains that the lava from the volcano becomes rock
when it cools and hardens. A student may also explain that hot lava
erupts and cools and that the lava hardens into different shapes.
Partial
Student explains that volcanoes produce molten lava or molten
rock or melted rock, but does not explain that this lava forms new
types of rocks, or student demonstrates an understanding that lava
is involved but does not explain the process of rock formation
adequately, or student states that volcanoes erupt and melt rocks
which form different shapes, or student states that some kind of
fluid (substance) is released which makes new rocks.
Unsatisfactory/Incorrect
Student does not explain that volcanoes bring up molten (or
melted) rock or that the lava cools to become rock.
Complete - Student Response
After a volcano erupts, new types of rock can form. Explain how this happens.
Scorer Comments:
After a volcano erupts, new types of rock can form. Explain how this happens.
Scorer Comments:
Both responses explain that a volcanic eruption produces lava that later cools and solidifies
types of rock.
Partial - Student Response
After a volcano erupts, new types of rock can form. Explain how this happens.
Scorer Comments:
After a volcano erupts, new types of rock can form. Explain how this happens.
Scorer Comments:
Each reponse describes a different part of the rock-formation process from volcanic eruption
response refers to lava production, but does not describe the solidification of the lava. The s
response indicates that something cools and solidifies, but fails to specify that the "somethin
Unsatisfactory/Incorrect - Student Response
After a volcano erupts, new types of rock can form. Explain how this happens.
Scorer Comments:
After a volcano erupts, new types of rock can form. Explain how this happens.
Scorer Comments:
The first response indicates that new rocks are directly produced by the volcano without men
lava or the solidification of molten material. The second response includes a misconception t
dries.
NAEP national performance results in Science at grade 4: 2005
New rocks from volcanoes
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
12. List four ways that the Earth is different from the Moon.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student lists four correct differences between the Moon and Earth.
Essential
Student lists three correct differences between the Moon and Earth.
Partial
Student lists one or two correct differences between the Moon and
Earth.
Unsatisfactory/Incorrect
Student lists incorrect differences between the Moon and Earth.
Complete - Student Response
List four ways that the Earth is different from the Moon.
Scorer Comments:
List four ways that the Earth is different from the Moon.
Scorer Comments:
Both responses provide four correct differences between the Moon and Earth.
Essential - Student Response
List four ways that the Earth is different from the Moon.
Scorer Comments:
List four ways that the Earth is different from the Moon.
Scorer Comments:
Both responses provide three correct differences between the Moon and Earth. No credit is a
the last difference stated in the second response indicating that Earth has no craters.
Partial - Student Response
List four ways that the Earth is different from the Moon.
Scorer Comments:
List four ways that the Earth is different from the Moon.
Scorer Comments:
The first response provides three differences between the Moon and Earth, two of which are
The statement that Earth has gravity is not credited because it implies that the Moon has no
The second response provides one correct difference between the Moon and Earth.
Unsatisfactory/Incorrect - Student Response
List four ways that the Earth is different from the Moon.
Scorer Comments:
List four ways that the Earth is different from the Moon.
Scorer Comments:
Each response contains only incorrect statements regarding the differences between the Mo
Earth.
NAEP national performance results in Science at grade 4: 2005
How Earth differs from Moon
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
13. A green tree frog lives in a forest. How does the frog's green color help it
to survive?
A. By helping the frog find other frogs
B. By keeping the frog cool
C. By making the frog hard to see when sitting on leaves
D. By allowing the frog to make its own food
Key
C
NAEP national performance results in Science at grade 4: 2005
Survival of frog
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
14. A student put some sand, clay, and water into a bottle and shook the
bottle. Then he put the bottle down.
After two hours, the bottle looked like the drawing above. What can the
student conclude based on what he sees in the bottle?
A.
B.
C.
D.
The water is heavier than the grains of clay and the grains of sand.
The grains of clay are heavier than the grains of sand and the water.
The grains of sand are heavier than the water and the grains of clay.
The water, grains of clay, and grains of sand are all of equal weight.
Key
C
NAEP national performance results in Science at grade 4: 2005
Mixture of clay, water, and sand
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
15. Diagram 1 shows a frog's life cycle with two missing stages. Diagram 2
shows the two stages that are missing from the frog's life cycle in diagram
1. They are labeled A and B.
Complete the frog's life cycle in Diagram 1 by writing A in the empty
circle where stage A belongs and B in the empty circle where stage B
belongs.
Explain why you placed the letters A and B where you did.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student places A and B correctly, and provides a valid explanation
for the placement of both diagrams.
Partial
Student provides an acceptable explanation for stage AorB, OR a
partially acceptable explanation for one stage or both stages.
(Stages A and B may be placed correctly or incorrectly or left
blank.)
Unsatisfactory/Incorrect
Student does not provide a valid explanation for either placement.
(Stages A and B may be placed correctly or incorrectly or left
blank.)
Complete - Student Response
Diagram 1 shows a frog's life cycle with two missing stages. Diagram 2 shows the two stag
missing from the frog's life cycle in diagram 1. They are labeled A and B.
Complete the frog's life cycle in Diagram 1 by writing A in the empty circle where stage A
and B in the empty circle where stage B belongs.
Explain why you placed the letters A and B where you did.
Scorer Comments:
Diagram 1 shows a frog's life cycle with two missing stages. Diagram 2 shows the two stag
missing from the frog's life cycle in diagram 1. They are labeled A and B.
Complete the frog's life cycle in Diagram 1 by writing A in the empty circle where stage A
and B in the empty circle where stage B belongs.
Explain why you placed the letters A and B where you did.
Scorer Comments:
Both responses place A and B correctly and provide valid explanations that include details
stages in a frog's life cycle.
Partial - Student Response
Diagram 1 shows a frog's life cycle with two missing stages. Diagram 2 shows the two stag
missing from the frog's life cycle in diagram 1. They are labeled A and B.
Complete the frog's life cycle in Diagram 1 by writing A in the empty circle where stage A
and B in the empty circle where stage B belongs.
Explain why you placed the letters A and B where you did.
Scorer Comments:
Diagram 1 shows a frog's life cycle with two missing stages. Diagram 2 shows the two stag
missing from the frog's life cycle in diagram 1. They are labeled A and B.
Complete the frog's life cycle in Diagram 1 by writing A in the empty circle where stage A
and B in the empty circle where stage B belongs.
Explain why you placed the letters A and B where you did.
Scorer Comments:
Both responses place A and B correctly. The first response provides a correct explanation
while the second response provides a correct explanation for stage B.
Unsatisfactory/Incorrect - Student Response
Diagram 1 shows a frog's life cycle with two missing stages. Diagram 2 shows the two stag
missing from the frog's life cycle in diagram 1. They are labeled A and B.
Complete the frog's life cycle in Diagram 1 by writing A in the empty circle where stage A
and B in the empty circle where stage B belongs.
Explain why you placed the letters A and B where you did.
Scorer Comments:
Diagram 1 shows a frog's life cycle with two missing stages. Diagram 2 shows the two stag
missing from the frog's life cycle in diagram 1. They are labeled A and B.
Complete the frog's life cycle in Diagram 1 by writing A in the empty circle where stage A
and B in the empty circle where stage B belongs.
Explain why you placed the letters A and B where you did.
Scorer Comments:
Both responses place A and B correctly but lack valid explanations for either stage.
NAEP national performance results in Science at grade 4: 2005
Frog life cycle
# Rounds to zero.
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
16. Look at the two pictures below. They show what happened when two solid
blocks were each put in a jar containing a liquid. Based just on what you
can see in the pictures, what can you say about the blocks and the jars?
A.
B.
C.
D.
The liquid in the jars must be water.
The block in jar 1 weighs more than the block in jar 2.
The block in jar 1 is floating lower in its liquid than is the block in jar 2.
The block in jar 1 must be made of metal and the block in jar 2 must be
made of wood.
Key
C
NAEP national performance results in Science at grade 4: 2005
Solid blocks in jar of liquid
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
17. In your body, what two organs work together to make sure that oxygen
gets to all the other organs of your body?
A. Lungs and kidneys
B. Heart and lungs
C. Brain and kidneys
D. Heart and liver
Key
B
NAEP national performance results in Science at grade 4: 2005
Recognize organs in the human body that are responsible for oxygen delivery
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
18. Is a hamburger an example of stored energy? Explain why or why not.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates "yes" and states that a hamburger
contains fat (grease), protein, carbohydrate, nutrients and gives
some indication of energy transfer.
OR
Student response indicates "yes" and traces the energy through the
food chain.
Partial
Student response indicates "yes" and states that a hamburger
contains fat (grease), protein, carbohydrates, nutrients.
OR
Student response indicates "yes" and states that transfer of energy
takes place.
OR
Student response indicates "yes" and states that food is
energy/meat is energy/meat contains energy.
Unsatisfactory/Incorrect
Student demonstrates no understanding of the concept of stored
energy by answering "no", or answers "yes" and gives an incorrect
or irrelevant or no response.
Complete - Student Response
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
The two responses both state that a hamburger is an example of stored energy, and exempl
different types of explanations. The first response describes the energy contained in the ham
its transfer; the second response traces the energy through the food chain.
Partial - Student Response
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
The two responses both state that a hamburger is an example of stored energy. The first res
provides only a specific example of how energy is stored in a hamburger. The second exam
describes how the energy is transferred.
Unsatisfactory/Incorrect - Student Response
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
The first response incorrectly states that a hamburger is not an example of stored energy. Th
response states that a hamburger is an example of stored energy but provides an incorrect e
NAEP national performance results in Science at grade 4: 2005
Hamburger's stored energy
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
19. If you breathe on a mirror, part of the mirror clouds up. What are you
actually seeing when you see the mirror cloud up?
A. Water droplets that formed from cooled water vapor in your breath
B. Carbon dioxide that you are breathing out from your lungs
C. Oxygen that you are breathing out from your lungs
D. Cooled nitrogen in the air around you
Key
A
NAEP national performance results in Science at grade 4: 2005
Condensation on mirror
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
20. Suppose you are riding in a car along the highway at 55 miles per hour
when a truck pulls up along the side of your car. This truck seems to stand
still for a moment, and then it seems to be moving backward.Tell how the
truck can look as if it is standing still when it is really moving forward.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Tell how the truck can look as if it is moving backward when it is really
moving forward.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student responds to both parts of the question correctly: the truck
was travelling at 55 mph, (the same speed as the car) so it looked
like it was standing still. The truck then slows down or the car
speeds up which makes it appear that the truck is moving
backward.
Partial
Student responds to part 1 of the question correctly: the truck was
moving at the same speed (55 mph) as the car so it looked like it
was not moving.
OR
Student responds to part 2 of the question correctly: if the truck
slows down (under 55 mph) or the car speeds up, it will appear that
the truck is moving backward.
Unsatisfactory/Incorrect
Student response does not describe how fast the truck is moving in
relation to the car.
Complete - Student Response
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Both responses provide correct references to the relative speeds of the car and truck in the
explanations for both parts of the question.
Partial - Student Response
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Both responses correctly address only one part of the question. The first response correctly
how the truck can look as if it is standing still, while the second response correctly explains h
truck can look as if it is moving backward.
Unsatisfactory/Incorrect - Student Response
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
The explanations provided for both parts of the question in both responses are incorrect, lac
reference to the relative speeds of the car and the truck.
NAEP national performance results in Science at grade 4: 2005
Explain relative motion of two vehicles
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
21. Right before Anna was about to run in a long race, she drank a large glass
of orange juice to get energy. Tell how the energy that was in the orange
juice actually came from the Sun.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student correctly explains energy transference from the Sun to
orange juice.
Partial
Student traces part of the path of energy from the Sun to the
orange juice.
Unsatisfactory/Incorrect
Student does not trace any part of the path of energy from the Sun
to the orange juice.
Complete - Student Response
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
Both responses provide an explanation of the transfer of energy from the Sun to the tree and
tree to the orange, which is required for a complete response.
Partial - Student Response
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
The first response correctly describes the transfer of energy from the sun to the tree, but lack
energy transfer from the tree to the orange. The second response directly links the Sun's en
oranges via the process of photosynthesis without a clear description of the specific transfer
occur.
Unsatisfactory/Incorrect - Student Response
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
The first response lacks a description of an energy transfer. The second response includes a
common misconception: that the energy in the juice comes from vitamins (and/or minerals) a
these are present as a result of exposure to the Sun.
NAEP national performance results in Science at grade 4: 2005
Orange juice energy
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
22. The picture below shows how a type of rock forms at the bottom of the
ocean. What type of rock is this?
A.
B.
C.
D.
Lava
Igneous
Sedimentary
Metamorphic
Key
C
NAEP national performance results in Science at grade 4: 2005
Recognize rock type based on the process of its formation
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
23. There are many different kinds of human-made satellites orbiting the
Earth. List three things that these satellites are used for.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Sample Correct Responses:
Student demonstrates an understanding of how satellites are used for
gathering and transmitting information.
Score & Description
Complete
Student lists three ways that satellites are used.
Partial
Student lists one or two ways that satellites are used.
Unsatisfactory/Incorrect
Student does not list any correct ways satellites are used.
Complete - Student Response
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
Both responses provide three correct uses of satellites.
Partial - Student Response
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
The first response provides two correct uses of satellites; it discusses weather predictions, a
specific way satellites can provide information to study space. The second response provide
correct use of satellites.
Unsatisfactory/Incorrect - Student Response
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
Both responses provide vague or incorrect ideas about the uses of satellites.
NAEP national performance results in Science at grade 4: 2005
List three uses for human-made satellites
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
24. Which is an example of water condensing?
A. A puddle disappearing on a hot summer afternoon
B. Sweat forming on your forehead after you do a lot of exercise
C. Ice cubes melting when you put them out in the sun
D. Dew forming on plants during a cold night
Key
D
NAEP national performance results in Science at grade 4: 2005
Example of water condensing
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
25. Lightning and thunder happen at the same time, but you see the lightning
before you hear the thunder. Explain why this is so.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student responds that although the thunder and lightning occur at
the same time, light travels faster than sound so the light gets to
your eye before the sound reaches your ear.
Partial
Student response addresses speed and uses terminology such as
thunder for sound and lightning for light, or makes a general
statement about speed but does not tell which is faster.
Unsatisfactory/Incorrect
Student response does not relate the speeds at which light and
sound travel.
Complete - Student Response
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Both responses provide a correct explanation including the relative speeds at which light and
travel.
Partial - Student Response
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
The first response addresses relative speed, but refers to lightning and thunder rather than li
sound. The second response includes a reference to speed, but lacks a comparison betwee
speeds of light and sound.
Unsatisfactory/Incorrect - Student Response
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Neither response refers to the speed at which light and sound travel.
NAEP national performance results in Science at grade 4: 2005
Explain why lightning is seen before thunder is heard
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
26. Which type of cloud is most likely to produce heavy rain, lightning, and
thunder?
A. Tall and dark
B. Low and gray
C. High and broken
D. High and wispy
Key
A
NAEP national performance results in Science at grade 4: 2005
Predicting weather from cloud type
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
27. It is a cloudless, sunny day. A student measures the temperature of the air
outside every hour. She collects the following data.
Time
Air Temperature
8:00 A.M.
18°C
9:00 A.M.
19°C
10:00 A.M.
21°C
11:00 A.M.
23°C
What will the air temperature outside most likely be at 12:00 noon?
A.
B.
C.
D.
18°C
21°C
25°C
32°C
Key
C
NAEP national performance results in Science at grade 4: 2005
Predicting daytime temperature
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
28. Which of the following best explains why the Sun appears to move across
the sky every day?
A. The Sun rotates on its axis.
B. Earth rotates on its axis.
C. The Sun orbits around Earth.
D. Earth orbits around the Sun.
Key
B
NAEP national performance results in Science at grade 4: 2005
Apparent motion of Sun
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
29. A farmer thinks that the vegetables on her farm are not getting enough
water. Her son suggests that they use water from the nearby ocean to
water the vegetables. Is this a good idea?
A. Yes, because there is plenty of ocean water.
B. Yes, because ocean water has many natural fertilizers.
C. No, because ocean water is too salty for plants grown on land.
D. No, because ocean water is much more polluted than rainwater.
Key
C
NAEP national performance results in Science at grade 4: 2005
Watering vegetables
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
30. Julio wanted to know how his pulse rate changed when he ran very fast.
He measured his pulse rate before he started running, while he was
running, and two minutes after he stopped running. Which graph best
shows how Julio's pulse rate changed?
A.
B.
C.
D.
Key
D
NAEP national performance results in Science at grade 4: 2005
Compare heart rates before, during, and after running
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
31. How do most fish get the oxygen they need to survive?
A. They take in water and break it down into hydrogen and oxygen.
B. Using their gills, they take in oxygen that is dissolved in water.
C. They get their oxygen from the food they eat.
D. They come to the surface every few minutes to breathe air into their
lungs.
Key
B
NAEP national performance results in Science at grade 4: 2005
Identify process fish use to obtain oxygen
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
32. Pat has two kinds of plant food,"Quickgrow" and "Supergrow." What would
be the best way for Pat to find out which plant food helps a particular type
of houseplant grow the most?
A. Put some Quickgrow on a plant in the living room, put some
Supergrow on a plant of the same type in the bedroom, and see which
one grows the most.
B. Find out how much each kind of plant food costs, because the more
expensive kind is probably better for growing plants.
C. Put some Quickgrow on a few plants, put the same amount of
Supergrow on a few other plants of the same type, put all the plants in
the same place, and see which group of plants grows the most.
D. Look at the advertisements for Quickgrow, look at the advertisements
for Supergrow, and see which one says it helps plants grow the most.
Key
C
NAEP national performance results in Science at grade 4: 2005
Identify method to compare the effectiveness of fertilizers
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
33. Maria has one glass of pure water and one glass of salt water, which look
exactly alike. Explain what Maria could do, without tasting the water, to
find out which glass contains the salt water.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates an understanding of how to distinguish
fresh water from salt water by describing both a method of
determining the difference and a result.
Partial
Student response indicates some understanding of the difference
between fresh water and salt water but no practical method for
doing so is clearly discussed or gives a correct method, or tells
what to do, but not the result.
Unsatisfactory/Incorrect
Student response shows no understanding of how to distinguish
between fresh water and salt water.
Complete - Student Response
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Both responses describe a correct method for distinguishing fresh water from salt water and
results.
Partial - Student Response
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Both responses describe a correct method for distinguishing fresh water from salt water. The
response lacks any reference to results, while the second response includes incomplete res
Unsatisfactory/Incorrect - Student Response
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
The first response describes a difference in appearance that contradicts the information give
question. The second response provides neither a complete description of a method nor res
NAEP national performance results in Science at grade 4: 2005
Which is salt water?
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
34. The picture below can be used to show how sandstone can form along the
edge of a large lake. Draw and write on the picture to show the two main
processes of sandstone formation.
Scoring Guide
Score & Description
Complete
Student response includes both parts of the sedimentary process.
• Part 1:
•
• Rivers erode mountain material
• Mountain material is carried by river
• Erosion
• Part 2:
•
• Hardens
• Solidifies
• Compacts
• Builds up in layers
Partial
Student response includes part 1 or part 2 of the sedimentary
process.
Unsatisfactory/Incorrect
Student does not demonstrate an understanding of the sedimentary
process.
Complete - Student Response
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
Both responses fully describe the sedimentary process. Each response describes the transp
sedimentary material by the rivers into the lake and the subsequent compaction of that mate
sandstone.
Partial - Student Response
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
Both responses provide a partial description of the sedimentary process. The first response
the transportation of sedimentary materials by the rivers, and the second response addresse
compaction of that material into sandstone.
Unsatisfactory/Incorrect - Student Response
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
Neither response demonstrates understanding of either part of the sedimentary process.
NAEP national performance results in Science at grade 4: 2005
Sandstone formation
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
35. On steep slopes along the sides of new roads, highway department
workers often grow plants to prevent the soil from being eroded. Describe
two ways that these plants keep the soil from eroding.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response includes two ways plants prevent erosion.
Partial
Student response includes one way that plants prevent erosion.
Unsatisfactory/Incorrect
Student response does not demonstrate an understanding of how
plants prevent erosion.
Complete - Student Response
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
Both responses provide two descriptions of ways that plants prevent soil erosion.
Partial - Student Response
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
Each response provides one description of ways that plants prevent soil erosion. The first re
describes the blocking of soil movement; the second response describes the protection of th
precipitation.
Unsatisfactory/Incorrect - Student Response
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
The responses provide plant processes or aspects of plants that are not related to soil erosio
NAEP national performance results in Science at grade 4: 2005
Describe means by which plants prevent erosion
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
/U> refer to the way electricity is conducted.
36. Look at each item in the list below. Decide if it conducts electricity or
does not conduct electricity. Put an X in the box to show what you
decided.
Scoring Guide
Score & Description
Complete
Student places all 7 items in the correct classification:
Essential
Student places 4 – 6 items in the correct classification.
Partial
Student places 1 – 3 items in the correct classification.
Unsatisfactory/Incorrect
Student places no items in the correct classification.
Complete - Student Response
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Both responses correctly classify all seven items.
Essential - Student Response
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
The first response correctly classifies six of the items; "coin" is classified incorrectly. The sec
response correctly classifies four of the items; two of the items have not been classified and
toothpick" is classified incorrectly.
Partial - Student Response
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
The first response correctly classifies three of the items: coin, wooden toothpick, and metal f
second response correctly classifies one of the items: plastic spoon.
Unsatisfactory/Incorrect - Student Response
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Both of the responses have classified none of the items correctly. The first response classifie
items consistently, but reversed them with respect to conductivity. The second response clas
one item and it is classified incorrectly.
NAEP national performance results in Science at grade 4: 2005
Identify objects that conduct electricity
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
The following question refer to the way electicity is conducted.
37. The picture shows a way you could hook up a battery, three wires, and a
light bulb.
Explain how you could use these things to test an item to see if it is a
conductor of electricity.
How could you tell?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates that each item should be placed in the
gap in the circuit/tester and attached to both clips. The bulb lights
up if the item does conduct electricity. If the bulb does not light up,
the item does not conduct electricity.
Partial
Student response indicates that the item should be attached to
each clip or says the light bulb lights up if the item conducts
electricity.
Unsatisfactory/Incorrect
Student response places item on circuit in a place other than
between the clips, or description is too general, or student gives
unrelated answer.
Complete - Student Response
The picture shows a way you could hook up a battery, three wires, and a light bulb.
Explain how you could use these things to test an item to see if it is a conductor of electricity
How could you tell?
Scorer Comments:
The picture shows a way you could hook up a battery, three wires, and a light bulb.
Explain how you could use these things to test an item to see if it is a conductor of electricity
How could you tell?
Scorer Comments:
Both responses indicate that the ends of the tested item would be connected to the alligator
that the lighting of the bulb is the deciding factor in determining conductivity.
Partial - Student Response
The picture shows a way you could hook up a battery, three wires, and a light bulb.
Explain how you could use these things to test an item to see if it is a conductor of electricity
How could you tell?
Scorer Comments:
The picture shows a way you could hook up a battery, three wires, and a light bulb.
Explain how you could use these things to test an item to see if it is a conductor of electricity
How could you tell?
Scorer Comments:
The first response correctly states where the item should be placed to test for conductivity bu
indicate how someone would know if it is a conductor. The second response correctly explai
someone would know if the item is a conductor but lacks a clear description of the placemen
items for testing.
Unsatisfactory/Incorrect - Student Response
The picture shows a way you could hook up a battery, three wires, and a light bulb.
Explain how you could use these things to test an item to see if it is a conductor of electricity
How could you tell?
Scorer Comments:
The picture shows a way you could hook up a battery, three wires, and a light bulb.
Explain how you could use these things to test an item to see if it is a conductor of electricity
How could you tell?
Scorer Comments:
Neither response provides a correct description of the placement of the items for testing nor
explanation of how conductivity would be determined.
NAEP national performance results in Science at grade 4: 2005
Use a simple circuit to test an item for conductivity
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
38. Julie had four bottles. She wanted to know which bottle could hold the
most water.
Julie found the mass of each bottle when it was empty. Then she found
the mass of each bottle when it was full of water. She recorded the
following results.
Bottle Mass of Empty Bottle Mass of Full Bottle
(grams)
(grams)
1
100
800
2
100
600
3
500
900
4
700
900
Which bottle held the most water?
A.
B.
C.
D.
1
2
3
4
Key
A
NAEP national performance results in Science at grade 4: 2005
Water-holding capacity of bottles
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
39. Rocks and Earth and on the Moon are made of similar materials. What
does this observation most likely suggest?
A. Both the Moon and Earth split off from the Sun.
B. Life must have existed on the Moon at one time.
C. The Moon was probably formed from material from Earth.
D. The whole solar system is made up of the same kinds of rocks.
Key
C
NAEP national performance results in Science at grade 4: 2005
Rocks on Earth and Moon
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
40. The table above shows whether or not each mineral can scratch the other
minerals. Based on the table, which mineral is the hardest? Fill in only one
oval.
Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response chooses mineral B, and explains either that B
scratches both minerals A and C, or that B is not scratched by the
other two minerals.
Partial
Student response chooses mineral B with incomplete or no
explanation.
Unsatisfactory/Incorrect
Student response chooses mineral A or C with incorrect or no
explanation, or chooses B, but then states that another mineral
scratches B.
Complete - Student Response
The table above shows whether or not each mineral can scratch the other minerals. Based o
which mineral is the hardest? Fill in only one oval.
Explain your answer.
Scorer Comments:
The table above shows whether or not each mineral can scratch the other minerals. Based o
which mineral is the hardest? Fill in only one oval.
Explain your answer.
Scorer Comments:
Both responses select mineral B and provide correct explanations based on the ability of min
scratch the other two minerals.
Partial - Student Response
The table above shows whether or not each mineral can scratch the other minerals. Based o
which mineral is the hardest? Fill in only one oval.
Explain your answer.
Scorer Comments:
The table above shows whether or not each mineral can scratch the other minerals. Based o
which mineral is the hardest? Fill in only one oval.
Explain your answer.
Scorer Comments:
Both responses select mineral B. The first response has an incomplete explanation that refe
the number of "yes" and "no" entries in the table. The statement included in the second resp
not provide an explanation of the response.
Unsatisfactory/Incorrect - Student Response
The table above shows whether or not each mineral can scratch the other minerals. Based o
which mineral is the hardest? Fill in only one oval.
Explain your answer.
Scorer Comments:
The table above shows whether or not each mineral can scratch the other minerals. Based o
which mineral is the hardest? Fill in only one oval.
Explain your answer.
Scorer Comments:
The first response selects mineral C and the second response selects mineral A. Both respo
provide incorrect explanations.
NAEP national performance results in Science at grade 4: 2005
Which mineral is hardest?
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
41. What does the can shown in the diagram weigh?
A.
B.
C.
D.
Key
C
NAEP national performance results in Science at grade 4: 2005
Measuring weight
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
42. Look at the animals pictured above. (Note: pictures not drawn to scale.)
Which three of the animals pictured above reproduce by laying eggs?
A.
B.
C.
D.
Bird, gorilla, grasshopper
Gorilla, grasshopper, frog
Fox, frog, dolphin
Bird, grasshopper, frog
Key
D
NAEP national performance results in Science at grade 4: 2005
Reproduction of different animals
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
43. Household appliances convert electricity into one or more different forms
of energy. An electric fan can best be described as converting electricity
into
A. heat energy only
B. heat energy and sound energy only
C. heat energy, sound energy, and mechanical energy only
D. heat energy, sound energy, mechanical energy, and chemical energy
Key
C
NAEP national performance results in Science at grade 8: 2005
Identify energy conversion in an electric fan
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
44. Which zones in the map above are most likely to have a temperate climate
(warm summers and cold winters) ?
A. 1 and 6
B. 2 and 5
C. 3 and 4
D. 1, 2, and 3
Key
B
NAEP national performance results in Science at grade 8: 2005
Identify zone on a map with a temperate climate
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
45. An unusual type of fossil clam is found in rock layers high in the Swiss
Alps. The same type of fossil clam is also found in the Rocky Mountains of
North America. From this, scientists conclude that
A. glaciers carried the fossils up the mountains
B. the Rocky Mountains and the Swiss Alps are both volcanic in origin
C. clams once lived in mountains, but have since evolved into seadwelling creatures
D. the layers of rocks in which the fossils were found are from the same
geologic age
Key
D
NAEP national performance results in Science at grade 8: 2005
Evidence from fossil record
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
46. Each figure below shows a force measured in newtons pushing on a
block. If there are no other forces pushing on the block, in which case is
the acceleration of the block greatest?
A.
B.
C.
D.
Key
C
NAEP national performance results in Science at grade 8: 2005
Recognize relationship between applied force and acceleration
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
47. The picture above shows the positions of two runners at one-second
intervals as they move from left to right. For each runner, indicate whether
the runner's speed seems to be constant, increasing, or decreasing.
Explain how you can tell this from the pictures.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student correctly indicates that Runner 1 has a constant speed (or
moves at a steady pace) because equal distances are covered
each second, and that Runner 2's speed is increasing because
increasing distances are covered in each successive second
(spacing increases).
Essential
Student correctly indicates the speed of Runner 1 (constant or
moves at a steady pace) and Runner 2 (increasing), and gives a
correct explanation for one of the runners.
Partial
Student correctly indicates the speed of Runner 1 (constant or
moves at a steady pace), and Runner 2 (increasing) but gives no
explanation.
OR
Student response correctly indicates speed of one runner with
explanation.
Unsatisfactory/Incorrect
Student indicates no or only one correct speed.
Complete - Student Response
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
Both responses describe the rate of movement of each runner correctly, and explain their co
in terms of the distances traveled by each runner in successive time intervals.
Essential - Student Response
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
Both responses describe the rate of movement of each runner correctly. The first response p
correct explanation only for the first runner, and the second response provides a correct exp
only for the second runner.
Partial - Student Response
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The first response describes the rate of movement of each runner correctly, but does not pro
explanation for either one. The second response describes the rate of movement of the seco
correctly and provides a correct explanation, but provides only incorrect statements about th
movement of the first runner.
Unsatisfactory/Incorrect - Student Response
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The first response describes the rate of movement of the first runner correctly, but describes
movement of the second runner only vaguely. The second response only addresses the rela
of the runners, not the speed of each individual runner.
NAEP national performance results in Science at grade 8: 2005
Compare two runners? speeds
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
48. Recent studies indicate that ozone in the upper layers of Earth's
atmosphere is being depleted. What effect does the depletion of ozone
have, and how is this effect harmful to humans?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student explains 1) that a depletion of the ozone layer in the upper
atmosphere allows more ultraviolet radiation from the Sun to
penetrate the Earth's atmosphere and reach the Earth's surface
and 2) if human skin absorbs these increased amounts of
ultraviolet radiation, an increased incidence of skin cancer can
result.
Partial
Student explains that decreased ozone leads to increased UV
radiation or that decreased ozone leads to increased skin cancer.
Unsatisfactory/Incorrect
Student demonstrates little or no understanding of the relationship
between ozone depletion, UV radiation, and skin cancer.
Complete - Student Response
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Both responses correctly identify the effect of the depletion of the ozone layer with respect to
radiation and harmfulness to humans.
Partial - Student Response
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Both responses address one aspect of the question. The first response refers to an increase
harmful rays, while the second response refers to the harmful effect on humans.
Unsatisfactory/Incorrect - Student Response
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Both responses provide incorrect effects of the depletion of the ozone layer.
NAEP national performance results in Science at grade 8: 2005
Ozone depletion
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
49. Tom's younger brother is learning how to read a thermometer and asks,
"Why does the red stuff in the thermometer go up when it gets hot
outside?" What is a correct explanation that Tom can give to his brother?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student explains that heat from the air causes the liquid in the
thermometer to heat up and expand (or get less dense), which in
turn causes the liquid to move up the thermometer.
Partial
Student provides a partially correct explanation, but does not
mention that the liquid expands (e.g., "the liquid in the thermometer
heats up," "the liquid is sensitive to heat") or just says "it expands"
with no reference to temperature or heat.
Unsatisfactory/Incorrect
Student does not provide a correct explanation based on the
expansion of the heated liquid (e.g., cites "air pressure," or "heat
pressure"), or only mentions the thermometer as a whole (e.g., "the
thermometer gets hot"), or only describes the function of a
thermometer (e.g., "when the weather is hot, the red stuff goes
up").
Complete - Student Response
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Both responses refer to the expansion, or increase in volume, of the liquid in the thermomete
liquid heats up.
Partial - Student Response
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Both responses include a partial explanation for the movement of the liquid in the thermome
first response refers to the speed of the molecules but lacks a reference to the distance betw
which would provide a complete explanation. The second response is too general.
Unsatisfactory/Incorrect - Student Response
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Neither response provides a correct explanation based on the expansion of the heated liquid
NAEP national performance results in Science at grade 8: 2005
Why red stuff goes up
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
50. The diagram above shows a food web in a large park. Each circle
represents a different species in the food web. Which of the organisms in
the food web could be referred to as primary consumers?
A. 7 only
B. 5 and 6 only
C. 2, 3, and 4 only
D. 2, 5, and 7 only
Key
C
NAEP national performance results in Science at grade 8: 2005
Identify the primary consumers in food web
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
51. What two gases make up most of the Earth's atmosphere?
A. Hydrogen and oxygen
B. Hydrogen and nitrogen
C. Oxygen and carbon dioxide
D. Oxygen and nitrogen
Key
D
NAEP national performance results in Science at grade 8: 2005
Composition of Earth's atmosphere
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
52. Each diagram below shows the same front view of a human heart. Which
diagram has arrows that correctly show the path of blood flow through the
heart and the blood vessels leading to and from the heart?
A.
B.
C.
D.
Key
A
NAEP national performance results in Science at grade 8: 2005
Identify path of blood flow in human heart
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
53. A person produces two sound waves with a flute, one immediately after
the other. Both sound waves have the same pitch, but the second one is
louder. Which of the following properties is greater for the second sound
wave?
A. Frequency
B. Amplitude
C. Wavelength
D. Speed in air
Key
B
NAEP national performance results in Science at grade 8: 2005
Identify the property of sound waves that corresponds to loudness
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
54. Explain how you can find out the volume of a solid object, such as a small
rock, using only water and either a measuring cup or a graduated cylinder.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student correctly describes how to determine the volume of a solid
object using water and a measuring cup or graduated cylinder.
Comparison or change in volume of water should be explicit.
Method A:
• Pour some water into the graduated cylinder
• Record the water level
• Then put the rock in the graduated cylinder
• Record the water level again
• The difference between the first and second volume
measurements is the volume of the rock
Method B:
Spillage Responses = Fill cup (to the top), add rock, catch the
water that overflows in separate container, and measure the
overflow. Overflow = volume of the rock.
Partial
Student gives the first four of the steps involved in measuring the
volume of a solid object, but does not compare the change in water
level or mentions three or fewer of the steps but does discuss the
change in water level.
Method A:
Procedure (steps a-d above) or volume calculation (step e)
OR
Method B:
Procedure, including measuring the overflow or stating the overflow
equals the volume of the rock
Unsatisfactory/Incorrect
Student demonstrates no understanding of how to use water and a
graduated cylinder to measure volume.
Complete - Student Response
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
The first response describes a complete displacement method (method A) for measuring the
a solid object. The second response describes an overflow method (method B).
Partial - Student Response
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
The first response describes a correct method, but the subtraction of volume readings is inco
second response provides an incomplete method, but correctly recognizes that the amount o
displaced is the volume of the object.
Unsatisfactory/Incorrect - Student Response
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
The first response describes only an incomplete method (steps a-c), and the second respon
only an incorrect statement.
NAEP national performance results in Science at grade 8: 2005
Describe experiment to measure the volume of an object
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
55. When you exercise strenuously, your body produces excess heat.
Describe what your body does to help prevent your temperature from
rising excessively, and explain why the body's response is effective.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student indicates that the body keeps its temperature from rising
through sweating or by blood vessels dilating and states how these
are effective.
Partial
Student indicates that the body keeps its temperature from rising
through sweating or by blood vessels dilating but does not explain
fully how the mechanism works.
Unsatisfactory/Incorrect
Student provides little or no evidence of knowledge of any
mechanism for losing heat during exercise.
Complete - Student Response
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
The first response describes both of the processes of sweating and increased blood flow to t
effective ways that the body releases heat. The second response describes how sweating is
Partial - Student Response
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
The first response states that increased blood flow to the skin and sweating are both effectiv
second response indicates that sweating is effective. However, the descriptions of the mech
both responses are incomplete.
Unsatisfactory/Incorrect - Student Response
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
The first response describes processes that do not address how the body keeps its tempera
rising; the second response provides an action that a person can take to reduce his or her bo
temperature, not a physiological mechanism of the body to reduce its temperature.
NAEP national performance results in Science at grade 8: 2005
Describe body functions that prevent temperature from rising
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
56. A human CANNOT survive the loss of which of the following?
A. The appendix
B. The liver
C. A lung
D. A kidney
Key
B
NAEP national performance results in Science at grade 8: 2005
Organ needed for survival
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
57. Which of the following is an example of genetic engineering?
A. Growing a whole plant from a single cell.
B. Finding the sequences of bases in plant DNA.
C. Inserting a gene into plants that makes them resistant to insects.
D. Attaching the root of one type of plant to the stem of another type of
plant.
Key
C
NAEP national performance results in Science at grade 8: 2005
Example of genetic engineering
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
58. Look at the two pictures below. They show what happened when two solid
blocks were each put in a jar containing a liquid. Based just on what you
can see in the pictures, what can you say about the blocks and the jars?
A.
B.
C.
D.
The liquid in the jars must be water.
The block in jar 1 weighs more than the block in jar 2.
The block in jar 1 is floating lower in its liquid than is the block in jar 2.
The block in jar 1 must be made of metal and the block in jar 2 must be
made of wood.
Key
C
NAEP national performance results in Science at grade 8: 2005
Solid blocks in jar of liquid
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
59. In your body, what two organs work together to make sure that oxygen
gets to all the other organs of your body?
A. Lungs and kidneys
B. Heart and lungs
C. Brain and kidneys
D. Heart and liver
Key
B
NAEP national performance results in Science at grade 8: 2005
Recognize organs in the human body that are responsible for oxygen delivery
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
60. Is a hamburger an example of stored energy? Explain why or why not.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates "yes" and states that a hamburger
contains fat (grease), protein, carbohydrate, nutrients and gives
some indication of energy transfer.
OR
Student response indicates "yes" and traces the energy through the
food chain.
Partial
Student response indicates "yes" and states that a hamburger
contains fat (grease), protein, carbohydrates, nutrients.
OR
Student response indicates "yes" and states that transfer of energy
takes place.
OR
Student response indicates "yes" and states that food is
energy/meat is energy/ meat contains energy.
Unsatisfactory/Incorrect
Student demonstrates no understanding of the concept of stored
energy by answering "no", or answers "yes" and gives no or an
incorrect or irrelevant response.
Complete - Student Response
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
The two responses both state that a hamburger is an example of stored energy, and exempl
different types of explanations. The first response describes the energy contained in the ham
its transfer; the second response traces the energy through the food chain.
Partial - Student Response
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
The two responses both state that a hamburger is an example of stored energy. The first res
provides only a specific example of how energy is stored in a hamburger. The second exam
describes how the energy is transferred.
Unsatisfactory/Incorrect - Student Response
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
Is a hamburger an example of stored energy? Explain why or why not.
Scorer Comments:
The first response incorrectly states that a hamburger is not an example of stored energy. Th
response states that a hamburger is an example of stored energy but provides an incorrect e
NAEP national performance results in Science at grade 8: 2005
Hamburger's stored energy
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
61. If you breathe on a mirror, part of the mirror clouds up. What are you
actually seeing when you see the mirror cloud up?
A. Water droplets that formed from cooled water vapor in your breath
B. Carbon dioxide that you are breathing out from your lungs
C. Oxygen that you are breathing out from your lungs
D. Cooled nitrogen in the air around you
Key
A
NAEP national performance results in Science at grade 8: 2005
Condensation on mirror
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
62. Suppose you are riding in a car along the highway at 55 miles per hour
when a truck pulls up along the side of your car. This truck seems to stand
still for a moment, and then it seems to be moving backward.Tell how the
truck can look as if it is standing still when it is really moving forward.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Tell how the truck can look as if it is moving backward when it is really
moving forward.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student responds to both parts of the question correctly: the truck
was travelling at 55 mph, (the same speed as the car) so it looked
like it was standing still. The truck then slows down or the car
speeds up which makes it appear that the truck is moving
backward.
Partial
Student responds to part 1 of the question correctly: the truck was
moving at the same speed (55 mph) as the car so it looked like it
was not moving.
OR
Student responds to part 2 of the question correctly: if the truck
slows down (under 55 mph) or the car speeds up, it will appear that
the truck is moving backward.
Unsatisfactory/Incorrect
Student response does not describe how fast the truck is moving in
relation to the car.
Complete - Student Response
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward.
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward.
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Both responses provide correct references to the relative speeds of the car and truck in the
explanations for both parts of the question.
Partial - Student Response
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward.
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward.
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Both responses correctly address only one part of the question. The first response correctly
how the truck can look as if it is standing still, while the second response correctly explains h
truck can look as if it is moving backward.
Unsatisfactory/Incorrect - Student Response
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward.
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
Suppose you are riding in a car along the highway at 55 miles per hour when a truck pulls up
side of your car. This truck seems to stand still for a moment, and then it seems to be movin
backward.Tell how the truck can look as if it is standing still when it is really moving forward.
Tell how the truck can look as if it is moving backward when it is really moving forward.
Scorer Comments:
The explanations provided for both parts of the question in both responses are incorrect, lac
reference to the relative speeds of the car and the truck.
NAEP national performance results in Science at grade 8: 2005
Explain relative motion of two vehicles
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
63. Right before Anna was about to run in a long race, she drank a large glass
of orange juice to get energy. Tell how the energy that was in the orange
juice actually came from the Sun.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student correctly explains energy transference from the Sun to
orange juice.
Partial
Student traces part of the path of energy from the Sun to the
orange juice.
Unsatisfactory/Incorrect
Student does not trace any part of the path of energy from the Sun
to the orange juice.
Complete - Student Response
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
Both responses provide an explanation of the transfer of energy from the Sun to the tree and
tree to the orange, which is required for a complete response.
Partial - Student Response
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
The first response correctly describes the transfer of energy from the sun to the tree, but lack
energy transfer from the tree to the orange. The second response directly links the Sun's en
oranges via the process of photosynthesis without a clear description of the specific transfer
occur.
Unsatisfactory/Incorrect - Student Response
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
Right before Anna was about to run in a long race, she drank a large glass of orange juice to
energy. Tell how the energy that was in the orange juice actually came from the Sun.
Scorer Comments:
The first response lacks a description of an energy transfer. The second response includes a
common misconception: that the energy in the juice comes from vitamins (and/or minerals) a
these are present as a result of exposure to the Sun.
NAEP national performance results in Science at grade 8: 2005
Orange juice energy
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
64. There are many different kinds of human-made satellites orbiting the
Earth. List three things that these satellites are used for.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student lists three ways that satellites are used.
Partial
Student lists one or two ways that satellites are used.
Unsatisfactory/Incorrect
Student does not list any correct ways satellites are used.
Complete - Student Response
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
Both responses provide three correct uses of satellites.
Partial - Student Response
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
The first response provides two correct uses of satellites; it discusses weather predictions, a
specific way satellites can provide information to study space.The second response provides
correct use of satellites.
Unsatisfactory/Incorrect - Student Response
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
There are many different kinds of human-made satellites orbiting the Earth. List three things
satellites are used for.
Scorer Comments:
Both responses provide vague or incorrect ideas about the uses of satellites.
NAEP national performance results in Science at grade 8: 2005
List three uses for human-made satellites
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
65. Which is an example of water condensing?
A. A puddle disappearing on a hot summer afternoon
B. Sweat forming on your forehead after you do a lot of exercise
C. Ice cubes melting when you put them out in the sun
D. Dew forming on plants during a cold night
Key
D
NAEP national performance results in Science at grade 8: 2005
Example of water condensing
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
66. Lightning and thunder happen at the same time, but you see the lightning
before you hear the thunder. Explain why this is so.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student responds that although the thunder and lightning occur at
the same time, light travels faster than sound so the light gets to
your eye before the sound reaches your ear.
Partial
Student response addresses speed and uses terminology such as
thunder for sound and lightning for light, or makes a general
statement about speed but does not tell which is faster.
Unsatisfactory/Incorrect
Student response does not relate the speeds at which light and
sound travel.
Complete - Student Response
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Both responses provide a correct explanation including the relative speeds at which light and
travel.
Partial - Student Response
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
The first response addresses relative speed, but refers to lightning and thunder rather than li
sound. The second response includes a reference to speed, but lacks a comparison betwee
speeds of light and sound.
Unsatisfactory/Incorrect - Student Response
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Lightning and thunder happen at the same time, but you see the lightning before you hear th
Explain why this is so.
Scorer Comments:
Neither response refers to the speed at which light and sound travel.
NAEP national performance results in Science at grade 8: 2005
Explain why lightning is seen before thunder is heard
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
Some scientists think that the Earth's climate is getting warmer.
67. If these scientists are correct and the Earth keeps getting warmer for the
next 50 years, what will happen to the oceans? Explain why this would
happen.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
If these scientists are correct, what things about the Earth's weather will
change? Explain why this would happen.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
If these scientists are correct, what will happen to plants? Explain why this
would happen.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student predicts the effects on oceans, weather, and plants and
explains why each predicted event might occur. Response consists
of six correct parts: a prediction and an explanation for each of
oceans, weather, and plants.
Essential
Student response consists of three to five correct parts.
Partial
Student response consists of one or two correct parts.
Unsatisfactory/Incorrect
Student response does not include any predictions of the effects of
global warming.
Complete - Student Response
If these scientists are correct and the Earth keeps getting warmer for the next 50 years, wha
happen to the oceans? Explain why this would happen.
If these scientists are correct, what things about the Earth's weather will change? Explain wh
would happen.
If these scientists are correct, what will happen to plants? Explain why this would happen.
Scorer Comments:
If these scientists are correct and the Earth keeps getting warmer for the next 50 years, wha
happen to the oceans? Explain why this would happen.
If these scientists are correct, what things about the Earth's weather will change? Explain wh
would happen.
If these scientists are correct, what will happen to plants? Explain why this would happen.
Scorer Comments:
Both responses provide a correct prediction and explanation for all three sections of the que
Essential - Student Response
If these scientists are correct and the Earth keeps getting warmer for the next 50 years, wha
happen to the oceans? Explain why this would happen.
If these scientists are correct, what things about the Earth's weather will change? Explain wh
would happen.
If these scientists are correct, what will happen to plants? Explain why this would happen.
Scorer Comments:
If these scientists are correct and the Earth keeps getting warmer for the next 50 years, wha
happen to the oceans? Explain why this would happen.
If these scientists are correct, what things about the Earth's weather will change? Explain wh
would happen.
If these scientists are correct, what will happen to plants? Explain why this would happen.
Scorer Comments:
The first response provides correct predictions for all three sections of the question, and corr
explanations for oceans and plants. The second reponse provides correct predictions for all
sections of the question, and a correct explanation for oceans.
Partial - Student Response
If these scientists are correct and the Earth keeps getting warmer for the next 50 years, wha
happen to the oceans? Explain why this would happen.
If these scientists are correct, what things about the Earth's weather will change? Explain wh
would happen.
If these scientists are correct, what will happen to plants? Explain why this would happen.
Scorer Comments:
If these scientists are correct and the Earth keeps getting warmer for the next 50 years, wha
happen to the oceans? Explain why this would happen.
If these scientists are correct, what things about the Earth's weather will change? Explain wh
would happen.
If these scientists are correct, what will happen to plants? Explain why this would happen.
Scorer Comments:
The first response provides correct predictions for weather and plants. The second response
correct prediction for weather. Neither response provides valid explanations.
Unsatisfactory/Incorrect - Student Response
If these scientists are correct and the Earth keeps getting warmer for the next 50 years, wha
happen to the oceans? Explain why this would happen.
If these scientists are correct, what things about the Earth's weather will change? Explain wh
would happen.
If these scientists are correct, what will happen to plants? Explain why this would happen.
Scorer Comments:
If these scientists are correct and the Earth keeps getting warmer for the next 50 years, wha
happen to the oceans? Explain why this would happen.
If these scientists are correct, what things about the Earth's weather will change? Explain wh
would happen.
If these scientists are correct, what will happen to plants? Explain why this would happen.
Scorer Comments:
Neither response provides any correct predictions of the effects of global warming.
NAEP national performance results in Science at grade 8: 2005
Effects of global warming
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
68. The Earth's climate may be getting warmer because of some things that
people do. List two human activities that may contribute to warming of the
Earth's climate.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student lists two human activities that are thought to contribute to
global warming.
Partial
Student lists one activity that may contribute to global warming.
Unsatisfactory/Incorrect
Student response does not indicate an understanding of the
relationship of humans to global warming.
Complete - Student Response
The Earth's climate may be getting warmer because of some things that people do. List two
activities that may contribute to warming of the Earth's climate.
Scorer Comments:
The Earth's climate may be getting warmer because of some things that people do. List two
activities that may contribute to warming of the Earth's climate.
Scorer Comments:
Both responses provide two correct human activities that are thought to be sources of green
gases.
Partial - Student Response
The Earth's climate may be getting warmer because of some things that people do. List two
activities that may contribute to warming of the Earth's climate.
Scorer Comments:
The Earth's climate may be getting warmer because of some things that people do. List two
activities that may contribute to warming of the Earth's climate.
Scorer Comments:
Both responses provide one correct human activity that is thought to be a source of greenho
Unsatisfactory/Incorrect - Student Response
The Earth's climate may be getting warmer because of some things that people do. List two
activities that may contribute to warming of the Earth's climate.
Scorer Comments:
The Earth's climate may be getting warmer because of some things that people do. List two
activities that may contribute to warming of the Earth's climate.
Scorer Comments:
Each response provides inaccurate or vague examples of human activities.
NAEP national performance results in Science at grade 8: 2005
Human contribution to warming
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
69. In the picture of a cell below, which label indicates the part of the cell that
contains most of the cell's genetic material?
A.
B.
C.
D.
1
2
3
4
Key
A
NAEP national performance results in Science at grade 8: 2005
Identify location of cell?s genetic material
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
70. A wire is cut into four pieces of different lengths. Each piece is stretched
between two supports to the same tightness. Which of the pieces, shown
below, would give the highest pitch if it were plucked in the middle?
A.
B.
C.
D.
Key
A
NAEP national performance results in Science at grade 8: 2005
Pitch of plucked string
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
71. Viet and Andrea were using a microscope to look at a slide of some cells.
They looked at some interesting cells that Viet thought were plant cells.
Andrea thought they looked more like animal cells. If you looked at these
same cells, how could you tell whether they were plant cells or animal
cells?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student correctly provides one or more distinguishing
characteristics that can be used to tell the difference between plant
and animal cells.
Partial
Student does not fully describe a distinguishing characteristic (e.g.,
"plant cells would be green from chlorophyll") or response contains
inaccuracies.
Unsatisfactory/Incorrect
Student describes ways that plant and animal cells can be
distinguished from each other, but these are incorrect or gives only
a general statement (e.g., "they will look different").
Complete - Student Response
Viet and Andrea were using a microscope to look at a slide of some cells. They looked at so
interesting cells that Viet thought were plant cells. Andrea thought they looked more like anim
you looked at these same cells, how could you tell whether they were plant cells or animal ce
Scorer Comments:
Viet and Andrea were using a microscope to look at a slide of some cells. They looked at so
interesting cells that Viet thought were plant cells. Andrea thought they looked more like anim
you looked at these same cells, how could you tell whether they were plant cells or animal c
Scorer Comments:
Each of the responses provides a correct distinguishing characteristic.
Partial - Student Response
Viet and Andrea were using a microscope to look at a slide of some cells. They looked at so
interesting cells that Viet thought were plant cells. Andrea thought they looked more like anim
you looked at these same cells, how could you tell whether they were plant cells or animal ce
Scorer Comments:
Viet and Andrea were using a microscope to look at a slide of some cells. They looked at so
interesting cells that Viet thought were plant cells. Andrea thought they looked more like anim
you looked at these same cells, how could you tell whether they were plant cells or animal ce
Scorer Comments:
The first response provides a correct characteristic, but lacks an explanation as to how this w
distinguish plant and animal cells, stopping short of identifying which possesses the cell wall
second response only partially describes a distinguishing characteristic.
Unsatisfactory/Incorrect - Student Response
Viet and Andrea were using a microscope to look at a slide of some cells. They looked at so
interesting cells that Viet thought were plant cells. Andrea thought they looked more like anim
you looked at these same cells, how could you tell whether they were plant cells or animal ce
Scorer Comments:
Viet and Andrea were using a microscope to look at a slide of some cells. They looked at so
interesting cells that Viet thought were plant cells. Andrea thought they looked more like anim
you looked at these same cells, how could you tell whether they were plant cells or animal ce
Scorer Comments:
The first response provides a general statement that lacks a specific characteristic. The seco
response describes an incorrect difference.
NAEP national performance results in Science at grade 8: 2005
State differences between plant and animal cells
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
72.
Two identical cars travel at 45 miles per hour toward the center of the
intersection (point A, as shown above) with equal force. The cars collide at
the intersection. If after they collide the cars stick to each other and move
together, they will come to rest closest to
A. point A
B. point B
C. point C
D. point D
Key
C
NAEP national performance results in Science at grade 8: 2005
State direction of motion after collision of two objects
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
73. Julio wanted to know how his pulse rate changed when he ran very fast.
He measured his pulse rate before he started running, while he was
running, and two minutes after he stopped running. Which graph best
shows how Julio's pulse rate changed?
A.
B.
C.
D.
Key
D
NAEP national performance results in Science at grade 8: 2005
Compare heart rates before, during, and after running
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
74. How do most fish get the oxygen they need to survive?
A. They take in water and break it down into hydrogen and oxygen.
B. Using their gills, they take in oxygen that is dissolved in water.
C. They get their oxygen from the food they eat.
D. They come to the surface every few minutes to breathe air into their
lungs.
Key
B
NAEP national performance results in Science at grade 8: 2005
Identify process fish use to obtain oxygen
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
75. Pat has two kinds of plant food,"Quickgrow" and "Supergrow." What would
be the best way for Pat to find out which plant food helps a particular type
of houseplant grow the most?
A. Put some Quickgrow on a plant in the living room, put some
Supergrow on a plant of the same type in the bedroom, and see which
one grows the most.
B. Find out how much each kind of plant food costs, because the more
expensive kind is probably better for growing plants.
C. Put some Quickgrow on a few plants, put the same amount of
Supergrow on a few other plants of the same type, put all the plants in
the same place, and see which group of plants grows the most.
D. Look at the advertisements for Quickgrow, look at the advertisements
for Supergrow, and see which one says it helps plants grow the most.
Key
C
NAEP national performance results in Science at grade 8: 2005
Identify method to compare the effectiveness of fertilizers
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
76. Maria has one glass of pure water and one glass of salt water, which look
exactly alike. Explain what Maria could do, without tasting the water, to
find out which glass contains the salt water.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates an understanding of how to distinguish
fresh water from salt water by describing both a method of
determining the difference and a result.
Partial
Student response indicates some understanding of the difference
between fresh water and salt water but no practical method for
doing so is clearly discussed or gives a correct method, or tells
what to do, but not the result.
Unsatisfactory/Incorrect
Student response shows no understanding of how to distinguish
between fresh water and salt water.
Complete - Student Response
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Both responses describe a correct method for distinguishing fresh water from salt water and
results.
Partial - Student Response
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Both responses describe a correct method for distinguishing fresh water from salt water. The
response lacks any reference to results, while the second response includes incomplete resu
Unsatisfactory/Incorrect - Student Response
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
Maria has one glass of pure water and one glass of salt water, which look exactly alike. Expl
Maria could do, without tasting the water, to find out which glass contains the salt water.
Scorer Comments:
The first response describes a difference in appearance that contradicts the information give
question. The second response provides neither a complete description of a method nor res
NAEP national performance results in Science at grade 8: 2005
Which is salt water?
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
77. The picture below can be used to show how sandstone can form along the
edge of a large lake. Draw and write on the picture to show the two main
processes of sandstone formation.
Scoring Guide
Score & Description
Complete
Student response includes both parts of the sedimentary process.
Part 1:
• Rivers erode mountain material
• Mountain material is carried by river
• Erosion
Part 2:
• Hardens
• Solidifies
• Compacts
• Builds up in layers
Partial
Student response includes part 1 or part 2 of the sedimentary
process.
Unsatisfactory/Incorrect
Student does not demonstrate an understanding of the sedimentary
process.
Complete - Student Response
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
Both responses fully describe the sedimentary process. Each response describes the transp
sedimentary material by the rivers into the lake and the subsequent compaction of that mate
sandstone.
Partial - Student Response
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
Both responses provide a partial description of the sedimentary process. The first response
the transportation of sedimentary materials by the rivers, and the second response addresse
compaction of that material into sandstone.
Unsatisfactory/Incorrect - Student Response
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
The picture below can be used to show how sandstone can form along the edge of a large la
and write on the picture to show the two main processes of sandstone formation.
Scorer Comments:
Neither response demonstrates understanding of either part of the sedimentary process.
NAEP national performance results in Science at grade 8: 2005
Sandstone formation
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
78. On steep slopes along the sides of new roads, highway department
workers often grow plants to prevent the soil from being eroded. Describe
two ways that these plants keep the soil from eroding.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response includes two ways plants prevent erosion.
Partial
Student response includes one way that plants prevent erosion.
Unsatisfactory/Incorrect
Student response does not demonstrate an understanding of how
plants prevent erosion.
Complete - Student Response
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
Both responses provide two descriptions of ways that plants prevent soil erosion.
Partial - Student Response
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
Each response provides one description of ways that plants prevent soil erosion. The first re
describes the blocking of soil movement; the second response describes the protection of th
precipitation.
Unsatisfactory/Incorrect - Student Response
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
On steep slopes along the sides of new roads, highway department workers often grow plan
prevent the soil from being eroded. Describe two ways that these plants keep the soil from e
Scorer Comments:
The responses provide plant processes or aspects of plants that are not related to soil erosio
NAEP national performance results in Science at grade 8: 2005
Describe means by which plants prevent erosion
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
The following question refer to the way electricity is conducted.
79. Look at each item in the list below. Decide if it conducts electricity or
does not conduct electricity. Put an X in the box to show what you
decided.
Scoring Guide
Score & Description
Complete
Student places all 7 items in the correct classification:
Essential
Student places 4 – 6 items in the correct classification.
Partial
Student places 1 – 3 items in the correct classification.
Unsatisfactory/Incorrect
Student places no items in the correct classification.
Complete - Student Response
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Both responses correctly classify all seven items.
Essential - Student Response
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
The first response correctly classifies six of the items; "coin" is classified incorrectly. The sec
response correctly classifies four of the items; two of the items have not been classified and
toothpick" is classified incorrectly.
Partial - Student Response
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
The first response correctly classifies three of the items: coin, wooden toothpick, and metal f
second response correctly classifies one of the items: plastic spoon.
Unsatisfactory/Incorrect - Student Response
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Look at each item in the list below. Decide if it conducts electricity or does not conduct elec
an X in the box to show what you decided.
Scorer Comments:
Both of the responses have classified none of the items correctly. The first response classifie
items consistently, but reversed them with respect to conductivity. The second response clas
one item and it is classified incorrectly.
NAEP national performance results in Science at grade 8: 2005
Identify objects that conduct electricity
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
The following question refer to the way electricity is conducted.
80. Suppose that you have one of the items from the list in Question 7 that
you believe conducts electricity, and that you also have a battery, several
wires, and a light bulb.
Explain how you could use these things to do a test to find out if the item
you chose from the list in Question 7 does conduct electricity. Draw a
picture to help explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student draws and/or describes how a battery, wires, and a light
bulb could be used to test for electrical conductivity.
Partial
Student describes some elements of a complete circuit, but does
not clearly describe how the circuit could be modified to test for
electrical conductivity (e.g., "hook up the wires to the battery and
light bulb"), or student draws a partially correct picture or diagram,
or draws an incorrect diagram but specifies that the lighting of the
bulb would indicate conductivity.
Unsatisfactory/Incorrect
Student is unable to describe an electrical circuit or to explain
accurately how to test an item for electrical conductivity.
Complete - Student Response
Suppose that you have one of the items from the list in Question 7 that you believe conducts
and that you also have a battery, several wires, and a light bulb.
Explain how you could use these things to do a test to find out if the item you chose from the
Question 7 does conduct electricity. Draw a picture to help explain your answer.
Scorer Comments:
Suppose that you have one of the items from the list in Question 7 that you believe conducts
and that you also have a battery, several wires, and a light bulb.
Explain how you could use these things to do a test to find out if the item you chose from the
Question 7 does conduct electricity. Draw a picture to help explain your answer.
Scorer Comments:
The first response provides a correct drawing of a complete circuit, and the second response
a complete circuit. Both responses explain how the circuit can be used to determine the elec
conductivity of an item.
Partial - Student Response
Suppose that you have one of the items from the list in Question 7 that you believe conducts
and that you also have a battery, several wires, and a light bulb.
Explain how you could use these things to do a test to find out if the item you chose from the
Question 7 does conduct electricity. Draw a picture to help explain your answer.
Scorer Comments:
Suppose that you have one of the items from the list in Question 7 that you believe conducts
and that you also have a battery, several wires, and a light bulb.
Explain how you could use these things to do a test to find out if the item you chose from the
Question 7 does conduct electricity. Draw a picture to help explain your answer.
Scorer Comments:
Neither response is credited for drawing or describing a complete circuit because the first re
includes an incorrect diagram of a circuit, and the second response includes an unclear desc
circuit. Both responses receive partial credit for specifying that the lighting of the bulb would
that an item conducts electricity.
Unsatisfactory/Incorrect - Student Response
Suppose that you have one of the items from the list in Question 7 that you believe conducts
and that you also have a battery, several wires, and a light bulb.
Explain how you could use these things to do a test to find out if the item you chose from the
Question 7 does conduct electricity. Draw a picture to help explain your answer.
Scorer Comments:
Suppose that you have one of the items from the list in Question 7 that you believe conducts
and that you also have a battery, several wires, and a light bulb.
Explain how you could use these things to do a test to find out if the item you chose from the
Question 7 does conduct electricity. Draw a picture to help explain your answer.
Scorer Comments:
The first response includes an incorrect drawing of a circuit, and the second response includ
incorrect description of a circuit. Neither response describes how the circuit could be used to
the electrical conductivity of an item.
NAEP national performance results in Science at grade 8: 2005
Testing for conductivity
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
81. All of the following are examples of erosion EXCEPT:
A. The wind in the desert blows sand against a rock.
B. A glacier picks up boulders as it moves.
C. A flood washes over a riverbank, and the water carries small soil
particles downstream.
D. An icy winter causes the pavement in a road to crack.
Key
D
NAEP national performance results in Science at grade 8: 2005
Example of erosion
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
82. Why does the leaf of a plant look green?
A. Because it absorbs green light
B. Because it reflects green light
C. Because it absorbs only yellow and blue light
D. Because it reflects a mixture of yellow and blue light
Key
B
NAEP national performance results in Science at grade 8: 2005
Color of leaf on plant
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
The following question
Sarah looked at some pond water with a microscope. She used the lowpower objective lens to look at some green algae. The picture below
shows what Sarah saw through the microscope.
83. What is the role of the pond organisms that Sarah saw in her field of view?
A. Producer
B. Primary consumer
C. Secondary consumer
D. Decomposer
Key
A
NAEP national performance results in Science at grade 8: 2005
Recognize ecological role of organism
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
The following question
Sarah looked at some pond water with a microscope. She used the lowpower objective lens to look at some green algae. The picture below
shows what Sarah saw through the microscope.
84. If Sarah switched the lens from low power to high power, what would she
see in the field of view?
A. A lot more cells than with the low-power view, but in lesser detail.
B. The same number of cells as with the low-power view, but in lesser
detail.
C. The same number of cells as with the low-power view, but in greater
detail.
D. Fewer cells than with the low-power view, but in greater detail.
Key
D
NAEP national performance results in Science at grade 8: 2005
Compare high-power and low-power views through a microscope
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
85. Seedlings of the same species of plant can grow at different rates. For
example, some seedlings grow tall very fast, but other seedlings grow tall
much more slowly. Explain why it might be advantageous for a plant
seedling to grow tall very fast.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates understanding of plant requirements by
giving a full explanation of why it might be advantageous for
seedlings to grow tall very fast.
Unsatisfactory/Incorrect
Student fails to state any advantage of growing tall very fast, or
provides an incorrect advantage (e.g., better able to survive in
harsh conditions; it doesn't get uprooted or ruined when small).
Complete - Student Response
Seedlings of the same species of plant can grow at different rates. For example, some seed
tall very fast, but other seedlings grow tall much more slowly. Explain why it might be advant
a plant seedling to grow tall very fast.
Scorer Comments:
Seedlings of the same species of plant can grow at different rates. For example, some seed
tall very fast, but other seedlings grow tall much more slowly. Explain why it might be advant
a plant seedling to grow tall very fast.
Scorer Comments:
Both responses provide a correct explanation, referring to the relative amount of sunlight to w
seedlings would be exposed.
Unsatisfactory/Incorrect - Student Response
Seedlings of the same species of plant can grow at different rates. For example, some seedl
tall very fast, but other seedlings grow tall much more slowly. Explain why it might be advant
a plant seedling to grow tall very fast.
Scorer Comments:
Seedlings of the same species of plant can grow at different rates. For example, some seedl
tall very fast, but other seedlings grow tall much more slowly. Explain why it might be advant
a plant seedling to grow tall very fast.
Scorer Comments:
The first response show a misunderstanding of the question being asked. The second respo
provides an incorrect advantage.
NAEP national performance results in Science at grade 8: 2005
Seedlings grow fast
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
86. Sometimes the Moon looks like a full circle, sometimes it looks like a half
circle, and sometimes it looks like a crescent. Explain why the Moon
appears to be different shapes at different times.You may use labeled
drawings in your explanation.
Scoring Guide
Score & Description
Complete
Student explanation includes all the points given below. Student
can provide a drawing correctly illustrating the phases of the moon.
• The Moon is visible because it reflects (or is illuminated by)
sunlight.
• The Moon revolves around the Earth.
• The portion of the illuminated half of the Moon that is visible from
Earth changes, thus making the Moon appear to change shape.
Partial
Student explains 1 or 2 aspects of the causes of the phases of the
Moon without major misconceptions.
Unsatisfactory/Incorrect
Student does not correctly explain any aspect of the phases of the
Moon, or explains aspects but includes major misconceptions.
Complete - Student Response
Sometimes the Moon looks like a full circle, sometimes it looks like a half circle, and sometim
like a crescent. Explain why the Moon appears to be different shapes at different times.You
labeled drawings in your explanation.
Scorer Comments:
Sometimes the Moon looks like a full circle, sometimes it looks like a half circle, and sometim
like a crescent. Explain why the Moon appears to be different shapes at different times.You
labeled drawings in your explanation.
Scorer Comments:
The first response includes both a drawing and an explanation, each of which provide compl
responses. The second response provides a complete explanation referring to all three poin
Partial - Student Response
Sometimes the Moon looks like a full circle, sometimes it looks like a half circle, and sometim
like a crescent. Explain why the Moon appears to be different shapes at different times.You
labeled drawings in your explanation.
Scorer Comments:
Sometimes the Moon looks like a full circle, sometimes it looks like a half circle, and sometim
like a crescent. Explain why the Moon appears to be different shapes at different times.You
labeled drawings in your explanation.
Scorer Comments:
The first response addresses only the fact that the Moon reflects sunlight and, in the diagram
portion of the Moon is illuminated. The second response addresses only the fact that the Mo
around the Earth.
Unsatisfactory/Incorrect - Student Response
Sometimes the Moon looks like a full circle, sometimes it looks like a half circle, and sometim
like a crescent. Explain why the Moon appears to be different shapes at different times.You
labeled drawings in your explanation.
Scorer Comments:
Sometimes the Moon looks like a full circle, sometimes it looks like a half circle, and sometim
like a crescent. Explain why the Moon appears to be different shapes at different times.You
labeled drawings in your explanation.
Scorer Comments:
The first response provides an incorrect explanation that is a common misconception: the Ea
shadow falls onto the Moon. The second response lacks an explanation of the phases or a d
can substitute for an explanation of the phases.
NAEP national performance results in Science at grade 8: 2005
Moon's different shapes
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
87. For each of the sources of electrical energy listed below, describe an
advantage and a disadvantage of relying on that energy source for a large
part of our country's electrical energy.
Solar
Advantage:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Disadvantage:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Nuclear
Advantage:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Disadvantage:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Hydroelectric
Advantage:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Disadvantage:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Fossil Fuels (coal and oil)
Advantage:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Disadvantage:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student provides one reasonable advantage and disadvantage for
each of the energy sources listed (8 parts).
Essential
Student provides correct answers to 6-7 of the parts.
Adequate
Student provides correct answers to 3-5 of the parts.
Partial
Student provides correct answers to 1-2 of the parts.
Unsatisfactory/Incorrect
Student provides no correct responses to any of the parts.
Complete - Student Response
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
Both responses provide a reasonable advantage and disadvantage for each of the energy so
Essential - Student Response
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
The first response provides a reasonable advantage and disadvantage for each of the energ
with the exception of the disadvantage of hydroelectric energy. The second response provid
reasonable advantage and disadvantage for each of the energy sources with the exception o
advantage of solar energy and the disadvantage of nuclear energy. In some parts of this res
disadvantage of fossil fuels, both a reasonable and an incorrect response are provided. The
part is credited and the incorrect part is ignored in these instances.
Adequate - Student Response
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
The first response provides reasonable answers for four parts: advantage and disadvantage
energy; advantage of nuclear energy; and disadvantage of fossil fuels. The second response
reasonable answers for three parts: disadvantage of hydroelectric energy and advantage an
disadvantage of fossil fuels.
Partial - Student Response
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
Both responses provide a reasonable answer for only one part of the question. The first resp
provides a reasonable answer for the disadvantage of fossil fuels, while the second respons
a reasonable answer for the disadvantage of solar energy.
Unsatisfactory/Incorrect - Student Response
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
For each of the sources of electrical energy listed below, describe an advantage and a disad
relying on that energy source for a large part of our country's electrical energy.
Solar
Advantage:
Disadvantage:
Nuclear
Advantage:
Disadvantage:
Hydroelectric
Advantage:
Disadvantage:
Fossil Fuels (coal and oil)
Advantage:
Disadvantage:
Scorer Comments:
Both responses lack reasonable answers for any part of the question. The reference to side
the disadvantage of nuclear energy in the first response is too vague.
NAEP national performance results in Science at grade 8: 2005
Advantages of energy sources
# Rounds to zero.
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
88. Household appliances convert electricity into one or more different forms
of energy. An electric fan can best be described as converting electricity
into
A. heat energy only
B. heat energy and sound energy only
C. heat energy, sound energy, and mechanical energy only
D. heat energy, sound energy, mechanical energy, and chemical energy
Key
C
NAEP national performance results in Science at grade 12: 2005
Identify energy conversion in an electric fan
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
89. Which zones in the map above are most likely to have a temperate climate
(warm summers and cold winters) ?
A. 1 and 6
B. 2 and 5
C. 3 and 4
D. 1, 2, and 3
Key
B
NAEP national performance results in Science at grade 12: 2005
Identify zone on a map with a temperate climate
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
90. An unusual type of fossil clam is found in rock layers high in the Swiss
Alps. The same type of fossil clam is also found in the Rocky Mountains of
North America. From this, scientists conclude that
A. glaciers carried the fossils up the mountains
B. the Rocky Mountains and the Swiss Alps are both volcanic in origin
C. clams once lived in mountains, but have since evolved into seadwelling creatures
D. the layers of rocks in which the fossils were found are from the same
geologic age
Key
D
NAEP national performance results in Science at grade 12: 2005
Evidence from fossil record
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
91. Each figure below shows a force measured in newtons pushing on a
block. If there are no other forces pushing on the block, in which case is
the acceleration of the block greatest?
A.
B.
C.
D.
Key
C
NAEP national performance results in Science at grade 12: 2005
Recognize relationship between applied force and acceleration
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
92. The picture above shows the positions of two runners at one-second
intervals as they move from left to right. For each runner, indicate whether
the runner's speed seems to be constant, increasing, or decreasing.
Explain how you can tell this from the pictures.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student correctly indicates that Runner 1 has a constant speed (or
moves at a steady pace) because equal distances are covered
each second, and that Runner 2's speed is increasing because
increasing distances are covered in each successive second
(spacing increases).
Essential
Student correctly indicates the speed of Runner 1 (constant or
moves at a steady pace) and Runner 2 (increasing), and gives a
correct explanation for one of the runners.
Partial
Student correctly indicates the speed of Runner 1 (constant or
moves at a steady pace), and Runner 2 (increasing) but gives no
explanation.
OR
Student response correctly indicates speed of one runner with
explanation.
Unsatisfactory/Incorrect
Student indicates no or only one correct speed.
Complete - Student Response
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
Both responses describe the rate of movement of each runner correctly, and explain their co
in terms of the distances traveled by each runner in successive time intervals.
Essential - Student Response
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
Both responses describe the rate of movement of each runner correctly. The first response p
correct explanation only for the first runner, and the second response provides a correct exp
only for the second runner.
Partial - Student Response
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The first response describes the rate of movement of each runner correctly, but does not pro
explanation for either one. The second response describes the rate of movement of the seco
correctly and provides a correct explanation, but provides only incorrect statements about th
movement of the first runner.
Unsatisfactory/Incorrect - Student Response
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The picture above shows the positions of two runners at one-second intervals as they move
right. For each runner, indicate whether the runner's speed seems to be constant, increasing
decreasing.
Explain how you can tell this from the pictures.
Scorer Comments:
The first response describes the rate of movement of the first runner correctly, but describes
movement of the second runner only vaguely. second response only addresses the relative
the runners, not the speed of each individual runner.
NAEP national performance results in Science at grade 12: 2005
Compare two runners? speeds
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
93. Recent studies indicate that ozone in the upper layers of Earth's
atmosphere is being depleted. What effect does the depletion of ozone
have, and how is this effect harmful to humans?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student explains 1) that a depletion of the ozone layer in the upper
atmosphere allows more ultraviolet radiation from the Sun to
penetrate the Earth's atmosphere and reach the Earth's surface
and 2) if human skin absorbs these increased amounts of
ultraviolet radiation, an increased incidence of skin cancer can
result.
Partial
Student explains that decreased ozone leads to increased UV
radiation or that decreased ozone leads to increased skin cancer.
Unsatisfactory/Incorrect
Student demonstrates little or no understanding of the relationship
between ozone depletion, UV radiation, and skin cancer.
Complete - Student Response
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Both responses correctly identify the effect of the depletion of the ozone layer with respect to
radiation and harmfulness to humans.
Partial - Student Response
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Both responses address one aspect of the question. The first response refers to an increase
harmful rays, while the second response refers to the harmful effect on humans.
Unsatisfactory/Incorrect - Student Response
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Recent studies indicate that ozone in the upper layers of Earth's atmosphere is being deplet
effect does the depletion of ozone have, and how is this effect harmful to humans?
Scorer Comments:
Both responses provide incorrect effects of the depletion of the ozone layer.
NAEP national performance results in Science at grade 12: 2005
Ozone depletion
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
94. Tom's younger brother is learning how to read a thermometer and asks,
"Why does the red stuff in the thermometer go up when it gets hot
outside?" What is a correct explanation that Tom can give to his brother?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student explains that heat from the air causes the liquid in the
thermometer to heat up and expand (or get less dense), which in
turn causes the liquid to move up the thermometer.
Partial
Student provides a partially correct explanation, but does not
mention that the liquid expands (e.g., "the liquid in the thermometer
heats up," "the liquid is sensitive to heat") or just says "it expands"
with no reference to temperature or heat.
Unsatisfactory/Incorrect
Student does not provide a correct explanation based on the
expansion of the heated liquid (e.g., cites "air pressure," or "heat
pressure"), or only mentions the thermometer as a whole (e.g., "the
thermometer gets hot"), or only describes the function of a
thermometer (e.g., "when the weather is hot, the red stuff goes
up").
Complete - Student Response
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Both responses refer to the expansion, or increase in volume, of the liquid in the thermomete
liquid heats up.
Partial - Student Response
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Both responses include a partial explanation for the movement of the liquid in the thermome
first response refers to the speed of the molecules but lacks a reference to the distance betw
which would provide a complete explanation. The second response is too general.
Unsatisfactory/Incorrect - Student Response
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Tom's younger brother is learning how to read a thermometer and asks, "Why does the red s
thermometer go up when it gets hot outside?" What is a correct explanation that Tom can giv
brother?
Scorer Comments:
Neither response provides a correct explanation based on the expansion of the heated liquid
NAEP national performance results in Science at grade 12: 2005
Why red stuff goes up
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
95. The diagram above shows a food web in a large park. Each circle
represents a different species in the food web. Which of the organisms in
the food web could be referred to as primary consumers?
A. 7 only
B. 5 and 6 only
C. 2, 3, and 4 only
D. 2, 5, and 7 only
Key
C
NAEP national performance results in Science at grade 12: 2005
Identify the primary consumers in food web
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
96. What two gases make up most of the Earth's atmosphere?
A. Hydrogen and oxygen
B. Hydrogen and nitrogen
C. Oxygen and carbon dioxide
D. Oxygen and nitrogen
Key
D
NAEP national performance results in Science at grade 12: 2005
Composition of Earth's atmosphere
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
97. Each diagram below shows the same front view of a human heart. Which
diagram has arrows that correctly show the path of blood flow through the
heart and the blood vessels leading to and from the heart?
A.
B.
C.
D.
Key
A
NAEP national performance results in Science at grade 12: 2005
Identify path of blood flow in human heart
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
98. A person produces two sound waves with a flute, one immediately after
the other. Both sound waves have the same pitch, but the second one is
louder. Which of the following properties is greater for the second sound
wave?
A. Frequency
B. Amplitude
C. Wavelength
D. Speed in air
Key
B
NAEP national performance results in Science at grade 12: 2005
Identify the property of sound waves that corresponds to loudness
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
99. Explain how you can find out the volume of a solid object, such as a small
rock, using only water and either a measuring cup or a graduated cylinder.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student correctly describes how to determine the volume of a solid
object using water and a measuring cup or graduated cylinder.
Comparison or change in volume of water should be explicit.
• Method A:
• Pour some water into the graduated cylinder
• Record the water level
• Then put the rock in the graduated cylinder
�� Record the water level again
• The difference between the first and second volume
measurements is the volume of the rock
• Method B:
Spillage Responses = Fill cup (to the top), add rock, catch the
water that overflows in separate container, and measure the
overflow. Overflow = volume of the rock.
Partial
Student gives the first four of the steps involved in measuring the
volume of a solid object, but does not compare the change in water
level or mentions three or fewer of the steps but does discuss the
change in water level.
Method A:
Procedure (steps a-d above) or volume calculation (step e)
OR
Method B:
Procedure, including measuring the overflow or stating the overflow
equals the volume of the rock
Unsatisfactory/Incorrect
Student demonstrates no understanding of how to use water and a
graduated cylinder to measure volume.
Complete - Student Response
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
The second response describes an overflow method (method B).
Partial - Student Response
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
The first response describes a correct method, but the subtraction of volume readings is inco
second response provides an incomplete method, but correctly recognizes that the amount o
displaced is the volume of the object.
Unsatisfactory/Incorrect - Student Response
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
Explain how you can find out the volume of a solid object, such as a small rock, using only w
either a measuring cup or a graduated cylinder.
Scorer Comments:
The first response describes only an incomplete method (steps a-c), and the second respon
only an incorrect statement.
NAEP national performance results in Science at grade 12: 2005
Describe experiment to measure the volume of an object
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
100. When you exercise strenuously, your body produces excess heat.
Describe what your body does to help prevent your temperature from
rising excessively, and explain why the body's response is effective.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student indicates that the body keeps its temperature from rising
through sweating or by blood vessels dilating and states how these
are effective.
Partial
Student indicates that the body keeps its temperature from rising
but does not explain fully how the mechanism works.
Unsatisfactory/Incorrect
Student provides little or no evidence of knowledge of any
mechanism for losing heat during exercise.
Complete - Student Response
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
The first response describes both of the processes of sweating and increased blood flow to t
effective ways that the body releases heat. The second response describes how sweating is
Partial - Student Response
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
The first response states that increased blood flow to the skin and sweating are both effectiv
second response indicates that sweating is effective. However, the descriptions of the mech
both responses are incomplete.
Unsatisfactory/Incorrect - Student Response
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
When you exercise strenuously, your body produces excess heat. Describe what your body
help prevent your temperature from rising excessively, and explain why the body's response
effective.
Scorer Comments:
The first response describes processes that do not address how the body keeps its tempera
rising; the second response provides an action that a person can take to reduce his or her b
temperature, not a physiological mechanism of the body to reduce its temperature.
NAEP national performance results in Science at grade 12: 2005
Describe body functions that prevent temperature from rising
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
101. Based on the information in the table above, which is a reasonable
hypothesis regarding elements and their compounds?
A. An element retains its physical and chemical properties when it is
combined into a compound.
B. When an element reacts to form a compound, its chemical properties
are changed but its physical properties are not.
C. When an element reacts to form a compound, its physical properties
are changed but its chemical properties are not.
D. Both the chemical and physical properties of a compound are different
from the properties of the elements of which it is composed.
Key
D
NAEP national performance results in Science at grade 12: 2005
Comparing elements and their compounds
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
102. A radio transmitter broadcasts a signal at a given frequency. If the
broadcast frequency is increased, what happens to the speed and the
wavelength of the radio waves?
Speed
Wavelength
A.
Increases
B.
Increases
Decreases
Increases
C.
Remains the same Decreases
D.
Remains the same Increases
Key
C
NAEP national performance results in Science at grade 12: 2005
(DELETED: 2005-12S14:10) Identify relationships among properties of radio
waves
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
103. The figure above shows some ocean waves. Which of the labeled
distances represents the wavelength?
A. A
B. B
C. C
D. D
Key
A
NAEP national performance results in Science at grade 12: 2005
Wavelength of ocean waves
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
104. The two most abundant elements in the Solar System are
A. hydrogen and helium
B. hydrogen and calcium
C. calcium and iron
D. helium and iron
Key
A
NAEP national performance results in Science at grade 12: 2005
Most abundant elements
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
105. Which is a function of a neuron?
A. It carries oxygen to other cells.
B. It secretes digestive enzymes.
C. It removes foreign particles from the bloodstream.
D. It receives signals from the internal and external environments.
Key
D
NAEP national performance results in Science at grade 12: 2005
Identify the function of a neuron
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
106. A newspaper article reported that a fossil was found that was 200,000
years old according to generally accepted radioactive dating procedures.
A letter to the editor of the newspaper disputed the accuracy of the age
determination because the fossil was found closer to the Earth's surface
than were previously discovered fossils of the same age.
Which of the following would be an appropriate argument against the letter
writer's claim?
A. Older rock layers commonly lie deeper underground than younger
ones.
B. Older rock layers may be pushed closer to the surface by geologic
processes.
C. The age of a rock layer can often help in determining the age of the
fossils it contains.
D. Fossils form only under certain conditions.
Key
B
NAEP national performance results in Science at grade 12: 2005
Relate properties of rock layers to radioactive dating of a fossil
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
107. Electric shocks can be very dangerous to humans. Describe two ways of
avoiding electric shocks in the home.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates two potential methods of avoiding
electric shocks in the home.
Partial
Student response indicates one potential method of avoiding
electric shocks in the home.
Unsatisfactory/Incorrect
Student response does not indicate any practical method of
avoiding electric shocks in the home.
Complete - Student Response
Electric shocks can be very dangerous to humans. Describe two ways of avoiding electric sh
Scorer Comments:
Electric shocks can be very dangerous to humans. Describe two ways of avoiding electric sh
Scorer Comments:
Each response provides two correct methods of avoiding electrical shocks in the home.
Partial - Student Response
Electric shocks can be very dangerous to humans. Describe two ways of avoiding electric sh
Scorer Comments:
Electric shocks can be very dangerous to humans. Describe two ways of avoiding electric sh
Scorer Comments:
The first response provides one correct method in the first sentence, and an incorrect metho
the second response relate to avoiding the use of electrical appliances near water.
Unsatisfactory/Incorrect - Student Response
Electric shocks can be very dangerous to humans. Describe two ways of avoiding electric sh
Scorer Comments:
Electric shocks can be very dangerous to humans. Describe two ways of avoiding electric sh
Scorer Comments:
The first response does not provide enough specificity about why being near wires or electric
methods listed in the second response refer to static electricity.
NAEP national performance results in Science at grade 12: 2005
Describe ways of preventing electric shock
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
108. You want to cook an egg in boiling water at the top of a mountain that is
much higher than where you normally live. What, if anything, would you
change in your normal cooking procedures in order to cook the egg to the
same hardness?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Explain why.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response states correct changes in the cooking protocol
and explains why a new protocol must be adopted.
Partial
Student response states correct changes in the cooking protocol
and gives an incorrect, incomplete or no explanation.
OR
Student states that the cooking time should be changed and gives
a complete or partially correct explanation without specifying longer
or shorter cooking time.
Unsatisfactory/Incorrect
Student response to the question about the change in cooking
procedures is incorrect or irrelevant, and there are no correct
statements about the relation of boiling temperature to air pressure
or altitude.
Complete - Student Response
You want to cook an egg in boiling water at the top of a mountain that is much higher than w
normally live. What, if anything, would you change in your normal cooking procedures in ord
the egg to the same hardness?
Explain why.
Scorer Comments:
You want to cook an egg in boiling water at the top of a mountain that is much higher than w
normally live. What, if anything, would you change in your normal cooking procedures in ord
the egg to the same hardness?
Explain why.
Scorer Comments:
Both responses state correct, although different, changes in the cooking protocol and include
explanations describing the reason a change is necessary.
Partial - Student Response
You want to cook an egg in boiling water at the top of a mountain that is much higher than w
normally live. What, if anything, would you change in your normal cooking procedures in ord
the egg to the same hardness?
Explain why.
Scorer Comments:
You want to cook an egg in boiling water at the top of a mountain that is much higher than w
normally live. What, if anything, would you change in your normal cooking procedures in ord
the egg to the same hardness?
Explain why.
Scorer Comments:
Both responses describe a correct change in the cooking protocol, but provide incorrect exp
for the reason a change is necessary.
Unsatisfactory/Incorrect - Student Response
You want to cook an egg in boiling water at the top of a mountain that is much higher than w
normally live. What, if anything, would you change in your normal cooking procedures in ord
the egg to the same hardness?
Explain why.
Scorer Comments:
You want to cook an egg in boiling water at the top of a mountain that is much higher than w
normally live. What, if anything, would you change in your normal cooking procedures in ord
the egg to the same hardness?
Explain why.
Scorer Comments:
The first response describes an incorrect change in the cooking protocol, and includes an in
statement about the relationship between elevation and boiling point. The second response
an incorrect change in the cooking protocol. This response correctly states that there is less
higher elevations, but does not make the necessary connection to boiling point.
NAEP national performance results in Science at grade 12: 2005
Cooking at high altitudes
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
109. The bird shown above would be most likely to eat
A. insects from the ground
B. nectar from tube-shaped flowers
C. fish from the ocean
D. amphibians from a pond
Key
B
NAEP national performance results in Science at grade 12: 2005
Identify the function of a bird beak based on its shape
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
110. Which pair of systems regulate and coordinate body functions?
A. Excretory and digestive
B. Nervous and endocrine
C. Skeletal and muscular
D. Immune and respiratory
Key
B
NAEP national performance results in Science at grade 12: 2005
Identify systems that regulate body function
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
111. In the Doppler effect, light reaching the Earth from a distant galaxy in an
expanding universe is shifted to
A. longer wavelengths
B. higher frequencies
C. greater velocities
D. greater amplitudes
Key
A
NAEP national performance results in Science at grade 12: 2005
Relate Doppler effect to properties of light reaching Earth in an expanding
universe
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
112. A single seismograph can determine how far away an earthquake has
occurred but not exactly where. Explain, with the aid of a diagram, why it
is necessary to obtain information from three different seismograph sites
to locate the epicenter of an earthquake.
Scoring Guide
Score & Description
Complete
Student response recognizes that both distance and direction are
needed to locate an earthquake. A sketch is drawn showing a
circle, or circular arc around three points that represent the
locations of the seismograph sites. The radius of each circle
represents the distance to the epicenter for each site. At least two
of the circles should intersect in two places showing the need for a
third seismograph to distinguish between the two. The epicenter
will be located where the three circles intersect. Arcs are
acceptable. Student's sketch shows 3 lines with measured
distances meeting at the epicenter.
Partial
Student response recognizes that both distance and direction are
needed to locate an earthquake. They (may) talk about the
intersection or meeting of the three distances. No diagram or
diagram may be close [flawed in some way, e.g., uses area instead
of distance, circles not linked to position of seismograph, concentric
circles around seismographs].
Unsatisfactory/Incorrect
Student response shows no understanding of the triangulation
method for locating earthquake epicenters, or cannot explain that
distance and direction are both needed for location purposes, or
draws an incorrect or irrelevant diagram.
Complete - Student Response
A single seismograph can determine how far away an earthquake has occurred but not exac
Explain, with the aid of a diagram, why it is necessary to obtain information from three differe
seismograph sites to locate the epicenter of an earthquake.
Scorer Comments:
A single seismograph can determine how far away an earthquake has occurred but not exac
Explain, with the aid of a diagram, why it is necessary to obtain information from three differe
seismograph sites to locate the epicenter of an earthquake.
Scorer Comments:
Both responses provide complete explanations with drawings that demonstrate how three se
sites are used to determine the location of the epicenter of an earthquake.
Partial - Student Response
A single seismograph can determine how far away an earthquake has occurred but not exac
Explain, with the aid of a diagram, why it is necessary to obtain information from three differe
seismograph sites to locate the epicenter of an earthquake.
Scorer Comments:
A single seismograph can determine how far away an earthquake has occurred but not exac
Explain, with the aid of a diagram, why it is necessary to obtain information from three differe
seismograph sites to locate the epicenter of an earthquake.
Scorer Comments:
The first response provides an incomplete explanation, including a drawing that lacks an ind
the distance between the seismograph site and the epicenter. The second response provide
incomplete explanation, including a drawing that lacks intersecting circles or arcs.
Unsatisfactory/Incorrect - Student Response
A single seismograph can determine how far away an earthquake has occurred but not exac
Explain, with the aid of a diagram, why it is necessary to obtain information from three differe
seismograph sites to locate the epicenter of an earthquake.
Scorer Comments:
A single seismograph can determine how far away an earthquake has occurred but not exac
Explain, with the aid of a diagram, why it is necessary to obtain information from three differe
seismograph sites to locate the epicenter of an earthquake.
Scorer Comments:
Neither response provides a drawing or explanation that recognizes that distance and directi
needed to locate an earthquake.
NAEP national performance results in Science at grade 12: 2005
Triangulation to epicenter
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
113. Oil is spilled onto the water from an oceangoing tanker. Investigators want
to know whether wave motion will help disperse the oil. Design an
experiment that they can carry out in a laboratory to find out whether wave
motion will help disperse the oil. Describe the equipment they should use
and the procedure they should follow.
Equipment:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Procedure:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response outlines a suitable method and includes a
control.
Essential
Student response outlines a suitable method but fails to mention a
control.
Partial
Student response contains aspects of a correct experiment but fails
to follow it through or has correct equipment with minimal but
correct methodology.
Unsatisfactory/Incorrect
Student response describes no experiment or an inaccurate
experiment.
Complete - Student Response
Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether
motion will help disperse the oil. Design an experiment that they can carry out in a laboratory
whether wave motion will help disperse the oil. Describe the equipment they should use and
procedure they should follow.
Equipment:
Procedure:
Scorer Comments:
Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether
motion will help disperse the oil. Design an experiment that they can carry out in a laboratory
whether wave motion will help disperse the oil. Describe the equipment they should use and
procedure they should follow.
Equipment:
Procedure:
Scorer Comments:
Both responses provide descriptions of suitable equipment and a complete method for findin
whether wave motion will help disperse oil.
Essential - Student Response
Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether
motion will help disperse the oil. Design an experiment that they can carry out in a laboratory
whether wave motion will help disperse the oil. Describe the equipment they should use and
procedure they should follow.
Equipment:
Procedure:
Scorer Comments:
Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether
motion will help disperse the oil. Design an experiment that they can carry out in a laboratory
whether wave motion will help disperse the oil. Describe the equipment they should use and
procedure they should follow.
Equipment:
Procedure:
Scorer Comments:
Both responses provide descriptions of suitable equipment and a method that only lacks a c
Partial - Student Response
Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether
motion will help disperse the oil. Design an experiment that they can carry out in a laboratory
whether wave motion will help disperse the oil. Describe the equipment they should use and
procedure they should follow.
Equipment:
Procedure:
Scorer Comments:
Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether
motion will help disperse the oil. Design an experiment that they can carry out in a laboratory
whether wave motion will help disperse the oil. Describe the equipment they should use and
procedure they should follow.
Equipment:
Procedure:
Scorer Comments:
The first response contains some aspects of a correct experiment, but uses food coloring ins
and lacks a control. The second response describes the correct equipment, but the method
and lacks a control.
Unsatisfactory/Incorrect - Student Response
Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether
motion will help disperse the oil. Design an experiment that they can carry out in a laboratory
whether wave motion will help disperse the oil. Describe the equipment they should use and
procedure they should follow.
Equipment:
Procedure:
Scorer Comments:
Oil is spilled onto the water from an oceangoing tanker. Investigators want to know whether
motion will help disperse the oil. Design an experiment that they can carry out in a laboratory
whether wave motion will help disperse the oil. Describe the equipment they should use and
procedure they should follow.
Equipment:
Procedure:
Scorer Comments:
The first response does not describe an experiment, and the second response does not offe
component of a correct experiment.
NAEP national performance results in Science at grade 12: 2005
Design experiment to test whether wave motion disperses oil
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
114. NASA has developed a lightweight space suit with a compact breathing
system for astronauts to wear when they leave a spacecraft. The material
does not crack in the presence of heat or cold. Name one profession that
might consider adapting this system for use on Earth and give two
reasons why this adaptation could be useful for this profession.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response names a reasonable profession and indicates
two valid reasons why the adaptation could be useful. Valid
reasons must relate to properties of the suits.
Partial
Student response indicates a reasonable profession and gives one
valid reason why the adaptation could be useful.
Unsatisfactory/Incorrect
Student response indicates no reasonable profession or names a
profession but does not provide any justification for the choice.
Complete - Student Response
NASA has developed a lightweight space suit with a compact breathing system for astronau
when they leave a spacecraft. The material does not crack in the presence of heat or cold. N
profession that might consider adapting this system for use on Earth and give two reasons w
adaptation could be useful for this profession.
Scorer Comments:
NASA has developed a lightweight space suit with a compact breathing system for astronau
when they leave a spacecraft. The material does not crack in the presence of heat or cold. N
profession that might consider adapting this system for use on Earth and give two reasons w
adaptation could be useful for this profession.
Scorer Comments:
Each response names a reasonable profession for which the adaptation of a light-weight spa
may be beneficial. The first response provides three reasons and the second response provi
reasons why the stated adaptation may be useful.
Partial - Student Response
NASA has developed a lightweight space suit with a compact breathing system for astronau
when they leave a spacecraft. The material does not crack in the presence of heat or cold. N
profession that might consider adapting this system for use on Earth and give two reasons w
adaptation could be useful for this profession.
Scorer Comments:
NASA has developed a lightweight space suit with a compact breathing system for astronau
when they leave a spacecraft. The material does not crack in the presence of heat or cold. N
profession that might consider adapting this system for use on Earth and give two reasons w
adaptation could be useful for this profession.
Scorer Comments:
Each response names a reasonable profession for which the adaptation of a light-weight spa
may be beneficial. The first response provides reasons that both relate to temperature. The s
response provides one specific reason regarding the breathing apparatus, as well as a gene
comment about protection that is not credited.
Unsatisfactory/Incorrect - Student Response
NASA has developed a lightweight space suit with a compact breathing system for astronau
when they leave a spacecraft. The material does not crack in the presence of heat or cold. N
profession that might consider adapting this system for use on Earth and give two reasons w
adaptation could be useful for this profession.
Scorer Comments:
NASA has developed a lightweight space suit with a compact breathing system for astronau
when they leave a spacecraft. The material does not crack in the presence of heat or cold. N
profession that might consider adapting this system for use on Earth and give two reasons w
adaptation could be useful for this profession.
Scorer Comments:
The first response names a reasonable profession but provides only nonspecific reasons, an
second response does not name a profession.
NAEP national performance results in Science at grade 12: 2005
Lightweight space suit
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
115. List two factors that contribute to hunger in a developing country. Choose
one of these factors and discuss a long-term solution for it. The discussion
should include both an advantage and a disadvantage of this solution.
Factor 1:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Factor 2:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Long-term solution:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response lists two factors that contribute to hunger, and
discusses at least one long-term solution that includes an
advantage and a disadvantage (5 elements).
Essential
Student response lists 3 or 4 of the above elements.
Partial
Student response lists 1 or 2 of the above elements.
Unsatisfactory/Incorrect
Student response demonstrates no understanding of the factors
that lead to hunger.
Complete - Student Response
List two factors that contribute to hunger in a developing country. Choose one of these facto
discuss a long-term solution for it. The discussion should include both an advantage and a
disadvantage of this solution.
Factor 1:
Factor 2:
Long-term solution:
Scorer Comments:
List two factors that contribute to hunger in a developing country. Choose one of these facto
discuss a long-term solution for it. The discussion should include both an advantage and a
disadvantage of this solution.
Factor 1:
Factor 2:
Long-term solution:
Scorer Comments:
Both responses list two correct factors and discuss a long-term solution that includes an adv
a disadvantage.
Essential - Student Response
List two factors that contribute to hunger in a developing country. Choose one of these facto
discuss a long-term solution for it. The discussion should include both an advantage and a
disadvantage of this solution.
Factor 1:
Factor 2:
Long-term solution:
Scorer Comments:
List two factors that contribute to hunger in a developing country. Choose one of these facto
discuss a long-term solution for it. The discussion should include both an advantage and a
disadvantage of this solution.
Factor 1:
Factor 2:
Long-term solution:
Scorer Comments:
Both responses address four of the five elements required. The first response includes an un
factor: wealthy class hoarding the goods. The second response lacks a specified advantage
long-term solution.
Partial - Student Response
List two factors that contribute to hunger in a developing country. Choose one of these facto
discuss a long-term solution for it. The discussion should include both an advantage and a
disadvantage of this solution.
Factor 1:
Factor 2:
Long-term solution:
Scorer Comments:
List two factors that contribute to hunger in a developing country. Choose one of these facto
discuss a long-term solution for it. The discussion should include both an advantage and a
disadvantage of this solution.
Factor 1:
Factor 2:
Long-term solution:
Scorer Comments:
Both responses address two of the five elements required. The first response provides a cor
and corresponding long-term solution: overpopulation and birth control. The second respons
two correct factors, but the proposed long-term solution does not address either of the listed
Unsatisfactory/Incorrect - Student Response
List two factors that contribute to hunger in a developing country. Choose one of these facto
discuss a long-term solution for it. The discussion should include both an advantage and a
disadvantage of this solution.
Factor 1:
Factor 2:
Long-term solution:
Scorer Comments:
List two factors that contribute to hunger in a developing country. Choose one of these facto
discuss a long-term solution for it. The discussion should include both an advantage and a
disadvantage of this solution.
Factor 1:
Factor 2:
Long-term solution:
Scorer Comments:
Both responses lack acceptable factors that lead to hunger.
NAEP national performance results in Science at grade 12: 2005
Two factors in hunger
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
116. When sulfuric acid, H SO , is broken down into separate elements, how
many different elements result?
A. Two
B. Three
C. Six
D. Seven
Key
B
NAEP national performance results in Science at grade 12: 2005
Elements in chemical formula
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
117. Which of the following observations about a certain pure solid would
indicate most strongly that the solid is ionic?
A. Its water solution is a good conductor of electricity.
B. It is composed of small white crystals.
C. It has a density greater than 1.0 gram/cm .
D. It has a high melting point.
Key
A
NAEP national performance results in Science at grade 12: 2005
Property of ionic solid
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
118. According to the theory of plate tectonics, the movement of plates can
form mountain ranges and valleys. Within the next 100 million years, the
Great Rift Valley in Africa will most likely become a
A. folded mountain range
B. flat eroded plain
C. desert covered with lava
D. wider and deeper valley
Key
D
NAEP national performance results in Science at grade 12: 2005
Movement of tectonic plates
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
The following question refers to the following investigation.
A student took a sample of water from a pond and examined it under a
microscope. She identified several species of protozoans, including two
species of Paramecium that are known to eat the same food. The student
decided to examine the water sample every day for a week. She added
food for the Paramecia each day and counted the number of each
species. Her findings are summarized in the table below.
NUMBER OF PARAMECIA IN POND WATER SAMPLE
1
2
3
4
5
6
7
Day Species S Species T
50
50
60
80
100
90
150
60
160
50
160
30
160
20
119. Using the axes below, construct a graph showing the number of each
species of Paramecium the student found each day. Be sure to label the
axes.
Scoring Guide
Score & Description
Complete
Student scales, plots, and labels the graph correctly.
Essential
Student scales and plots S and T correctly; one or both axis labels
or plot labels are missing (or incorrect).
Partial
Student scales and plots either S or T correctly or scales and plots
S and T combined (for example, adds data for each into one data
point). No labels on graph.
Unsatisfactory/Incorrect
Student fails to plot data for either S or T correctly or produces an
illogical graph.
Complete - Student Response
Using the axes below, construct a graph showing the number of each species of Parameciu
student found each day. Be sure to label the axes.
Scorer Comments:
Using the axes below, construct a graph showing the number of each species of Parameciu
student found each day. Be sure to label the axes.
Scorer Comments:
Both responses, although different types of graphs, include correct scales, plots, and labels.
Essential - Student Response
Using the axes below, construct a graph showing the number of each species of Parameciu
student found each day. Be sure to label the axes.
Scorer Comments:
Using the axes below, construct a graph showing the number of each species of Parameciu
student found each day. Be sure to label the axes.
Scorer Comments:
The first response provides correct scales and plots for both sets of data, but lacks a label fo
axis. The second response lacks labels for both axes.
Partial - Student Response
Using the axes below, construct a graph showing the number of each species of Parameciu
student found each day. Be sure to label the axes.
Scorer Comments:
Using the axes below, construct a graph showing the number of each species of Parameciu
student found each day. Be sure to label the axes.
Scorer Comments:
Using different types of graphs, both responses scale and plot only the data for species S. T
both lack labels for the axes
Unsatisfactory/Incorrect - Student Response
Using the axes below, construct a graph showing the number of each species of Parameciu
student found each day. Be sure to label the axes.
Scorer Comments:
Using the axes below, construct a graph showing the number of each species of Parameciu
student found each day. Be sure to label the axes.
Scorer Comments:
Both responses provide illogical graphs of the data.
NAEP national performance results in Science at grade 12: 2005
Graph the populations of two Paramecium species
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
The following question refers to the following investigation.
A student took a sample of water from a pond and examined it under a
microscope. She identified several species of protozoans, including two
species of Paramecium that are known to eat the same food. The student
decided to examine the water sample every day for a week. She added
food for the Paramecia each day and counted the number of each
species. Her findings are summarized in the table below.
NUMBER OF PARAMECIA IN POND WATER SAMPLE
1
2
3
4
5
6
7
Day Species S Species T
50
50
60
80
100
90
150
60
160
50
160
30
160
20
120. Which of the following can be correctly concluded from the data?
A. Species S is the food for species T.
B. Species T is more common than species S.
C. Species S is a more successful competitor than species T.
D. Species T is a more successful competitor than species S.
Key
C
NAEP national performance results in Science at grade 12: 2005
Conclusion about Paramecia
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
121. Magma flowing out of an erupting volcano cools and solidifies to form
igneous rock. Explain how the newly formed igneous rock can be
transformed into sedimentary rock.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response includes some aspects of all three of the
essential steps:
• Weathering to break up the solid rock
• Transportation and deposition of the products of the weathering
• Consolidation of the products into rock
Partial
Student response mentions one or two of the three essential steps
in the process. Response may mention consolidation into rock
without reference to weathering or deposition.
Unsatisfactory/Incorrect
Student response gives an incorrect or irrelevant response, or
mentions none of the three essential steps in the process.
Complete - Student Response
Magma flowing out of an erupting volcano cools and solidifies to form igneous rock. Explain
newly formed igneous rock can be transformed into sedimentary rock.
Scorer Comments:
Magma flowing out of an erupting volcano cools and solidifies to form igneous rock. Explain
newly formed igneous rock can be transformed into sedimentary rock.
Scorer Comments:
Both responses include all three essential steps of the formation of sedimentary rock from ig
rock.
Partial - Student Response
Magma flowing out of an erupting volcano cools and solidifies to form igneous rock. Explain
newly formed igneous rock can be transformed into sedimentary rock.
Scorer Comments:
Magma flowing out of an erupting volcano cools and solidifies to form igneous rock. Explain
newly formed igneous rock can be transformed into sedimentary rock.
Scorer Comments:
The first response includes only the first two steps of the formation of sedimentary rock from
rock, and the second response includes only the third step.
Unsatisfactory/Incorrect - Student Response
Magma flowing out of an erupting volcano cools and solidifies to form igneous rock. Explain
newly formed igneous rock can be transformed into sedimentary rock.
Scorer Comments:
Magma flowing out of an erupting volcano cools and solidifies to form igneous rock. Explain
newly formed igneous rock can be transformed into sedimentary rock.
Scorer Comments:
The first response only refers to layering of the igneous rock; the second response incorrect
that time alone will cause the transformation of igneous rock into sedimentary rock.
NAEP national performance results in Science at grade 12: 2005
Igneous to sedimentary rock
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
... C H + ... O
... CO + ... H O
122. When the equation above is balanced and all coefficients are reduced to
their lowest whole-number values, the coefficient for H O is
A. 2
B. 3
C. 4
D. 6
Key
D
NAEP national performance results in Science at grade 12: 2005
Balance a chemical equation
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
123. Which of the following is the chemical formula for an element?
A. H O
B. NaCl
C. Cl
D. NH
Key
C
NAEP national performance results in Science at grade 12: 2005
Formula of chemical element
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
124. When propane gas reacts with oxygen in the air to form carbon dioxide
and water, heat is released. What is the source of this heat energy?
A. The kinetic energy of the oxygen
B. The kinetic energy of the propane
C. The nuclear energy stored in the oxygen and propane
D. The chemical energy stored in the oxygen and propane
Key
D
NAEP national performance results in Science at grade 12: 2005
Identify source of heat in chemical reaction
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
125. Which of the following is true for chemical compounds that have been
detected elsewhere in the universe?
A. They have a greater average density than the same compounds found
on Earth.
B. They are composed of the same elements that are found on Earth.
C. They are less reactive chemically than the same compounds found on
Earth.
D. Those with the greatest molar masses are found furthest away from
our solar system.
Key
B
NAEP national performance results in Science at grade 12: 2005
Properties of compounds
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
126. A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to
survive in a wild environment. She believed the fish raised in captivity had
lost their fear of predators. To test her idea, she placed 15 hatchery
salmon and 15 river salmon of the same age into two separate but
identical tanks. She then placed a clear piece of Plexiglas into each tank.
In each tank, she placed the salmon on one side of the Plexiglas and a
large predatory fish, the cod, on the other side of the Plexiglas. She then
recorded the amount of time it took the young salmon to move to the back
of the tank away from the cod. She found that the hatchery fish were much
slower in moving away. This led her to believe the hatchery fish have less
fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
The variable
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
The hypothesis
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
The data collected
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
The conclusion
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates a firm grasp of the steps of a
scientific investigation by identifying 5 factors.
Essential
Student response demonstrates understanding of the process of
scientific investigation by identifying 4 of the factors.
Adequate
Student response demonstrates understanding of the process of
scientific investigation by identifying 3 of the factors.
Partial
Student response demonstrates some understanding of the of the
process of scientific investigation by identifying 1 or 2 of the factors.
Unsatisfactory/Incorrect
Student response does not demonstrate a grasp of the nature of
scientific investigation, or defines the terms but does not relate
them to the paragraph.
Complete - Student Response
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envir
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envir
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
Both responses correctly identify five factors.
Essential - Student Response
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envir
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envir
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
Both responses correctly identify four factors. The first response includes an incorrect identif
the data collected; the time should be measured for both groups of salmon. The second resp
incorrectly identifies the control.
Adequate - Student Response
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envi
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envi
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
Both responses correctly identify three factors. The first response over generalizes in formin
hypothesis and conclusion, resulting in incorrect responses for these factors. The second re
incorrectly identifies the control and the variable.
Partial - Student Response
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envir
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envir
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
The first response correctly identifies two factors: the control and the variable. The second re
correctly identifies only the conclusion.
Unsatisfactory/Incorrect - Student Response
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envir
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
A research project is described below.
A fishery scientist questioned the ability of fish raised in a hatchery to survive in a wild envi
She believed the fish raised in captivity had lost their fear of predators. To test her idea, she
hatchery salmon and 15 river salmon of the same age into two separate but identical tanks.
placed a clear piece of Plexiglas into each tank. In each tank, she placed the salmon on one
Plexiglas and a large predatory fish, the cod, on the other side of the Plexiglas. She then rec
amount of time it took the young salmon to move to the back of the tank away from the cod.
that the hatchery fish were much slower in moving away. This led her to believe the hatchery
less fear of predators than do river fish.
Identify each of the following using a sentence or a phrase.
The control
The variable
The hypothesis
The data collected
The conclusion
Scorer Comments:
Both responses incorrectly identify all five factors.
NAEP national performance results in Science at grade 12: 2005
Survival of hatchery fish
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
127. Food can be preserved by adding salt or sugar. Explain how adding salt or
sugar prevents foods from spoiling.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates that increasing salt or sugar in food
causes water to be drawn out of the cells of bacteria
(microorganisms) that would otherwise proliferate and spoil the
food. Some students may correctly identify this process as
osmosis. Or salt/sugar absorbs moisture (water) from food and
prevents (inhibits) the growth of organisms that remain.
Partial
Student response indicates that adding sugar or salt absorbs
moisture from food
OR
Student response indicates that adding sugar or salt prevents
organisms from growing.
Unsatisfactory/Incorrect
Student response does not show an understanding of the presence
of bacteria, or the process of osmosis as it relates to food spoilage.
Complete - Student Response
Food can be preserved by adding salt or sugar. Explain how adding salt or sugar prevents fo
spoiling.
Scorer Comments:
Food can be preserved by adding salt or sugar. Explain how adding salt or sugar prevents fo
spoiling.
Scorer Comments:
Each response explains how the addition of salt or sugar to food depletes the moisture conte
food preventing bacterial survival or growth.
Partial - Student Response
Food can be preserved by adding salt or sugar. Explain how adding salt or sugar prevents fo
spoiling.
Scorer Comments:
Food can be preserved by adding salt or sugar. Explain how adding salt or sugar prevents fo
spoiling.
Scorer Comments:
The first response describes only the removal of moisture from the food, and the second res
describes only the prevention of bacterial growth.
Unsatisfactory/Incorrect - Student Response
Food can be preserved by adding salt or sugar. Explain how adding salt or sugar prevents fo
spoiling.
Scorer Comments:
Food can be preserved by adding salt or sugar. Explain how adding salt or sugar prevents fo
spoiling.
Scorer Comments:
Neither response goes further than simply stating that the addition of salt or sugar prevents f
spoiling, repeating information that was provided in the question.
NAEP national performance results in Science at grade 12: 2005
Preventing spoilage
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
128. Explain what usually happens to cause a woman to stop menstruating
while she is pregnant.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates a general understanding by
explaining that implantation and growth of the embryo produce the
stimulus for a series of hormonal events that suppress the
shedding of the uterine lining.
Partial
Student response demonstrates some understanding of the
processes that occur by indicating that pregnancy cannot continue
if the uterine lining is shed, or that the regular shedding of the
uterine lining does not occur during pregnancy, or talks about
hormones controlling the process, without mention of the uterine
lining.
Unsatisfactory/Incorrect
Student response demonstrates no understanding of the processes
that prevent the uterine lining from being shed.
Complete - Student Response
Explain what usually happens to cause a woman to stop menstruating while she is pregnant
Scorer Comments:
Explain what usually happens to cause a woman to stop menstruating while she is pregnant
Scorer Comments:
Both responses provide an explanation that includes the implantation of the embryo and the
hormones as the cause of the cessation of menstruation during pregnancy.
Partial - Student Response
Explain what usually happens to cause a woman to stop menstruating while she is pregnant
Scorer Comments:
Explain what usually happens to cause a woman to stop menstruating while she is pregnant
Scorer Comments:
Both responses provide an incomplete explanation for the cause of the cessation of menstru
during pregnancy. The first response refers only to the need for the uterine lining during preg
while the second response refers to the hormonal control of the process.
Unsatisfactory/Incorrect - Student Response
Explain what usually happens to cause a woman to stop menstruating while she is pregnant
Scorer Comments:
Explain what usually happens to cause a woman to stop menstruating while she is pregnant
Scorer Comments:
Both responses provide incorrect explanations for the cause of the cessation of menstruation
pregnancy.
NAEP national performance results in Science at grade 12: 2005
Cessation of menstruation
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
129. Mechanical weathering is the physical breakdown or disintegration of
rocks without a change in composition. Briefly explain two ways that rocks
can undergo mechanical weathering.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response correctly identifies two conditions that cause
rocks to undergo physical weathering and explains their action.
OR
Student response correctly identifies two conditions but explains
only one of them adequately.
Partial
Student response correctly identifies one condition that causes
rocks to undergo physical weathering and explains its action.
OR
Student response correctly identifies one or more conditions with
incorrect or no explanation(s).
Unsatisfactory/Incorrect
Student response shows no understanding of what processes
cause the physical deterioration of rocks.
Complete - Student Response
Mechanical weathering is the physical breakdown or disintegration of rocks without a change
composition. Briefly explain two ways that rocks can undergo mechanical weathering.
Mechanical weathering is the physical breakdown or disintegration of rocks without a change
composition. Briefly explain two ways that rocks can undergo mechanical weathering.
Scorer Comments:
Both responses include two conditions that cause mechanical weathering of rocks. The first
provides explanations for both conditions while the second response provides an explanatio
one condition: the action of waves.
Partial - Student Response
Mechanical weathering is the physical breakdown or disintegration of rocks without a change
composition. Briefly explain two ways that rocks can undergo mechanical weathering.
Scorer Comments:
Mechanical weathering is the physical breakdown or disintegration of rocks without a change
composition. Briefly explain two ways that rocks can undergo mechanical weathering.
Scorer Comments:
The first response includes one condition that causes mechanical weathering of rocks and a
explanation of that condition. The second response lists two conditions that cause mechanic
weathering but lacks an explanation for either condition.
Unsatisfactory/Incorrect - Student Response
Mechanical weathering is the physical breakdown or disintegration of rocks without a change
composition. Briefly explain two ways that rocks can undergo mechanical weathering.
Scorer Comments:
Mechanical weathering is the physical breakdown or disintegration of rocks without a change
composition. Briefly explain two ways that rocks can undergo mechanical weathering.
Scorer Comments:
Neither response provides a condition that causes mechanical weathering of rocks. The first
refers to rocks breaking apart but does not provide a condition that causes it.
NAEP national performance results in Science at grade 12: 2005
Describe mechanical weathering
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2005 Science Assessment.
Question 130 refers to Additional Information [1]
130. Which of the following living things in the pond system uses the energy
from sunlight to make its own food?
A. Insect
B. Frog
C. Water lily
D. Small fish
Key
C
NAEP national performance results in Science at grade 4: 2000
Which organism makes its own food
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 131 refers to Additional Information [1]
131. Each of the animals in the pond needs food. What are two things that the
animals get from their food that keep them alive?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding that living things require
energy and raw materials to sustain them by naming two things
animals need from their food. Response consists of one of the
following:
1. Response states that animals get both energy and nutrients.
2. Response states that animals get energy and names one
specific nutrient.
3. Response names two specific nutrients.
Examples of specific nutrients include proteins, carbohydrates,
lipids, vitamins, and minerals.
Partial
Student response names one thing animals need from their food.
Response consists of one of the following:
1. Response states that animals get energy.
2. Response states that animals get nutrients and names one
specific nutrient.
3. Response names one specific nutrient.
Unsatisfactory/Incorrect
Student response provides no reasonable answer about what
animals get from their food. Response may state that animals get
nutrients from their food without naming a specific nutrient, or may
give examples of different types of food the animals eat.
Complete - Student Response
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response provides two things that animals need from their food: energy and nutrient
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response provides two specific nutrients that animals need from their food: vitamins
minerals.
Partial - Student Response
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response provides one thing that animals need from their food: energy.Student also
water; however, most animals do not get their water from the food they eat.
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response provides one thing animals need from their food: nutrients; student also na
specific nutrient.
Unsatisfactory/Incorrect - Student Response
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response names some types of food animals may eat, but does not state what they
such foods.
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response names elements that are breathed in, not nutrients that animals get from t
NAEP national performance results in Science at grade 4: 2000
What animals get from food
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 132 refers to Additional Information [1]
132. In the pond, small fish eat algae. What two predators might eat the small
fish in the pond system?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of the role of "predator" in
a food web by correctly identifying animals that eat the small fish:
the heron and the large fish.
Partial
Student response states the heron OR the large fish, possibly
naming one additional incorrect animal.
Unsatisfactory/Incorrect
Student provides no reasonable response, names an organism that
is not a predator, or gives 3 answers or more.
Complete - Student Response
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response correctly identifies two animals that eat the small fish: the large fish and th
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response correctly identifies two animals that eat the small fish: the large fish and th
"Bird" is taken to mean the heron, since the heron is the only bird in the picture.
Partial - Student Response
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response correctly identifies one animal that eats the small fish: the heron.
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response correctly identifies one animal that eats the small fish: the large fish. An in
organism, the frog, is also named.
Unsatisfactory/Incorrect - Student Response
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response names an animal that the small fish might eat instead of naming an anima
eat the small fish.
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response names three animals: the heron, the large fish, and the frog.
NAEP national performance results in Science at grade 4: 2000
Predators that eat small fish
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 133 refers to Additional Information [1]
133. You will now finish a diagram of a food web in the pond. The food web
shows what eats what in the pond system. Draw arrows in the diagram
below from each living thing to the things that eat it. (The first arrow is
drawn for you.)
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates a thorough understanding of the
relationships in the food web by drawing in 4 correct arrows and no
incorrect arrows.
Credited responses include:
• Frog eats insect - arrow from insect to frog
• Frog eats algae - arrow from algae to frog (a juvenile frog eats
algae)
• Insect eats algae - arrow from algae to insect
• Small fish eats insect - arrow from insect to small fish
Partial
Student demonstrates some understanding of the relationships in
the food web by drawing in 1, 2 or 3 correct arrows and no incorrect
arrows.
Unsatisfactory/Incorrect
Student demonstrates little or no understanding of the relationships
in the food web by drawing all incorrect arrows, or both correct and
incorrect arrows.
Complete - Student Response
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows four correct arrows and no incorrect
arrows.
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows four correct arrows and no incorrect
arrows.
Partial - Student Response
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows two correct arrows and no incorrect
arrows.
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows one correct arrow and no incorrect
arrows.
Unsatisfactory/Incorrect - Student Response
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows one incorrect arrow only.
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows one correct arrow (frog eats insect), and
two incorrect arrows.
NAEP national performance results in Science at grade 4: 2000
Food web
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 134 refers to Additional Information [1]
134. Which living things in the pond system break down dead plants and
animals?
A. Green algae
B. Bacteria
C. Rushes
D. Frogs
Key
B
NAEP national performance results in Science at grade 4: 2000
What breaks down dead material
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 135 refers to Additional Information [1]
135. Tell why it is important for dead animals and plants in the pond system to
be broken down.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates an understanding of the
importance of decomposition in the pond ecosystem.
Credited responses include:
1. Release of nutrients for other organisms.
2. The soil is fertilized.
3. Food is provided to plants.
Partial
Student response demonstrates some understanding of the
importance of decomposition.
Credited responses include:
1. Decomposition is part of the food chain.
2. Keep pond from filling up with dead stuff.
3. Food is provided to animals.
Unsatisfactory/Incorrect
Student response demonstrates a lack of understanding of the
importance of decomposition.
Complete - Student Response
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response explains the process of decomposition by mentioning that broken down an
plants provide nutrients for plants.
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response explains the process of decomposition by mentioning that broken down an
plants enrich the soil.
Partial - Student Response
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response mentions that the breaking down of dead things keeps them from crowdin
but does not explain that the process adds nutrients to the pond ecosystem.
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response mentions that the breaking down of dead things helps plants grow, but do
explain that the plants receive nutrients from the process. The response also describes two s
the food chain.
Unsatisfactory/Incorrect - Student Response
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response states that, without the breaking down of dead things, other animals would
does not explain why.
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response demonstrates lack of understanding of decomposition by not recognizing t
and decomposition are synonymous.
NAEP national performance results in Science at grade 4: 2000
Breaking down dead material
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 136 refers to Additional Information [1]
136. If all of the small fish in the pond system died one year from a disease that
killed only the small fish, what would happen to the algae in the pond?
Explain why you think so.
__________________________________________________________________
__________________________________________________________________
What would happen to the large fish? Explain why you think so.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student provides a response that demonstrates a grasp of the
interrelationships of the system by stating both predictions, and
explanations. Credited explanation for the algae is that it is not
eaten because the small fish died out; credited explanation for the
large fish is that they starve because their food source (small fish)
is gone.
Essential
Student responds that the amount of algae would increase and the
number of big fish would decrease and gives one reasonable
explanation.
OR
Student responds that the amount of algae would increase and
gives a reasonable explanation or student responds that the
number of big fish would decrease and gives a reasonable
explanation.
OR
Student responds that the amount of algae would increase and the
amount of big fish would decrease and gives no explanation or an
incorrect explanation.
Partial
Student responds that the amount of algae would increase but
gives no explanation or an incorrect explanation, and answers the
second part about the large fish incorrectly if at all.
OR
Student responds that the number of big fish would decrease but
gives no explanation or an incorrect explanation, and answers the
first part about the algae incorrectly if at all.
Unsatisfactory/Incomplete
Student provides no reasonable answer to either question.
Complete - Student Response
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides correct predictions and explanations to both parts of the question
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides correct predictions and explanations to both parts of the question
Essential - Student Response
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides correct predictions with no explanations to both parts of the ques
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides a correct prediction and explanation to the question about the alg
response regarding the large fish is incorrect.
Partial - Student Response
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides a correct prediction with no explanation to the question about the
The response regarding the algae is incorrect.
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides a correct prediction with an inadequate explanation to the questio
the large fish. The explanation about the large fish simply repeats the prompt without mentio
the large fish starve due to the lack of small fish. The response regarding the algae is incorre
Unsatisfactory/Incomplete - Student Response
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response demonstrates no understanding of the interrelationships among members
pond ecosystem.
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response does not answer either question correctly. The response about the large f
a relationship between the large fish and the small fish, but does not provide enough informa
the specific relationship between them.
NAEP national performance results in Science at grade 4: 2000
Disease killing small fish
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 137 refers to Additional Information [1]
137. Suppose that one spring a new type of large fish was put into the pond. So
many were put in that there were twice as many fish as before. By the end
of the summer, what would happen to the large fish that were already in
the pond?
Explain why you think these new large fish would have this effect.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student provides a response showing clear understanding of
competition and its effect on population.
Partial
Student provides a response that shows an understanding of
competition, but not of the consequences.
OR
Student provides a response that shows a reasonable
consequence and gives a plausible reason not based on
competition.
Unsatisfactory/Incorrect
Student provides a response that shows no understanding of the
concept of interspecific competition, answering that there will be
more of the large fish already in the pond, or that the two kinds of
fish would be friends, etc.
OR
Student responds that one type of fish would die and gives no
reason or an implausible reason.
Complete - Student Response
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response mentions competition for food and the effect of probable reduction of popu
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response implies that when there is no competition for food, the population will rema
Partial - Student Response
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response provides a valid consequence to the population, but provides no specific r
competition.
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response mentions competition for space, but does not mention consequence to the
population.
Unsatisfactory/Incorrect - Student Response
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response shows no understanding of competition, stating that the large fish might ea
other.
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response provides an explanation that is not related to competition and cannot be co
from the information given in the question.
NAEP national performance results in Science at grade 4: 2000
New type of large fish
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 138 refers to Additional Information [1]
138. If a rainstorm washed some fertilizer from a nearby field into the pond,
what would happen to the algae in the pond system after one month? Why
do you think the fertilizer would affect the algae this way?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response correctly states that the amount of algae would
increase, and explains that the fertilizer nourishes the algae.
Partial
Student correctly responds that the amount of algae would increase
or grow more, but provides an inadequate, incorrect, or no
explanation.
Unsatisfactory/Incorrect
Response shows no understanding of the effects of fertilizer on
algae growth.
Complete - Student Response
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response correctly predicts that the algae would grow, and explains that the fertilize
minerals to the algae.
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response correctly predicts that the algae would grow, and recognizes that the algae
that the fertilizer helps grow.
Partial - Student Response
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response correctly predicts that the algae would grow, but provides no explanation.
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response correctly predicts that the algae would grow, and provides a vague explan
stating that the fertilizer helps the algae grow.
Unsatisfactory/Incorrect - Student Response
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response makes an incorrect prediction and explanation, stating that the fertilizer wo
cover the algae.
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response makes an incorrect prediction and explanation, stating that the algae is kil
fertilizer.
NAEP national performance results in Science at grade 4: 2000
Fertilizer from nearby field
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
139. If you wanted to be able to look at the stars, the planets, and the Moon
more closely, what should you use?
A. Telescope
B. Periscope
C. Microscope
D. Magnifying glass
Key
A
NAEP national performance results in Science at grade 4: 2000
Astronomical instrument
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
140. How hot is it on the surface of the Sun?
A. Not quite as hot as boiling water
B. About as hot as fire
C. About 100°F
D. Much hotter than almost anything on Earth
Key
D
NAEP national performance results in Science at grade 4: 2000
Temperature on surface of Sun
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
141. Which of the following is NOT a form of precipitation?
A. Hail
B. Wind
C. Rain
D. Snow
Key
B
NAEP national performance results in Science at grade 4: 2000
Recognizing forms of precipitation
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
142. Look at the picture above, which shows some of the organs that can be
found inside the human body. What is the main job of the organ labeled 1
?
A. Carrying air
B. Carrying food
C. Carrying blood
D. Carrying messages from the brain
Key
B
NAEP national performance results in Science at grade 4: 2000
Function of organ
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
143. You are going to the park on a hot day and need to take some water with
you. You have three different bottles, as shown in the picture below. You
want to choose the bottle that will hold the most water. Explain how you
can find out which bottle holds the most water.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of how to measure and
compare the volumes of three different bottles by outlining a
method for finding which bottle holds the most water.
1. The bottles are filled with water and the water is measured in a
graduated cylinder, measuring cup, or other measuring device to
see which bottle holds the most water.
2. Using a displacement method, each bottle is filled with water.
Then placing each bottle into a measured volume of water, the
amount of displaced water is measured. The bottle displacing the
most water has the greatest volume.
3. Filling one bottle with water and pouring it into the other bottles,
the one that holds the most water can be determined.
4. Weighing the bottles with and without water, the bottle that
holds the greatest weight in water can be determined.
5. Student fills each bottle at the same constant rate to determine
which takes longest to fill.
Partial
Student demonstrates some understanding, but does not state a
specific method.
1. Water is put in the bottles and then measured (weighed,
checked).
2. Student fills each bottle to determine which takes longest to fill,
without mentioning that they are filled at a constant rate.
Unsatisfactory/Incorrect
Student response is based on the shape or height of the bottle, not
on its volume. Student may also compare the time required to pour
water out of each bottle.
Complete - Student Response
You are going to the park on a hot day and need to take some water with you. You have thre
different bottles, as shown in the picture below. You want to choose the bottle that will hold t
most water. Explain how you can find out which bottle holds the most water.
Scorer Comments:
The student response specifies a correct method to determine the volume of each bottle usin
appropriate measuring device. The water is poured from each bottle into a measuring cup.
You are going to the park on a hot day and need to take some water with you. You have thre
different bottles, as shown in the picture below. You want to choose the bottle that will hold t
most water. Explain how you can find out which bottle holds the most water.
Scorer Comments:
The student response specifies a correct method to determine the volume of each bottle usin
appropriate measuring device. The water is poured from cups of uniform size into the bottles
volume of each bottle in terms of the number of cups is compared.
Partial - Student Response
You are going to the park on a hot day and need to take some water with you. You have thre
different bottles, as shown in the picture below. You want to choose the bottle that will hold t
most water. Explain how you can find out which bottle holds the most water.
Scorer Comments:
The student response states that the bottles holding the water need to be measured, but doe
provide a method.
You are going to the park on a hot day and need to take some water with you. You have thre
different bottles, as shown in the picture below. You want to choose the bottle that will hold t
most water. Explain how you can find out which bottle holds the most water.
Scorer Comments:
The student response provides two options. The first method, measuring the bottle, is
inappropriate because there is no reference to measuring the amount of water that the bottle
holds. The second method, partially correct, refers to measuring how long it takes to fill up e
bottle, however, the method is not complete because uniformity of the rate of water flow is no
specified.
Unsatisfactory/Incorrect - Student Response
You are going to the park on a hot day and need to take some water with you. You have thre
different bottles, as shown in the picture below. You want to choose the bottle that will hold t
most water. Explain how you can find out which bottle holds the most water.
Scorer Comments:
The student response refers only to the width of the bottle and does not provide a method of
finding out how much water each bottle holds.
You are going to the park on a hot day and need to take some water with you. You have thre
different bottles, as shown in the picture below. You want to choose the bottle that will hold t
most water. Explain how you can find out which bottle holds the most water.
Scorer Comments:
The student response provides an inappropriate method of determining how much water eac
bottle holds. The rate of pouring water out of the bottles is not easily controlled, so comparin
time it takes to empty each bottle is not an accurate method of comparing their volumes.
NAEP national performance results in Science at grade 4: 2000
Bottle that holds the most
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
144. Garbage is a big problem. In many cities and towns, garbage is taken
away to landfills, which are often called "dumps." Some landfills are very
big and may cover hundreds of acres. But even these big landfills are
getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you
think is a good point about each idea and what you think is a bad point
about each idea.
Ideas for Solving Garbage Good
Problem
Points
Recycling
Burning garbage
Dumping garbage in the
ocean
Sending garbage to a landfill
in another state
Shipping garbage to outer
space
Bad
Points
Scoring Guide
Score & Description
Complete
The student is asked to provide ten explanations, one good and
one bad point for five proposed solutions for dealing with garbage.
A complete response provides eight to ten correct explanations.
See examples of correct explanations below.
Essential
An essential response provides six or seven correct explanations.
Adequate
An adequate response provides three to five correct explanations.
Partial
A partial response provides one or two correct explanations.
Unsatisfactory
An unsatisfactory response provides no correct explanations.
RECYCLING - Part AGood Points
• Re-use materials
• Saving natural resources
• Less trash to throw away
�� Saving landfills
Bad Points
• Not all things can be recycled
• Consumes energy
• Some people won't recycle
BURNING GARBAGE - Part B
Good Points
• Burned garbage takes up less space
• Can be used to make electricity
• Keep from needing more landfills
• Can be used to enrich the soil
Bad Points
• Smoke from burning garbage pollutes the air
• Once burned, material is gone forever
• Ash/residue needs to be disposed
• Toxic residue
DUMPING IN THE OCEAN - Part C
Good Points
• Garbage does not take up space on land
�� Saves landfills
�� May provide a home for fish
Bad Points
• Garbage pollutes the ocean
• Toxic waste
• Waste washes up on shore
• Harmful to things that live in the water
DUMPING IN OTHER STATES - Part D
Good Points
• Won't fill up landfills in your state
• Other state's landfill may have more space
Bad Points
• Pollutes other state
• Causing conflict with other state
• There will still be trash
DUMPING IN OUTER SPACE - Part E
Good Points
• Garbage is off the Earth
• Trash is gone forever
Bad Points
• Pollutes space
• Expensive
• Consumes too much energy
• It can never be recycled (loss of resource)
• May pose a danger to space travel
Complete - Student Response
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists ten correct points out of ten regarding the garbage problem.
Recycling: good - reduction, bad - not everything recyclable.
Burning garbage: good - reduction, bad - air pollution.
Dumping in the ocean: good - saves land space, bad - harms ocean life.
Dumping in other states: good - reduction in your state, bad - more in other state.
Shipping to outer space: good - garbage off of Earth, bad - danger to space equipment.
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists eight correct points out of ten regarding the garbage problem.
Recycling: good - saving resources.
Burning garbage: good - reduction, bad - air pollution.
Dumping in the ocean: good - ocean pollution.
Dumping in other states: good - no landfill in your state, bad - other state' landfill will get full.
Dumping in outer space: good - garbage off of Earth, bad - space pollution.
Essential - Student Response
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists seven correct points out of ten regarding the garbage problem.
Recycling: good - reuse materials, bad - not everything recyclable.
Burning garbage: good - reduction, bad - bad odor.
Dumping in the ocean: bad - ocean pollution, harms ocean life.
Dumping in other states: bad - too much for other state's landfills.
Dumping in outer space: good - off of Earth.
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists six correct points out of ten regarding the garbage problem.
Recycling: good - reuse materials.
Burning garbage: good - reduction, bad - air pollution.
Dumping in the ocean: bad - harms ocean life.
Dumping in other states: good - land saved in your state, bad - harmful to other state's land.
Adequate - Student Response
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists four correct points out of ten regarding the garbage problem.
Burning garbage: bad - bad odor.
Dumping in the ocean: bad - interfere with swimming.
Dumping in other states: bad - too much for other state's landfills.
Dumping in outer space: bad - may fall back down.
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists three correct points out of ten regarding the garbage problem.
Recycling: good - reuse materials.
Burning garbage: bad - damage to health.
Dumping in the ocean: bad - ocean pollution.
Partial - Student Response
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists two correct points out of ten regarding the garbage problem. Respond
appears to make a choice as to whether a certain method of garbage disposal is good or bad
Dumping in the ocean: bad - harms ocean life.
Dumping in other states: good - saves landfills in your state.
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists one correct point out of ten regarding the garbage problem: "Dumping
ocean - harms ocean life."
Unsatisfactory - Student Response
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists no correct points regarding the garbage problem.
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, whic
called "dumps." Some landfills are very big and may cover hundreds of acres. But even thes
landfills are getting full and may have to be closed.
Here are some ideas for solving the garbage problem. Write what you think is a good point
idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists no correct points regarding the garbage problem. Respondent appea
a choice as to whether a certain method of garbage disposal is good or bad.
NAEP national performance results in Science at grade 4: 2000
Five solutions to the garbage problem
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
145. When you are riding a bicycle at night, your bicycle's reflectors help
people in cars see your bicycle. How do bicycle reflectors work?
A. They are made of a special material that gives off its own light.
B. They are hooked up to batteries that allow them to produce light.
C. They bounce light back from other sources.
D. They are covered with paint that glows in the dark.
Key
C
NAEP national performance results in Science at grade 4: 2000
Bicycle reflectors
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
146. Look at the different kinds of animals in the pictures above. Which three of
these animals have a very large number of young every time they
reproduce?
A. 1, 2, and 4
B. 1, 4, and 6
C. 3, 5, and 6
D. 4, 5, and 6
Key
C
NAEP national performance results in Science at grade 4: 2000
Pattern of reproduction
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
147. Think about where rain comes from and explain why the Earth never runs
out of rain.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates understanding of Earth as a closed system
by explaining why rainfall is continually produced as part of the
water cycle.
1. Water falls as rain, evaporates and rains again
2. Water evaporates and then rains from clouds
Partial
Student demonstrates understanding of part of the water cycle.
1. Rain comes from clouds
2. Water evaporates from lakes, rivers, oceans, etc.
3. Rain comes from oceans, with no mention of intervening step
4. Rain is recycled, but no detail provided
Unsatisfactory/Incorrect
Student merely restates the question, "because the rain never runs
out," or gives an incorrect explanation.
1. Rain reproduces
2. Rain comes from the sky
3. Rains, because clouds bump into each other
Complete - Student Response
Think about where rain comes from and explain why the Earth never runs out of rain.
Scorer Comments:
Student response specifies a three-step process, indicating a cycle.
Think about where rain comes from and explain why the Earth never runs out of rain.
Scorer Comments:
Student response states that rain comes from evaporating water, implying a cycle.
Partial - Student Response
Think about where rain comes from and explain why the Earth never runs out of rain.
Scorer Comments:
Student response explains how rain comes from clouds, showing understanding of one part
water cycle. The response does not indicate how the water gets to the clouds or that the pro
cyclic nature.
Think about where rain comes from and explain why the Earth never runs out of rain.
Scorer Comments:
Student response explains that water evaporates from the ocean, showing understanding of
the water cycle. The response does not indicate that the evaporated water forms clouds that
provide rain or that the process has a cyclic nature.
Unsatisfactory/Incorrect - Student Response
Think about where rain comes from and explain why the Earth never runs out of rain.
Scorer Comments:
Student response indicates a misconception that rainfall is caused by clouds bumping into e
Think about where rain comes from and explain why the Earth never runs out of rain.
Scorer Comments:
Student response makes a general statement about the occurrence of rainfall and the prese
clouds, but does not link them to indicate that rain comes from clouds.
NAEP national performance results in Science at grade 4: 2000
Where rain comes from
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
One hot, sunny day Sally left two buckets of water out in the sun. The two
buckets were the same except that one was black and one was white. At
the end of the day, Sally noticed that the water in the black bucket felt
warmer than the water in the white bucket.
Sally wondered why this happened, so the next day she left the buckets of
water out in the hot sun again. She made sure that there was the same
amount of water in each bucket. This time she carefully measured the
temperature of the water in both buckets at the beginning of the day and
at the end of the day. The pictures below show what Sally found.
148. What changes do you see?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Tell why the changes happened.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response includes a complete observation and a complete
explanation. Student states that the water in the black bucket got
warmer than the water in the white bucket and explains either that
dark colors absorb more heat than light colors or that light colors
reflect more heat than dark colors.
1. The black bucket got hotter than the white bucket/The black
absorbs more heat
2. The black bucket got hotter than the white bucket/The white
reflected the Sun's light
Essential
Student response includes a complete observation and a partial
explanation, or vice versa. Or, both parts of the response may be
partial. A partial observation refers to the temperature correctly, but
does not explicitly compare the temperatures of the two buckets. A
partial explanation tells that absorption or reflection of heat occurs
without specifying a bucket.
1. The black bucket got hotter than the white bucket
(complete)/The water absorbed heat (partial)
2. The black bucket got hotter (partial)/The black bucket absorbed
more heat (complete)
3. The black bucket got hotter (partial)/The water absorbed heat
(partial)
Partial
Student response includes a complete or partial observation and an
unsatisfactory explanation, or vice versa. An unsatisfactory
observation does not refer to temperature specifically or may only
refer to it in general terms. An unsatisfactory explanation may be
something incorrect such as "dark colors attract heat".
1. The black bucket got hotter than the white bucket
(complete)/The sun is hot (unsatisfactory)
2. The black bucket got hotter (partial)/Black attracts heat
(unsatisfactory)
3. Black goes up (unsatisfactory)/Black absorbed more heat
(complete)
Unsatisfactory/Incorrect
Both the observation and explanation are unsatisfactory or
incorrect.
1. It went up higher/Bucket has less water
2. The black got hotter and the white got colder/Because they are
different
Complete - Student Response
What changes do you see?
Scorer Comments:
A complete observation is made comparing the temperatures of the black bucket and white b
explanation makes complete statements about the absorption of heat by the black bucket an
reflection of heat by the white bucket.
What changes do you see?
Scorer Comments:
A complete observation is made comparing the temperatures of the black bucket and white b
explanation makes complete statements about the absorption of heat by dark colors and the
of heat by light colors.
Essential - Student Response
What changes do you see?
Scorer Comments:
A partial observation is made stating that the temperature of the black bucket gets hotter; the
makes no comparison to the temperature of the white bucket. The explanation is complete, r
a greater absorption of heat by the black bucket.
What changes do you see?
Scorer Comments:
A partial observation is made stating that the temperature of the black bucket gets hotter; the
makes no comparison to the temperature of the white bucket. The explanation is complete, r
a greater absorption of heat by dark colors.
Partial - Student Response
What changes do you see?
Scorer Comments:
A partial observation is made stating that the temperature of the black bucket gets hotter; the
makes no comparison to the temperature of the white bucket. The explanation is incorrect, re
the misconception that black color attracts heat and white color attracts coolness. Although o
absorb heat, they cannot actively pull it in.
What changes do you see?
Scorer Comments:
A partial observation is made stating that the temperature of the black bucket gets hotter; the
makes no comparison to the temperature of the white bucket. The explanation is unsatisfact
repeating the observation that the black bucket heats up more.
Unsatisfactory/Incorrect - Student Response
What changes do you see?
Scorer Comments:
The observation is ambiguous and unsatisfactory. Since there is no specific reference to tem
is unclear what is different. The explanation is unsatisfactory, simply repeating part of the qu
What changes do you see?
Scorer Comments:
The observation and explanation are both incorrect. Although it is given that the two cups ar
except for their color, the reasons in the response indicate that the cups are different.
NAEP national performance results in Science at grade 4: 2000
Changes in temperature
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
One hot, sunny day Sally left two buckets of water out in the sun. The two
buckets were the same except that one was black and one was white. At
the end of the day, Sally noticed that the water in the black bucket felt
warmer than the water in the white bucket.
Sally wondered why this happened, so the next day she left the buckets of
water out in the hot sun again. She made sure that there was the same
amount of water in each bucket. This time she carefully measured the
temperature of the water in both buckets at the beginning of the day and
at the end of the day. The pictures below show what Sally found.
149. How does the experiment help explain why people often choose to wear
white clothes in hot weather?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student explains that white clothes reflect more heat from the Sun
than black clothes, or that black clothes absorb more heat from the
Sun than white clothes.
1. Black clothes soak up the heat from the Sun.
2. The Sun's rays bounce off white clothes.
Partial
Student explains that black clothes attract more heat or white
clothing does not attract as much heat.
Unsatisfactory/Incorrect
Student provides little or no explanation that is related to the heatabsorbing properties of dark-colored clothes and light-colored
clothes, or gives unrelated answers.
1. They stay cooler in white clothes.
2. The Sun likes dark clothes better.
Complete - Student Response
How does the experiment help explain why people often choose to wear white clothes in hot
weather?
Scorer Comments:
The student response correctly states that given the choice between wearing white clothes a
black clothes, white clothes absorb less heat.
How does the experiment help explain why people often choose to wear white clothes in hot
weather?
Scorer Comments:
The student response correctly states that white clothes reflect sunlight.
Partial - Student Response
How does the experiment help explain why people often choose to wear white clothes in hot
weather?
Scorer Comments:
The student response shows understanding that the Sun's rays affect white clothes and blac
clothes differently, but states a misconception that the black clothes attract the Sun's rays. In
reality, the same amount of sunlight is incident upon both types of clothing because color
determines how much of the incident light is reflected and how much is absorbed.
How does the experiment help explain why people often choose to wear white clothes in hot
weather?
Scorer Comments:
The student response shows understanding that the Sun's rays affect white clothes and blac
clothes differently, but states a misconception that the black clothes attract the Sun's rays. In
reality, the same amount of sunlight is incident upon both types of clothing because color
determines how much of the incident light is reflected and how much is absorbed.
Unsatisfactory/Incorrect - Student Response
How does the experiment help explain why people often choose to wear white clothes in hot
weather?
Scorer Comments:
The student response simply states that a person wearing black clothes will feel hotter than
person wearing white clothes. There is no mention of the light-absorbing properties of white
clothes or black clothes.
How does the experiment help explain why people often choose to wear white clothes in hot
weather?
Scorer Comments:
The student response states that black is a dark color, but does not explain how the color
determines the amount of sunlight absorbed or reflected.
NAEP national performance results in Science at grade 4: 2000
White clothes in hot weather
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
150. What do playing a guitar, banging a drum, and dropping a pebble in the
water have in common?
A. They all produce light.
B. They all cause vibrations.
C. They all convert heat to energy.
D. They all need gravity to move.
Key
B
NAEP national performance results in Science at grade 4: 2000
What is in common?
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
151. Beryl finds a rock and wants to know what kind it is. Which piece of
information about the rock will best help her to identify it?
A. The size of the rock
B. The weight of the rock
C. The temperature where the rock was found
D. The minerals the rock contains
Key
D
NAEP national performance results in Science at grade 4: 2000
Identifying a rock
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
152. Beans and coal both have stored energy. Where did the energy come
from that is stored in beans and coal?
A. From the Earth's gravity
B. From the Sun's light
C. From the heat in the Earth's core
D. From the air's carbon dioxide
Key
B
NAEP national performance results in Science at grade 4: 2000
Stored energy
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
153. Sally is swimming in an outdoor pool. She hears thunder. What is the
safest thing for Sally to do?
(A) Stay in the water
(B) Stand under a tree
(C) Go into a building
(D) Dry off and stand by the water
From what you have learned in science, explain why your choice is the
safest.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates that Sally goes into a building (choice
C) and explains why. Credited explanations include:
1. Water is a conductor of electricity and it would be dangerous to
stay in the pool.
2. Lightning can strike anywhere outside.
3. Statement that implies that a building is insulated.
Partial
Student response indicates that Sally goes into a building (choice
C), but does not tell why or gives an incorrect explanation. Noncredited explanations include:
1. Water attracts lightning.
2. Thunder may electrocute you.
3. A statement that is too general, such as you might get hurt or
killed.
Unsatisfactory
Student response indicates that Sally chooses to stay in the water,
under a tree, or by the water.
Complete - Student Response
Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to
Scorer Comments:
Student response indicates choice C, and correctly compares the likelihood of being struck a
lightning inside and outside a building.
Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to
Scorer Comments:
Student response indicates choice C, and correctly indicates that all the other choices pose
of electrocution.
Partial - Student Response
Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to
Scorer Comments:
Student response indicates choice C, but provides an incorrect explanation. Although water
electrons, electricity flows through it only in the presence of an electric field such as one crea
a lightning strike.
Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to
Scorer Comments:
Student response indicates choice C, but provides an incorrect explanation. Thunder is the s
produced by lightning, it does not cause electrocution.
Unsatisfactory - Student Response
Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to
Scorer Comments:
Student response indicates the incorrect choice of standing under a tree. Standing under a t
shield from being directly struck by lightning, but the lightning bolt can easily jump from the t
travel along the ground to the person nearby.
Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to
Scorer Comments:
Student response indicates the incorrect choice of drying off and standing by the water. Stay
anywhere outdoors during a thunderstorm poses a higher risk of being struck by lightning tha
indoors.
NAEP national performance results in Science at grade 4: 2000
Sally hears thunder
# Rounds to zero.
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Look at the pictures of deer below.
154. The deer in the pictures are numbered. Put the number next to the name
that identifies each deer.
Male deer (buck) ______________
Female deer (doe) ______________
Young deer (fawn) ______________
Look at picture 2. Name one feature about the deer's body that helps it to
survive.
__________________________________________________________________
__________________________________________________________________
Tell how the feature helps it to survive.
__________________________________________________________________
__________________________________________________________________
Look at picture 3. Name one different feature about the deer's body that
helps it to survive.
__________________________________________________________________
__________________________________________________________________
Tell how the feature helps it to survive.
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Sample Correct Responses:
The identification exists as three parts, the features and reasons for the
two deer count as four parts, for a sum total of seven parts.
Score & Description
Complete
The student can recognize the male, female, and young of a deer
and name one thing about each of two of the deer that helps them
survive, answering all parts of the questions successfully as
outlined below.
Identification: 2 = buck; 1 = doe; 3 = fawn
Credited features-reasons include:
1. Deer 2: The buck has antlers-to use for defense
2. Deer 3: The fawn has spots-to camouflage and hide from
predators
3. Deer 2 or 3: The deer has long legs-to run away from predators
4. Deer 2 or 3: The deer has a good nose-to smell enemies
approaching
5. Deer 2 or 3: The deer has large ears-to hear enemies
approaching
6. Deer 2 or 3: The deer's coat-to keep it warm
7. Deer 2 or 3: The deer's eyes can see over a wide area-to see
danger more easily
Essential
Student identifies 3 deer and 3 parts of the features/reasons
• OR 1-2 deer and 4 features/reasons
Adequate
Student identifies 3 deer and 2 parts of the features/reasons
• OR 1-2 deer and 3 features/reasons.
• OR 0 deer and 4 features/reasons
Partial
Student identifies 1-3 deer and 0-1 parts of the features/reasons
• OR 0-2 deer and 1 or 2 features/reasons
• OR 0 deer and 3 features/reasons.
Unsatisfactory/Incorrect
Student response incorrectly identifies the male, female, and young
of the species and does not name anything that can help the deer
survive.
Complete - Student Response
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response addresses all seven parts of the question correctly: identification of all thre
features of the buck (antlers), and features of the fawn (ears), with explanations of how those
help them to survive. The buck has antlers to keep away predatory animals; the fawn has ea
approaching enemies.
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response addresses all seven parts of the question correctly: identification of all thre
features of the buck (antlers), and features of the fawn (feet), with explanations of how those
help them to survive. The buck has antlers to defend itself; the fawn has feet to run from dan
presumably from predators.
Essential - Student Response
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response addresses five parts of the question correctly: identification of one deer (b
features of the buck (antlers), and features of the fawn (spots), with explanations of how thos
help them to survive. The buck has antlers to defend itself from enemies; the fawn has spots
camouflage itself while being hunted.
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response addresses six parts of the question correctly: identification of all three dee
the buck (antlers) with explanation of how that feature helps it to survive, and feature of the f
The buck has antlers that it can use to defend itself in case of an attack. The fawn can run fa
legs. For an acceptable explanation of how the legs help the fawn survive, the student respo
to state why the fawn needs to run fast, such as for running away from predators.
Adequate - Student Response
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response addresses five parts of the question correctly: identification of all three dee
of the buck (antlers), and features of the fawn (feet). The response simply describes the feat
without explaining how those features help the deer to survive.
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response addresses four parts of the question correctly: identification of one deer (b
feature of the buck (horns), and feature of the fawn (spots), with explanation of how that feat
to survive. The explanation of the buck's horns is inadequate because it refers to killing anot
not to killing a predator. The fawn has spots to camouflage itself.
Partial - Student Response
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response addresses four parts of the question correctly: identification of all three de
feature of the buck (horn). The explanation of the buck's feature does not match the feature
because it refers to running. The response does not provide a feature of the fawn; it only me
running and hiding.
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response addresses four parts of the question correctly: identification of all three de
feature of the fawn (dots). The response does not provide a feature for the buck; it only men
staying out of meadows and leaping. The explanation of the fawn's feature (dots) does not m
feature itself because it refers to running.
Unsatisfactory/Incorrect - Student Response
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response does not identify the deer correctly, and provides survival techniques with
them to specific features of the deer's body.
The deer in the pictures are numbered. Put the number next to the name that identifies each
Scorer Comments:
Student response does not identify the deer correctly, and provides a survival technique with
it to specific features of the deer's body.
NAEP national performance results in Science at grade 4: 2000
Deer in picture
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
155. The picture above shows Maria pushing magnet 1 toward magnet 2, which
is lying on a smooth table.
What will happen to magnet 2?
__________________________________________________________________
__________________________________________________________________
Why will this happen?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
The student response consists of two parts: the first part predicts
what will happen to magnet 2; the second part explains the
prediction. A complete response addresses both parts correctly,
stating that magnet 2 moves away, and explaining either that
North/South poles attract each other, or that North/North poles
repel each other.
1. Credited predictions include:
move away
push apart
2. Credited explanations include:
North and North don't go together
two poles are alike
only North and South attract
Partial
Student response addresses one of the two parts correctly.
Unsatisfactory/Incorrect
Student makes incorrect prediction such as that nothing happens,
the magnets will attract, or magnet 2 moves without specifying a
direction, and gives an incorrect or no explanation.
Complete - Student Response
The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smo
table.
What will happen to magnet 2?
Scorer Comments:
The prediction and the explanation are both correct. Student response predicts that magnet
be repelled, and explains that the opposite poles of magnets attract each other.
The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smo
table.
What will happen to magnet 2?
Scorer Comments:
The prediction and the explanation are both correct. Student response predicts that magnet
be repelled, and explains that like poles of magnets do not attract each other.
Partial - Student Response
The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smo
table.
What will happen to magnet 2?
Scorer Comments:
The prediction is correct and the explanation is incorrect. The types of poles facing each oth
the relevant factor in the explanation, not the strength of the magnets.
The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smo
table.
What will happen to magnet 2?
Scorer Comments:
The prediction is correct and the explanation is incorrect. The response simply states that th
sides face each other, but does not explain which sides, or how the different sides would affe
each other.
Unsatisfactory/Incorrect - Student Response
The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smo
table.
What will happen to magnet 2?
Scorer Comments:
The prediction and explanation are both incorrect. Student predicts that the magnets attract.
explanation indicates a lack of understanding of what types of magnetic poles attract and wh
types repel.
The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smo
table.
What will happen to magnet 2?
Scorer Comments:
The prediction and explanation are both incorrect. Student predicts that the magnets attract.
explanation indicates that magnets attract without showing awareness that whether two mag
attract or repel depends on which types of poles face each other.
NAEP national performance results in Science at grade 4: 2000
Pushing magnets together
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
156. There is a thunderstorm close to your house. The windows rattle at the
same time that you hear the thunder. What causes the windows to rattle?
A. Sound waves from the thunder
B. Light from the lightning
C. Rain from the clouds
D. The high humidity during the storm
Key
A
NAEP national performance results in Science at grade 4: 2000
The effect of thunder
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
157. An adult toad lays 6,000 eggs at a time in a pond. Which graph shows the
number of tadpoles and toads that will most likely result in the pond from
these eggs?
A.
B.
C.
D.
Key
C
NAEP national performance results in Science at grade 4: 2000
Number of tadpoles and toads
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
158. Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a
scale. The jar and the ice cube weighed 3 units as shown in Diagram A
above. Tara came back one hour later and the ice cube had melted. Draw
an arrow on Diagram B below to show the weight of the jar and melted ice
cube.
Explain why the weight did or did not change.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates understanding of conservation of
matter by placing the arrow at 3 units and explaining either that the
quantity of matter is the same, or that only the physical state of
matter has changed. A response neglecting to show the arrow is
considered complete if the explanation is complete.
1. All the water was still there
2. It's the same amount of it
3. It is just in a different form
4. Nothing is put in or taken out of the jar
Partial
Student response demonstrates some understanding by placing
the arrow at 3 units and giving a partial explanation. A response
neglecting to show the arrow is considered partial if the explanation
is partial.
1. The weight is the same
2. It is the same thing, only melted
Unsatisfactory/Incorrect
Student response demonstrates lack of understanding of the
conservation of matter by placing the arrow in the incorrect position
and giving an incorrect or no explanation. A response placing the
arrow correctly without an explanation does not demonstrate
sufficient understanding of the conservation of matter, and is
unsatisfactory. Similarly, a correctly placed arrow with an
insufficient or incorrect explanation is unsatisfactory.
1. The ice cube did not weigh anything
2. It just melts in the jar
Complete - Student Response
Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and
ice cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and
ice cube had melted. Draw an arrow on Diagram B below to show the weight of the jar and m
ice cube.
Scorer Comments:
Student response places the arrow correctly, and provides a complete explanation referring
change in physical state.
Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and
ice cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and
ice cube had melted. Draw an arrow on Diagram B below to show the weight of the jar and m
ice cube.
Scorer Comments:
Student response does not place an arrow in the figure, but provides complete explanation
specifying that the amount of matter in the jar did not change.
Partial - Student Response
Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and
ice cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and
ice cube had melted. Draw an arrow on Diagram B below to show the weight of the jar and m
ice cube.
Scorer Comments:
Student response places the arrow correctly, and provides a partial explanation stating that t
weight stayed the same. The statement about the ice cube turning into a liquid is considered
repetition of the information already given, not a statement about matter taking a different for
Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and
ice cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and
ice cube had melted. Draw an arrow on Diagram B below to show the weight of the jar and m
ice cube.
Scorer Comments:
Student response does not place an arrow in the figure, but provides a partial explanation st
that the weight stayed the same.
Unsatisfactory/Incorrect - Student Response
Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and
ice cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and
ice cube had melted. Draw an arrow on Diagram B below to show the weight of the jar and m
ice cube.
Scorer Comments:
Student response places the arrow incorrectly, and provides an incorrect explanation that so
weigh more than liquids.
Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and
ice cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and
ice cube had melted. Draw an arrow on Diagram B below to show the weight of the jar and m
ice cube.
Scorer Comments:
Student response places the arrow incorrectly, and provides an incorrect explanation that wa
evaporated.
NAEP national performance results in Science at grade 4: 2000
Weight of melted ice cube
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
159. George lives in a house that is located in a very cold, wet climate. Felice
lives in a house that is located in a very hot, dry climate. Each house is
built in a way that helps George and Felice live in their climate.
George's house contains a heating system. Describe one other thing
about George's house that helps him live in a cold, wet climate.
__________________________________________________________________
__________________________________________________________________
How does it help?
__________________________________________________________________
__________________________________________________________________
Felice's house contains an air-conditioning system. Describe one other
thing about Felice's house that helps her live in a hot, dry climate.
__________________________________________________________________
__________________________________________________________________
How does it help?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates understanding of the relationship
between climate and construction of homes by describing one thing
about how George's house is built and one thing about how Felice's
house is built, and how these things help them live where they do
(two features and two explanations).
George's house:
1. Thick walls or insulated walls to keep out the cold or keep the
heat in
2. Angled roof to allow snow to slide off
3. Small windows, or double windows to keep heat in
4. Built off ground to protect from flooding
Felice's house:
1. Thick walls or insulated walls to protect from heat
2. Small windows to keep out heat
3. Thick flat roof to protect from heat
4. Large, roomy so that air can circulate
5. (Open) windows to catch breeze
Essential
Student response indicates understanding of the relationship
between climate and construction of homes by describing one thing
about how George's house and one thing about how Felice's house
are built and how one of these things help them live where they do
(two features and one explanation).
OR
Student response indicates understanding of the relationship
between climate and construction of homes by describing one thing
about how George's house is built and tells how the thing helps
George live in a cold, wet climate.
OR
Student response indicates understanding of the relationship
between climate and construction of homes by describing one thing
about how Felice's house is built and tells how the thing helps
Felice live in a hot, dry climate.
Partial
Student response indicates some understanding of the relationship
between climate and construction of homes by describing one thing
about how George's house is built and/or one thing about how
Felice's house is built, but no correct explanation is given.
Unsatisfactory/Incorrect
Student response does not indicate any understanding of the
relationship between climate and construction of homes.
Complete - Student Response
George lives in a house that is located in a very cold, wet climate. Felice lives in a house tha
in a very hot, dry climate. Each house is built in a way that helps George and Felice live in th
Scorer Comments:
Student response provides appropriate features for both houses along with correct explanati
Insulation is appropriate for both cases because it keeps the heat in a house that is located i
climate, and it keeps the heat out of a house that is located in a hot climate.
George lives in a house that is located in a very cold, wet climate. Felice lives in a house tha
in a very hot, dry climate. Each house is built in a way that helps George and Felice live in th
Scorer Comments:
Student response provides appropriate features for both houses along with correct explanati
insulation in the walls of George's house keeps out the cold air; windows in Felice's house ca
opened to let air inside.
Essential - Student Response
George lives in a house that is located in a very cold, wet climate. Felice lives in a house tha
in a very hot, dry climate. Each house is built in a way that helps George and Felice live in th
Scorer Comments:
Student response provides an appropriate feature and explanation for George's house only:
house has drains to keep all the wetness out of his house. However, the fountain in Felice's
would not help keep her cool.
George lives in a house that is located in a very cold, wet climate. Felice lives in a house tha
in a very hot, dry climate. Each house is built in a way that helps George and Felice live in th
Scorer Comments:
Student response provides an appropriate feature and explanation for Felice's house only: F
house has windows that can be opened to allow the air to circulate. Response states that Ge
house has a roof over it to keep the rain out. However, all houses have roofs, and the respon
not provide any specific feature of the roof that would help keep rain out.
Partial - Student Response
George lives in a house that is located in a very cold, wet climate. Felice lives in a house tha
in a very hot, dry climate. Each house is built in a way that helps George and Felice live in th
Scorer Comments:
Student response provides an appropriate feature for George's house only: George's house
insulation. The explanation is inadequate because it does not say that the insulation keeps t
George lives in a house that is located in a very cold, wet climate. Felice lives in a house tha
in a very hot, dry climate. Each house is built in a way that helps George and Felice live in th
Scorer Comments:
Student response provides an appropriate feature for Felice's house only: Felice's house ha
that can be opened. The explanation is inadequate because it does not say that the open wi
provide circulation.
Unsatisfactory/Incorrect - Student Response
George lives in a house that is located in a very cold, wet climate. Felice lives in a house tha
in a very hot, dry climate. Each house is built in a way that helps George and Felice live in th
Scorer Comments:
Student response states inappropriate features for George's house: it has a roof, however, a
have roofs, and the response does not provide any specific feature of the roof that would hel
out. No feature is stated for Felice's house; response only states that she has a house.
George lives in a house that is located in a very cold, wet climate. Felice lives in a house tha
in a very hot, dry climate. Each house is built in a way that helps George and Felice live in th
Scorer Comments:
Student response states features of the houses that are already given in the question: inform
regarding George's heating system and Felice's air-conditioning system.
NAEP national performance results in Science at grade 4: 2000
Houses in different climates
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
160. Omar and Norma are planning to go on a picnic today. They look out of
the window and see some high, thin clouds. Is it likely it will rain on their
picnic today?
(A) Yes
(B) No
Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates (B) No, and gives a reasonable
explanation.
1. Rain clouds would be (any of the following):
• thick
• dark
• heavy
• low
2. High thin clouds are cirrus clouds that do not bring rain.
3. High thin clouds contain little water.
4. High thin clouds mean sunny weather.
Partial
Student response indicates (B) No, but gives no explanation, or an
incorrect explanation (e.g., high clouds only cause snow, don't
bring rain). Student may repeat the information in the question.
Unsatisfactory/Incorrect
Student response indicates (A) Yes.
Complete - Student Response
Omar and Norma are planning to go on a picnic today. They look out of the window and see
high, thin clouds. Is it likely it will rain on their picnic today?
Scorer Comments:
Student response correctly states that it will not rain, and gives correct description of the loca
and size of rain clouds.
Omar and Norma are planning to go on a picnic today. They look out of the window and see
high, thin clouds. Is it likely it will rain on their picnic today?
Scorer Comments:
Student response correctly states that it will not rain, and gives correct description of the loca
and size of rain clouds.
Partial - Student Response
Omar and Norma are planning to go on a picnic today. They look out of the window and see
high, thin clouds. Is it likely it will rain on their picnic today?
Scorer Comments:
Student response correctly states that it will not rain, but states information about the size of
clouds that is already given in the question.
Omar and Norma are planning to go on a picnic today. They look out of the window and see
high, thin clouds. Is it likely it will rain on their picnic today?
Scorer Comments:
Student response correctly states that it will not rain, but provides no further explanation.
Unsatisfactory/Incorrect - Student Response
Omar and Norma are planning to go on a picnic today. They look out of the window and see
high, thin clouds. Is it likely it will rain on their picnic today?
Scorer Comments:
Student response states that it will rain. Furthermore, the explanation shows lack of understa
that some clouds do not produce rain.
Omar and Norma are planning to go on a picnic today. They look out of the window and see
high, thin clouds. Is it likely it will rain on their picnic today?
Scorer Comments:
Student response states that it will rain. The explanation mentions clouds, but says nothing
specific about them.
NAEP national performance results in Science at grade 4: 2000
High, thin clouds and rain
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 161 refers to Additional Information [2]
161. Which of the following living things in the pond system uses the energy
from sunlight to make its own food?
A. Insect
B. Frog
C. Water lily
D. Small fish
Key
C
NAEP national performance results in Science at grade 8: 2000
Which organism makes its own food
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 162 refers to Additional Information [2]
162. Each of the animals in the pond needs food. What are two things that the
animals get from their food that keep them alive?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding that living things require
energy and raw materials to sustain them by naming two things
animals need from their food. Response consists of one of the
following:
1. Response states that animals get both energy and nutrients.
2. Response states that animals get energy and names one
specific nutrient.
3. Response names two specific nutrients.
Examples of specific nutrients include proteins, carbohydrates,
lipids, vitamins, and minerals.
Partial
Student response names one thing animals need from their food.
Response consists of one of the following:
1. Response states that animals get energy.
2. Response states that animals get nutrients and names one
specific nutrient.
3. Response names one specific nutrient.
Unsatisfactory/Incorrect
Student response provides no reasonable answer about what
animals get from their food. Response may state that animals get
nutrients from their food without naming a specific nutrient, or may
give examples of different types of food the animals eat.
Complete - Student Response
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response provides two things that animals need from their food: energy and nourish
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response provides two specific nutrients that animals need from their food.
Partial - Student Response
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response provides one thing - nutrients - that animals need from their food, and nam
specific nutrient.
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response provides one thing animals need from their food: energy
Unsatisfactory/Incorrect - Student Response
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response names some types of food animals may eat, but does not state what they
such foods.
Each of the animals in the pond needs food. What are two things that the animals get from th
that keep them alive?
Scorer Comments:
Student response names a type of food animals may eat, but does not state what they get fr
food.
NAEP national performance results in Science at grade 8: 2000
What animals get from food
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 163 refers to Additional Information [2]
163. In the pond, small fish eat algae. What two predators might eat the small
fish in the pond system?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of the role of "predator" in
a food web by correctly identifying animals that eat the small fish:
the heron and the large fish.
Partial
Student response states the heron OR the large fish, possibly
naming one additional incorrect animal.
Unsatisfactory/Incorrect
Student provides no reasonable response, names an organism that
is not a predator, or gives 3 answers or more.
Complete - Student Response
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response correctly identifies two animals that eat the small fish: the bird and the larg
"Bird" is taken to mean the heron, since the heron is the only bird in the picture.
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response correctly identifies two animals that eat the small fish: the heron and the la
Partial - Student Response
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response correctly identifies one animal that eats the small fish: the large fish. An in
organism, the algae, is also named.
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response correctly identifies one animal that eats the small fish: the heron. An incorr
organism, the frog, is also named.
Unsatisfactory/Incorrect - Student Response
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response names animals that are not part of the pond ecosystem.
In the pond, small fish eat algae. What two predators might eat the small fish in the pond sys
Scorer Comments:
Student response names animals that are not part of the pond ecosystem.
NAEP national performance results in Science at grade 8: 2000
Predators that eat small fish
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 164 refers to Additional Information [2]
164. You will now finish a diagram of a food web in the pond. The food web
shows what eats what in the pond system. Draw arrows in the diagram
below from each living thing to the things that eat it. (The first arrow is
drawn for you.)
Scoring Guide
Score & Description
Complete
Student demonstrates a thorough understanding of the
relationships in the food web by drawing in 4 correct arrows and no
incorrect arrows.
Credited responses include:
• Frog eats insect - arrow from insect to frog
• Frog eats algae - arrow from algae to frog (a juvenile frog eats
algae)
• Insect eats algae - arrow from algae to insect
• Small fish eats insect - arrow from insect to small fish
Partial
Student demonstrates some understanding of the relationships in
the food web by drawing in 1, 2 or 3 correct arrows and no incorrect
arrows.
Unsatisfactory/Incorrect
Student demonstrates little or no understanding of the relationships
in the food web by drawing all incorrect arrows, or both correct and
incorrect arrows.
Complete - Student Response
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows four correct arrows and no incorrect
arrows.
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows four correct arrows and no incorrect
arrows.
Partial - Student Response
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows three correct arrows and no incorrect
arrows.
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows two correct arrows and no incorrect
arrows.
Unsatisfactory/Incorrect - Student Response
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows one correct arrow (frog eats insect), and
one incorrect arrow.
You will now finish a diagram of a food web in the pond. The food
web shows what eats what in the pond system. Draw arrows in the
diagram below from each living thing to the things that eat it. (The
first arrow is drawn for you.)
Scorer Comments:
Student response shows three lines without arrowheads. Without
the arrowhead, the animal eating the corresponding living thing
cannot be identified.
NAEP national performance results in Science at grade 8: 2000
Food web
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 165 refers to Additional Information [2]
165. Which living things in the pond system break down dead plants and
animals?
A. Green algae
B. Bacteria
C. Rushes
D. Frogs
Key
B
NAEP national performance results in Science at grade 8: 2000
What breaks down dead material
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 166 refers to Additional Information [2]
166. Tell why it is important for dead animals and plants in the pond system to
be broken down.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates an understanding of the
importance of decomposition in the pond ecosystem.
Credited responses include:
1. Release of nutrients for other organisms.
2. The soil is fertilized.
3. Food is provided to plants.
Partial
Student response demonstrates some understanding of the
importance of decomposition.
Credited responses include:
1. Decomposition is part of the food chain.
2. Keep pond from filling up with dead stuff.
3. Food is provided to animals.
Unsatisfactory/Incorrect
Student response demonstrates a lack of understanding of the
importance of decomposition.
Complete - Student Response
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response explains the process of decomposition by mentioning that broken down an
plants provide nutrients for the soil and by providing further steps along the food chain.
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response explains the process of decomposition by mentioning that broken down an
plants provide nutrients for other living things.
Partial - Student Response
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response mentions decomposition and that decomposition keeps dead things from c
the pond, but does not explain that decomposition adds nutrients to the pond ecosystem.
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response mentions that the breaking down of dead things keeps them from crowdin
but does not explain that the process adds nutrients to the pond ecosystem.
Unsatisfactory/Incorrect - Student Response
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response mentions the possibility of disease spreading through the ecosystem.
Tell why it is important for dead animals and plants in the pond system to be broken down.
Scorer Comments:
Student response mentions an aesthetic issue: the odor of dead animals or plants.
NAEP national performance results in Science at grade 8: 2000
Breaking down dead material
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 167 refers to Additional Information [2]
167. Which animal is the top carnivore in the pond system? Explain why you
chose this answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates understanding of which animal is
the top carnivore by choosing the heron and explaining that the
heron is at the top of the food chain.
Partial
Student response chooses the top carnivore, the heron, but
provides no explanation, or an incorrect or incomplete explanation
for choosing the heron. Alternatively, student responses may define
what a top carnivore is, but name an incorrect organism or state a
reasonable top carnivore such as a fish.
Unsatisfactory/Incorrect
Student response may name an organism that is not a top
carnivore (e.g., plant, frog), and demonstrates no understanding of
the concept of top carnivore.
Complete - Student Response
Which animal is the top carnivore in the pond system? Explain why you chose this answer.
Scorer Comments:
Response names the heron as the top carnivore, and provides several examples that show
understanding of the heron being at the top of the food chain.
Which animal is the top carnivore in the pond system? Explain why you chose this answer.
Scorer Comments:
Response indirectly names the heron as the top carnivore, and shows understanding that th
at the top of the food chain by stating that the heron has no predators in the ecosystem.
Partial - Student Response
Which animal is the top carnivore in the pond system? Explain why you chose this answer.
Scorer Comments:
Response names the heron as the top carnivore, but provides an incomplete explanation of
position at the top of the food chain by referring only to the fact that the heron can eat the oth
organisms.
Which animal is the top carnivore in the pond system? Explain why you chose this answer.
Scorer Comments:
Response names the heron as the top carnivore, but provides an incorrect explanation.
Unsatisfactory/Incorrect - Student Response
Which animal is the top carnivore in the pond system? Explain why you chose this answer.
Scorer Comments:
Response names a carnivore, the large fish, but does not demonstrate any understanding of
fish being near the top of the food chain.
Which animal is the top carnivore in the pond system? Explain why you chose this answer.
Scorer Comments:
Response demonstrates no understanding of the top carnivore by naming an organism at th
the food chain.
NAEP national performance results in Science at grade 8: 2000
Top carnivore
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 168 refers to Additional Information [2]
168. If all of the small fish in the pond system died one year from a disease that
killed only the small fish, what would happen to the algae in the pond?
Explain why you think so.
__________________________________________________________________
__________________________________________________________________
What would happen to the large fish? Explain why you think so.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student provides a response that demonstrates a grasp of the
interrelationships of the system by stating both predictions, and
explanations. Credited explanation for the algae is that it is not
eaten because the small fish died out; credited explanation for the
large fish is that they starve because their food source (small fish)
is gone.
Essential
Student responds that the amount of algae would increase and the
number of big fish would decrease and gives one reasonable
explanation.
OR
Student responds that the amount of algae would increase and
gives a reasonable explanation or student responds that the
number of big fish would decrease and gives a reasonable
explanation.
OR
Student responds that the amount of algae would increase and the
amount of big fish would decrease and gives no explanation or an
incorrect explanation.
Partial
Student responds that the amount of algae would increase but
gives no explanation or an incorrect explanation, and answers the
second part about the large fish incorrectly if at all.
OR
Student responds that the number of big fish would decrease but
gives no explanation or an incorrect explanation, and answers the
first part about the algae incorrectly if at all.
Unsatisfactory/Incomplete
Student provides no reasonable answer to either question.
Complete - Student Response
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides correct predictions and explanations to both parts of the question
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides correct predictions and explanations to both parts of the question
Essential - Student Response
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides a correct prediction and explanation about the algae, and a corre
prediction and an incorrect explanation about the large fish.
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides an incorrect answer about the algae, and a correct prediction and
explanation about the large fish.
Partial - Student Response
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides a correct prediction and incorrect explanation about the algae. Th
response about the large fish is incorrect.
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response provides an incorrect answer about the algae, a correct prediction, and no
explanation about the large fish.
Unsatisfactory/Incomplete - Student Response
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response demonstrates no understanding of the interrelationships among members
pond ecosystem.
If all of the small fish in the pond system died one year from a disease that killed only the sm
what would happen to the algae in the pond?
Explain why you think so.
Scorer Comments:
Student response demonstrates no understanding of the interrelationships among members
pond ecosystem.
NAEP national performance results in Science at grade 8: 2000
Disease killing small fish
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 169 refers to Additional Information [2]
169. Suppose that one spring a new type of large fish was put into the pond. So
many were put in that there were twice as many fish as before. By the end
of the summer, what would happen to the large fish that were already in
the pond?
Explain why you think these new large fish would have this effect.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Correct
Student provides a response showing clear understanding of
competition and its effect on population.
Partial
Student provides a response that shows an understanding of
competition, but not of the consequences.
OR
Student provides a response that shows a reasonable
consequence and gives a plausible reason not based on
competition.
Incorrect
Student provides a response that shows no understanding of the
concept of interspecific competition, answering that there will be
more of the large fish already in the pond, or that the two kinds of
fish would be friends, etc.
OR
Student responds that one type of fish would die and gives no
reason or an implausible reason.
Correct - Student Response
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response mentions competition for food and the possible dying out of the original lar
a result.
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response mentions competition for space and the possible outcome.
Partial - Student Response
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response mentions the effect of reduction of fish population due to limited food reso
does not specifically mention competition.
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response states the effect of reduction of fish population due to competition, but doe
specifically state the purpose of the competition.
Incorrect - Student Response
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response states the effect of reduction of fish population, but gives an implausible re
Suppose that one spring a new type of large fish was put into the pond. So many were put in
were twice as many fish as before. By the end of the summer, what would happen to the larg
were already in the pond?
Explain why you think these new large fish would have this effect.
Scorer Comments:
Student response states the effect of reduction of fish population, but gives a vague reason.
NAEP national performance results in Science at grade 8: 2000
New type of large fish
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 170 refers to Additional Information [2]
170. If a rainstorm washed some fertilizer from a nearby field into the pond,
what would happen to the algae in the pond system after one month? Why
do you think the fertilizer would affect the algae this way?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response correctly states that the amount of algae would
increase, and explains that the fertilizer nourishes the algae.
Partial
Student correctly responds that the amount of algae would increase
or grow more, but provides an inadequate, incorrect, or no
explanation.
Unsatisfactory/Incorrect
Response shows no understanding of the effects of fertilizer on
algae growth.
Complete - Student Response
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response correctly predicts that the algae would grow, and explains that the fertilize
nutrients to the algae.
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response correctly predicts that the algae would grow, and recognizes that the algae
that the fertilizer helps grow.
Partial - Student Response
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response correctly predicts that the algae would grow, but provides no explanation.
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response correctly predicts that the algae would grow, but provides an inadequate e
The response explains that the fertilizer fertilizes the algae, but does not explain that it provid
nutrients.
Unsatisfactory/Incorrect - Student Response
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response makes an incorrect prediction and explanation, stating that the algae is kil
fertilizer.
If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to
in the pond system after one month? Why do you think the fertilizer would affect the algae th
Scorer Comments:
Student response makes an incorrect prediction, stating that the algae will not grow as well a
before.
NAEP national performance results in Science at grade 8: 2000
Fertilizer from nearby field
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 171 refers to Additional Information [2]
171. What effect would the fertilizer have on the bacteria in the mud at the
bottom of the pond after one month? Why do you think the fertilizer would
affect the bacteria this way?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates an understanding of indirect
effects in a system by correctly predicting an increase in bacteria,
and explaining that since there will be more algae, there will be
more bacteria decomposing the algae when the algae die and sink
to the bottom of the pond.
Partial
Student response correctly predicts an increase in the number of
bacteria, but fails to explain why, or provides an incorrect
explanation.
Unsatisfactory/Incorrect
Student response predicts an incorrect effect, and provides no
reasonable explanation of the processes at the bottom of the pond.
Complete - Student Response
What effect would the fertilizer have on the bacteria in the mud at the bottom of the pond afte
month? Why do you think the fertilizer would affect the bacteria this way?
Scorer Comments:
Student response correctly predicts an increase in bacteria, and provides a clear explanation
What effect would the fertilizer have on the bacteria in the mud at the bottom of the pond afte
month? Why do you think the fertilizer would affect the bacteria this way?
Scorer Comments:
Student response correctly predicts an increase in bacteria, and explains that the increase in
would result in more dead organisms for the bacteria to eat.
Partial - Student Response
What effect would the fertilizer have on the bacteria in the mud at the bottom of the pond afte
month? Why do you think the fertilizer would affect the bacteria this way?
Scorer Comments:
Student response correctly predicts an increase in bacteria, but provides an incorrect explan
implying that the bacteria feed off the fertilizer.
What effect would the fertilizer have on the bacteria in the mud at the bottom of the pond afte
month? Why do you think the fertilizer would affect the bacteria this way?
Scorer Comments:
Student response correctly predicts an increase in bacteria, but provides an incorrect explan
stating that bacteria is a plant and is thus fertilized.
Unsatisfactory/Incorrect - Student Response
What effect would the fertilizer have on the bacteria in the mud at the bottom of the pond afte
month? Why do you think the fertilizer would affect the bacteria this way?
Scorer Comments:
Student response makes an incorrect prediction.
What effect would the fertilizer have on the bacteria in the mud at the bottom of the pond afte
month? Why do you think the fertilizer would affect the bacteria this way?
Scorer Comments:
Student response makes an incorrect prediction.
NAEP national performance results in Science at grade 8: 2000
Effect of fertilizer on bacteria
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 172 refers to Additional Information [2]
172. If air pollution causes the rain that falls on this pond to become much more
acidic, after two years how will this acidity affect the living things in this
pond?
A. There will be more plants and animals because the acid is a source of
food.
B. There will be fewer plants and animals because the acid will dissolve
many of them.
C. There will be fewer plants and animals because many of them cannot
survive in water with high acidity.
D. There will be more plants and animals because the acid will kill most of
the disease-causing microorganisms.
Key
C
NAEP national performance results in Science at grade 8: 2000
Effect of acid rain
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 173 refers to Additional Information [2]
173. Suppose that a farmer near the pond sprayed crops with a pesticide to kill
insects and that some of the spray washed into the pond. (This pesticide
breaks down very slowly.) If several months later a biologist tested all the
organisms in the pond system for the pesticide, which organism would
most likely have the greatest concentration of the pesticide? Explain your
answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response names the highest animal on the food chain, the
heron, as having the greatest concentration of the pesticide. In
addition, the response must demonstrate an understanding of
biological magnification by explaining that the heron accumulates
the greatest concentration of the pesticide from the fish it eats
because the fish have accumulated the pesticides from the
organisms they have eaten.
Partial
Student response names the highest animal on the food chain, the
heron, as having the greatest concentration of the pesticide, but
provides either no explanation, or an explanation that does not
demonstrate an understanding of biological magnification.
OR
Student response names the second highest animal on the food
chain, the large fish, as having the greatest concentration of the
pesticide, and provides an explanation demonstrating an
understanding of biological magnification.
Unsatisfactory/Incorrect
Student response states that all the organisms would have the
pesticide, or provides an incorrect choice (e.g., plants, insects) with
an explanation that shows no understanding of the concept of
organisms higher on the food chain having a greater concentration
of the pesticide.
Complete - Student Response
Suppose that a farmer near the pond sprayed crops with a pesticide to kill insects and that s
spray washed into the pond. (This pesticide breaks down very slowly.) If several months late
biologist tested all the organisms in the pond system for the pesticide, which organism would
likely have the greatest concentration of the pesticide? Explain your answer.
Scorer Comments:
Student response names the highest animal on the food chain having the highest concentrat
pesticide, and demonstrates an understanding of biological magnification by providing sever
the food chain that occur in the pond ecosystem.
Suppose that a farmer near the pond sprayed crops with a pesticide to kill insects and that s
spray washed into the pond. (This pesticide breaks down very slowly.) If several months late
biologist tested all the organisms in the pond system for the pesticide, which organism would
likely have the greatest concentration of the pesticide? Explain your answer.
Scorer Comments:
Student response names the highest animal on the food chain having the highest concentrat
pesticide, and demonstrates an understanding of biological magnification by providing some
the food chain that occur in the pond ecosystem.
Partial - Student Response
Suppose that a farmer near the pond sprayed crops with a pesticide to kill insects and that s
spray washed into the pond. (This pesticide breaks down very slowly.) If several months late
biologist tested all the organisms in the pond system for the pesticide, which organism would
likely have the greatest concentration of the pesticide? Explain your answer.
Scorer Comments:
Student response names the highest animal on the food chain having the highest concentrat
pesticide, but provides an explanation that does not demonstrate an understanding of biolog
magnification.
Suppose that a farmer near the pond sprayed crops with a pesticide to kill insects and that s
spray washed into the pond. (This pesticide breaks down very slowly.) If several months late
biologist tested all the organisms in the pond system for the pesticide, which organism would
likely have the greatest concentration of the pesticide? Explain your answer.
Scorer Comments:
Student response names the second highest animal on the food chain having the highest co
of the pesticide, and demonstrates an understanding of biological magnification by providing
steps in the food chain that occur in the pond ecosystem.
Unsatisfactory/Incorrect - Student Response
Suppose that a farmer near the pond sprayed crops with a pesticide to kill insects and that s
spray washed into the pond. (This pesticide breaks down very slowly.) If several months late
biologist tested all the organisms in the pond system for the pesticide, which organism would
likely have the greatest concentration of the pesticide? Explain your answer.
Scorer Comments:
Response demonstrates no understanding of the concept that animals higher on the food ch
accumulate a greater concentration of the pesticide by selecting insects as the organism with
greatest concentration.
Suppose that a farmer near the pond sprayed crops with a pesticide to kill insects and that s
spray washed into the pond. (This pesticide breaks down very slowly.) If several months late
biologist tested all the organisms in the pond system for the pesticide, which organism would
likely have the greatest concentration of the pesticide? Explain your answer.
Scorer Comments:
Response demonstrates no understanding of the concept that animals higher on the food ch
accumulate a greater concentration of the pesticide by selecting algae as the organism with
greatest concentration.
NAEP national performance results in Science at grade 8: 2000
Concentration of pesticide
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question refers to the topographic map below, which
shows Willow Hill (elevation
312 feet) and Hobbes Creek. On the map, each contour line represents 20
feet of elevation.
174. What is the elevation at point X ?
A. 240 feet
B. 250 feet
C. 280 feet
D. 300 feet
Key
C
NAEP national performance results in Science at grade 8: 2000
Elevation at point X
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question refers to the topographic map below, which
shows Willow Hill (elevation
312 feet) and Hobbes Creek. On the map, each contour line
represents 20 feet of elevation.
175. In which general direction does Hobbes Creek flow?
A. To the north
B. To the east
C. To the south
D. To the west
Key
A
NAEP national performance results in Science at grade 8: 2000
Direction of creek-flow
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question refers to the topographic map below, which
shows Willow Hill (elevation
312 feet) and Hobbes Creek. On the map, each contour line represents 20
feet of elevation.
176. Which side of Willow Hill has the most gradual slope?
A. North side
B. East side
C. South side
D. West side
Key
B
NAEP national performance results in Science at grade 8: 2000
Most gradual slope
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
177. In the figure above, which of the following is the pathway of light that
allows the child to see the ball?
A. Light bulb → child's eyes → ball
B. Child's eyes → light bulb → ball
C. Ball → light bulb → child's eyes
D. Light bulb → ball → child's eyes
Key
D
NAEP national performance results in Science at grade 8: 2000
Path of light
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
178. Which of the following best explains why the pressure inside a high-flying
airplane must be controlled?
A. At high altitudes there is greater atmospheric pressure than on the
surface of the Earth.
B. At high altitudes there is lower atmospheric pressure than on the
surface of the Earth.
C. If the cabin is not pressurized, ozone and other upper atmospheric
gases will enter the airplane.
D. If the cabin is not pressurized, carbon dioxide will escape from the
airplane.
Key
B
NAEP national performance results in Science at grade 8: 2000
Pressure in airplane
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
179. A potted plant can survive in a sealed glass container for a long time, but
you would not put a mouse in such a sealed container for even a short
period of time because it would quickly die. Explain why the plant can
survive and the mouse cannot.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response explains that plants can often live in a closed
container because they produce their own oxygen during
photosynthesis, and that mice, needing a continuous supply of
oxygen, would quickly run out of oxygen in a closed container.
Partial
Student response explains that plants can often live in a closed
container because they produce their own oxygen during
photosynthesis.
OR
Student response explains that mice, needing a continuous supply
of oxygen, would quickly run out of oxygen in a closed container.
Unsatisfactory/Incorrect
Student response does not explain why the small plant can survive
in a closed container or why the mouse cannot, or discusses other
causes of death such as dehydration or starvation.
Complete - Student Response
A potted plant can survive in a sealed glass container for a long time, but you would not put
such a sealed container for even a short period of time because it would quickly die. Explain
plant can survive and the mouse cannot.
Scorer Comments:
Student response correctly addresses both parts of the question, stating that the plant make
oxygen and that the mouse would run out of oxygen.
A potted plant can survive in a sealed glass container for a long time, but you would not put
such a sealed container for even a short period of time because it would quickly die. Explain
plant can survive and the mouse cannot.
Scorer Comments:
Student response correctly addresses both parts of the question, stating that the plant make
oxygen and that the mouse would use up all the oxygen.
Partial - Student Response
A potted plant can survive in a sealed glass container for a long time, but you would not put
such a sealed container for even a short period of time because it would quickly die. Explain
plant can survive and the mouse cannot.
Scorer Comments:
Student response correctly explains that a plant can survive because it produces its own oxy
explanation regarding the mouse is insufficient, however because, while it mentions that a m
needs oxygen, it does not recognize that there is a limited supply of oxygen in a sealed cont
A potted plant can survive in a sealed glass container for a long time, but you would not put
such a sealed container for even a short period of time because it would quickly die. Explain
plant can survive and the mouse cannot.
Scorer Comments:
Student response correctly explains that a mouse cannot survive because it uses up the oxy
sealed container. The explanation regarding the plant is insufficient, however, because it doe
mention that the plant makes its own oxygen.
Unsatisfactory/Incorrect - Student Response
A potted plant can survive in a sealed glass container for a long time, but you would not put
such a sealed container for even a short period of time because it would quickly die. Explain
plant can survive and the mouse cannot.
Scorer Comments:
Student response does not mention oxygen and lists irrelevant factors such as sunlight and
dehydration.
A potted plant can survive in a sealed glass container for a long time, but you would not put
such a sealed container for even a short period of time because it would quickly die. Explain
plant can survive and the mouse cannot.
Scorer Comments:
Student response mentions that the plant and mouse both need oxygen, but does not explai
plant produces its own oxygen or that the mouse would run out of oxygen.
NAEP national performance results in Science at grade 8: 2000
Potted plant under glass
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question refers to shadows created by sunlight.
180. If you go outside on a sunny day, you will make a shadow. At some times
of day your shadow is longer than you are. At other times of day it is
shorter than you are. How can this difference in the length of your shadow
be explained? (You can use a drawing to help explain your answer.)
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates understanding of how the length of
shadows changes over the course of the day as the position of the
Sun in the sky changes. For example:
1. The more directly overhead the Sun is, the shorter the shadow
will be.
2. The shadow's length changes as the angle of the Sun changes.
3. A response containing a clear diagram that shows an object
with shadows at different times of day with the Sun in appropriate
positions, with no explanation.
Partial
Student response demonstrates understanding of the length of the
shadow being related to the position of the Sun in the sky, but does
not explain this relationship. For example: the length of a shadow
depends on where the Sun is.
Unsatisfactory/Incorrect
Student response provides an incorrect explanation such as
shadow variation being due to the brightness of the Sun, or the
distance between the Earth and the Sun.
Complete - Student Response
If you go outside on a sunny day, you will make a shadow. At some times of day your shado
than you are. At other times of day it is shorter than you are. How can this difference in the le
your shadow be explained? (You can use a drawing to help explain your answer.)
Scorer Comments:
Student response receives full credit for the diagram showing relative positions of the Sun an
object with appropriate shadows at different times of the day. The explanation is partial.
If you go outside on a sunny day, you will make a shadow. At some times of day your shado
than you are. At other times of day it is shorter than you are. How can this difference in the le
your shadow be explained? (You can use a drawing to help explain your answer.)
Scorer Comments:
Student response explains that the rotation of the Earth causes the Sun's light to hit the Eart
different angles, affecting the length of the shadows.
Partial - Student Response
If you go outside on a sunny day, you will make a shadow. At some times of day your shado
than you are. At other times of day it is shorter than you are. How can this difference in the le
your shadow be explained? (You can use a drawing to help explain your answer.)
Scorer Comments:
Student response recognizes that the length of the shadow and the position of the Sun are r
does not explain the relationship.
If you go outside on a sunny day, you will make a shadow. At some times of day your shado
than you are. At other times of day it is shorter than you are. How can this difference in the le
your shadow be explained? (You can use a drawing to help explain your answer.)
Scorer Comments:
Student response recognizes that the length of the shadow and the position of the Sun are r
does not explain the relationship. The diagram shows the Sun-object-shadow relationship fo
time of day, and shows it incorrectly. The response receives partial credit for the explanation
penalty for the incorrect diagram.
Unsatisfactory/Incorrect - Student Response
If you go outside on a sunny day, you will make a shadow. At some times of day your shado
than you are. At other times of day it is shorter than you are. How can this difference in the le
your shadow be explained? (You can use a drawing to help explain your answer.)
Scorer Comments:
The response explains the relative positions of the Sun and the shadows, but does not attem
explain how the position of the Sun affects the length of shadows.
If you go outside on a sunny day, you will make a shadow. At some times of day your shado
than you are. At other times of day it is shorter than you are. How can this difference in the le
your shadow be explained? (You can use a drawing to help explain your answer.)
Scorer Comments:
The response incorrectly states that the length of the shadow depends on the amount of sun
NAEP national performance results in Science at grade 8: 2000
Length of shadows
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question refers to shadows created by sunlight.
181. Suppose that for a science project you wanted to find exactly how much
the length of a shadow changes during the day. Describe both the
materials and the procedures you would use to make these observations.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student describes an appropriate procedure for determining how
much a shadow changes throughout the day. An appropriate
procedure consists of three parts:
1. an object or person whose shadow is cast,
2. a measuring method or statement that the length of the shadow
is measured,
3. at least three observations throughout the day that must specify
or imply both morning and afternoon observations.
Essential
Student describes a procedure but omits one of the three parts
outlined above.
Partial
Student describes a procedure but omits two of the three parts
outlined above. Response may be vague but seemingly logical.
Unsatisfactory/Incorrect
Student does not describe what would be needed to make the
measurements or the procedures that would be used to make the
measurements, or lists equipment only. Response does not
illustrate logical methodology.
Complete - Student Response
Suppose that for a science project you wanted to find exactly how much the length of a shad
changes during the day. Describe both the materials and the procedures you would use to m
observations.
Scorer Comments:
Student response provides an equipment list and all parts of an appropriate procedure. The
intervals imply both morning and afternoon observations.
Suppose that for a science project you wanted to find exactly how much the length of a shad
changes during the day. Describe both the materials and the procedures you would use to m
observations.
Scorer Comments:
Student response provides an equipment list and all parts of an appropriate procedure. The
times specified imply that observations are made throughout the course of the day.
Essential - Student Response
Suppose that for a science project you wanted to find exactly how much the length of a shad
changes during the day. Describe both the materials and the procedures you would use to m
observations.
Scorer Comments:
Student response provides an appropriate procedure, but includes a faulty description of a p
being measured instead of the person's shadow.
Suppose that for a science project you wanted to find exactly how much the length of a shad
changes during the day. Describe both the materials and the procedures you would use to m
observations.
Scorer Comments:
Student response provides an appropriate procedure, but includes only morning observation
of observations throughout the day.
Partial - Student Response
Suppose that for a science project you wanted to find exactly how much the length of a shad
changes during the day. Describe both the materials and the procedures you would use to m
observations.
Scorer Comments:
Student response provides only the measurement portion of the procedure correctly. Respon
credited for number of observations because the procedure lists only two observations.
Suppose that for a science project you wanted to find exactly how much the length of a shad
changes during the day. Describe both the materials and the procedures you would use to m
observations.
Scorer Comments:
Student response provides a general procedure without specifying what object casts the sha
the shadow needs to be measured. The response recognizes that the observations need to
throughout the day.
Unsatisfactory/Incorrect - Student Response
Suppose that for a science project you wanted to find exactly how much the length of a shad
changes during the day. Describe both the materials and the procedures you would use to m
observations.
Scorer Comments:
Student response shows lack of understanding that the length of an object's shadow needs t
measured and, instead, attempts to gauge how much the Sun moves.
Suppose that for a science project you wanted to find exactly how much the length of a shad
changes during the day. Describe both the materials and the procedures you would use to m
observations.
Scorer Comments:
Student response shows lack of understanding that the length of an object's shadow needs t
measured, and provides an incoherent procedure.
NAEP national performance results in Science at grade 8: 2000
Experimenting with shadows
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question refers to shadows created by sunlight.
182. If you measured your shadow at noon during the summer and at noon
during the winter, would the measurements be the same or would they be
different?
__________________________________________________________________
Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response states that the length of the shadow will be
different in the winter because during winter the Sun is lower in the
sky, or because the Sun's rays hit the Earth at a different angle.
Partial
Student response states that the length of the shadow will be
different in the winter, but continues with an explanation that is
correct, but incomplete.
Unsatisfactory/Incorrect
Student states that the length of the shadow will be different or the
same in the winter, with an explanation that shows a lack of
understanding of how shadows change on a seasonal basis.
Complete - Student Response
If you measured your shadow at noon during the summer and at noon during the winter, wou
measurements be the same or would they be different?
Scorer Comments:
Student response correctly states that the length of the shadow would be different in the win
provides a correct explanation that the Sun's position is higher in the summer.
If you measured your shadow at noon during the summer and at noon during the winter, wou
measurements be the same or would they be different?
Scorer Comments:
Student response correctly states that the length of the shadow would be different in the win
provides a correct explanation that the Sun's rays strike the Earth at a more direct angle in th
Partial - Student Response
If you measured your shadow at noon during the summer and at noon during the winter, wou
measurements be the same or would they be different?
Scorer Comments:
Student response correctly states that the length of the shadow would be different in the win
provides a partial explanation regarding the Earth's tilt, without specifically stating how the til
affect the Sun's height above the horizon or the angle at which the Sun's rays strike the Eart
If you measured your shadow at noon during the summer and at noon during the winter, wou
measurements be the same or would they be different?
Scorer Comments:
Student response correctly states that the length of the shadow would be different in the win
provides a partial explanation regarding the angle at which the Sun's rays strike the Earth wi
stating specifically how the angles are different in the two seasons.
Unsatisfactory/Incorrect - Student Response
If you measured your shadow at noon during the summer and at noon during the winter, wou
measurements be the same or would they be different?
Scorer Comments:
Student response correctly states that the length of the shadow would be different in the win
provides an erroneous explanation.
If you measured your shadow at noon during the summer and at noon during the winter, wou
measurements be the same or would they be different?
Scorer Comments:
Student response correctly states that the length of the shadow would be different in the win
provides an erroneous explanation.
NAEP national performance results in Science at grade 8: 2000
Shadows at noon
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
183. All of the following would be helpful in separating a mixture of sand and
salt EXCEPT
A. a magnet
B. a glass cup
C. a filter paper and funnel
D. water
Key
A
NAEP national performance results in Science at grade 8: 2000
Separation of mixture
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
184. The Earth's Moon is
A. always much closer to the Sun than it is to the Earth
B. always much closer to the Earth than it is to the Sun
C. about the same distance from the Sun as it is from the Earth
D. sometimes closer to the Sun than it is to the Earth and sometimes
closer to the Earth than it is to the Sun
Key
B
NAEP national performance results in Science at grade 8: 2000
Location of Moon
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
185. In the human body the digestion of proteins takes place primarily in which
two organs?
A. Mouth and stomach
B. Stomach and small intestine
C. Liver and gall bladder
D. Pancreas and large intestine
Key
B
NAEP national performance results in Science at grade 8: 2000
Digestion of protein
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
186. Why would a person be cooler on a hot sunny day in a light-colored T-shirt
and shorts than in a dark-colored T-shirt and shorts made of the same
material?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response compares the reflective and/or absorptive
properties of light-colored and dark-colored clothes when such
clothes are exposed to the heat from sunlight. Response explains
either that light-colored clothes reflect more sunlight than darkcolored clothes, or that dark-colored clothes absorb more sunlight
than light-colored clothes.
Partial
Student response provides a partial explanation that lacks a
comparison between light and dark clothing, or provides an
explanation that contains some technically incorrect terminology.
Unsatisfactory/Incorrect
Student provides no evidence of understanding why light-colored
clothes are cooler on a hot sunny day than dark clothes.
Complete - Student Response
Why would a person be cooler on a hot sunny day in a light-colored T-shirt and shorts than i
colored T-shirt and shorts made of the same material?
Scorer Comments:
Student response provides a comparison of the absorptive and reflective properties of lightcolored clothing.
Why would a person be cooler on a hot sunny day in a light-colored T-shirt and shorts than i
colored T-shirt and shorts made of the same material?
Scorer Comments:
Student response provides a comparison of the absorptive and reflective properties of lightcolored clothing by mentioning that dark clothes absorb heat and light clothes do not.
Partial - Student Response
Why would a person be cooler on a hot sunny day in a light-colored T-shirt and shorts than i
colored T-shirt and shorts made of the same material?
Scorer Comments:
Student response demonstrates understanding of the absorptive property of dark-colored clo
lack an explicit comparison between light- and dark-colored clothes.
Why would a person be cooler on a hot sunny day in a light-colored T-shirt and shorts than i
colored T-shirt and shorts made of the same material?
Scorer Comments:
Student response explains the absorptive property of dark-colored clothing, but provides tec
incorrect terminology by stating that dark-colored clothes draw heat.
Unsatisfactory/Incorrect - Student Response
Why would a person be cooler on a hot sunny day in a light-colored T-shirt and shorts than i
colored T-shirt and shorts made of the same material?
Scorer Comments:
Student response provides entirely incorrect information and demonstrates no understanding
absorptive property of dark-colored clothing.
Why would a person be cooler on a hot sunny day in a light-colored T-shirt and shorts than i
colored T-shirt and shorts made of the same material?
Scorer Comments:
Student response paraphrases the question by providing a generalization about dark-colored
that does not demonstrate understanding of the absorptive properties of light- and dark-colo
NAEP national performance results in Science at grade 8: 2000
Dark and light T-shirts
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Some people have proposed that ethyl alcohol (ethanol), which can be
produced from corn, should be used in automobiles as a substitute for
gasoline.
187. Discuss two environmental impacts that could result from substituting ethyl
alcohol for gasoline.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response must discuss two ways that substituting ethyl
alcohol for gasoline could impact the environment in either negative
and/or positive ways. For example, less air pollutants may result
leading to improved air quality; forests may have to be cleared for
crop growth resulting in habitat destruction and increased carbon
dioxide concentrations in the atmosphere; and stocks of fresh water
may be depleted due to increased crop irrigation.
Partial
Student response discusses one positive or one negative
environmental impact that could result from substituting ethyl
alcohol for gasoline.
Unsatisfactory/Incorrect
Student response does not discuss any environmental impacts that
could result from substituting ethyl alcohol for gasoline.
Complete - Student Response
Discuss two environmental impacts that could result from substituting ethyl alcohol for gasoli
Scorer Comments:
Student response discusses a number of valid environmental impacts. For example, forests
to be cut down to make way for growing corn. This would lead to higher carbon dioxide level
would be needed to irrigate crops, thus reducing the amount of drinking water.
Discuss two environmental impacts that could result from substituting ethyl alcohol for gasoli
Scorer Comments:
Student response mentions two valid environmental impacts, a reduction in pollution and the
preservation of wilderness areas due to a reduced need to drill for oil.
Partial - Student Response
Discuss two environmental impacts that could result from substituting ethyl alcohol for gasol
Scorer Comments:
Student response discusses one valid environmental impact, stating that not as many fumes
given off to pollute the air.
Discuss two environmental impacts that could result from substituting ethyl alcohol for gasol
Scorer Comments:
Student response mentions one valid environmental impact, no damage to sea creatures du
implying that when oil needed for manufacturing gasoline is spilled during ocean transport, th
much damage to sea life.
Unsatisfactory/Incorrect - Student Response
Discuss two environmental impacts that could result from substituting ethyl alcohol for gasoli
Scorer Comments:
Student response consists of general statements only, with no clear indication of any environ
impact that would result from substituting ethyl alcohol for gasoline.
Discuss two environmental impacts that could result from substituting ethyl alcohol for gasoli
Scorer Comments:
Student response does not take into account the environmental impact of substituting ethyl a
gasoline, mentioning only that the gas and alcohol could make an explosion, and that it (ethy
will waste easily.
NAEP national performance results in Science at grade 8: 2000
Impact of ethanol
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Some people have proposed that ethyl alcohol (ethanol), which can be
produced from corn, should be used in automobiles as a substitute for
gasoline.
188. Assuming that gasoline and ethyl alcohol cost the same per gallon, outline
a plan for comparing the cost of using gasoline to the cost of using ethyl
alcohol.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response provides an appropriate plan to compare the cost
of using the two fuels by comparing the miles per gallon obtained.
The plan must include appropriate controls such as using the same
car and driving it the same distance.
Partial
Student response provides a partially appropriate plan to compare
the costs of using the two fuels. Appropriate controls are not
discussed.
Unsatisfactory/Incorrect
Student provides no appropriate plan to compare the cost of using
the two fuels.
Complete - Student Response
Assuming that gasoline and ethyl alcohol cost the same per gallon, outline a plan for compar
cost of using gasoline to the cost of using ethyl alcohol.
Scorer Comments:
Student response provides an appropriate plan to compare the cost of using the two fuels by
the miles per gallon obtained. The plan includes an appropriate control by stating that the sa
must be used.
Assuming that gasoline and ethyl alcohol cost the same per gallon, outline a plan for compar
cost of using gasoline to the cost of using ethyl alcohol.
Scorer Comments:
Student response provides an appropriate plan to compare the cost of using the two fuels an
a method of comparing the miles per gallon obtained. The plan includes an appropriate cont
implying that the same car must be used.
Partial - Student Response
Assuming that gasoline and ethyl alcohol cost the same per gallon, outline a plan for compa
cost of using gasoline to the cost of using ethyl alcohol.
Scorer Comments:
Student response recognizes that miles per gallon must be determined, but does not provide
appropriate plan that includes controls.
Assuming that gasoline and ethyl alcohol cost the same per gallon, outline a plan for compar
cost of using gasoline to the cost of using ethyl alcohol.
Scorer Comments:
Student response outlines an appropriate plan for obtaining the miles per gallon, but does no
appropriate controls.
Unsatisfactory/Incorrect - Student Response
Assuming that gasoline and ethyl alcohol cost the same per gallon, outline a plan for compar
cost of using gasoline to the cost of using ethyl alcohol.
Scorer Comments:
Student response does not offer a plan, but simply states the ethyl alcohol would be less exp
Assuming that gasoline and ethyl alcohol cost the same per gallon, outline a plan for compar
cost of using gasoline to the cost of using ethyl alcohol.
Scorer Comments:
Student response recognizes that the cost of the two fuels need to be compared, but offers n
NAEP national performance results in Science at grade 8: 2000
Cost of gas v. ethanol
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Some people have proposed that ethyl alcohol (ethanol), which can be
produced from corn, should be used in automobiles as a substitute for
gasoline.
189. Discuss two factors other than environmental concerns and fuel costs that
should be considered before making a decision to use ethyl alcohol as an
automobile fuel.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student discusses or explains two factors that should be
considered before making a decision to use ethyl alcohol as an
automobile fuel. Factors include performance of car, need to
convert cars, possible car damage, miles per gallon, effect on jobs,
marketing/acceptability, health/safety of people, abundance of
supply, reduction of dependence on foreign oil supply.
Partial
Student discusses or explains one factor that should be considered
before making a decision to use ethyl alcohol as an automobile
fuel.
Unsatisfactory/Incorrect
Student provides little or no information of the factors that should
be considered prior to deciding whether to use ethyl alcohol as a
fuel.
Complete - Student Response
Discuss two factors other than environmental concerns and fuel costs that should be conside
making a decision to use ethyl alcohol as an automobile fuel.
Scorer Comments:
Student response discusses two factors that should be considered before making a decision
ethyl alcohol as an automobile fuel: miles per gallon and possibility of damage to the car.
Discuss two factors other than environmental concerns and fuel costs that should be conside
making a decision to use ethyl alcohol as an automobile fuel.
Scorer Comments:
Student response discusses two factors that should be considered before making a decision
ethyl alcohol as an automobile fuel: supply of ethyl alcohol (corn) and engine conversion.
Partial - Student Response
Discuss two factors other than environmental concerns and fuel costs that should be conside
making a decision to use ethyl alcohol as an automobile fuel.
Scorer Comments:
Student response discusses one factor that should be considered before making a decision
alcohol as an automobile fuel: effect on jobs.
Discuss two factors other than environmental concerns and fuel costs that should be conside
making a decision to use ethyl alcohol as an automobile fuel.
Scorer Comments:
Student response discusses one factor that should be considered before making a decision
alcohol as an automobile fuel: domestic availability.
Unsatisfactory/Incorrect - Student Response
Discuss two factors other than environmental concerns and fuel costs that should be conside
making a decision to use ethyl alcohol as an automobile fuel.
Scorer Comments:
Student response discusses environmental factors already stated in the question.
Discuss two factors other than environmental concerns and fuel costs that should be conside
making a decision to use ethyl alcohol as an automobile fuel.
Scorer Comments:
Student response makes a vague reference to experimenting with the two fuels.
NAEP national performance results in Science at grade 8: 2000
Two other factors
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
190. Which group of organisms would all be found living in a tropical rain
forest?
A. Lizards, insects, cacti, kangaroos
B. Vines, palm trees, tree frogs, monkeys
C. Evergreens, moose, weasels, mink
D. Lichens, mosses, caribou, polar bears
Key
B
NAEP national performance results in Science at grade 8: 2000
Organisms in tropical rain forest
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
191. A significant percentage of the United States population is overweight. List
two factors in our American lifestyle that put people in the United States at
greater risk for becoming overweight than people who live in other
countries.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates an understanding of the factors in
lifestyle that affect a person's weight by recognizing two factors that
contribute to being overweight. Each of the following is an
acceptable factor:
1. Eating fatty foods
2. Eat too much
3. Eating junk food/candy
4. Not enough exercise
Partial
Student response recognizes one factor that contributes to being
overweight.
Unsatisfactory/Incorrect
Student response shows no understanding of what factors may
contribute to being overweight.
Complete - Student Response
A significant percentage of the United States population is overweight. List two factors in our
American lifestyle that put people in the United States at greater risk for becoming overweigh
people who live in other countries.
Scorer Comments:
Student response provides two factors that contribute to being overweight: fatty foods and la
physical activity.
A significant percentage of the United States population is overweight. List two factors in our
American lifestyle that put people in the United States at greater risk for becoming overweigh
people who live in other countries.
Scorer Comments:
Student response provides two factors that contribute to being overweight: fatty foods and
overeating.
Partial - Student Response
A significant percentage of the United States population is overweight. List two factors in our
American lifestyle that put people in the United States at greater risk for becoming overweigh
people who live in other countries.
Scorer Comments:
Student response provides one factor that contributes to being overweight: eating too much.
A significant percentage of the United States population is overweight. List two factors in our
American lifestyle that put people in the United States at greater risk for becoming overweigh
people who live in other countries.
Scorer Comments:
Student response provides one factor that contributes to being overweight: people do not ex
Unsatisfactory/Incorrect - Student Response
A significant percentage of the United States population is overweight. List two factors in our
American lifestyle that put people in the United States at greater risk for becoming overweigh
people who live in other countries.
Scorer Comments:
Student response does not provide a factor that contributes to being overweight: availability
does not imply overeating.
A significant percentage of the United States population is overweight. List two factors in our
American lifestyle that put people in the United States at greater risk for becoming overweigh
people who live in other countries.
Scorer Comments:
Student response does not provide a factor that contributes to being overweight: attempts to
two factors, "diet" and "stress," but does not explain how they would contribute to being
overweight.
NAEP national performance results in Science at grade 8: 2000
Overweight population
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
192. What property of water is most important for living organisms?
A. It is odorless.
B. It does not conduct electricity.
C. It is tasteless.
D. It is liquid at most temperatures on Earth.
Key
D
NAEP national performance results in Science at grade 8: 2000
Property of water
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
193. To keep a heavy box sliding across a carpeted floor at constant speed, a
person must continually exert a force on the box. This force is used
primarily to overcome which of the following forces?
A. Air resistance
B. The weight of the box
C. The frictional force exerted by the floor on the box
D. The gravitational force exerted by the Earth on the box
Key
C
NAEP national performance results in Science at grade 8: 2000
Box sliding across floor
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
194. Classify each of the eight living things listed below into one of two groups
according to an important physical characteristic.
Gorilla
Parrot
Snake
Earthworm
Jellyfish
Sponge
Fish
Fly
Group 1
Group 2
What physical characteristic did you use in your classification?
__________________________________________________________________
__________________________________________________________________
Name a different physical characteristic that you could have used.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an ability to classify different animals into
groups based on a physical characteristic of the animals. Response
correctly groups organisms (with no more than one error) according
to a physical characteristic, cites the characteristic used in
grouping, and gives a valid second way to classify them.
Essential
Student response correctly groups organisms (with no more than
one error) according to a physical characteristic and cites the
characteristic, without giving a valid second way to classify them.
OR
Student response correctly groups organisms (with two errors)
according to a physical characteristic and cites the characteristic. A
second valid characteristic may or may not be given.
Partial
Student response correctly groups organisms (with more than two
errors) according to a physical characteristic and cites the
characteristic. A second valid characteristic may or may not be
given.
OR
Student cites an incorrect physical characteristic, in which case the
groupings cannot be evaluated, but gives a valid second way to
classify the organisms.
OR
Student response correctly groups the organisms (with zero errors)
according to a physical characteristic, but does not cite the
characteristic. A second valid characteristic may or may not be
given.
Unsatisfactory/Incorrect
Groupings, if provided, are based on something other than a
physical characteristic. A second valid way to classify the organism
is not given.
TABLE 1
Credited responses for grouping and explanation of physical characteristic
include:
Group 1
Group 2
gorilla, parrot, earthworm,
snake, fish
jellyfish,
sponge, fly
gorilla, parrot, snake, worm,
fly
jellyfish,
sponge, fish
Physical Characteristic
Group 1 with backbone/bones/skeletons
(vertebrates)
Group 2 without (invertebrates)
Group 1 with legs/appendages/limbs/feet
(place fish in group 1 if limb is used as
characteristic) (arms, extremities invalid)
Group 2 without
parrot, fly
gorilla, snake, Group 1 with wings
worm, jellyfish, Group 2 without
sponge, fish
gorilla, parrot, jellyfish,
Group 1 contains complex organisms with
snake, fish,
sponge (has
3 germ layers (developmental - endoderm,
fly, earthworm none)
gorilla (parrot) parrot, snake,
fish, fly,
earthworm,
jellyfish,
sponge
gorilla, parrot, jellyfish,
snake,
sponge, fish
earthworm, fly
fish, jellyfish, gorilla, parrot,
earthworm,
snake, fly
sponge
ectoderm, mesoderm)
Group 2 contains simple organisms with
less than 3 germ layers
Group 1 with fur and/or hair (and feather if
parrot)
Group 2 with no fur (hair, feather)
Group 1 Has structures/features that
enable organisms to live on land such as
lungs and moist skin.
Group 2 Are able to extract oxygen from
water using structures such as gills.
(Cannot say that one group has lungs and
the other has gills, because not all the
animals on the list have lungs or gills. Not
necessary to name a specific organ.)
Group 1 are slimy (have moist skin)
Group 2 are not slimy (do not have moist
skin)
Complete - Student Response
Classify each of the eight living things listed below into one of two groups according to an
important physical characteristic.
Scorer Comments:
Student response correctly groups organisms (with one error -- omitting jellyfish) according
to a cited physical characteristic, and gives a valid second way to classify them.
Classify each of the eight living things listed below into one of two groups according to an
important physical characteristic.
Scorer Comments:
Student response correctly groups organisms (with no errors) according to a cited physical
characteristic, and gives a valid second way to classify them. "With or without" limbs/legs
and wings is implied.
Essential - Student Response
Classify each of the eight living things listed below into one of two groups according to an
important physical characteristic.
Scorer Comments:
Student response correctly groups organisms (with no errors) according to a cited physical
characteristic. The second way of classifying them involves a habitat and is not a physical
characteristic.
Classify each of the eight living things listed below into one of two groups according to an
important physical characteristic.
Scorer Comments:
Student response correctly groups organisms (with two errors -- snake, fly) according to a
cited physical characteristic, and gives a valid second way to classify them.
Partial - Student Response
Classify each of the eight living things listed below into one of two groups according to an
important physical characteristic.
Scorer Comments:
Student response incorrectly cites a habitat rather than a physical characteristic to be used
in grouping (thus the groupings cannot be evaluated), but gives a valid second way to
classify the organisms. First group: fur and feathers and second group: scales and rough
skin.
Classify each of the eight living things listed below into one of two groups according to an
important physical characteristic.
Scorer Comments:
Student response correctly groups organisms (with three errors -- parrot, sponge, fly)
according to a cited physical characteristic. The second way to classify them, although not
affecting the score level, is not a valid physical characteristic.
Unsatisfactory/Incorrect - Student Response
Classify each of the eight living things listed below into one of two groups according to an
important physical characteristic.
Scorer Comments:
Student response provides no valid physical characteristics that can be used to group the
organisms.
Classify each of the eight living things listed below into one of two groups according to an
important physical characteristic.
Scorer Comments:
Student response provides modes of locomotion for the organisms rather than valid
physical characteristics that could be used for groupings.
NAEP national performance results in Science at grade 8: 2000
Classifying eight living things
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
195. Cleopatra's Needle is a large stone monument that stood in an Egyptian
desert for thousands of years. Then it was moved to New York City's
Central Park. After only a few years, its surface began crumbling.
What probably caused this crumbling?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
New York City wants to keep Cleopatra's Needle in the same location in
Central Park. How can the city prevent further damage to the stone?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an ability to relate the crumbling of a stone
edifice with weathering and with atmospheric pollution, and
demonstrates understanding of how further damage can be
prevented. Student response mentions a specific cause of
crumbling and an acceptable way of preventing further damage.
Specific causes include:
1. pollution
2. humidity
3. noise vibrations.
Acceptable methods of prevention include:
1. putting a roof over it
2. paint with sealant
3. reduce pollution by carpooling
4. reduce vibrations
Partial
Student response mentions a specific cause of crumbling, or an
acceptable way of preventing further damage, but not both.
OR
Student response mentions a general cause of crumbling. In
addition, response may or may not mention an acceptable
prevention method.
General causes include:
1. change in climate/environment
2. weather.
Unsatisfactory/Incorrect
Student response demonstrates no understanding of why
Cleopatra's Needle is crumbling and what can be done about it.
Response may cite unrelated factors (e.g. because of the move or
because of age), or mention methods that do not prevent further
crumbling in its present location (e.g. fill in cracks or move it
indoors).
Complete - Student Response
Cleopatra's Needle is a large stone monument that stood in an Egyptian desert for thousand
Then it was moved to New York City's Central Park. After only a few years, its surface began
crumbling.
What probably caused this crumbling?
Scorer Comments:
Student response mentions a specific factor that causes crumbling, and gives an acceptable
preventing further damage.
Cleopatra's Needle is a large stone monument that stood in an Egyptian desert for thousand
Then it was moved to New York City's Central Park. After only a few years, its surface began
crumbling.
What probably caused this crumbling?
Scorer Comments:
Student response mentions a specific factor that causes crumbling and gives an acceptable
preventing further damage.
Partial - Student Response
Cleopatra's Needle is a large stone monument that stood in an Egyptian desert for thousand
Then it was moved to New York City's Central Park. After only a few years, its surface began
crumbling.
What probably caused this crumbling?
Scorer Comments:
Student response demonstrates no understanding of why the monument is crumbling in New
case over the monument is an acceptable way of preventing further damage.
Cleopatra's Needle is a large stone monument that stood in an Egyptian desert for thousand
Then it was moved to New York City's Central Park. After only a few years, its surface began
crumbling.
What probably caused this crumbling?
Scorer Comments:
Student response mentions a general factor that could be related to crumbling -- change in c
weather. Putting it in a glass case is an acceptable way of preventing further damage.
Unsatisfactory/Incorrect - Student Response
Cleopatra's Needle is a large stone monument that stood in an Egyptian desert for thousand
Then it was moved to New York City's Central Park. After only a few years, its surface began
crumbling.
What probably caused this crumbling?
Scorer Comments:
Student response demonstrates no understanding of why the monument is crumbling. The m
was old in Egypt, so age is unrelated to the crumbling. Leaving it alone is not an acceptable
prevent further damage.
Cleopatra's Needle is a large stone monument that stood in an Egyptian desert for thousand
Then it was moved to New York City's Central Park. After only a few years, its surface began
crumbling.
What probably caused this crumbling?
Scorer Comments:
Student response mentions factors unrelated to why the monument is crumbling -- because
moving and being in the desert. Response mentions repairing the monument and generally t
of it instead of discussing how to prevent further damage.
NAEP national performance results in Science at grade 8: 2000
Cleopatra's Needle
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
196. Gerald, standing at one end of a classroom, rings a bell. Lena, standing at
the other end of the same room, hears essentially the same sound as
Gerald.
(a) What causes the sound made by bell?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(b) How does the sound travel across the room to Lena's ears?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates understanding of both how sound
is produced and how sound travels.
Part a. credited responses include:
1. the vibration of the bell
2. the clapper hits the bell causing it to vibrate
Part b. credited responses include:
1. sound waves
2. air vibrates and makes the air next to it vibrate
Partial
Student response demonstrates understanding of how sound is
produced or how sound travels, but not both.
Unsatisfactory/Incorrect
Student response demonstrates no understanding of how sound is
produced or how sound travels.
Complete - Student Response
Gerald, standing at one end of a classroom, rings a bell. Lena, standing at the other end of t
room, hears essentially the same sound as Gerald.
(a) What causes the sound made by bell?
Scorer Comments:
The first part of the response states correctly that sound is caused by the vibration of the bel
second part provides correct method of how sound travels: sound waves.
Gerald, standing at one end of a classroom, rings a bell. Lena, standing at the other end of t
room, hears essentially the same sound as Gerald.
(a) What causes the sound made by bell?
Scorer Comments:
The first part of the response states correctly that sound is caused by the vibration produced
clapper strikes the bell. The second part provides correct method of how sound travels: soun
Partial - Student Response
Gerald, standing at one end of a classroom, rings a bell. Lena, standing at the other end of t
room, hears essentially the same sound as Gerald.
(a) What causes the sound made by bell?
Scorer Comments:
The first part of the response repeats the information given in the question without providing
information. The second part provides correct method of how sound travels: air waves, acce
sound waves.
Gerald, standing at one end of a classroom, rings a bell. Lena, standing at the other end of t
room, hears essentially the same sound as Gerald.
(a) What causes the sound made by bell?
Scorer Comments:
The first part of the student response is not acceptable because it only mentions vibration wi
saying what causes the vibration. The second part provides correct method of how sound tra
waves, acceptable as sound waves.
Unsatisfactory/Incorrect - Student Response
Gerald, standing at one end of a classroom, rings a bell. Lena, standing at the other end of t
room, hears essentially the same sound as Gerald.
(a) What causes the sound made by bell?
Scorer Comments:
The first part of the student response states incorrectly that gravity causes the sound. The se
states incorrectly that the echo travels across the room, referring to a reflection off of the wal
of how the sound travels across the room.
Gerald, standing at one end of a classroom, rings a bell. Lena, standing at the other end of t
room, hears essentially the same sound as Gerald.
(a) What causes the sound made by bell?
Scorer Comments:
The first part of the student response only mentions the physical act of the bell being hit with
that vibration follows as a result. The second part refers to the speed of sound instead of how
NAEP national performance results in Science at grade 8: 2000
Cause of sound
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
197. Which of the following is designed to convert energy into mechanical
work?
A. Electric fan
B. Kerosene heater
C. Flashlight
D. Baking oven
Key
A
NAEP national performance results in Science at grade 8: 2000
Conversion of energy
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
198. Which of the following is most consistent with the modern theory of
evolution?
A. Parents pass their physical traits to their offspring; those offspring with
traits that help them survive in the environment are able to reproduce.
B. Parents change their physical traits in order to survive in the
environment, then those parental traits are passed to their offspring.
C. Life on this planet came from another planet far out in space.
D. Living organisms have not changed for hundreds of millions of years.
Key
A
NAEP national performance results in Science at grade 8: 2000
Theory of evolution
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
199. Which of the following would be the best model to show the interactions
between water and the Sun's heat energy in cycles of precipitation?
A. A light shines on an aquarium covered with glass, and water droplets
form on the inside of the glass.
B. A light shines on a closed cardboard box containing a plant.
C. A light shines on a man's face. Droplets of sweat form on his face as
he exercises.
D. A light shines on a glass of iced tea. Water droplets form on the
outside of the glass.
Key
A
NAEP national performance results in Science at grade 8: 2000
Model for cycle of precipitation
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
200. Two boys wearing in-line skates are standing on a smooth surface with
the palms of their hands touching and their arms bent, as shown above. If
Boy X pushes by straightening his arms out while Boy Y holds his arms in
the original position, what is the motion of the two boys?
A. Boy X does not move and Boy Y moves backward.
B. Boy Y does not move and Boy X moves backward.
C. Boy X and Boy Y both move backward.
D. The motion depends on how hard Boy X pushes.
Key
C
NAEP national performance results in Science at grade 8: 2000
Motion of two boys on skates
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
201. A woman uses alcohol and other drugs in excess during pregnancy.
Explain how the alcohol and other drugs could affect her baby.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of the effects of drug use
on a fetus by explaining how alcohol or drugs reach the fetus and
their effect on the baby.
Credited transport methods include:
1. the alcohol and drugs could cross the placenta to the fetus.
2. passing through mother's bloodstream
Credited effects on baby include:
1. addiction
2. birth defects
3. premature birth/miscarriage
Partial
Student response explains how the drugs reach the fetus, or states
an effect of drug use on the baby, but not both.
Unsatisfactory/Incorrect
Student response demonstrates no understanding of how a baby is
affected by drugs or alcohol.
Complete - Student Response
A woman uses alcohol and other drugs in excess during pregnancy. Explain how the alcoho
drugs could affect her baby.
Scorer Comments:
Student response demonstrates understanding of the effects of drug use on a fetus by discu
passage of drugs to baby through umbilical cord, with addiction as a possible effect.
A woman uses alcohol and other drugs in excess during pregnancy. Explain how the alcoho
drugs could affect her baby.
Scorer Comments:
Student response demonstrates understanding of the effects of drug use on a fetus by discu
passage of drugs to baby through bloodstream, with physical or mental deformity as a possib
Partial - Student Response
A woman uses alcohol and other drugs in excess during pregnancy. Explain how the alcoho
drugs could affect her baby.
Scorer Comments:
Student response demonstrates understanding of the effects of drug use on a fetus by ment
addiction as a possible result. The method of transmission is not discussed.
A woman uses alcohol and other drugs in excess during pregnancy. Explain how the alcoho
drugs could affect her baby.
Scorer Comments:
Student response demonstrates understanding of the effects of drug use on a fetus by discu
passage of drugs to baby through umbilical cord. No potential effect on baby is named.
Unsatisfactory/Incorrect - Student Response
A woman uses alcohol and other drugs in excess during pregnancy. Explain how the alcoho
drugs could affect her baby.
Scorer Comments:
Student response demonstrates no understanding of how a baby is affected by drug or alcoh
method of transmission or potential results are named.
A woman uses alcohol and other drugs in excess during pregnancy. Explain how the alcoho
drugs could affect her baby.
Scorer Comments:
Student response indicates only that something may be wrong with baby without discussing
effects. No method of transmission is mentioned.
NAEP national performance results in Science at grade 8: 2000
Alcohol during pregnancy
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
202. Using a microscope, Linh observes some paramecia in a drop of pond
water on a slide. She notices that the paramecia move faster in the area
where the light is brightest than they do in an area where the light is less
bright. Linh hypothesizes that the paramecia are trying to get away from
the light. Describe what she could do to test her hypothesis.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates ability to design a simple test of a given
hypothesis. The response correctly identifies the following three
elements of the experiment: a suitable environment in which to test
the hypothesis, an effective light source (a contrast of shaded and
light areas must at least be implied), and observation of the
directional movement of the paramecia.
Credited environments that allow for free movement include:
1. container
2. bowl
3. reservoir
Partial
Student response does not correctly identify a suitable environment
to test the hypothesis. The other two elements are correctly
identified.
Unsatisfactory/Incorrect
Student response does not correctly identify a suitable environment
to test the hypothesis, and does not correctly identify at least one of
the other two elements.
Complete - Student Response
Using a microscope, Linh observes some paramecia in a drop of pond water on a slide. She
that the paramecia move faster in the area where the light is brightest than they do in an are
the light is less bright. Linh hypothesizes that the paramecia are trying to get away from the
Describe what she could do to test her hypothesis.
Scorer Comments:
Student response correctly identifies a suitable environment in which to test the hypothesis (
implies a suitable light source (half lit and half dark), and mentions the direction of movemen
paramecia.
Using a microscope, Linh observes some paramecia in a drop of pond water on a slide. She
that the paramecia move faster in the area where the light is brightest than they do in an are
the light is less bright. Linh hypothesizes that the paramecia are trying to get away from the l
Describe what she could do to test her hypothesis.
Scorer Comments:
Student response, through the use of a labeled diagram, correctly identifies a suitable enviro
which to test the hypothesis, implies a suitable light source (lighted and nonlighted), and men
direction of movement of the paramecia.
Partial - Student Response
Using a microscope, Linh observes some paramecia in a drop of pond water on a slide. She
that the paramecia move faster in the area where the light is brightest than they do in an are
the light is less bright. Linh hypothesizes that the paramecia are trying to get away from the l
Describe what she could do to test her hypothesis.
Scorer Comments:
Student response identifies a suitable light source, and mentions observing whether the para
would move toward the darkness. Response does not identify an environment in which to tes
hypothesis.
Using a microscope, Linh observes some paramecia in a drop of pond water on a slide. She
that the paramecia move faster in the area where the light is brightest than they do in an are
the light is less bright. Linh hypothesizes that the paramecia are trying to get away from the
Describe what she could do to test her hypothesis.
Scorer Comments:
Student response identifies a suitable light source, and discusses the implication if the param
toward the unlit area. Response does not identify an environment in which to test the hypoth
Unsatisfactory/Incorrect - Student Response
Using a microscope, Linh observes some paramecia in a drop of pond water on a slide. She
that the paramecia move faster in the area where the light is brightest than they do in an are
the light is less bright. Linh hypothesizes that the paramecia are trying to get away from the l
Describe what she could do to test her hypothesis.
Scorer Comments:
Student response mentions repeating the actions already taken without describing any elem
test for the hypothesis.
Using a microscope, Linh observes some paramecia in a drop of pond water on a slide. She
that the paramecia move faster in the area where the light is brightest than they do in an are
the light is less bright. Linh hypothesizes that the paramecia are trying to get away from the l
Describe what she could do to test her hypothesis.
Scorer Comments:
Student response only discusses a light source without mentioning a suitable environment to
hypothesis, or the direction of movement of the paramecia.
NAEP national performance results in Science at grade 8: 2000
Paramecia and light
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
203. While practicing for a play, a student standing on the stage of a large,
empty auditorium shouts loudly and hears her voice echo throughout the
room. Later, the same student is on the stage of the same auditorium,
which is now full of quiet people. The student shouts again, just as loudly.
This time, however, she does not hear an echo. Explain why she hears an
echo the first time and why she does not hear an echo the second time.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates understanding of the transmission,
reflection, and absorption of sound. The response mentions that
the sound is reflected or bounced off the walls and/or empty seats
the first time the student shouts and that the audience absorbs the
sound the second time.
Partial
Student response mentions only the reflection or bouncing of sound
off the walls and/or empty seats the first time the student shouts.
OR
Student response mentions only the absorption of the sound by the
audience the second time the student shouts.
Unsatisfactory/Incorrect
Student response demonstrates no understanding of the reflection
of sound off the walls and seats of the auditorium the first time the
student shouts, and no understanding of the absorption of the
sound by the audience the second time.
Complete - Student Response
While practicing for a play, a student standing on the stage of a large, empty auditorium sho
and hears her voice echo throughout the room. Later, the same student is on the stage of th
auditorium, which is now full of quiet people. The student shouts again, just as loudly. This ti
however, she does not hear an echo. Explain why she hears an echo the first time and why
not hear an echo the second time.
Scorer Comments:
Student response mentions the wall reflecting the sound the first time the student shouts and
people absorbing the sound the second time.
While practicing for a play, a student standing on the stage of a large, empty auditorium shou
and hears her voice echo throughout the room. Later, the same student is on the stage of th
auditorium, which is now full of quiet people. The student shouts again, just as loudly. This ti
however, she does not hear an echo. Explain why she hears an echo the first time and why
not hear an echo the second time.
Scorer Comments:
Student response mentions student's voice bouncing off the smooth walls to make an echo t
time and being absorbed by the people the second time.
Partial - Student Response
While practicing for a play, a student standing on the stage of a large, empty auditorium shou
and hears her voice echo throughout the room. Later, the same student is on the stage of th
auditorium, which is now full of quiet people. The student shouts again, just as loudly. This ti
however, she does not hear an echo. Explain why she hears an echo the first time and why
not hear an echo the second time.
Scorer Comments:
Student response mentions sound waves bouncing off the walls of the empty auditorium the
but makes no mention of people absorbing the sound the second time.
While practicing for a play, a student standing on the stage of a large, empty auditorium sho
and hears her voice echo throughout the room. Later, the same student is on the stage of th
auditorium, which is now full of quiet people. The student shouts again, just as loudly. This ti
however, she does not hear an echo. Explain why she hears an echo the first time and why
not hear an echo the second time.
Scorer Comments:
Student response mentions people absorbing the sound the second time the student shouts
no mention of sound waves bouncing off the walls the first time.
Unsatisfactory/Incorrect - Student Response
While practicing for a play, a student standing on the stage of a large, empty auditorium shou
and hears her voice echo throughout the room. Later, the same student is on the stage of th
auditorium, which is now full of quiet people. The student shouts again, just as loudly. This ti
however, she does not hear an echo. Explain why she hears an echo the first time and why
not hear an echo the second time.
Scorer Comments:
Student response provides an incorrect explanation of what happens the first time the studen
and makes no mention of the second time.
While practicing for a play, a student standing on the stage of a large, empty auditorium sho
and hears her voice echo throughout the room. Later, the same student is on the stage of th
auditorium, which is now full of quiet people. The student shouts again, just as loudly. This ti
however, she does not hear an echo. Explain why she hears an echo the first time and why
not hear an echo the second time.
Scorer Comments:
Student response paraphrases the question without adding any explanation.
NAEP national performance results in Science at grade 8: 2000
Hearing an echo
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
204. A city government wants to build a trash incinerator that will generate heat
to be used for heating homes. Some citizens are in favor of this plan, while
other citizens oppose it.
Besides the fact that homes will be heated, what is one advantage of
building the incinerator?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What is one disadvantage of building the incinerator?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response describes an advantage and a disadvantage of
building a trash incinerator that will generate heat for homes.
Advantages include reducing volume of solid waste and
conservation of fossil fuels. Disadvantages include increasing air
pollution and cost to taxpayers.
Partial
Student response describes an advantage or a disadvantage of
building a trash incinerator that will generate heat for homes.
Unsatisfactory/Incorrect
Student response fails to describe an acceptable advantage or
disadvantage of building a trash incinerator that will generate heat
for homes.
Complete - Student Response
A city government wants to build a trash incinerator that will generate heat to be used for hea
homes. Some citizens are in favor of this plan, while other citizens oppose it.
Besides the fact that homes will be heated, what is one advantage of building the incinerator
Scorer Comments:
Student response discusses a valid advantage and a valid disadvantage. The advantage ad
reduction in the volume of garbage, specifically reducing garbage to ashes. The disadvantag
addresses air pollution from the burning trash and the contribution of smoke to global warmin
A city government wants to build a trash incinerator that will generate heat to be used for hea
homes. Some citizens are in favor of this plan, while other citizens oppose it.
Besides the fact that homes will be heated, what is one advantage of building the incinerator
Scorer Comments:
Student response discusses a valid advantage and a valid disadvantage. The advantage me
reduced use of electricity and fossil fuels. The disadvantage addresses pollution of the Earth
fumes from the garbage, presumably during incineration.
Partial - Student Response
A city government wants to build a trash incinerator that will generate heat to be used for he
homes. Some citizens are in favor of this plan, while other citizens oppose it.
Besides the fact that homes will be heated, what is one advantage of building the incinerator
Scorer Comments:
Student response discusses one valid advantage, a reduction in the volume of garbage. The
disadvantage is unacceptable because it talks in general about endangering the lives of peo
mentioning how.
A city government wants to build a trash incinerator that will generate heat to be used for he
homes. Some citizens are in favor of this plan, while other citizens oppose it.
Besides the fact that homes will be heated, what is one advantage of building the incinerator
Scorer Comments:
Student response discusses one valid disadvantage, people paying for the incinerator throug
The advantage is unacceptable because it gives an advantage of a heated home, but not an
of building a trash incinerator.
Unsatisfactory/Incorrect - Student Response
A city government wants to build a trash incinerator that will generate heat to be used for hea
homes. Some citizens are in favor of this plan, while other citizens oppose it.
Besides the fact that homes will be heated, what is one advantage of building the incinerator
Scorer Comments:
Student response is unacceptable. The advantage given is too general. It states that the inci
become very important to the people in the government, but does not explain why. The resp
have misread the second part of the question because the disadvantage given was that it wi
people in a lot of ways.
A city government wants to build a trash incinerator that will generate heat to be used for hea
homes. Some citizens are in favor of this plan, while other citizens oppose it.
Besides the fact that homes will be heated, what is one advantage of building the incinerator
Scorer Comments:
Student response discusses an advantage and disadvantage of heat in the home, not of bui
trash incinerator. Therefore, the response in unacceptable.
NAEP national performance results in Science at grade 8: 2000
Trash incinerator
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
205. Bacteria and laboratory animals are sometimes used by scientists as
model organisms when researching cures for human diseases such as
cancer.
Describe one possible advantage and one possible disadvantage of using
bacteria as models to help find cures for human diseases.
Advantage:
__________________________________________________________________
__________________________________________________________________
Disadvantage:
__________________________________________________________________
__________________________________________________________________
Describe one possible advantage and one possible disadvantage of using
laboratory animals such as mice, guinea pigs, and monkeys as models to
help find cures for human diseases.
Advantage:
__________________________________________________________________
__________________________________________________________________
Disadvantage:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of the importance of
research and the practical limitations of using various model
organisms. Response provides two acceptable advantages and two
acceptable disadvantages for using organisms as models to
investigate human diseases such as cancer (4 answers).
Bacteria: Possible Advantages include:
1. Don't have to experiment on humans
2. Safer than testing on animals
3. Easy to grow
4. Inexpensive
Bacteria: Possible Disadvantages include:
1. Results may not apply to humans
2. Infected bacteria may escape and cause disease
Lab Animals: Possible Advantages include:
1. Results may apply to humans because of similarities in
physiology
2. Don't have to experiment on humans
3. Safer than testing on humans
Lab Animals: Possible Disadvantages include:
1. Results may not apply to humans if physiology not identical
2. May be inhumane/unethical
3. Cost a lot
Essential
Student response provides three reasonable answers.
Partial
Student response provides one or two reasonable answers.
Unsatisfactory/Incorrect
Student response provides no reasonable information about the
advantages or disadvantages of using organisms as models to
investigate human diseases such as cancer.
Complete - Student Response
Bacteria and laboratory animals are sometimes used by scientists
as model organisms when researching cures for human diseases
such as cancer.
Describe one possible advantage and one possible disadvantage
of using bacteria as models to help find cures for human diseases.
Scorer Comments:
First statement credited -- safer to experiment on bacteria than on
people.
Second statement credited -- results may not apply to humans.
Third statement credited -- results may apply to humans because of
similarities.
Fourth statement credited -- inhumane/unethical treatment of
animals.
Bacteria and laboratory animals are sometimes used by scientists
as model organisms when researching cures for human diseases
such as cancer.
Describe one possible advantage and one possible disadvantage
of using bacteria as models to help find cures for human diseases.
Scorer Comments:
First statement credited -- bacteria disposable.
Second statement credited -- bacteria may escape and cause
disease.
Third statement credited -- safer than testing on humans.
Fourth statement credited -- inhumane to animals.
Essential - Student Response
Bacteria and laboratory animals are sometimes used by scientists
as model organisms when researching cures for human diseases
such as cancer.
Describe one possible advantage and one possible disadvantage
of using bacteria as models to help find cures for human diseases.
Scorer Comments:
First statement not credited -- vague and not specific to bacteria.
Second statement credited -- bacteria results may not apply to
humans.
Third statement credited -- don't have to experiment on humans.
Fourth statement credited -- animal results may not apply to
humans.
Bacteria and laboratory animals are sometimes used by scientists
as model organisms when researching cures for human diseases
such as cancer.
Describe one possible advantage and one possible disadvantage
of using bacteria as models to help find cures for human diseases.
Scorer Comments:
First statement credited -- don't have to experiment on humans.
Second statement not credited -- issues of humane treatment do
not apply to bacteria.
Third statement credited -- don't have to experiment on humans.
Fourth statement credited -- inhumane to animals.
Partial - Student Response
Bacteria and laboratory animals are sometimes used by scientists
as model organisms when researching cures for human diseases
such as cancer.
Describe one possible advantage and one possible disadvantage
of using bacteria as models to help find cures for human diseases.
Scorer Comments:
First statement credited -- don't have to experiment on humans.
Second statement credited -- results may not apply to humans.
Third statement not credited -- vague response, no mention of why
animals are studied easily.
Fourth statement not credited -- expresses concern for animals'
lifestyle rather than mentioning the possibility of animals
experiencing inhumane physical treatment.
Bacteria and laboratory animals are sometimes used by scientists
as model organisms when researching cures for human diseases
such as cancer.
Describe one possible advantage and one possible disadvantage
of using bacteria as models to help find cures for human diseases.
Scorer Comments:
First statement not credited -- reference to general possibility of
experimental inaccuracy without application to bacteria.
Second statement credited -- results may not apply to humans.
Third statement not credited -- repeats question.
Fourth statement not credited -- mentions opposition to animal
testing without giving a specific reason.
Unsatisfactory/Incorrect - Student Response
Bacteria and laboratory animals are sometimes used by scientists
as model organisms when researching cures for human diseases
such as cancer.
Describe one possible advantage and one possible disadvantage
of using bacteria as models to help find cures for human diseases.
Scorer Comments:
Response deals with general possibility of curing or not curing
diseases without specifically referring to bacteria or animals, except
for the animal disadvantage, where response makes unrelated
comment about monkeys.
Bacteria and laboratory animals are sometimes used by scientists
as model organisms when researching cures for human diseases
such as cancer.
Describe one possible advantage and one possible disadvantage
of using bacteria as models to help find cures for human diseases.
Scorer Comments:
First statement not credited -- a general reference to the
experiment without application to bacteria.
Second statement not credited -- unrelated statement about
animals.
Third statement not credited -- a general statement about animal
experimentation with no specific advantage provided.
Fourth statement not credited -- an irrelevant statement about use
of animals in experiments.
NAEP national performance results in Science at grade 8: 2000
Using living organisms
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 206 refers to Additional Information [3]
206. In the space below, draw a rough sketch (not necessarily to scale)
illustrating the simplified model of the Solar System by showing the Sun
and the four inner planets with their orbits. Be sure to label the Sun and
each planet.
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of a simple model of the
Solar System by translating a description of a conceptual model to
a representation in the form of a picture.
Student response shows all of the following:
• The Sun and the four inner planets.
• All 5 components properly labeled and in the correct order in
terms of distance from the Sun.
• Non-intersecting orbits that are approximately circular with the
Sun at their centers.
Partial
Student response shows one of the following:
• The Sun and 2 to 3 planets with 3 or more of the components
properly labeled, and the orbits shown will be approximately
circular, non-intersecting, and encircling the Sun.
• The Sun and 3 to 4 planets, all components properly labeled,
placed in correct order with no orbits shown.
• The Sun and 4 planets, with no labels, with circular orbits shown.
Unsatisfactory/Incorrect
The diagram is missing essential parts such as the Sun or several
planets, or shows unlabeled or incorrectly placed planets with no
orbits, intersecting orbits or orbits not encircling the Sun.
Complete - Student Response
In the space below, draw a rough sketch (not necessarily to scale) illustrating the simplified m
the Solar System by showing the Sun and the four inner planets with their orbits. Be sure to
Sun and each planet.
Scorer Comments:
Student response shows the Sun and the four inner planets with labels and in correct order w
intersecting orbits.
In the space below, draw a rough sketch (not necessarily to scale) illustrating the simplified m
the Solar System by showing the Sun and the four inner planets with their orbits. Be sure to
Sun and each planet.
Scorer Comments:
Student response shows the Sun and the four inner planets in correct order with non-interse
The planets are represented by their properly labeled orbits.
Partial - Student Response
In the space below, draw a rough sketch (not necessarily to scale) illustrating the simplified m
the Solar System by showing the Sun and the four inner planets with their orbits. Be sure to
Sun and each planet.
Scorer Comments:
Student response shows the Sun, and the four inner planets, labeled and in correct order. Th
response shows no orbits.
In the space below, draw a rough sketch (not necessarily to scale) illustrating the simplified m
the Solar System by showing the Sun and the four inner planets with their orbits. Be sure to
Sun and each planet.
Scorer Comments:
Student response shows the Sun, and the four inner planets with non-intersecting orbits. The
planets are not labeled.
Unsatisfactory/Incorrect - Student Response
In the space below, draw a rough sketch (not necessarily to scale) illustrating the simplified m
the Solar System by showing the Sun and the four inner planets with their orbits. Be sure to
Sun and each planet.
Scorer Comments:
Student response shows the Sun and six planets, only three of which are the inner planets. T
are not in the correct order, and there are no orbits shown.
In the space below, draw a rough sketch (not necessarily to scale) illustrating the simplified m
the Solar System by showing the Sun and the four inner planets with their orbits. Be sure to
Sun and each planet.
Scorer Comments:
Student response shows the Sun and the four planets, labeled and placed at various distanc
Sun. Earth appears closer to the Sun than Venus, so the order is incorrect. There are no orb
NAEP national performance results in Science at grade 12: 2000
Model of Solar System
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 207 refers to Additional Information [3]
207. List two ways that the simplified model is different from the real Solar
System.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of models not being
identical to the objects they represent by pointing out some
differences between the real Solar System and a simplified
conceptual model. Student response identifies two correct ways in
which the real Solar System is different from the model.
Each of the following is one correct difference:
1. In the real Solar System orbits are not circular.
2. Orbits are not all in the same plane.
3. Planets are not perfect spheres.
4. Axes of rotation are not exactly perpendicular to the planes of
the orbits.
5. The planets are actually much larger.
6. The distance between planets (or from Sun) is actually much
greater.
7. The picture is not to correct scale.
8. The planets are actually not in the positions shown (or lined up).
9. The real solar system is 3-dimensional.
10. The picture does not show motion (or rotation or revolution).
11. The real solar system has more planets (or moons or rings).
Partial
Student response identifies one correct way in which the real Solar
System is different from the model.
Unsatisfactory/Incorrect
Student response fails to identify any correct ways in which the real
Solar System is different from the model.
Complete - Student Response
List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
Student response provides two ways that the model is different from the real Solar System: t
of the real orbits are elliptical compared to the circular orbits of the model. The response also
that the planets do not all revolve around the Sun in the same plane.
List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
Student response provides two ways that the model is different from the real Solar System: t
difference in size and that motion is not represented in the model.
Partial - Student Response
List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
Student response provides one way that the model is different from the real Solar System: th
not drawn to scale. The additional comment -- that the orbits are not the same -- does not sp
they are different from each other.
List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
Student response provides one way that the model is different from the real Solar System: n
planets are included in the model.
Unsatisfactory/Incorrect - Student Response
List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
Student response does not provide any specific way that the model is different from the real
System. The statement -- the orbits are not accurate -- vague.
List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
The response describes the model, but does not provide any ways in which the model is diff
the real Solar System.
NAEP national performance results in Science at grade 12: 2000
How is model different?
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 208 refers to Additional Information [3]
208. If you were to redraw the sketch you made for question 1 to a correct
scale with 1 centimeter = 1,000,000 kilometers, what problems would you
encounter? Use diagrams or calculations as appropriate.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of scale in a model by
indicating the problems with both the large size of the orbits (need
larger piece of paper) and the small size of the planets in the
representation.
OR
Only one of the two problems is mentioned, and the large size of
orbit or the small size of planet, is quantitatively determined. The
relevant distances are:
Radius of
orbit
Sun
Mercury 58 cm =
0.58 m
Venus 108 cm =
1.08 m
Earth 150 cm =
1.5 m
Mars 228 cm =
Diameter
1.4 cm
4.9 X 10 cm =
0.049 mm
12.1 X 10 cm =
0.121 mm
12.8 X 10 cm =
0.128 mm
6.8 X 10 cm =
2.28 m
0.068 mm
Partial
Student response indicates either the extra large size of the paper
needed to represent the orbits, or the extremely small size of the
planets using this scale.
OR
Response shows a correct calculation, but does not specifically
state either problem.
Unsatisfactory/Incorrect
Student response fails to mention anything about the size of the
diagram, the sizes of the orbits, or the sizes of the Sun or planets
needed in a correctly scaled representation, or size is mentioned
incorrectly, e.g., the sketch would be very small.
Complete - Student Response
If you were to redraw the sketch you made for question 1 to a correct scale with 1 centimete
1,000,000 kilometers, what problems would you encounter? Use diagrams or calculations as
appropriate.
Scorer Comments:
Student response addresses both problems: the small size of the scaled planets and the larg
the orbits. In addition, the response states specific numerical values indicating that the stude
calculated both the size of one planet and the orbit of one planet.
If you were to redraw the sketch you made for question 1 to a correct scale with 1 centimete
1,000,000 kilometers, what problems would you encounter? Use diagrams or calculations as
appropriate.
Scorer Comments:
Student response addresses one of the problems -- the small size of the scaled planets -- an
a correct calculation of the scaling for one of the planets.
Partial - Student Response
If you were to redraw the sketch you made for question 1 to a correct scale with 1 centimete
1,000,000 kilometers, what problems would you encounter? Use diagrams or calculations as
appropriate.
Scorer Comments:
Student response addresses one problem: the scaled orbits would be too large to fit on the p
If you were to redraw the sketch you made for question 1 to a correct scale with 1 centimete
1,000,000 kilometers, what problems would you encounter? Use diagrams or calculations as
appropriate.
Scorer Comments:
Student response shows correct calculations of the scaling of the planets' diameters, but doe
explain how the scaling would pose a problem with the representation of the model on the pa
Unsatisfactory/Incorrect - Student Response
If you were to redraw the sketch you made for question 1 to a correct scale with 1 centimete
1,000,000 kilometers, what problems would you encounter? Use diagrams or calculations as
appropriate.
Scorer Comments:
Student response erroneously states that the planets would be too large to fit on the paper.
If you were to redraw the sketch you made for question 1 to a correct scale with 1 centimete
1,000,000 kilometers, what problems would you encounter? Use diagrams or calculations as
appropriate.
Scorer Comments:
Student response shows lack of understanding of what scaling means by arguing that 1cm c
the same as 1,000,000km.
NAEP national performance results in Science at grade 12: 2000
Problem with larger scale
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 209 refers to Additional Information [3]
209. Draw a sketch showing how Earth and Venus can be 258 million
kilometers apart and explain how this can occur. Indicate the orbits around
the Sun for each.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates both an understanding of the changing
alignment of planets as they move around the Sun and an ability to
find a possible location of two planets when they are a specified
distance apart. Student response contains a sketch that shows
Earth and Venus at opposing ends of their respective orbits and
provides a correct explanation of the sketch, referring to the
different rates at which planets move around their orbits.
Partial
Student response contains a sketch that shows Earth and Venus
on opposing sides of their respective orbits, but does not include a
correct explanation of the sketch.
OR
The sketch is incorrect or missing, but the response contains an
explanation recognizing that Earth and Venus do not stay fixed
relative to each other but travel at different rates around their orbits.
Unsatisfactory/Incorrect
Student response does not show a sketch with Earth and Venus at
opposing ends of their respective orbits, and there is no
explanation about the differing rates at which planet move around
their orbits.
Complete - Student Response
Draw a sketch showing how Earth and Venus can be 258 million kilometers apart and explai
can occur. Indicate the orbits around the Sun for each.
Scorer Comments:
Student response correctly shows Earth and Venus at opposite sides of the Sun, and explain
alignment is possible because the two planets revolve at differing rates.
Draw a sketch showing how Earth and Venus can be 258 million kilometers apart and explai
can occur. Indicate the orbits around the Sun for each.
Scorer Comments:
Student response correctly shows Earth and Venus at opposite sides of the Sun, and explain
alignment is possible because the two planets revolve at differing rates.
Partial - Student Response
Draw a sketch showing how Earth and Venus can be 258 million kilometers apart and explai
can occur. Indicate the orbits around the Sun for each.
Scorer Comments:
Student response correctly shows Earth and Venus at opposite sides of the Sun. The explan
describes the picture drawn, and does not say anything about the rates of revolutions of the
Draw a sketch showing how Earth and Venus can be 258 million kilometers apart and explai
can occur. Indicate the orbits around the Sun for each.
Scorer Comments:
Student response shows Earth and Venus in incorrect positions. The explanation shows und
that the relative positions of Earth and Venus vary due to their different rates of revolution.
Unsatisfactory/Incorrect - Student Response
Draw a sketch showing how Earth and Venus can be 258 million kilometers apart and explai
can occur. Indicate the orbits around the Sun for each.
Scorer Comments:
Student response shows Earth and Venus in incorrect positions, and provides an irrelevant e
that they are in non-overlapping orbits.
Draw a sketch showing how Earth and Venus can be 258 million kilometers apart and explai
can occur. Indicate the orbits around the Sun for each.
Scorer Comments:
Student response shows Earth and Venus in incorrect positions, and provides an irrelevant e
about elliptical orbits.
NAEP national performance results in Science at grade 12: 2000
Earth and Venus
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 210 refers to Additional Information [3]
210. The table below gives additional information about the planets: their
periods of revolution about the Sun and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Which planet has the longest year in Earth time?
A. Mercury
B. Venus
C. Earth
D. Mars
Key
D
NAEP national performance results in Science at grade 12: 2000
Planet with longest year
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 211 refers to Additional Information [3]
211. The table below gives additional information about the planets: their
periods of revolution about the Sun and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
A calendar for a Martian year would contain approximately how many
Martian days (not Earth days)?
A. 230
B. 360
C. 670
D. 700
Key
C
NAEP national performance results in Science at grade 12: 2000
Length of year on Mars
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 212 refers to Additional Information [3]
212. The table below gives additional information about the planets: their
periods of revolution about the Sun and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
On the graph below, plot a point for each of the four planets showing the
planet's period of revolution and its mean distance from the Sun. Then
draw the line or curve that best illustrates the relationship between the
period of revolution and the mean distance from the Sun that is suggested
by the points.
Scoring Guide
Score & Description
Complete
Student demonstrates an ability to plot data points on a graph and
show a curve that fits the points reasonably well. Student response
shows 3 or 4 data points plotted correctly with an acceptable curve.
An acceptable curve is smooth, slightly concave upward without
any inflection points, and passes through all the plotted points.
Ranges (in 10 km): x - axis
y - axis
Mercury
55-60
80-90
Venus
105-110
220-230
Earth
point should be 360-370
touching 150 line
Mars
225-230
680-690
Partial
Student response shows 3 or 4 data points plotted correctly with
unacceptable or no curve,
OR
2 data points plotted correctly with acceptable or unacceptable
curve,
OR
1 data point plotted correctly with acceptable curve.
Unsatisfactory/Incorrect
Student response shows 2 data points plotted correctly with no
curve,
OR
1 data point plotted correctly with unacceptable curve,
OR
0 points are plotted correctly, regardless of curve.
Complete - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
Venus 108
225 days
Earth
150
365 days
Mars
228
687 days
243
days
23.9
hours
24.6
hours
On the graph below, plot a point for each of the four planets showing the planet's period of re
and its mean distance from the Sun. Then draw the line or curve that best illustrates the rela
between the period of revolution and the mean distance from the Sun that is suggested by th
Scorer Comments:
Student response shows all four points plotted correctly, with acceptable curve. The curve is
slightly concave upward without any inflection points, and passes through all the plotted poin
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
On the graph below, plot a point for each of the four planets showing the planet's period of re
and its mean distance from the Sun. Then draw the line or curve that best illustrates the rela
between the period of revolution and the mean distance from the Sun that is suggested by th
Scorer Comments:
Student response shows three points plotted correctly, with acceptable curve. Venus is plott
incorrectly. The curve is smooth, slightly concave upward without any inflection points, and p
through all the plotted points.
Partial - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
On the graph below, plot a point for each of the four planets showing the planet's period of re
and its mean distance from the Sun. Then draw the line or curve that best illustrates the rela
between the period of revolution and the mean distance from the Sun that is suggested by th
Scorer Comments:
Student response shows all four points plotted correctly, but no curve is shown.
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
Earth
150
365 days
Mars
228
687 days
days
23.9
hours
24.6
hours
On the graph below, plot a point for each of the four planets showing the planet's period of re
and its mean distance from the Sun. Then draw the line or curve that best illustrates the rela
between the period of revolution and the mean distance from the Sun that is suggested by th
Scorer Comments:
Student response shows two points, mercury and mars plotted correctly and an unacceptabl
The curve in not acceptable because it is not smooth and has inflection points.
Unsatisfactory/Incorrect - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
On the graph below, plot a point for each of the four planets showing the planet's period of re
and its mean distance from the Sun. Then draw the line or curve that best illustrates the rela
between the period of revolution and the mean distance from the Sun that is suggested by th
Scorer Comments:
Student response shows two points plotted correctly, but no curve is shown. Earth and Mars
incorrectly.
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Period of Period
Distance
Revolution of
from the Sun (Earth time) Rotation
(million
(Earth
kilometers)
time)
Mercury 58
Venus 108
88 days
225 days
Earth
150
365 days
Mars
228
687 days
59 days
243
days
23.9
hours
24.6
hours
On the graph below, plot a point for each of the four planets showing the planet's period of re
and its mean distance from the Sun. Then draw the line or curve that best illustrates the rela
between the period of revolution and the mean distance from the Sun that is suggested by th
Scorer Comments:
Student response shows one point plotted correctly, with an unacceptable curve. Mercury, E
Mars are plotted incorrectly. The curve in not acceptable because it has an inflection point.
NAEP national performance results in Science at grade 12: 2000
Plot of four planets
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 213 refers to Additional Information [3]
213. The table below gives additional information about the planets: their
periods of revolution about the Sun and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Suppose that a new planet (Planet P) is discovered and it has a period of
revolution of 500 Earth days. What, if anything, could you predict about
the mean distance of Planet P from the Sun based on the graph in
question 7? Explain why you could or could not make this prediction.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an ability to interpolate from a graph to make
a prediction and to realize that this can be done because the graph
suggests a functional relationship between the quantities. Student
response gives an answer for the mean distance that is consistent
with the drawn graph, and gives a satisfactory explanation of how it
was determined or why it could be determined. The following are
acceptable (even if not exactly precise) explanations relating a
planet's period to its mean distance from the Sun:
• One is a linear function of the other
• One is directly proportional to the other
• One is an exponential function of the other
• One is a quadratic function of the other
• One is a parabolic function of the other
Partial
Student response states that the mean distance is between that of
Earth and Mars (or states range of approximately 150 - 228 million
km).
OR
Response explains how to determine mean distance, but does not
actually follow through with a prediction.
OR
Response gives a correct mean distance consistent with the graph,
but gives no explanation.
OR
Response gives an incorrect prediction but provides a good
explanation.
Unsatisfactory/Incorrect
Student response states that nothing (or something irrelevant) can
be predicted from the graph, or gives an answer for the mean
distance that is inconsistent with the graph drawn in question 7.
Complete - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
Earth
150
365 days
Mars
228
687 days
days
23.9
hours
24.6
hours
Suppose that a new planet (Planet P) is discovered and it has a period of revolution of 500
What, if anything, could you predict about the mean distance of Planet P from the Sun base
graph in question 7? Explain why you could or could not make this prediction.
Scorer Comments:
Student response predicts a correct distance for Planet P: 190 million km, correctly interpola
the graph constructed in question 7, and provides an acceptable explanation that the distanc
Sun is directly proportional to the time of revolution.
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Suppose that a new planet (Planet P) is discovered and it has a period of revolution of 500
What, if anything, could you predict about the mean distance of Planet P from the Sun base
graph in question 7? Explain why you could or could not make this prediction.
Scorer Comments:
Student response predicts a correct distance for Planet P: 185 (million km), correctly interpo
the graph constructed in question 7, and provides an acceptable explanation that the distanc
Sun increases with the period of revolution.
Partial - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Suppose that a new planet (Planet P) is discovered and it has a period of revolution of 500
What, if anything, could you predict about the mean distance of Planet P from the Sun base
graph in question 7? Explain why you could or could not make this prediction.
Scorer Comments:
Student response provides an appropriate range for the distance of Planet P: between 150 a
(million) km. The explanation refers to the chart, but does not explain how it can be used to d
the planet's distance from the Sun. The response receives partial credit, because no specific
is stated, and the explanation is unsatisfactory.
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
Mars
228
687 days
24.6
hours
Suppose that a new planet (Planet P) is discovered and it has a period of revolution of 500
What, if anything, could you predict about the mean distance of Planet P from the Sun base
graph in question 7? Explain why you could or could not make this prediction.
Scorer Comments:
Student response provides thorough explanation of how to determine the distance of Planet
Sun, but does not predict an actual value for the distance.
Unsatisfactory/Incorrect - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Suppose that a new planet (Planet P) is discovered and it has a period of revolution of 500
What, if anything, could you predict about the mean distance of Planet P from the Sun base
graph in question 7? Explain why you could or could not make this prediction.
Scorer Comments:
Student response provides an incorrect distance of Planet P from the Sun: 150 (million) km,
would overlap with Earth's orbit. The explanation indicates that no interpolation was done, th
was simply copied from the table.
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Suppose that a new planet (Planet P) is discovered and it has a period of revolution of 500
What, if anything, could you predict about the mean distance of Planet P from the Sun base
graph in question 7? Explain why you could or could not make this prediction.
Scorer Comments:
Student response does not make a prediction for the distance of Planet P from the Sun. The
explanation refers to making comparisons among the periods of revolution of some of the pla
does not provide a specific method or a relationship between the two variables plotted.
NAEP national performance results in Science at grade 12: 2000
New planet with period of 500 days
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 214 refers to Additional Information [3]
214. The table below gives additional information about the planets: their
periods of revolution about the Sun and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Describe how you could best determine, from the data given on page 6,
the speed of the Earth in kilometers per day as it moves in its orbit around
the Sun.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of both speed of an object
and the geometry of a circle by describing how to calculate the
speed of a planet of known orbital radius and period of revolution.
Student response recognizes that speed is distance divided by
time, and that in one complete revolution the distance is 2
times
the radius of the orbit and time is the period of revolution. The
response does not have to provide a numerical calculation.
d
2 r
2 (150 x 10 km)
v = — = ——— = ———————— = 2.6 x 10 km/day
t
t
365 days
Essential
Student response recognizes that the speed is the circumference of
the orbit divided by the period of revolution, but does not indicate
how to determine the circumference.
Partial
Student response recognizes only that a speed is distance divided
by a time ( v = d/t), or equivalently that distance equals speed
multiplied by time ( d = vt), but indicates neither a correct distance
nor time. Response may falsely interpret the radius of the orbit as
the distance, or the period of rotation as the period of revolution.
Unsatisfactory/Incorrect
Student response does not recognize that the estimate involves
dividing distance by a time.
Complete - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Describe how you could best determine, from the data given on page 6, the speed of the Ea
kilometers per day as it moves in its orbit around the Sun.
Scorer Comments:
Student response states that speed is calculated by dividing distance by time, while recogniz
the distance is represented by the circumference of the orbit, 2 r, and the time - by the len
it takes to complete one revolution, 365 days.
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Describe how you could best determine, from the data given on page 6, the speed of the Ea
kilometers per day as it moves in its orbit around the Sun.
Scorer Comments:
Student response consists of a calculation showing that the distance is the circumference of
2 r, and the speed v is the distance divided by the length of time it takes to complete one
365 days.
Essential - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Describe how you could best determine, from the data given on page 6, the speed of the Ea
kilometers per day as it moves in its orbit around the Sun.
Scorer Comments:
Student response states that speed is calculated by dividing distance by time, while recogniz
the distance is represented by the circumference of the orbit, and the time - by the length of
takes to complete one revolution, 365 days. The response neglects to specify how the circum
can be calculated using the data table ( d=2 r).
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Period of Period
Distance
Revolution of
from the Sun (Earth time) Rotation
(million
kilometers)
Mercury 58
Venus 108
88 days
225 days
Earth
150
365 days
Mars
228
687 days
(Earth
time)
59 days
243
days
23.9
hours
24.6
hours
Describe how you could best determine, from the data given on page 6, the speed of the Ea
kilometers per day as it moves in its orbit around the Sun.
Scorer Comments:
Student response states that speed is calculated by dividing distance by time, while recogniz
the distance is represented by the circumference of the orbit, and the time - by the length of
takes to complete one revolution. The response neglects to specify how the circumference c
calculated using the data table ( d=2 r).
Partial - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Describe how you could best determine, from the data given on page 6, the speed of the Ea
kilometers per day as it moves in its orbit around the Sun.
Scorer Comments:
Student response states that speed is calculated by dividing distance by time, correctly iden
days as the time, but uses the radius of Earth's orbit for the distance instead of its circumfere
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Describe how you could best determine, from the data given on page 6, the speed of the Ea
kilometers per day as it moves in its orbit around the Sun.
Scorer Comments:
Student response states that speed is calculated by dividing distance (# of km) by the time it
complete one revolution, but does not specify that the distance is represented by the circumf
the orbit or how the distance can be calculated using the data table.
Unsatisfactory/Incorrect - Student Response
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Distance
from the Sun
(million
kilometers)
Mercury 58
Venus 108
Earth
150
Mars
228
Period of Period
Revolution of
(Earth time) Rotation
(Earth
time)
88 days
59 days
225 days 243
days
365 days 23.9
hours
687 days 24.6
hours
Describe how you could best determine, from the data given on page 6, the speed of the Ea
kilometers per day as it moves in its orbit around the Sun.
Scorer Comments:
Student response mentions time and distance, but shows lack of understanding of what the
to, and how the variables are related.
The table below gives additional information about the planets: their periods of revolution ab
and rotation about their axes.
Planet Mean
Period of Period
Distance
Revolution of
from the Sun (Earth time) Rotation
(million
(Earth
kilometers)
time)
Mercury 58
Venus 108
88 days
225 days
Earth
150
365 days
Mars
228
687 days
59 days
243
days
23.9
hours
24.6
hours
Describe how you could best determine, from the data given on page 6, the speed of the Ea
kilometers per day as it moves in its orbit around the Sun.
Scorer Comments:
Student response mentions time and distance, but shows lack of understanding of what the
relates to, and how the variables are related.
NAEP national performance results in Science at grade 12: 2000
Orbital speed of Earth
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 215 refers to Additional Information [3]
215. As observed with special instruments from Earth, the Sun appears in the
sky to be slightly larger in January than in July. Which of the following
accounts for this observation?
A. The Earth moves in an orbit that is not circular but is closer to the Sun
in January than in July.
B. The diameter of the Earth is not constant, but bulges slightly at the
Equator and contracts slightly during the winter.
C. The Earth's orbit is not in the same plane as the orbits of the other
planets.
D. The axis of rotation of the Earth is not perpendicular to the plane of its
orbit but instead is tilted at an angle.
Key
A
NAEP national performance results in Science at grade 12: 2000
Apparent size of Sun
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 216 refers to Additional Information [3]
216. What extensions or modifications could be made to the simplified model of
the Solar System to explain why the Northern Hemisphere is colder in
January than in July? You may draw a diagram as part of your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of the seasons and the
ability to extend and refine a model by describing the necessary
modifications to this model that will account for the seasons.
Student response states that the Earth's axis is tilted away from the
Sun in January (toward the Sun in summer), or shows a picture
indicating such a tilt.
OR
Response states that the Earth's axis is tilted causing one of the
following to occur: the Northern Hemisphere receives less direct
sunlight (or heat) in January than in July; the Northern Hemisphere
in January receives sunlight for fewer hours of the day; sunlight has
to travel through more of the atmosphere, causing it to be more
diffuse.
Partial
Student response states only that the effect is caused by the tilt of
the Earth's axis.
Unsatisfactory/Incorrect
Student demonstrates no understanding of why the Northern
Hemisphere is colder in January than in July.
Complete - Student Response
What extensions or modifications could be made to the simplified model of the Solar System
why the Northern Hemisphere is colder in January than in July? You may draw a diagram as
your answer.
Scorer Comments:
Student response describes the direction of the tilt of the Earth's axis correctly.
What extensions or modifications could be made to the simplified model of the Solar System
why the Northern Hemisphere is colder in January than in July? You may draw a diagram as
your answer.
Scorer Comments:
Student response shows a diagram of the Sun and Earth in winter and summer, indicating th
Earth's axis correctly.
Partial - Student Response
What extensions or modifications could be made to the simplified model of the Solar System
why the Northern Hemisphere is colder in January than in July? You may draw a diagram as
your answer.
Scorer Comments:
Student response indicates that the colder temperatures are due to Earth tilting on its axis, b
describe the direction of the tilt or the effect of the tilt on the heat delivered by the Sun's rays
What extensions or modifications could be made to the simplified model of the Solar System
why the Northern Hemisphere is colder in January than in July? You may draw a diagram as
your answer.
Scorer Comments:
Student response indicates that the colder temperatures are due to Earth tilting ("a slant") on
but does not describe the direction of the tilt or the effect of the tilt on the heat delivered by th
rays.
Unsatisfactory/Incorrect - Student Response
What extensions or modifications could be made to the simplified model of the Solar System
why the Northern Hemisphere is colder in January than in July? You may draw a diagram as
your answer.
Scorer Comments:
Student response states the misconception that winter is colder on Earth because in winter E
further away from the Sun than in summer.
What extensions or modifications could be made to the simplified model of the Solar System
why the Northern Hemisphere is colder in January than in July? You may draw a diagram as
your answer.
Scorer Comments:
Student response confuses revolution of Earth around the Sun with rotation of Earth on its a
Response states that seasonal changes are due to Earth's rotation on its axis, not realizing t
rotational motion causes daily changes, such as day turning to night.
NAEP national performance results in Science at grade 12: 2000
Seasonal temperatures
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 217 refers to Additional Information [3]
217. One early simple model of the atom is very similar to the model of the
Solar System described before question 1. In the space below, draw a
sketch of this simple model of an atom, labeling its components.
Scoring Guide
Score & Description
Complete
Student demonstrates understanding of the structure of an atom by
sketching a diagram that shows all of the following:
1. The nucleus or proton/neutron cluster, labeled as "nucleus" or
"proton and neutrons" or "proton".
2. At least one labeled electron.
3. An indication that the electron(s) orbits around the nucleus (by
showing one or more circle around it).
Partial
Student demonstrates partial understanding of the structure of an
atom by sketching a correct diagram with labels that are correct but
not complete. The diagram shows the nucleus and the orbit(s) with
or without electrons, with at least one component labeled correctly.
No component is labeled incorrectly.
Unsatisfactory/Incorrect
Student diagram demonstrates no understanding of the structure of
an atom by showing any of the following:
1. The nucleus, protons, neutrons or electrons placed incorrectly.
2. No orbits.
3. Items such as molecules, biological cell components, etc.,
shown as parts of the atom.
Complete - Student Response
One early simple model of the atom is very similar to the model of the Solar System
described before question 1. In the space below, draw a sketch of this simple model of an
atom, labeling its components.
Scorer Comments:
Student response shows a proton/neutron cluster labeled "nucleus," labeled electrons, and
orbits around the nucleus containing the electrons.
One early simple model of the atom is very similar to the model of the Solar System
described before question 1. In the space below, draw a sketch of this simple model of an
atom, labeling its components.
Scorer Comments:
Student response shows a labeled proton with a labeled electron in orbit around the proton.
The diagram represents the hydrogen atom.
Partial - Student Response
One early simple model of the atom is very similar to the model of the Solar System
described before question 1. In the space below, draw a sketch of this simple model of an
atom, labeling its components.
Scorer Comments:
Student response shows a labeled nucleus with an orbit around it, but with no electron.
One early simple model of the atom is very similar to the model of the Solar System
described before question 1. In the space below, draw a sketch of this simple model of an
atom, labeling its components.
Scorer Comments:
Student response shows a labeled nucleus with an orbit around it, but with no electron.
Unsatisfactory/Incorrect - Student Response
One early simple model of the atom is very similar to the model of the Solar System
described before question 1. In the space below, draw a sketch of this simple model of an
atom, labeling its components.
Scorer Comments:
Student response shows a labeled nucleus with a labeled electron in orbit around it;
however, there is a proton and a neutron incorrectly placed in orbit around the nucleus.
One early simple model of the atom is very similar to the model of the Solar System
described before question 1. In the space below, draw a sketch of this simple model of an
atom, labeling its components.
Scorer Comments:
Student response attempts to draw a sketch of a biological cell instead of an atom.
NAEP national performance results in Science at grade 12: 2000
Simple model of the atom
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 218 refers to Additional Information [3]
218. Describe two similarities and two differences between this model of the
atom and the simplified model of the Solar System.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of the simple models of
the Solar System and the atom by pointing out two similarities and
two differences between these two models.
Essential
Student response contains two correct similarities and one correct
difference or one correct similarity and two correct differences.
Adequate
Student response contains one correct similarity and one correct
difference, or two correct similarities or two correct differences.
Partial
Student response contains one correct similarity or difference.
Unsatisfactory/Incorrect
Student response contains no correct similarities and no correct
differences.
Credited similarities:
1. Most mass in center,
or: nucleus/Sun at center,
or: both systems have a central mass/object.
2. Orbits are nearly circular.
3. Attractive force between central and orbiting objects (central force).
4. Objects in orbit,
or: there are orbits around a center.
5. Items rotate on an axis (electrons/planets).
6. Analogous components: Sun similar to nucleus, planets similar to
electrons.
7. Both models are simplified views of complex ideas.
8. Both systems are always in motion.
Credited differences:
1. Size or scale of objects/distances between objects.
2. Nature of forces between orbiting and central objects (i.e. electrostatic
vs. gravitational).
3. Period of revolution of orbiting objects.
4. More than one electron is possible in each orbit, as opposed to only
one planet per orbit in Solar System.
5. Composed of different components with some mention of what the
different components are.
6. The shapes of the orbits are different.
Complete - Student Response
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Student response provides two correct similarities and two correct differences.
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Student response provides two correct similarities: (1) presence of a central mass; (2) object
around central body. Response provides two correct differences: (1) more than one mass is
an orbit of an atom, implying that in the Solar System there can only be one mass per orbit; (
shapes of the orbits are different.
Essential - Student Response
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Student response provides two correct similarities: (1) planets/electrons revolving around Su
(2) force of attraction between components within the respective systems. Response provide
correct difference: presence of particles in the nucleus.
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Student response provides one correct similarity: planets/electrons revolving around Sun/nu
Response provides two correct differences: (1) presence of particles in the nucleus; (2) atom
There is mention of electrons orbiting in different levels, but there is no clear indication abou
ability of electrons to "leap" from one orbit to another.
Adequate - Student Response
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Student response provides two correct differences only: (1) presence of particles in the nucle
only one planet while more than one electron possible in one orbit.
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Student response provides one correct similarity: analogous components, electrons -- plane
-- Sun; one correct difference: electrons may pair up (in an orbit), while planets may not. Sta
about more electrons being present in an atom than planets in the Solar System is incorrect
an atom can have more or less electrons depending on which element it represents.
Partial - Student Response
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Student response provides one correct difference: size/scale of objects. It is incorrect to stat
Solar System has more components than an atom because an atom can have more or less
components depending on which element it represents.
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Student response provides one correct difference: the models have changed over time.
Unsatisfactory/Incorrect - Student Response
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Both statements in the response are incorrect.
Describe two similarities and two differences between this model of the atom and the simplif
of the Solar System.
Scorer Comments:
Student response simply states that the models represent the real systems, but does not sta
similarities or differences.
NAEP national performance results in Science at grade 12: 2000
Solar System and atom
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 219 refers to Additional Information [3]
219. A planetary model of a system, such as the models of the Solar System
and the atom discussed here, is appropriate whenever the components of
the system and the nature of the forces between them have certain
properties. Which of the following might be some of these properties?
A. One of the components is much more massive than the others and
exerts an attractive force on each of the other components.
B. One of the components is much more massive than the others and
exerts a force on each of the other components that is perpendicular to
the line connecting their centers.
C. All the components are equally massive, are far apart, and attract each
other.
D. All the components are equally massive, are close together, and repel
each other.
Key
A
NAEP national performance results in Science at grade 12: 2000
Properties of Solar System
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
220. Animals that reproduce sexually differ from animals that reproduce
asexually in that sexually reproducing animals have
A. a larger number of offspring
B. more genetic variation among their offspring
C. offspring that are nearly identical to their parents
D. offspring that are perfectly adapted to their parents' habitat
Key
B
NAEP national performance results in Science at grade 12: 2000
Reproduction of animals
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
X -> Y + Z + energy
221. The equation above represents a nuclear decay, in which nucleus X
decays into particle Y and nucleus Z and releases energy. Which of the
following can explain why energy is released in the decay?
A. The mass of X is less than the sum of the masses of Y and Z.
B. The mass of X is less than the difference between the masses of Y
and Z.
C. The mass of X is greater than the sum of the masses of Y and Z.
D. The mass of X is greater than the difference between the masses of
Y and Z.
Key
C
NAEP national performance results in Science at grade 12: 2000
Nuclear decay
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
222. Carbon-14 has a half-life of approximately 5,700 years. Analysis of the
carbon in a piece of charred wood found in an excavation revealed that
the carbon has 25 percent of the amount of carbon-14 that is found in the
carbon of living trees. Which of the following is most nearly the age of the
excavated wood?
A. 160 years
B. 5,700 years
C. 11,400 years
D. 23,000 years
Key
C
NAEP national performance results in Science at grade 12: 2000
Radioactive dating
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
223. Air in the atmosphere continuously moves by convection. At the equator,
air rises; at the poles, it sinks. This occurs because
A. the Earth's ozone layer is thinner at the equator than at the poles
B. the Earth's magnetic field is stronger at the poles than at the equator
C. warm air can hold less water vapor than can cold air
D. warm air is less dense than cold air
Key
D
NAEP national performance results in Science at grade 12: 2000
Cause of convection in atmosphere
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
224. The diagram above shows a cross section of the edge of a continent. In
this region a section of oceanic crust is gradually moving down under a
section of continental crust. Explain how the mountain range near the
seacoast on this continent was probably formed.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response gives a complete explanation that explains how
mountains can form at convergent plate boundaries.
1. Continental crust is pushed up when oceanic crust collides with
it
2. Continental crust rises as oceanic crust is subducted under it
Unsatisfactory/Incorrect
Student response may only describe the picture or simply state that
the tectonic plates collide.
Complete - Student Response
The diagram above shows a cross section of the edge of a continent. In this region a section
crust is gradually moving down under a section of continental crust. Explain how the mounta
near the seacoast on this continent was probably formed.
Scorer Comments:
Student response explains that the continental crust is forced up as a result of the oceanic c
under it.
The diagram above shows a cross section of the edge of a continent. In this region a section
crust is gradually moving down under a section of continental crust. Explain how the mounta
near the seacoast on this continent was probably formed.
Scorer Comments:
Student response explains that the continental crust is pushed upward by the oceanic crust.
Unsatisfactory/Incorrect - Student Response
The diagram above shows a cross section of the edge of a continent. In this region a section
crust is gradually moving down under a section of continental crust. Explain how the mounta
near the seacoast on this continent was probably formed.
Scorer Comments:
Student response mentions erosion, which is not a factor in mountain formation at convergen
boundaries. The statement that the water moves downward is incorrect.
The diagram above shows a cross section of the edge of a continent. In this region a section
crust is gradually moving down under a section of continental crust. Explain how the mounta
near the seacoast on this continent was probably formed.
Scorer Comments:
Student response mentions buildup of sediment, which is not a factor in mountain formation
convergent plate boundaries.
NAEP national performance results in Science at grade 12: 2000
Subduction and orogeny
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
225. The diagram above shows a cross section of two river valleys. In each
diagram, the river is represented by the shaded region. Which river valley
is in its more mature stage of development? What two features in the
diagrams make you think so?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response indicates an understanding of the developmental
stages of a river valley by giving two specific reasons why river
valley II is more mature than river valley I.
Credited specific reasons:
• The walls of valley I are steeper
• Valley II is wider
• The walls of valley II have undergone more erosion
• Valley II shows the existence of a flood plain
• The river in valley II has natural levees
• The river in valley II is wider
Partial
Student response indicates an understanding of the developmental
stages of a river valley by giving one specific reason or at least one
general reason why river valley II is more mature than river valley I.
Credited general reasons:
• The shape of the valley
• The width of the river
Unsatisfactory/Incorrect
Student response indicates that river valley I is more mature or
river valley II without any reasons.
Complete - Student Response
The diagram above shows a cross section of two river valleys. In each diagram, the river is r
by the shaded region. Which river valley is in its more mature stage of development? What t
in the diagrams make you think so?
Scorer Comments:
Student response provides two specific reasons why River Valley II is more mature than Riv
the sides of valley are more worn down and the bottom surface is flatter.
The diagram above shows a cross section of two river valleys. In each diagram, the river is r
by the shaded region. Which river valley is in its more mature stage of development? What t
in the diagrams make you think so?
Scorer Comments:
Student response provides two specific reasons why River Valley II is more mature than Riv
River Valley II eroded and it grew wider.
Partial - Student Response
The diagram above shows a cross section of two river valleys. In each diagram, the river is r
by the shaded region. Which river valley is in its more mature stage of development? What t
in the diagrams make you think so?
Scorer Comments:
Student response provides one specific reason why River Valley II is more mature than Rive
The river in Valley II is wider. Depth of the river is not an indication of maturity.
The diagram above shows a cross section of two river valleys. In each diagram, the river is r
by the shaded region. Which river valley is in its more mature stage of development? What t
in the diagrams make you think so?
Scorer Comments:
Student response provides two general reasons why River Valley II is more mature than Riv
the shape of the river and the shape of the valley.
Unsatisfactory/Incorrect - Student Response
The diagram above shows a cross section of two river valleys. In each diagram, the river is r
by the shaded region. Which river valley is in its more mature stage of development? What t
in the diagrams make you think so?
Scorer Comments:
Student response states that River Valley I is more mature.
The diagram above shows a cross section of two river valleys. In each diagram, the river is r
by the shaded region. Which river valley is in its more mature stage of development? What t
in the diagrams make you think so?
Scorer Comments:
Student response states that River Valley II is more mature, but provides incorrect reasons:
and more shaped. Depth of the river is not an indication of maturity. The statement that the r
"more shaped" is too vague.
NAEP national performance results in Science at grade 12: 2000
Two river valleys
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
226. A 10-liter sample of CO gas contains the same number of molecules as
how many liters of O gas at the same temperature and pressure?
A. 5 liters
B. 10 liters
C. 20 liters
D. 30 liters
Key
B
NAEP national performance results in Science at grade 12: 2000
Comparison of amounts of gas
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
227. According to evolutionary theory, which of the following evolutionary trees
best describes the relationship between groups of vertebrates?
A.
B.
C.
D.
Key
B
NAEP national performance results in Science at grade 12: 2000
Evolutionary trees
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
228. Which of the following is NOT a part of Darwin's theory of evolution by
natural selection?
A. Individuals in a population vary in many ways.
B. Some individuals possess features that enable them to survive better
than individuals lacking those features.
C. More offspring are produced than can generally survive.
D. Changes in an individual's genetic material are usually harmful.
Key
D
NAEP national performance results in Science at grade 12: 2000
Darwin's theory of evolution
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
229. During the time in the Earth's history when the first amphibians appeared,
which of the following was one of the major groups of plants that
dominated the land habitats?
A. Cone-bearing trees (gymnosperms)
B. Flowering plants (angiosperms)
C. Ferns
D. Algae
Key
C
NAEP national performance results in Science at grade 12: 2000
History of plants
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
230. In a laboratory, 10 moles of He gas (atomic mass 4.0) were placed in a
rigid 2-liter tank. The tank had a small pinhole leak and the He gas
escaped. If 10 moles of Ar gas (atomic mass 40) had been placed instead
in the tank at the same temperature, predict whether the Ar would have
leaked out at the same rate, more quickly, or less quickly than the He gas
did. Explain your prediction.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of the kinetic theory of
gases by predicting that argon (Ar) gas would leak out more slowly
than helium gas and explaining that, at the same temperature, the
average speed of argon atoms is less than that of helium atoms.
(The explanation that the average speed of argon atoms is smaller
due to their larger mass is optional.)
OR
Student predicts that helium (He) gas leaks more quickly, because
He atoms move more quickly.
Partial
Student correctly predicts that argon would leak out more slowly,
but does not explain that the average speed of argon atoms is less
than that of helium atoms.
OR
Student mentions the slower atomic speed of argon without
commenting on the rate of effusion.
Unsatisfactory/Incorrect
Student incorrectly predicts that argon would effuse more quickly or
at the same rate as helium.
Complete - Student Response
In a laboratory, 10 moles of He gas (atomic mass 4.0) were placed in a rigid 2-liter tank. The
small pinhole leak and the He gas escaped. If 10 moles of Ar gas (atomic mass 40) had bee
instead in the tank at the same temperature, predict whether the Ar would have leaked out a
rate, more quickly, or less quickly than the He gas did. Explain your prediction.
Scorer Comments:
Student response makes correct prediction that the argon gas would leak out more slowly th
helium gas, and explains correctly that the argon moves more slowly due to its greater mass
In a laboratory, 10 moles of He gas (atomic mass 4.0) were placed in a rigid 2-liter tank. The
small pinhole leak and the He gas escaped. If 10 moles of Ar gas (atomic mass 40) had bee
instead in the tank at the same temperature, predict whether the Ar would have leaked out a
rate, more quickly, or less quickly than the He gas did. Explain your prediction.
Scorer Comments:
Student response makes correct prediction that the argon gas would leak out more slowly th
helium gas, and explains correctly that the argon moves more slowly.
Partial - Student Response
In a laboratory, 10 moles of He gas (atomic mass 4.0) were placed in a rigid 2-liter tank. The
small pinhole leak and the He gas escaped. If 10 moles of Ar gas (atomic mass 40) had bee
instead in the tank at the same temperature, predict whether the Ar would have leaked out a
rate, more quickly, or less quickly than the He gas did. Explain your prediction.
Scorer Comments:
Student response makes correct prediction that the argon gas would leak out more slowly th
helium gas, but the explanation mentions only the atomic mass, not the speed at which the a
move.
In a laboratory, 10 moles of He gas (atomic mass 4.0) were placed in a rigid 2-liter tank. The
small pinhole leak and the He gas escaped. If 10 moles of Ar gas (atomic mass 40) had bee
instead in the tank at the same temperature, predict whether the Ar would have leaked out a
rate, more quickly, or less quickly than the He gas did. Explain your prediction.
Scorer Comments:
Student response makes correct prediction that the argon gas would leak out more slowly th
helium gas, but the explanation mentions only the size of the atoms, not the speed at which
move.
Unsatisfactory/Incorrect - Student Response
In a laboratory, 10 moles of He gas (atomic mass 4.0) were placed in a rigid 2-liter tank. The
small pinhole leak and the He gas escaped. If 10 moles of Ar gas (atomic mass 40) had bee
instead in the tank at the same temperature, predict whether the Ar would have leaked out a
rate, more quickly, or less quickly than the He gas did. Explain your prediction.
Scorer Comments:
Student response makes incorrect prediction that the argon gas would leak out more quickly
In a laboratory, 10 moles of He gas (atomic mass 4.0) were placed in a rigid 2-liter tank. The
small pinhole leak and the He gas escaped. If 10 moles of Ar gas (atomic mass 40) had bee
instead in the tank at the same temperature, predict whether the Ar would have leaked out a
rate, more quickly, or less quickly than the He gas did. Explain your prediction.
Scorer Comments:
Student response makes incorrect prediction that the argon gas would leak out at the same
the helium gas.
NAEP national performance results in Science at grade 12: 2000
Rate of argon leakage
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question One characteristic that can be used to
identify pure metals is density. If you determine the density of a pure
metal, you can determine what the metal is, as shown in the table
below.
231. Suppose that you have been given a ring and want to determine if it is
made of pure gold. Design a procedure for determining the density of the
ring. Explain the steps you would follow, including the equipment that you
would use, and how you would use this equipment to determine the ring's
density.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates the ability to design a procedure to
determine the density of a solid object by describing a
procedure similar to the procedure presented below.
Step A. Weigh ring using a scale, recording its mass (M),
OR "find the weight of the ring".
Step B. Put the ring in a graduated cylinder that has water in it
and record the volume (V) of water displaced. The volume of
water displaced equals the volume of water in the cylinder
with the ring in it less the volume of the water before the ring
was put in the cylinder.
Step C. Calculate the density (D), according to the formula D =
M/V.
Essential
Student response describes two of the steps presented above.
Partial
Student response describes one of the steps presented above.
Unsatisfactory/Incorrect
Student response does not mention any of the steps
presented above.
OR
Student response confuses quantities such as weight or
volume with density.
Complete - Student Response
Suppose that you have been given a ring and want to determine if it is made of pure gold. D
procedure for determining the density of the ring. Explain the steps you would follow, includin
equipment that you would use, and how you would use this equipment to determine the ring
Scorer Comments:
Student response describes all three components of the correct procedure: methods for mea
mass, measuring the volume, and calculating the density.
Suppose that you have been given a ring and want to determine if it is made of pure gold. D
procedure for determining the density of the ring. Explain the steps you would follow, includin
equipment that you would use, and how you would use this equipment to determine the ring'
Scorer Comments:
Student response describes all three components of the correct procedure: weighing the ring
for measuring the volume, and calculating the density.
Essential - Student Response
Suppose that you have been given a ring and want to determine if it is made of pure gold. D
procedure for determining the density of the ring. Explain the steps you would follow, includin
equipment that you would use, and how you would use this equipment to determine the ring'
Scorer Comments:
Student response describes two components of the correct procedure: methods for measurin
mass for and measuring the volume.
Suppose that you have been given a ring and want to determine if it is made of pure gold. D
procedure for determining the density of the ring. Explain the steps you would follow, includin
equipment that you would use, and how you would use this equipment to determine the ring'
Scorer Comments:
Student response describes two components of the correct procedure: methods for measuri
mass and for calculating the density. The method provided for measuring the volume is not a
for a ring.
Partial - Student Response
Suppose that you have been given a ring and want to determine if it is made of pure gold. D
procedure for determining the density of the ring. Explain the steps you would follow, includin
equipment that you would use, and how you would use this equipment to determine the ring'
Scorer Comments:
Student response describes one component of the correct procedure: weighing the ring. The
addressed the other two components, but only vaguely.
Suppose that you have been given a ring and want to determine if it is made of pure gold. D
procedure for determining the density of the ring. Explain the steps you would follow, includin
equipment that you would use, and how you would use this equipment to determine the ring'
Scorer Comments:
Student response describes one component of the correct procedure: method for measuring
volume. The response does not address measurement of the mass and mentions the calcula
density without stating a method.
Unsatisfactory/Incorrect - Student Response
Suppose that you have been given a ring and want to determine if it is made of pure gold. D
procedure for determining the density of the ring. Explain the steps you would follow, includin
equipment that you would use, and how you would use this equipment to determine the ring
Scorer Comments:
Student response describes a method for measuring volume, but mistakenly states that the m
would determine the density.
Suppose that you have been given a ring and want to determine if it is made of pure gold. D
procedure for determining the density of the ring. Explain the steps you would follow, includin
equipment that you would use, and how you would use this equipment to determine the ring'
Scorer Comments:
Student response describes a faulty procedure. The procedure is appropriate to distinguish r
of pure substances given in the table, but the method does not determine density and canno
to distinguish between rings made of many composites of gold.
NAEP national performance results in Science at grade 12: 2000
Finding density of ring
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question One characteristic that can be used to
identify pure metals is density. If you determine the density of a pure
metal, you can determine what the metal is, as shown in the table
below.
232. Suppose that you determine that the ring has a density of 15.3 grams/cm .
Assuming that the ring is a mixture of some combination of the metals
listed in the table, what can you determine about its composition from its
calculated density? Explain your answer.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response states that the ring is not pure gold but
must contain some gold. Response may reason that the
density of the ring (15.3 g/cm ) is less than the density of gold
(19.3 g/cm ), but more than the density of any of the other
metals. Response must also state that the identity of the other
metals in the ring cannot be determined from the given
information.
Partial
Student response identifies gold as being one of the metals in
the mixture and may choose others based on such factors as
averaging densities. Response does not state that the identity
of the other metals in the ring cannot be determined from the
given information.
Unsatisfactory/Incorrect
Student response does not identify gold as one of the metals
in the mixture, or states that the ring is made of pure gold.
Complete - Student Response
Suppose that you determine that the ring has a density of 15.3 grams/cm . Assuming that th
mixture of some combination of the metals listed in the table, what can you determine about
composition from its calculated density? Explain your answer.
Scorer Comments:
Student response correctly states that the ring must contain some gold, but the exact compo
the ring cannot be determined from the given information.
Suppose that you determine that the ring has a density of 15.3 grams/cm . Assuming that th
mixture of some combination of the metals listed in the table, what can you determine about
composition from its calculated density? Explain your answer.
Scorer Comments:
Student response correctly states that the ring must contain some gold, but the identity of the
metals in the ring cannot be determined from the given information.
Partial - Student Response
Suppose that you determine that the ring has a density of 15.3 grams/cm . Assuming that th
mixture of some combination of the metals listed in the table, what can you determine about
composition from its calculated density? Explain your answer.
Scorer Comments:
Student response correctly states that the ring must contain some gold, but does not mentio
exact composition of the ring cannot be determined from the given information.
Suppose that you determine that the ring has a density of 15.3 grams/cm . Assuming that th
mixture of some combination of the metals listed in the table, what can you determine about
composition from its calculated density? Explain your answer.
Scorer Comments:
Student response correctly states that the ring contains gold, but mistakenly chooses silver a
other possible component based on averaging densities.
Unsatisfactory/Incorrect - Student Response
Suppose that you determine that the ring has a density of 15.3 grams/cm . Assuming that th
mixture of some combination of the metals listed in the table, what can you determine about
composition from its calculated density? Explain your answer.
Scorer Comments:
Student response states incorrectly that the ring contains no gold. Response shows lack of
understanding that mixing gold with other metals would decrease the ring's density.
Suppose that you determine that the ring has a density of 15.3 grams/cm . Assuming that th
mixture of some combination of the metals listed in the table, what can you determine about
composition from its calculated density? Explain your answer.
Scorer Comments:
Student response states incorrectly that the ring contains no gold, and proceeds with an inco
method of adding densities of other metals in an attempt to match the given density of the rin
NAEP national performance results in Science at grade 12: 2000
Composition of ring
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question Suppose that you are asked to design and create
an information poster about Acquired Immune Deficiency Syndrome
(AIDS) for your high school and need to include the answers to some
important questions. Answer the following questions to summarize the
information that you would include in your poster.
233. What kind of infectious agent causes AIDS and how does this agent affect
the systems of the body?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding that the HIV virus causes
AIDS by suppressing or destroying the immune system, thereby
making the immune system unable to combat new infections.
Essential
Student response states that the HIV virus causes AIDS by
suppressing or destroying the immune system, but does not
mention that the immune system is thus unable to combat new
infections.
Partial
Student response states only that AIDS is caused by a virus (or the
HIV virus).
OR
Student response states only that AIDS suppresses or destroys the
immune system without any more details.
Unsatisfactory/Incorrect
Student response demonstrates no knowledge of what causes
AIDS nor does it describe the effect of AIDS on the immune
system.
Complete - Student Response
What kind of infectious agent causes AIDS and how does this agent affect the systems of th
Scorer Comments:
Student response identifies the correct infectious agent that causes AIDS (HIV), and provide
explanation of how it affects the body.
What kind of infectious agent causes AIDS and how does this agent affect the systems of th
Scorer Comments:
Student response identifies the correct infectious agent that causes AIDS (retrovirus), and pr
full explanation of how it affects the body.
Essential - Student Response
What kind of infectious agent causes AIDS and how does this agent affect the systems of th
Scorer Comments:
Student response identifies the correct infectious agent that causes AIDS (HIV virus). The re
provides a partial explanation stating that the body's immune system is weakened, not expla
will happen in case the body is infected with another disease.
What kind of infectious agent causes AIDS and how does this agent affect the systems of th
Scorer Comments:
Student response identifies the correct infectious agent that causes AIDS (HIV). The respon
a partial explanation stating that the body's immune system is weakened, not explaining wha
happen in case the body is infected with another disease.
Partial - Student Response
What kind of infectious agent causes AIDS and how does this agent affect the systems of th
Scorer Comments:
Student response does not identify the infectious agent that causes AIDS. The response pro
partial explanation stating that the body's immune system is weakened, not explaining what
in case the body is infected with another disease.
What kind of infectious agent causes AIDS and how does this agent affect the systems of th
Scorer Comments:
Student response identifies the correct infectious agent that causes AIDS (HIV). The respon
provide an explanation.
Unsatisfactory/Incorrect - Student Response
What kind of infectious agent causes AIDS and how does this agent affect the systems of th
Scorer Comments:
Student response does not identify the infectious agent that causes AIDS, and indicates a ha
effect on the body without mentioning the immune system.
What kind of infectious agent causes AIDS and how does this agent affect the systems of th
Scorer Comments:
Student response does not identify the infectious agent that causes AIDS, and indicates wea
the body without mentioning the immune system. AIDS does not cause other diseases to oc
body, it reduces the body's ability to combat such diseases.
NAEP national performance results in Science at grade 12: 2000
Infectious agents causing AIDS
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question Suppose that you are asked to design and create
an information poster about Acquired Immune Deficiency Syndrome
(AIDS) for your high school and need to include the answers to some
important questions. Answer the following questions to summarize the
information that you would include in your poster.
234. Describe four distinct ways in which AIDS can be transmitted.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student describes four distinct modes of AIDS transmission as
outlined below.
Distinct modes include:
• Sexual contact and/or mention of bodily fluid exchange
• Kissing someone with an open sore/cut in their mouth
• Drug needles
• Tattoo needles
• Transfusion with infected blood, or mention of blood alone
• Bone marrow transplant if donor is infected
• Usage of non-sterile equipment in a medical setting
• Blood to blood contact
• Transmission from mother to child in birth process
• Breast milk
Essential
Student describes three distinct modes of AIDS transmission.
Partial
Student describes one or two distinct modes of AIDS transmission.
Unsatisfactory/Incorrect
Student describes none of the known modes of AIDS transmission.
Complete - Student Response
Describe four distinct ways in which AIDS can be transmitted.
Scorer Comments:
Student response provides four distinct modes of AIDS transmission: (1) drug needles, (2) s
kissing someone with cut in their mouth, (4) bone marrow transplant when donor is infected.
Describe four distinct ways in which AIDS can be transmitted.
Scorer Comments:
Student response provides four distinct modes of AIDS transmission:(1) drug needles, (2) se
blood transfusion, (4) infected mother to baby.
Essential - Student Response
Describe four distinct ways in which AIDS can be transmitted.
Scorer Comments:
Student response provides three distinct modes of AIDS transmission: (1) sex, (2) drug need
blood-to-blood contact.
Describe four distinct ways in which AIDS can be transmitted.
Scorer Comments:
Student response provides three distinct modes of AIDS transmission: (1) sex (bodily fluid ex
also mentioned), (2) blood transfusion, (3) mother (assume infected) to baby.
Partial - Student Response
Describe four distinct ways in which AIDS can be transmitted.
Scorer Comments:
Student response provides two distinct modes of AIDS transmission: (1) drug needles, (2) tw
sexual contact.
Describe four distinct ways in which AIDS can be transmitted.
Scorer Comments:
Student response provides one distinct modes of AIDS transmission: (1) by blood.
Unsatisfactory/Incorrect - Student Response
Describe four distinct ways in which AIDS can be transmitted.
NAEP national performance results in Science at grade 12: 2000
Transmission of AIDS
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
The following question Suppose that you are asked to design and create
an information poster about Acquired Immune Deficiency Syndrome
(AIDS) for your high school and need to include the answers to some
important questions. Answer the following questions to summarize the
information that you would include in your poster.
235. Describe two distinct ways in which the transmission of AIDS can be
prevented.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student describes two methods of preventing AIDS transmission.
Distinct methods include:
• Abstinence
• Use of condoms
��� Testing blood supply for AIDS virus
• Using sterilized needles
• Avoid getting pregnant if HIV positive
• Avoid other people's blood
Partial
Student describes one method of preventing AIDS transmission.
Unsatisfactory/Incorrect
Student describes no method of preventing AIDS transmission.
Complete - Student Response
Describe two distinct ways in which the transmission of AIDS can be prevented.
Scorer Comments:
Student response provides two methods of preventing transmission of AIDS: abstinance and
new" IV needles.
Describe two distinct ways in which the transmission of AIDS can be prevented.
Scorer Comments:
Student response provides two methods of preventing transmission of AIDS: use of condom
testing blood supply.
Partial - Student Response
Describe two distinct ways in which the transmission of AIDS can be prevented.
Scorer Comments:
Student response provides one method of preventing transmission of AIDS:use of condoms.
is redundant.
Describe two distinct ways in which the transmission of AIDS can be prevented.
Scorer Comments:
Student response provides one method of preventing transmission of AIDS:not using drug n
Having one sex partner does not necessarily prevent transmission of AIDS.
Unsatisfactory/Incorrect - Student Response
Describe two distinct ways in which the transmission of AIDS can be prevented.
Scorer Comments:
Student response provides no methods of preventing transmission of AIDS.
Describe two distinct ways in which the transmission of AIDS can be prevented.
Scorer Comments:
Student response provides no methods of preventing transmission of AIDS.
NAEP national performance results in Science at grade 12: 2000
Preventing AIDS transmission
# Rounds to zero.
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 236 refers to Additional Information [4]
236. Based on your knowledge of genetics and the information in the preceding
passage, answer the following questions.
What is a gene? What is it made of? What is the major function of a gene?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response demonstrates an understanding of what a gene
is, what it is made of, and its major function. The definition of a
gene can be stated in terms of its function.
Credited Responses Include.
Gene:
• A unit of hereditary material.
• A code for a particular trait of characteristic.
Structure:
• Made of Deoxyribonucleic acids (DNA).
• Double Helix of nitrogenous bases.
Gene/Function:
• Codes for a particular protein (or polypeptide).
• Blueprint for protein.
Essential
These responses address what a gene is in general terms (e.g., a
unit of hereditary material) and what it is made of (DNA). They
indicate no understanding of its role in protein or polypeptide
production.
Partial
These responses address either what a gene is in general terms or
what it is made of.
Unsatisfactory/Incorrect
These responses demonstrate no understanding of a gene or its
function.
Complete - Student Response
Based on your knowledge of genetics and the information in the preceding passage, answer
following questions.
What is a gene? What is it made of? What is the major function of a gene?
Scorer Comments:
Student response describes a gene as a portion of DNA (deoxyribonucleic acid) that codes f
particular trait or characteristic. The response also indicates that it codes for a particular prot
produced in a cell.
Based on your knowledge of genetics and the information in the preceding passage, answer
following questions.
What is a gene? What is it made of? What is the major function of a gene?
Scorer Comments:
Student response describes a gene as a DNA sequence that codes for a particular polypepti
Essential - Student Response
Based on your knowledge of genetics and the information in the preceding passage, answer
following questions.
What is a gene? What is it made of? What is the major function of a gene?
Scorer Comments:
Student response addresses what a gene is and what it is made of. It does not adequately d
function because no mention is made of proteins (or polypeptides).
Based on your knowledge of genetics and the information in the preceding passage, answer
following questions.
What is a gene? What is it made of? What is the major function of a gene?
Scorer Comments:
Student response states that genes determine our characteristics and are made of DNA. The
of a gene is not addressed.
Partial - Student Response
Based on your knowledge of genetics and the information in the preceding passage, answer
following questions.
What is a gene? What is it made of? What is the major function of a gene?
Scorer Comments:
Student response recognizes that a gene has something to do with a trait and is inherited. It
address either its structure or function.
Based on your knowledge of genetics and the information in the preceding passage, answer
following questions.
What is a gene? What is it made of? What is the major function of a gene?
Scorer Comments:
Student response recognizes that genes are made of DNA. The statements concerning wha
and its major function are not specific enough to credit.
Unsatisfactory/Incorrect - Student Response
Based on your knowledge of genetics and the information in the preceding passage, answer
following questions.
What is a gene? What is it made of? What is the major function of a gene?
Scorer Comments:
Student response demonstrates no understanding of a gene, its structure, or function. The re
incorrectly states that a gene is made of plasma and that its major function is to fight off virus
Based on your knowledge of genetics and the information in the preceding passage, answer
following questions.
What is a gene? What is it made of? What is the major function of a gene?
Scorer Comments:
Student response repeats information from the passage: " ...genetic material wrapped within
allows the virus to travel from one cell to the next."
NAEP national performance results in Science at grade 12: 2000
What is a gene?
# Rounds to zero.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 237 refers to Additional Information [4]
237. The article's introduction states that "Broken genes cause a variety of
illnesses." Describe what is meant by a "broken gene." In other words,
explain what makes a gene unable to work in the correct way, and
describe what can cause a gene to become "broken."
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response states that the structure of a gene may contain a
change or mutation such as a base pair substitution, insertion,
deletion, translocation, or inversion that causes the gene to provide
an "abnormal" set of instructions. They also state that mutations
can be caused by such things as radiation and chemicals.
Partial
Student response
1. explains that a broken gene provides incorrect information to a
cell, or
2. gives a general description of what it means for a gene to be
"broken" (e.g., "sometimes a mutation happens", or "a gene
mutates") and a cause such as UV light, or
3. states that a broken gene results from a mutation , or
4. states what can cause a mutation.
Unsatisfactory/Incorrect
Student response provides no information demonstrating an
understanding of "broken genes."
Complete - Student Response
The article's introduction states that "Broken genes cause a variety of illnesses." Describe w
meant by a "broken gene." In other words, explain what makes a gene unable to work in the
way, and describe what can cause a gene to become "broken."
Scorer Comments:
Student response demonstrates understanding of the types of mutations that occur, what ca
them, and what can transpire as a result of such mutations.
The article's introduction states that "Broken genes cause a variety of illnesses." Describe w
meant by a "broken gene." In other words, explain what makes a gene unable to work in the
way, and describe what can cause a gene to become "broken."
Scorer Comments:
Student response describes the types of mutations and what can cause them.
Partial - Student Response
The article's introduction states that "Broken genes cause a variety of illnesses." Describe w
meant by a "broken gene." In other words, explain what makes a gene unable to work in the
way, and describe what can cause a gene to become "broken."
Scorer Comments:
Student response recognizes that the genes could be defective because the codes for prote
wrong.
The article's introduction states that "Broken genes cause a variety of illnesses." Describe w
meant by a "broken gene." In other words, explain what makes a gene unable to work in the
way, and describe what can cause a gene to become "broken."
Scorer Comments:
Student response recognizes that a gene becomes "broken" as a result of a mutation.
Unsatisfactory/Incorrect - Student Response
The article's introduction states that "Broken genes cause a variety of illnesses." Describe w
meant by a "broken gene." In other words, explain what makes a gene unable to work in the
way, and describe what can cause a gene to become "broken."
Scorer Comments:
Student response is very general, stating only that the gene won't work without certain ingre
The article's introduction states that "Broken genes cause a variety of illnesses." Describe w
meant by a "broken gene." In other words, explain what makes a gene unable to work in the
way, and describe what can cause a gene to become "broken."
Scorer Comments:
Student response merely states that a broken gene doesn't function properly.
NAEP national performance results in Science at grade 12: 2000
What is a "broken gene"?
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 238 refers to Additional Information [4]
238. In Richard Mulligan's experiment, a hemoglobin gene was carried in a
virus. After the virus infected some kidney cells, the hemoglobin gene
"told" the cells to make hemoglobin molecules. Briefly explain how the
information that a gene provides to a cell results in the production of a
molecule such as hemoglobin.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response provides a description that states or implis an
understanding of the transcription of DNA to mRNA and the
translation of RNA to protein (minor errors may be present).
Partial
Student response provides part of the process of protein synthesis,
for example, mRNA is transcribed from DNA (minor errors may be
present).
Unsatisfactory/Incorrect
Student response provides no information demonstrating an
understanding of the processes by which proteins are synthesized.
Complete - Student Response
In Richard Mulligan's experiment, a hemoglobin gene was carried in a virus. After the virus in
some kidney cells, the hemoglobin gene "told" the cells to make hemoglobin molecules. Brie
how the information that a gene provides to a cell results in the production of a molecule suc
hemoglobin.
Scorer Comments:
Student response fully explains the processes of transcription and translation.
In Richard Mulligan's experiment, a hemoglobin gene was carried in a virus. After the virus in
some kidney cells, the hemoglobin gene "told" the cells to make hemoglobin molecules. Brie
how the information that a gene provides to a cell results in the production of a molecule suc
hemoglobin.
Scorer Comments:
Student responses describes the essentials of transcription and translation. Minor errors do
example, each three-base sequence codes for the building blocks of proteins (amino acids).
combine to form the (protein) molecule.
Partial - Student Response
In Richard Mulligan's experiment, a hemoglobin gene was carried in a virus. After the virus in
some kidney cells, the hemoglobin gene "told" the cells to make hemoglobin molecules. Brie
how the information that a gene provides to a cell results in the production of a molecule suc
hemoglobin.
Scorer Comments:
Student response addresses transcription and touches on translation. It mentions codons an
but does not say how these are used to produce protein.
In Richard Mulligan's experiment, a hemoglobin gene was carried in a virus. After the virus in
some kidney cells, the hemoglobin gene "told" the cells to make hemoglobin molecules. Brie
how the information that a gene provides to a cell results in the production of a molecule suc
hemoglobin.
Scorer Comments:
Student response addresses transcription, but not translation.
Unsatisfactory/Incorrect - Student Response
In Richard Mulligan's experiment, a hemoglobin gene was carried in a virus. After the virus in
some kidney cells, the hemoglobin gene "told" the cells to make hemoglobin molecules. Brie
how the information that a gene provides to a cell results in the production of a molecule suc
hemoglobin.
Scorer Comments:
Student response touches on blueprints and likens a cell to a factory, however, no explanatio
transcription or translation is given.
In Richard Mulligan's experiment, a hemoglobin gene was carried in a virus. After the virus in
some kidney cells, the hemoglobin gene "told" the cells to make hemoglobin molecules. Brie
how the information that a gene provides to a cell results in the production of a molecule suc
hemoglobin.
Scorer Comments:
Student response does not explain transcription or translation.
NAEP national performance results in Science at grade 12: 2000
Interpreting genetic material
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 239 refers to Additional Information [4]
239. Biologists know that nearly all cells in a person's body contain the same
genes. For example, kidney cells contain the same genes as the cells that
normally make hemoglobin. Given these facts, explain why kidney cells do
not make hemoglobin even though they contain the hemoglobin gene.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response states that even though all cells in a person's
body contain the same genetic information, different cells "use"
different parts of this information at different times, i.e., the gene for
hemoglobin may be "turned off" in kidney cells, but "turned on" in
hemoglobin-manufacturing cells.
Unsatisfactory/Incorrect
Student response demonstrates no understanding of what causes
different cells to perform different functions.
Complete - Student Response
Biologists know that nearly all cells in a person's body contain the same genes. For example
cells contain the same genes as the cells that normally make hemoglobin. Given these facts
why kidney cells do not make hemoglobin even though they contain the hemoglobin gene.
Scorer Comments:
Student response states that the genes are not activated or "on" in cells that do not produce
hemoglobin.
Biologists know that nearly all cells in a person's body contain the same genes. For example
cells contain the same genes as the cells that normally make hemoglobin. Given these facts
why kidney cells do not make hemoglobin even though they contain the hemoglobin gene.
Scorer Comments:
Student response states that parts of the gene can become non-operational due to a signal.
Unsatisfactory/Incorrect - Student Response
Biologists know that nearly all cells in a person's body contain the same genes. For example
cells contain the same genes as the cells that normally make hemoglobin. Given these facts
why kidney cells do not make hemoglobin even though they contain the hemoglobin gene.
Scorer Comments:
Student response does not explain that a gene can be switched on or off, but merely states
kidney has no role in oxygen transport.
Biologists know that nearly all cells in a person's body contain the same genes. For example
cells contain the same genes as the cells that normally make hemoglobin. Given these facts
why kidney cells do not make hemoglobin even though they contain the hemoglobin gene.
Scorer Comments:
Student response is a restatement of the question.
NAEP national performance results in Science at grade 12: 2000
Different jobs for different cells
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 240 refers to Additional Information [4]
240. Recombinant DNA technology as described in the article is believed to
have great promise in treating certain diseases. Give an example of an
inherited disease that people might be able to treat by use of this
technology, and explain how you think the technology might be used to
treat this disease.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response identifies a disease that has a possible or
established genetic link for which applications of recombinant DNA
technology could be used to develop a treatment. The response
must also provide a brief general description of how this might be
accomplished (e.g., PKU, replace the defective gene with a normal
one)
Partial
Student response
1. identifies a disease that has a possible or established genetic
link, with little or no explanation,
OR
2. provides some description of how applications of recombinant
DNA technology might be used to treat a disease, but does not
mention a disease that may be effectively treated this way.
Unsatisfactory/Incorrect
These responses fail to identify a disease or identify a disease that
does not have an established genetic link and provide no
explanation of how recombinant DNA technology might be used to
treat the disease.
Complete - Student Response
Recombinant DNA technology as described in the article is believed to have great promise in
certain diseases. Give an example of an inherited disease that people might be able to treat
this technology, and explain how you think the technology might be used to treat this disease
Scorer Comments:
Student response states sickle-cell anemia, and explains that the sickle-cell allele could be r
Recombinant DNA technology as described in the article is believed to have great promise in
certain diseases. Give an example of an inherited disease that people might be able to treat
this technology, and explain how you think the technology might be used to treat this disease
Scorer Comments:
Student response states diabetes, and explains that new DNA that contains the instruction fo
could be combined with DNA already in the body.
Partial - Student Response
Recombinant DNA technology as described in the article is believed to have great promise in
certain diseases. Give an example of an inherited disease that people might be able to treat
this technology, and explain how you think the technology might be used to treat this disease
Scorer Comments:
Student response identifies cystic fibrosis as a genetic disorder but does not explain how it c
treated.
Recombinant DNA technology as described in the article is believed to have great promise in
certain diseases. Give an example of an inherited disease that people might be able to treat
this technology, and explain how you think the technology might be used to treat this disease
Scorer Comments:
Student response identifies breast cancer, but does not explain how it could be treated.
Unsatisfactory/Incorrect - Student Response
Recombinant DNA technology as described in the article is believed to have great promise in
certain diseases. Give an example of an inherited disease that people might be able to treat
this technology, and explain how you think the technology might be used to treat this disease
Scorer Comments:
Student response identifies a disease caused by a virus -- polio.
Recombinant DNA technology as described in the article is believed to have great promise in
certain diseases. Give an example of an inherited disease that people might be able to treat
this technology, and explain how you think the technology might be used to treat this disease
Scorer Comments:
Student response identifies diseases that are caused by microorganisms (e.g., such as bact
NAEP national performance results in Science at grade 12: 2000
Genetic (inherited) disease
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 241 refers to Additional Information [4]
241. Give an example of a disease that could probably not be treated by use of
recombinant DNA technology, and explain why you think that this
technology could not be used to treat this disease.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response identifies a correct example of a disease that
most likely could not be treated using recombinant DNA technology
and gives a correct justification such as the disease is not genetic.
Partial
Student response
1. identifies a correct example of a disease, or
2. provides a correct justification but no disease is chosen, or
3. provides an inappropriate disease but understand that a nonhereditary condition most likely cannot be treated with recombinant
DNA technology.
Unsatisfactory/Incorrect
Student response provides no information demonstrating an
understanding that certain diseases are not genetic and most likely
cannot be treated using recombinant DNA technology.
Complete - Student Response
Give an example of a disease that could probably not be treated by use of recombinant DNA
technology, and explain why you think that this technology could not be used to treat this dis
Scorer Comments:
Student response identifies a correct disease, influenza, and states that it is not genetic.
Give an example of a disease that could probably not be treated by use of recombinant DNA
technology, and explain why you think that this technology could not be used to treat this dis
Scorer Comments:
Student response identifies a correct disease, AIDS, and states that it is not genetic.
Partial - Student Response
Give an example of a disease that could probably not be treated by use of recombinant DNA
technology, and explain why you think that this technology could not be used to treat this dis
Scorer Comments:
Student response identifies a correct disease, AIDS, but does not mention that it is not a gen
disorder.
Give an example of a disease that could probably not be treated by use of recombinant DNA
technology, and explain why you think that this technology could not be used to treat this dis
Scorer Comments:
Student response does not identify a specific disease, but states that any non-inherited dise
not be treated by the use of recombinant DNA technology.
Unsatisfactory/Incorrect - Student Response
Give an example of a disease that could probably not be treated by use of recombinant DNA
technology, and explain why you think that this technology could not be used to treat this dis
Scorer Comments:
Student response does not mention a specific disease or specify why recombinant DNA tech
cannot be used for treatment.
Give an example of a disease that could probably not be treated by use of recombinant DNA
technology, and explain why you think that this technology could not be used to treat this dis
Scorer Comments:
Student response merely states that in the future there won't be any disease that we won't b
cure provided research continues.
NAEP national performance results in Science at grade 12: 2000
Non-inherited disease
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 242 refers to Additional Information [4]
242. Describe two beneficial ways, other than treating diseases, in which
recombinant DNA technology might be used.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response provides two possible examples of potential uses
of recombinant DNA technology.
Credited responses include:
• Improvement of agricultural crop production.
• Mass production of bio-chemicals/medications by bacteria.
• Improvement of milk/beef production.
��� Development of frost-resistant crops.
• Augmenting characteristic such as stature and appearance.
Partial
Student response provides one possible example of a potential use
of recombinant DNA technology.
Unsatisfactory/Incorrect
Student response provides no information regarding the potential
use of recombinant DNA technology.
Complete - Student Response
Describe two beneficial ways, other than treating diseases, in which recombinant DNA techn
might be used.
Scorer Comments:
Student response addresses production of a biological molecule (adrenaline) and manipulati
livestock genes to produce leaner meat.
Describe two beneficial ways, other than treating diseases, in which recombinant DNA techn
might be used.
Scorer Comments:
Student response addresses production of biological molecules, such as hormones, and cha
genetic makeup prior to birth.
Partial - Student Response
Describe two beneficial ways, other than treating diseases, in which recombinant DNA techn
might be used.
Scorer Comments:
Student response addresses production of livestock with better, healthier milk.
Describe two beneficial ways, other than treating diseases, in which recombinant DNA techn
might be used.
Scorer Comments:
Student response mentions giving the child special talents. Explanations regarding physical
are ambiguous, thus were not credited.
Unsatisfactory/Incorrect - Student Response
Describe two beneficial ways, other than treating diseases, in which recombinant DNA techn
might be used.
Scorer Comments:
Student response is very general, finding cures for diseases and keeping us healthy. Neither
credited.
Describe two beneficial ways, other than treating diseases, in which recombinant DNA techn
might be used.
Scorer Comments:
Student response addresses health problems such as cataracts and making certain babies a
time. Neither way was accepted.
NAEP national performance results in Science at grade 12: 2000
Two beneficial ways
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.
Question 243 refers to Additional Information [4]
243. Some people believe that recombinant DNA technology has serious
disadvantages. Describe one disadvantage that might result from the use
of recombinant DNA technology. Then describe a plan or a policy for
dealing with the disadvantage that could be followed by research
scientists, doctors, public officials, or other people who are involved with
recombinant DNA technology and its uses.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Guide
Score & Description
Complete
Student response describes a reasonable disadvantage of
recombinant DNA technology and provide a clear description of a
plan for dealing with the disadvantage.
Credited disadvantages include:
• Regulation of new strains
• Production of dangerous organisms
• Genetic Similarity - loss of diversity
• Regulation of applications/patents
Credited acceptable plans include:
• Informed consent
�� Regulation
• Thorough testing
• Oversight committee
Essential
Student response describes a reasonable disadvantage and
attempts a brief description of a plan for dealing with this
disadvantage (e.g., test or observe, research further).
OR
Student response provides only a description of a plan.
Partial
Student response describes a reasonable disadvantage of genetic
technology but do not develop a plan for dealing with the
disadvantage.
Unsatisfactory/Incorrect
Student response states that there are no disadvantages, or states
a disadvantage that is inaccurate or unreasonable.
Complete - Student Response
Some people believe that recombinant DNA technology has serious disadvantages. Describ
disadvantage that might result from the use of recombinant DNA technology. Then describe
policy for dealing with the disadvantage that could be followed by research scientists, doctor
officials, or other people who are involved with recombinant DNA technology and its uses.
Scorer Comments:
Student response states that attempting to produce perfect life is a disadvantage, and outline
that includes reporting all experiments and allowing authorities access to experimental data.
Some people believe that recombinant DNA technology has serious disadvantages. Describ
disadvantage that might result from the use of recombinant DNA technology. Then describe
policy for dealing with the disadvantage that could be followed by research scientists, doctor
officials, or other people who are involved with recombinant DNA technology and its uses.
Scorer Comments:
Student response states that making new kinds of viruses and mutations are a disadvantage
outlines a plan that involves experimentation with human cells outside the body.
Essential - Student Response
Some people believe that recombinant DNA technology has serious disadvantages. Describ
disadvantage that might result from the use of recombinant DNA technology. Then describe
policy for dealing with the disadvantage that could be followed by research scientists, doctor
officials, or other people who are involved with recombinant DNA technology and its uses.
Scorer Comments:
Student response discusses the production of dangerous viruses, and attempts a brief descr
plan.
Some people believe that recombinant DNA technology has serious disadvantages. Describ
disadvantage that might result from the use of recombinant DNA technology. Then describe
policy for dealing with the disadvantage that could be followed by research scientists, doctor
officials, or other people who are involved with recombinant DNA technology and its uses.
Scorer Comments:
Student response describes a disadvantage in general terms only, but does outline a plan th
the setting of limitations.
Partial - Student Response
Some people believe that recombinant DNA technology has serious disadvantages. Describ
disadvantage that might result from the use of recombinant DNA technology. Then describe
policy for dealing with the disadvantage that could be followed by research scientists, doctor
officials, or other people who are involved with recombinant DNA technology and its uses.
Scorer Comments:
Student response explains that the intermixing of genes could result in the production of non
diseases. No plan is given.
Some people believe that recombinant DNA technology has serious disadvantages. Describ
disadvantage that might result from the use of recombinant DNA technology. Then describe
policy for dealing with the disadvantage that could be followed by research scientists, doctor
officials, or other people who are involved with recombinant DNA technology and its uses.
Scorer Comments:
Student response explains that the virus may have side effects, such as changing or altering
body function. No plan is given.
Unsatisfactory/Incorrect - Student Response
Some people believe that recombinant DNA technology has serious disadvantages. Describ
disadvantage that might result from the use of recombinant DNA technology. Then describe
policy for dealing with the disadvantage that could be followed by research scientists, doctor
officials, or other people who are involved with recombinant DNA technology and its uses.
Scorer Comments:
Student response does not state a clear disadvantage or outline a coherent plan.
Some people believe that recombinant DNA technology has serious disadvantages. Describ
disadvantage that might result from the use of recombinant DNA technology. Then describe
policy for dealing with the disadvantage that could be followed by research scientists, doctor
officials, or other people who are involved with recombinant DNA technology and its uses.
Scorer Comments:
Student response does not give a clear disadvantage, and states merely that these people s
messing around with recombinant DNA technology.
NAEP national performance results in Science at grade 12: 2000
Disadvantage of technology
‡ Reporting standards not met.
NOTE: These results are for public and nonpublic school students. Percentages
may not add to 100 due to rounding.
SOURCE: U.S. Department of Education, Institute of Education Sciences,
National Center for Education Statistics, National Assessment of Educational
Progress (NAEP), 2000 Science Assessment.