Mastering the Science Gateway
This series of mini-lessons is designed to help you understand the Gwinnett County High School
Gateway Assessment so that you can put together a passing response. While this series of mini-lessons
is focused on the Science Assessment, it can be easily modified for the Social Studies Assessment.
The general approaches and basic skills necessary to pass both assessments are the same. The last
mini-lesson is a brief comparison/contrast of the Science and Social Studies assessments. This lesson
may only be needed if you still need to pass both assessments.
These lessons will overview the Gateway Task, the general strategies for understanding the tasks and
the steps they might follow to build a passing response. Each feature is presented in two mini-lessons.
The first mini-lesson is designed to help you understand what the feature is about and generally how to
improve your score in that feature. The second mini-lesson is designed to give you a chance to
practice developing your response to maximize your chance to score well in that feature.
By the time you have completed these mini-lessons you will have gone through a sample task and
generated a passing response. While a science content review sheet is included as a resource for you to
use, the main focus of these lessons is mastering the skills needed to pass the Gateway not on content
review. Content review is something you can do on your own time.
Much of the information in this series is original. Some information was modified with permission
from "Tips for Success on the Gateway Exam" by Susan Henderson and "GATEWAY: what do they
want me to do in Social Studies" by Maria Keys. Both versions of the rubrics referenced in the content
feature lessons are GCPS rubrics. The content review used with this series of mini-lessons was
generated by a group of Science teachers at Berkmar High School during the 2000-2001 school year.
Terminology used in this series is intended to be consistent with the information presented by GCPS in
conjunction with materials used to prepare students for the Gateway and to facilitate teachers
modifying their lessons to help students succeed on the Gateway Assessment. Several of the tips in the
last lesson came from the "Gateway Tip Sheet" by Jeremy White. The sample tasks have been
collected over the course of several years. I created a few but I don't know who created the rest.
Jeff White
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Table of Contents
Introduction "Mastering the Gateway
1
Table of Contents
2
Lesson 1 - Introduction to Gateway
3
Lesson 2 - Understanding the task
5
Lesson 3 - Planning and Pre-writing
7
Lesson 4 - The Knowledge Feature
9
Lesson 5 - Mastering Knowledge
11
Lesson 6 - The Process Feature
13
Lesson 7 - Mastering Process
15
Lesson 8 - The Communication Feature
17
Lesson 9 - Mastering Communication
19
Lesson 10 - Putting on the Finishing Touches
21
Lesson 11 - Mastering the Social Studies Gateway
23
Appendix I
Content Review
24
Sample Tasks
Energy Transfer
28
Cell Theory
30
Acids and Bases
31
Chemical Reactions
33
Science Scoring Guideline
35
Social Studies Scoring Guideline
36
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Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the finishing touches
Materials needed:
Pencil or pen.
Lesson 1 - Introduction to Gateway
Why do students have to take the Gateway? Representatives of the GCPS Board of Education
met with local business leaders in 1997 to discuss a concern that the business leaders had with
graduates of the GCPS system. This concern was based on the inability of students to write in
a technical manner. The GCPS Board of Education adopted the Gateway program as a way of
improving our student's abilities in the area of technical writing.
How is a Gateway score determined? Each student response paper is scored by two different
raters in each of seven areas. These areas are called "features" and include three science area
and four language arts areas. Each rater will give a score between 1 and 6 in each feature. The
two scores are then added together and multiplied by a weighting factor for that area.
Example 1
Feature
Communication
Knowledge
Process
Rater #1
3
3
3
+ Rater #2
+ 3
+ 3
+ 3
= Total pts x weighting = Score
=
6
x 4
= 24
=
6
x 4
= 24
=
6
x 2
= 12
Total Score 60
This student has earned 24 points in the area of communication, 24 points in the area of
knowledge and 12 points in the area of process for a total score of 60. This paper would pass.
This is the lowest total score a student can achieve and still pass.
Example 2
Feature
Communication
Knowledge
Process
Rater #1
3
3
2
+ Rater #2
+
3
+ 3
+
2
= Total pts x weighting = Score
=
6
x 4
= 24
=
6
x 4
= 24
=
4
x 2
=
8
Total Score 56
This student has earned 24 points in the area of communication, 24 points in the area of
knowledge and 8 points in the area of process for a total score of 56. This paper would fail.
Notice that lowering a process score, which is the least important from a weighting stand-point,
from 3 to 2 lowers the total score and causes the response to become "insufficient" and fail.
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Example 3
Feature
Communication
Knowledge
Process
Rater #1
4
4
3
+ Rater #2
+ 4
+ 4
+ 3
= Total pts x weighting
=
8
x 4
=
8
x 4
=
6
x 2
= Score
= 32
= 32
= 12
Total Score
76
This student has earned 32 points in the area of communication, 32 points in the area of
knowledge and 14 points in the area of process for a total score of 76. This paper would pass.
Notice that improving the communication and knowledge scores from 3 to 4 increases the total
score by 16 points and provides a comfortable "cushion" between the pass/fail line.
Example 4
Feature
Communication
Knowledge
Process
Rater #1 + Rater #2 = Total pts x weighting = Score
5
6
11
x 4
44
5
5
10
x 4
40
5
6
11
x 2
22
Total Score 106
This student has earned 44 points in the area of communication, 40 points in the area of
knowledge and 22 points in the area of process for a total score of 106. This paper would
pass. Notice that scores of 5 and 6 are considered "proficient" and increase the total score
drastically.
Questions:
1. Based on the weighting factors listed above, which two areas are really "most important" in
your Gateway response?
2. In order to insure that you pass, you should try to score at least a 4 in each area. Why is it
important to try for 4's instead of to just "try to get by" with 3's?
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Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the finishing touches
Materials needed:
Pencil or pen.
"Energy Transfer" sample task
Lesson 2 - Understanding the task
The most important thing you can do to help yourself pass the Gateway is to take a few minutes and
really figure out the task that you are given. Many students are so worried about finishing that they
don't take the necessary time to figure out what it is they need to write. "Not enough time" is rarely the
reason that students don't pass the Gateway.
First, remember that all three features deal with different aspects of a complete essay. Your score in
the Communication feature depends on how well your response addresses all parts of the task. Your
score in the Knowledge feature depends on your use of vocabulary, prior knowledge and information
from the documents that is relevant to the task. Your score in the Process feature depends on how
well you show relationships between the various parts of the task. So, very simply, if you do not
really understand the task, you will probably not pass. So...how can you make the task
understandable? You can begin by understanding the various parts of the task itself.
Every Gateway Task is set up in the same format. We will use the "Energy Transfer" sample task that
you have been given to work with for this series of lessons.
The Title of the task usually gives you a sense of the overall theme of the task. Energy transfer tells
you that you will be dealing with the way energy is transferred from one organism to another.
The Scenario sets the framework for your response. It sets up the basic situation that you will be using
to build your response. In this case you will be focusing on aquatic and terrestrial environments.
Combined with the information from the title you now have a pretty good idea that you will be writing
about aquatic and terrestrial food chains.
The Writings Task Choices are designed to give you two different tasks so that you may choose the
one you can best answer. Your job is to write an essay that will address the overall "charge" and the
bullets of the choice. Each choice begins with a Prompt that describes the specific "charge" of that
choice. Writing Task Choice One in this example focuses the response on food chains. Writing
Task Choice Two in this example focuses the response on aquatic and terrestrial ecosystems.
The Bullets. give you specific information that needs to be included in your response. These will
become the main part of the "body" of your essay. Pay particular attention to the Keywords that
indicate exactly what is expected of you.
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Let's look at these keywords.
Briefly write down what is expected by the following keywords...
Analyze....
Compare and contrast....
Describe....
Define....
Discuss....
Explain.....
Idenitfy....
Interpret...
Justify...
List...
Prove...
State...
Summarize...
Here are some examples of bullets you might encounter... Use your content review to help you
generate a quick response to each of the following. List the main idea(s) and the supporting details
you might use.
Describe the properties of acids and bases.
Compare and contrast prokaryotic and eukaryotic cells.
Describe differences between plant and animal cells
Identify the two parts of a solution.
Explain how photosynthesis and cellular respiration demonstrate the principal of Conservation
of Matter.
Now that you know the parts of a Gateway task and a general way to approach the task, you can start
to put together a plan for building a passing response. The next several lessons will walk your through
the process of building a passing response.
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Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the finishing touches
Materials needed:
Pencil or pen.
"Energy Transfer" sample task
Content Review Sheet
Lesson 3 - Making your Choice
While your essay does not have to be a standard five paragraph essay, many Gateway tasks lend
themselves to this format. A basic plan for success is to write an introductory paragraph using the
"focus" from the choice, then add three body paragraphs covering the three bullets in the task, and end
with a conclusion paragraph that summarizes your main points. This is a good starting plan but may
not be your final format. We'll begin with this basic plan in mind....
How do you choose? Option 1
1. Before you start writing you need to take a few minutes and look at both writing choices. Get out
the drafting sheets and make a quick comparison list of the two tasks. The main theme (from the
title) and the overall framework (from the scenario) will be the same but jot them down at the top
of the drafting sheet.
2. Now look at each choice and identify the main idea(s) that go with that choice.
3. Number the bullets under each choice and list the things that you are asked to include in each bullet.
List some general prior knowledge (facts and specific vocabulary) that can be used to answer each
bullet.
4. Next, look at the documents and see how each is related to the main theme and overall framework.
Add a quick note of how you can use each document to help you answer each choice to your
comparison list.
5. Many students find it helpful to use a different color highlighter to help them organize the
information for each bullet. For example, use blue for bullet #1, yellow for bullet #2, and pink for
bullet #3. If any fact or document can be used in more than one bullet, it would have two colors.
6. Determine which choice you feel has the most information and that you best understand. The "twocolor" facts are the facts that can help you show relationships between the bullets. These can also
be the transitions between bullets in your response. Now you are ready to choose which task you
can best answer.
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How do you choose? Option 2
1. Before you start writing you need to take a few minutes and look at both writing choices. Get out
one drafting sheet and fold it in half. Use the top half for choice one and the bottom half for choice
two.
2. Now look at each choice and identify the main idea(s) that go with that choice. Draw a graphic
organizer such as a "Venn Diagram" in each half of the drafting sheet.. In the "Energy Transfer"
example, there are three bullets so draw three overlapping circles. Number each circle so you can
fill in the information for that bullet in that circle.
3. Begin brainstorming a few facts that relate to the main theme. You can brainstorm relevant
vocabulary or facts related to the main ideas. Determine if the fact is related to choice one, choice
two or both choices; and, which bullet(s) that it goes with. You may have to write it in both the
Choice One Venn diagram and the Choice Two Venn diagram. If a fact would help you with bullet
#1, then put it in the bullet #1 circle. If the fact could help you answer bullet #1 and bullet #2, the
put it in the part of the circles those two bullets overlap. If a fact can help you with all three
bullets, then put it in the center where all three circles overlap.
4. Next, look at the documents and see how each is related to the main theme and overall framework.
Add a quick note of how you can use each document to help you answer each choice in the
appropriate Venn diagram.
5. Compare the two Venn diagrams and determine which you feel has the most information and that
you best understand. The overlapping facts are the facts that can help you show relationships
between the bullets. These can also be the transitions between bullets in your response. Now you
are ready to choose which task you can best answer.
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Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the finishing touches
Materials needed:
Pencil or pen.
Lesson 4 - The Knowledge Feature
Three questions to ask yourself about the Knowledge feature.
1. Did I use correct scientific vocabulary in each part of the response?
2. Did I use information from the documents correctly in my response?
3. Did I include correct "prior knowledge" in my response?
So what is it that "They" want you to do in order to score well in the area of Knowledge
1. Use facts that are ACCURATE and RELEVANT
2. Use the DOCUMENTS provided (but do NOT only use the documents) and cite your sources –
for example if you pull something from the first document, you might cite it like this-(Doc. A).
3. Absolutely show PRIOR KNOWLEDGE- give them facts, ideas, etc. that you learned from
your classes. Information that is not given to you in the documents, but that you know.
4. Use science vocabulary- that means words that are particular to the topics of biology or
chemistry. For example, glucose, monosaccharide, consumer, producer, valence electron....
5. "Using the documents correctly" means that you take the information from the documents to
help you form your own answer. (But, do not copy the information directly from the
documents.) Also, it helps your score a lot if you combine scientific vocabulary with the
information on the documents to show a deeper level of understanding. (For example,
identifying CO2 on a document as carbon dioxide)
The area of Knowledge deals with your ability to combine prior knowledge with the documents to
support your answer. Using specific details and precise scientific vocabulary to explain a concept
shows a high degree of knowledge. It is important to note that "incorrect knowledge" does not
cause your response to lose points. Credit is awarded for what you get right. Anything that is
incorrect is simply ignored. If you think a fact is correct and relevant, go ahead and put it into your
response; however, don't just starting adding irrelevant facts. That may cause your communication
score to go down as a result of being less focused on the actual topic.
Papers that score a 6 in the area of knowledge will fully explain all parts of the question using
appropriate and relevant scientific vocabulary. Papers that score a 5 in this feature will use a lot of
scientific vocabulary but may not fully explain all parts. These papers will blend the documents with
their prior knowledge to produce a seamless essay.
Papers that score a 4 or 3 in the area of Knowledge will use the documents and will incorporate prior
knowledge but will not blend these well. Many papers that score a 4 will rely on the documents heavily
and will bring in a little prior knowledge. Some scientific vocabulary will be used. A paper that scores
a 3 will often use some prior knowledge to support one bullet but not much to support the other bullets.
Papers that score a 2 or 1 in knowledge tend to use very little prior knowledge and use the documents
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incorrectly. Many papers that score a 2 will put diagrams into words or will paraphrase the documents
in a logical manner. The amount of incorrect prior knowledge or incorrect document use will make the
reader unsure of your level of understanding. Papers that score a 1 will often use illogical paraphrasing.
They may include no relevant prior knowledge and use the documents incorrectly. A score point of 1 is
generally applied to any paper that has uses no terms other than what's in the documents or the
"knowledge" is totally copied.
Below is a sample rubric for dealing with the Knowledge Feature. Notice how the bullets inform you
of the basic expectation in each score area.
Proficient (6-5)
Minimal (4-3)
Insufficient (2-1)
Knowledge
Expectations
 Most of the scientific facts
and concepts are correct
and relevant in your
response.
 Your response contains
correct scientific
vocabulary throughout the
paper.
 Scientific relationships or
assumptions in your
response are identified and
explained.
 Some of your scientific
facts and concepts are
correct.
 Your response contains
some correct scientific
vocabulary.
 Scientific relationships or
assumptions may be
correct, but contain
limited details to explain
your understanding of the
concept.
 Some of the scientific facts
and concepts are correct in
your response, but there is also
incorrect information in your
paper.
 Your response contains some
correct scientific vocabulary.
 Scientific relationships or
assumptions in your response
may be correct, but are not
detailed enough to prove to the
reader.
.
A slightly different version of the Knowledge Rubric is below
II. Knowledge and Use of Science WEIGHT =4
Proficient
6-5
 Facts, concepts, models, and/or
methods are used correctly
throughout the response.
 Assumptions are clearly identified
and explained.
 Correct scientific vocabulary is used
extensively.
 In depth connections are made
between the task and previous
learning experiences.
Minimal
4-3
 Facts, concepts, models, and/or
Insufficient
2-1
 Facts, concepts, models, and/or
methods are used correctly in some
of the response.
methods are limited, incorrect, or
copied.
 Assumptions are correct though not
 Assumptions are inappropriate or
clearly identified or explained.
 Correct scientific vocabulary is
used.
incorrect.
 Scientific vocabulary is copied or
incorrect
 Some connections are made between
the task and previous learning
experiences.
 Connections between the task and
previous learning experiences are
incorrect or absent.
Questions:
1. What are two ways to "use the documents" correctly in your response?
2. How can you review scientific vocabulary so you can use it correctly in your response?
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Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the finishing touches
Materials needed:
Pencil or pen.
"Energy Transfer" sample task
Content Review
Lesson 5 - Mastering Knowledge
You have made your choice and identified the general information that you will include in your
response. Now you need to fine-tune the knowledge you will use to complete your response.
In the last lesson you learned how to score well in the area of Knowledge. Let's take each of those tips
and actually do that with the "Energy Transfer" sample task.
1. Use facts that are ACCURATE and RELEVANT
List and define keywords and key terms from the Scenario and Writing Task that you chose.
Energy Transfer
Aquatic
Terrestrial
Food chain
Food web
Conservation of Energy and Matter
2. Use the DOCUMENTS provided (but do NOT only use the documents) and cite your sources –
for example if you pull something from the first document, you might cite it like this-(Doc. A).
List information from each document that is relevant. (Use quotes if it is a direct quote
from a text based document)
Doc A is an example of a food chain....you can use this food chain as it is (if you cite it)
and you can use it to help you generate other food chains.
Doc. B shows you the photosynthesis reaction. Determine how this is related to the
ideas of energy transfer and food chains.
Doc. C shows an "Energy Transfer" pyramid. Describe how this pyramid is related to
the ideas of food chains and food webs. Explain what the percentages next to the
pyramid mean.
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3. Absolutely show PRIOR KNOWLEDGE- give them facts, ideas, etc. that you learned from
your classes. Information that is not given to you in the documents, but that you know.
1.
2.
3.
4. Use science vocabulary- that means words that are particular to the topics of biology or
chemistry. For example, glucose, monosaccharide, consumer, producer, valence electron....
Specific terms show more knowledge than general terms, but general terms still show
knowledge. For example, identifying C6H12O6 as a sugar is okay, but identifying it as glucose
is a more specific term since there are many types of sugars found in nature and this particular
one is glucose. Knowing that plants make their own food is good but adding the term
"autotroph" and defining it shows more knowledge.
List other vocabulary words that are related to the main ideas
1.
2.
3.
4.
5. "Using the documents correctly" means that you take the information from the documents to
help you form your own answer. (But, do not copy the information directly from the
documents.) Also, it helps your score a lot if you combine scientific vocabulary with the
information on the documents to show a deeper level of understanding.
Doc. C shows an "Energy Transfer" pyramid. There are several terms in the diagram
that you can use in your response. Define these terms to show that you understand them
Identify the various organisms in the food chain by type (producer, primary consumer,
decomposer, etc)
Identify the chemical formulas by name (CO2 , H2O, C6H12O6 , O2)
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Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the finishing touches
Materials needed:
Pencil or pen.
Lesson 6 - The Process Feature
The Process feature is a measure of your ability to establish relationships, draw conclusions, interpret
the documents, and analyze concepts. This is best demonstrated by "if-then" thinking and/or
"cause-effect" thinking. Another way to show processing in your paper is to sequence the science
content in a logical manner. For example, you may list steps for a procedure or link two ideas together
in a very obvious way. Connections between parts should be done in logical order and with enough
details to move the reader comfortably through the paper.
Papers that score a 6 or 5 in Process typically put all of the details together in a logical sequence so that
it is obvious you understand the "big picture" and how all of the pieces of that picture fit together. The
amount of details determines the difference between a score of 6 and a score of 5. A paper that scores a
6 will be complete while a paper that scores a 5 will be mostly complete.
Papers that score a 4 or 3 in Process will indicate that you understand the "big picture" through your
use of major ideas but will miss the details. A paper that scores a 4 will be more complete than
incomplete and might have basic or vague procedures. The use of prior knowledge demonstrates a
more explicit understanding of the big picture. A paper that scores a 3 will typically use
generalizations for support and will be more incomplete than complete. These papers will often rely on
the documents to provide the big picture which does not demonstrates a complete understanding of
how the main ideas go together.
Papers that score a 2 or 1 typically are incomplete, inappropriate to the task, or illogical. There are
major gaps between parts of the task because you fail to establish relationships or connect the
parts. A paper that scores a 2 will often make no connections or make wrong connections. These
papers will often copy/paraphrase the documents correctly but will not connect them to the rest of the
paper. A paper that scores a 1 will typically be illogical to the point that it distracts the reader or will
have facts placed in a random order. These papers might turn a diagram into words in an illogical
manner.
Note- the most common reason that a response fails is that the process score is a 2. This means
that you did not establish any relationships or link any ideas together. The best way to score a 3
in Process is to link the ideas together. Here are some examples of statements that link ideas together.
"If the temperature of the water gets too high then the amount of dissolved oxygen will decrease and
the fish and aquatic plants will begin to die out." The cause is the change in temperature of the water
and the effect is the lack of oxygen.
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"The photosynthesis equation shows that when 6 molecules of carbon dioxide are mixed with 6
molecules of water then glucose and oxygen are formed." (To further link this statement, you could
also add) "Plants then use the glucose as their food source and animals will eat the plants to get their
food."
Notice how the specific facts in each example above are linked by using connecting phrases such as
"if-then", "when-then" "begin". These all state clearly a cause-effect relationship.
Below is a sample rubric for dealing with the Process Feature. Notice how the bullets inform you of
the basic expectation in each score area.
Process
Expectations
Proficient
Minimal
Insufficient
 Your response demonstrated correct,
detailed, step-by-step procedures when
required.
 Your response made connections
between different parts of the task
assisting the reader in understanding the
overall science concepts.
 Your response contained partially
correct procedures when required,
but is incomplete and lack details.
 Your response made little
connection between different parts
of the task and needs revision to
assist the reader in understanding
the overall science concepts.
 Your response contained
incorrect and/or inappropriate
procedures.
 Your response made no
connections between different
parts of the task, thus limiting
the reader’s understanding of
the overall science concepts.
A slightly different version of the Process rubric is below.
III. Use of Scientific Processes WEIGHT =2
Proficient
6-5
 Procedures are detailed and correct.
 Sequencing is appropriate and;
processes are connected.
 Hypothesis addresses specifics of
the problem.
Minimal
4-3
 Procedures are acceptable but
limited in detail.
 Sequencing is present but
connections between processes are
incomplete or absent.
 Hypothesis is present (if required)
Insufficient
2-1
 Procedures are incomplete or absent.
 Sequencing is incomplete or missing
and processes are not connected.
 Required hypothesis is missing or is
incorrect.
but lacks depth or is incomplete.
To summarize, the best way to increase your score in the Process feature is to show relationships
between main ideas and to show how supporting facts are linked to each other.
Activities
Use the following facts and write process statements that connect them.
Group 1
The nucleus of a cell contains DNA.
The mitochondria produce energy in the form of ATP
The cell membrane is a semi-permeable membrane that allows some particles to pass
through.
Group 2
Acids form when water gains H+ ions
Bases form when water loses H+ ions or gains OH- ions.
Acid solutions have pH lower than 7
Basic solutions have pH higher than 7
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Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the finishing touches
Materials needed:
Pencil or pen.
"Energy Transfer" sample task
Content Review
Lesson 6 - Mastering Process
The Process feature is based on four different components; showing that you understand the big
picture, showing relationships between different parts of the task, showing cause-effect (or if-then)
thinking, and sequencing steps.
In the last lesson you practiced writing process statements to connect different ideas. Now, let's take
the knowledge that we developed in the "Mastering Knowledge" lesson and build the process score.
Showing that you understand the "big picture".
The big picture is really just the how the overall theme relates to the specific ideas of the task.
In the "Energy Transfer" sample task, the big picture is how energy transfer occurs from one organism
to another in an ecosystem.
Explain the "big picture" of the writing task choice you made. Determine which specific facts
and vocabulary you can use to complete your explanation.
1. When a grasshopper eats grass, the energy goes from the grass into the grasshopper
2.
3.
Developing Relationships between different parts of the task.
Relationships between bullets can be shown using those "two-color" /overlapping facts from
your comparison list or Venn diagram. They can also be shown through comparing and contrasting
main ideas from different bullets. For example, if you use a specific fact in bullet one, then refer back
to that fact in your discussion of bullet two.
List any "two-color" /overlapping facts that you can use to show relationships.
Compare and contrast the ideas/facts used in bullet #1 and bullet #2.
Compare and contrast the ideas/facts used in bullet #2 and bullet #3.
Compare and contrast the ideas/facts used in bullet #1 and bullet #3.
- 15 -
Showing Cause-Effect Relationships
Cause-effect relationships and if-then thinking can be very easy to show. Go back to your
comparison list/Venn diagram and look for ideas that include are linked together. These ideas can be
very simple so don't think that you have to develop really complicated relationships. For example,
going back to the statement, " When a grasshopper eats grass, the energy goes from the grass into the
grasshopper" lets us follow that with the statement, "If there is no grass, then the grasshopper will have
to find something else to eat or it will die of starvation." This shows a cause-effect relationship. The
"cause" is the lack of food and the "effect" is dying of starvation.
Identify Cause and Effects similar to the one above.
1.
2.
3.
Write if-then statements for each cause effect relationship you identified.
1.
2.
3.
Sequencing steps
Some parts of a task may naturally have steps that need to be written in the correct order.
When appropriate, make sure that these parts are done in the correct order.
Identify parts of the response that have a specific order to them.
1.
2.
3.
Write each idea in the correct order.
1.
2.
3.
- 16 -
Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the finishing touches
Materials needed:
Pencil or pen.
Lesson 8 - The Communication Feature
Three questions to ask yourself about your response in the Communication Feature.
1. Did you answer all parts of the task?
2. Is the content organized?
3. Did you deal with the content correctly?
So what is it that "They" want you to do in order to score well in the area of Communication?
1. Answer ALL parts of the question. That means that if there are three bullet points then you must
answer all three points with supporting evidence.
2. Stay on topic or FOCUSED- for example- if the topic is cell theory do not talk about
photosynthesis (unless making some comparison or connection)
3. HAVE A THESIS STATEMENT.
4. Develop the essay- how?- with details and evidence (in other words support or back up what you
say)
The body of the response should convince the reader that you “know” the task. Be careful, the
introductory paragraph can mislead you into thinking you have addressed the bullets. Introducing each
main idea in the introductory paragraph is not the same as addressing the bullet correctly.
"Proficient" papers are those that score 5 or 6 and explain all parts well. The difference between a 5
and a 6 is in the amount of detail in each part. A 6 paper will explain all parts well and be very
balanced. A 5 paper will explain all parts; however, one or two parts will be stronger than the others.
Usually a 6 paper can be summed up as “Very Good” while a 5 paper is “Good”
"Minimal Passing" papers are those that score 4 or 3 and correctly interpret the problem and attempt to
answer the question(s). There are many ways to achieve these score points. For example, a 4 paper
can address all parts but none are done really well; or, it can address some parts well and skip other
parts completely. A paper that scores a 4 can be thought of as “adequate” and is mostly correct and
mostly clear. A paper that scores a 3 is typically not overly clear and may get the right answer for the
wrong reason. A 3 paper may attempt all parts and not do any well or may do one part well and only
mention the other parts. These papers can be summed up as “limited”.
"Insufficient" papers that score a 2 in Communication either know the task but do not do any parts
correctly or it is not obvious that you understood the task (“flaws in the interpretation”). These papers
will often describe the documents instead of answering the question(s).
- 17 -
"Insufficient" papers that score a 1 in Communication have interpreted the question incorrectly.
Students will often write on keywords or will be on task but not on topic when receiving a score of 1
point in this feature.
Below is a sample rubric for dealing with the Communication Feature. Notice how the bullets inform
you of the basic expectation in each score area.
Communication
Expectation
Proficient (5-6)
Minimal (3-4)
Insufficient (1-2)
 Your response addressed
each bullet, but not all parts
of each bullet or addressed
every bullet sufficiently.
 Your response is organized
well and helps a reader
understand the science of
the task.
 Your response is well
organized and presents
information in a
scientifically logical
manner.
 Your response addressed part of
two bullets only or addressed all
parts of just one bullet.
 The organization of your
response is mixed and assumes
the reader already understands
the science of the task.
.
 Your response addressed
the scenario only or
addressed only part of one
bullet.
 The organization of your
response is poor, random
or distracting to the
reader.
A slightly different version of the Communication Rubric is below
I. Communication of Scientific Facts, Concepts, and Principles WEIGHT = 4
Proficient
6-5
 Response addresses all parts of the
task.
 Support and explanation are
complete.
 Diagrams, graphs, and/or tables are
used to support explanation even
when not required.
 Organization of science content is
logical and coherent.
Minimal
4-3
 Response addresses most of the task.
 Support and explanation are present
but incomplete.
 Diagrams, graphs, and/or tables are
used to
support explanation when
required.
 Organization of science content
Insufficient
2-1
 Response is limited, wrong, or
copied.
 Support and explanation are limited
or absent.
 Diagrams, graphs, and/or tables are
not attempted or are incorrect.
 Organization of science content is
weak.
generally promotes understanding
Questions:
1. When you get home from school, your parents may ask, "What did you do at school today?"
How would you respond to that question in order to "completely address" it?
2. What are two ways you could logically organize the information in your answer to #1?
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Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the finishing touches
Materials needed:
Pencil or pen.
"Energy Transfer" sample task
Content Review
Lesson 9 - Mastering Communication
Now that you have gotten all of the "knowledge" and "processing" done, you are ready to start putting
it all together The first step in putting it all together is to fine tune the communication part of your
response.
Since the bullets don't have to be done in the order they are listed you should determine the order that
you think makes the most sense for your response. You may even decide that you can put two bullets
together; or, that you need to break one bullet into two or more parts. Look back at your knowledge
and processing notes. Develop a quick outline of the order that you think makes the most sense. Your
outline will be the basis for your actual response.
In the last lesson you learned how to score well in the area of Communication. Let's take each of those
tips and actually do that with the "Energy Transfer" sample task.
1. Answer ALL parts of the question. That means that if there are three bullet points then you
must answer all three points with supporting evidence.
Identify the main charge of the writing task choice you chose.
List everything that bullet #1 asks you to do.
List everything that bullet #2 asks you to do.
List everything that bullet #3 asks you to do.
2. Stay on topic or FOCUSED- for example- if the topic is cell theory do not talk about
photosynthesis (unless making some comparison or connection)
Describe how each part of your response relates back to the main theme.
1.
2.
3.
4.
- 19 -
3. HAVE A THESIS STATEMENT.
Your thesis statement should relate the main theme (from the Title) and the main ideas
from the writing task choice you chose.
4. Develop the essay- how?- with details and evidence (in other words support or back up what
you say)
Make an outline to use to write your rough draft. If you can't think of a way to introduce
your response, then use Title and keywords from the scenario to develop your thesis
statement. Use the key terms from the bullets (in the order you choose to do them) as your
main ideas.
I. Introduction
Thesis
Main Ideas from bullets
II. Body Paragraph one
Topic sentence
Supporting facts - relevant prior knowledge and relevant information from documents
1.
2.
3.
4.
III. Body Paragraph two
Topic sentence
Supporting facts - relevant prior knowledge and relevant information from documents
1.
2.
3.
4.
IV. Body Paragraph three
Topic sentence
Supporting facts - relevant prior knowledge and relevant information from documents
1.
2.
3.
4.
V. Conclusion
Summary of main ideas
Summary of thesis
Remember, Answer ALL of the bullets. Even if you don’t know much about one, make sure you try to
answer it. It’s very hard to pass if you don’t answer all of the bullets.
- 20 -
Mastering the Science Gateway
Lesson 1 - Introduction to Gateway
Lesson 2 - Understanding the task
Lesson 3 - Making Your Choice
Lesson 4 - The Knowledge Feature
Lesson 5 - Mastering Knowledge
Lesson 6 - The Process Feature
Lesson 7 - Mastering Process
Lesson 8 - The Communication Feature
Lesson 9 - Mastering Communication
Lesson 10 - Putting on the Finishing Touches
Materials needed:
Pencil or pen.
"Energy Transfer" sample task
Content Review
Lesson 10 - Putting on the Finishing Touches
In the last lesson we really began putting it all together. This lesson is really putting the finishing
touches on the response. Now that you have an outline that has all of your main ideas and supporting
facts listed in the order that you want them, it is really just a matter of actually writing the response in
essay format.
When graphing is required, the graphs can affect all three scoring features in science.
Attempting the graphs is part of the Communication feature.
The correctness of the graphs is part of the Knowledge feature.
Interpreting and explaining the graphs is part of the Process feature.
Diagrams can be used to help you explain a concept but a diagram is not sufficient unless you explain
it in your response. Including a diagram and not explaining it often confuses the reader.
Use the "Spellcheck" provided to check the spelling of any words that you are unsure about. This book
includes the correct spelling of some 2000 common words. Specific science words are probably not
included in the "Spellcheck".
If you are unsure about the spelling of a science word, then choose one way to spell it and be
consistent. You still get credit for knowing a term even if you can't spell it correctly. As long as the
reader can identify the term, you will get credit for using the correct term. It is less troublesome for a
reader if you spell the same word the same way every time than if you spell it different ways.
Explain everything like you are teaching science to a middle-schooler. Explain what words mean
(knowledge); and, why things happen, and how ideas are connected(process).
Use information from the Documents to get started, then explain what it means and add your own
knowledge to it. Cite every idea that you get from a document.
 Cite in the sentence: “In Document A, One food chain starts with grass and ends with bacteria."
 Cite after the sentence: “One food chain starts with grass and ends with bacteria. (Document A).”
Use your science vocabulary words (even if you’re not sure how to spell them)! You won’t impress
anyone with words like “stuff” and “things.” Don’t use these words too much: it, this, that, they,
them….For example: “That makes it need more so it can keep doing it, and it’s an endless cycle.” This
statement doesn't really tell the reader anything. In fact, it may simply confuse the reader.
- 21 -
Make your sentences different lengths! You’re not writing a kid’s book, so your essay shouldn’t read
like this: “Trash is bad. The earth is good. We shouldn’t litter.”
o Simple sentence: 1 sentence by itself
 “Plants use photosynthesis to make food.”
o Compound sentence: 2 sentences connected by a comma and a word like “and,” “or,” or “but”
 “Plants use photosynthesis to make food, but animals cannot make their own food.”
o Complex sentence: 1 sentence and another idea, usually connected with words like “because”
or “which” (or even “if….then”)
 “Plants use photosynthesis to make food, which is the process of converting energy from
the sun into glucose.
o Compound-complex sentence: 2 sentences joined together with an extra idea tossed in also.
These can get hard to do, so use them only if you’re comfortable
 “Plants use photosynthesis to make food, but animals cannot make their own food, which
is why animals have to eat plants and other animals.”
 Don’t use more than one “which” in any sentence! This creates a run-on sentence and makes it
hard for the reader to follow your logic.
Proofread your essay! Once you’re finished, go back and check for spelling mistakes, comma
mistakes, words you accidentally wrote twice, etc. If you find a mistake, simply draw a single line
through the mistake and write the correction above it.
Neatness is not graded, but sloppiness can cause confusion in the reader. If you have lots of mistakes
crossed out and arrows pointing to where the correction is, then the reader is more likely to lose
concentration on your response and may miss bits of knowledge or process statements while trying to
follow your response.
- 22 -
Mastering the Social Studies Gateway
The skills necessary to pass the Social Studies Gateway are really the same as those needed to pass the
Science Gateway.
The biggest difference is that the Social Studies essays tend to be expository while the science essays
tend to be technical in format. According to essayinfo.com, "The purpose of an expository essay is to
present, completely and fairly, other people's views or to report about an event or a situation."
According to eHow.com "A technical essay is one of the most general styles of scientific writing,
requiring the writer to convey and explain facts about a subject in a clear cut, concise manner. Many
times a technical essay is used to confer different methodologies and actions that are needed (or take
place) within a specific activity or course of action."
The Social Studies content features are a little different from the Science content features but generally
cover the same types of skills.
Here's a quick comparison of the content features
Science Feature
Social Studies Feature
Communication
Addresses all parts of the task
Explanations are complete
Supporting details are relevant
Organization of content is strong
Focus and Development
Addresses all parts of the task
Explanations are complete
Supporting details are relevant and carefully
selected
Knowledge
Facts are used correctly throughout the response
Correct vocabulary is used extensively
Prior knowledge is used extensively
Knowledge
Facts are used correctly throughout the response
Correct vocabulary is used extensively
Prior knowledge is used extensively
Process
Clear relationships link specific facts to larger
ideas and concepts
Sequencing is appropriate
Analysis and Interpretaition
Clear relationships link specific facts to
larger ideas and concepts
Effective conclusions are drawn
Generally speaking the Science Gateway will have two closely related choices while the Social Studies
Gateway will have two very different choices based on the same overall theme.
A Science Task may ask you to discuss energy use and transfer. One choice may be to discuss energy
transfer as it relates to food chains while the second choice asks you to discuss energy transfer in
chemical reactions.
A Social Studies task may give you the choice of explaining how technology influenced the
development of a civilization. The two writing choice may be two different civilizations such as the
Greeks and Egyptians.
- 23 -
Gateway Topics List: Biology and Chemistry
Disclaimer: This is intended to be a useful study guide to help prepare you for concepts that could appear on the Gateway test
and is in no way inclusive of everything the Gateway Test covers!
Biology Topics
A) Energy transfer/Matter Transformations
 law of conservation of matter and energy – occurs in food chain (included decomposers)
 transformations of energy from the sun to the consumption of hotdog
 the C, H, O of your body could have been the same atoms in a dinosaur
B) Basic Life Functions and Organization
 homeostasis -- balance of life functions, environment, and activities of organism
 characteristics of living things -- made of cells highly organized, need energy, grow and
develop, life span, reproduce, respond to stimuli, adapt to environmental changes
 organization – cells  tissue  organ  organ system  organism
C) Ecology/Adaptation
Ecology
 relationship of living things to environment
 population, community, ecosystem, biomes, biosphere
 factors – abiotic (ex light) and biotic (ex predator)
 food chain – producer (plants), consumer (herbivore and carnivore), decomposer
 biological diversity – number of species in community, greatest at equator
 niche – position or role of species in community
Adaptation
 organism must be able to change to continue to fit in with environment
 adaptations – structural (beaks), physiological (make a web), behavioral (migrate)
 examples – adaptation to dark cave, cold temperature, dry conditions
 adapts by gradual changes in biological traits
D) Cell Theory
 basic unit of life – structure and function, all organisms made of one or more cells
 cells produced from other cells
 difference between animal and plant cells
 plants only – contain cell wall and chloroplasts and undergo photosynthesis
 compare a cell’s organelles to the operation of a factory
 function – absorb nutrients, release wastes, convert energy, communicate with other cells
 two types of cells: prokaryotes (small, simple, no nucleus, single chromosome) and eukaryotes
(multicellular, typical cell)
Cell Organelles
 cell and nuclear membrane – controls in and out, semipermeable (fenced in with gates)
 nucleus – control center (the brain)
 cytoplasm – gel-like, throughout cell
 mitochondria – makes and releases energy for cell, called ATP; place of respiration (power
supply)
 Golgi body -- package and deliver proteins (packing and shipping)
 endoplasmic reticulum – transports materials throughout cell (highways)
 ribosomes – sight of protein synthesis (protein factories)
 lysosomes – breakdown and rid cell of waste (trash collector)
 cell wall – in plants only; support/give structure
 chloroplasts – in plants only; contain chlorophyll; carries out photosynthesis
- 24 -
Photosynthesis and Cellular Respiration
 reverse reactions (recycling matter) – one stores energy, the other releases energy
 animals respire only but plants photosynthesis AND respire
Photosynthesis
 endothermic, stores energy, requires light, occurs in chloroplasts of cells
 reflects law of conservation of matter (show how by balancing equation and showing atom
inventory to reflect that matter is neither created nor destroyed only rearranged to conserve
atoms)
 makes high energy molecule called glucose (as well as oxygen) from carbon dioxide and
water and energy (sunlight)
 equation: 6 CO2 + 6 H2O + Energy  1 C6H12O6 + 6 O2
Respiration
 exothermic, releases energy (ATP – adenosine triphosphate), occurs in mitochondria
 reflects law of conservation of matter (show how by balancing equation and showing atom
inventory to reflect that matter is neither created nor destroyed only rearranged to conserve
atoms)
 makes energy, carbon dioxide, and water from glucose and oxygen
 equation: 1 C6H12O6 + 6 O2  6 CO2 + 6 H2O + Energy
E) Genetics/DNA/Heredity
 DNA (deoxyribonucleic acid) – the “code” for making proteins; DNA controls everything
 found in nucleus on chromosomes
 small section of a chromosome is a gene
 building blocks of DNA are nucleotides
 DNA strand = chain of nucleotides
 nucleotide = sugar, phosphate, and nitrogen bases
 DNA = double strand in a spiral with nitrogen bases paired up (A with T and C with G)
 bases = adenine (A), thymine (T), cytosine (C), guanine (G)
 DNA is like a recipe containing directions of how to make something (hair color, height, eye
color, etc)
 sequence of bases (A, T, C, G) determines traits (genes)
 only identical twins have the same sequence of bases
 traits – 1 gene from each parent (dominant and recessive traits)
 genotype and karyotype
 proteins for the cell are made from portions of DNA
 entire chromosome is replicated when cells divide
 replication – DNA double strand (chromosome) unzips and the original strand serves as the
template for the new strand that is forming
MITOSIS
 a cell divides giving resulting cells the full number of chromosomes
 one cell produces 2 cells in one division
 occurs in growth
 animal cells pinch in half while plant cells grow a cell wall
MEIOSIS
 a cell divides giving resulting cell ½ the number of chromosomes
 one cell produces 4 cells in two divisions
 occurs in reproductive, sex cells so that offspring get half of the needed chromosomes from
each parent
- 25 -
Chemistry Topics
A) Solutions and Concentrations
 solute, solvent
 unsaturated, saturated, supersaturated
 effect of temperature increase on solid solutes
 effect of temperature increase on gas solutes
 molarity (moles solute/liters of solution)
 percent concentration (grams solute/grams solute + grams solvent) x 100%
B) Periodic Table and Trends
 metals, nonmetals, metalloids (location on periodic table, and properties of each)
 trend of atomic radii (size) across a period and down a group
 trend of reactivity across a period and down a group
 location of radioactive elements
 diatomic elements (HOBrFINCl)
C) Acids and Bases
 acids – have hydrogen capable of releasing as hydrogen ion (H+)
 bases – have hydroxide ion and capable of releasing hydroxide ion (OH -1)
 properties of acids and bases
 tests for an unknown substance and deciding if it is an acid, base or neutral (litmus and
phenolphthalein)
 pH scale for measuring for acidity and alkalinity
 range of pH scale for acids, bases, and neutral substances
 within acidic range which is most acidic; within basic range which is most basic
 acid rain – cause (how it forms) and its effects
D) Chemical and Physical Properties of Matter
 examples of physical properties as observable or measurable properties
 examples of chemical properties as reactivity or non-reactivity
 identify substances using physical and chemical properties
 comparison of physical and chemical changes
 classify substances as elements, compounds, or mixtures (solutions)
E) Energy
 law of conservation of mass/energy
 exothermic and endothermic changes
 energy changes in photosynthesis and respiration
 identify energy transformations (ex. From gasoline in car to car’s wheels moving)
 calculate heats of combustion
F) Atomic Structure
 location of protons, neutrons, electrons in an atom
 charge and mass of these subatomic particles
 atomic number and atomic mass and mass number
 isotopes
 radioactive elements location on periodic table
 3 types of radioactive particles released, use in bombs and power plants
 energy of the future – fusion
- 26 -
G) Bonding
 bonding occurs via gaining/losing or sharing electrons
 covalent bonding – sharing electrons that occurs between two non-metals
 ionic bonding – gaining or losing electrons; occurs between a metal and a non-metal
 how ions form from neutral atoms (cations form from an atom losing an electron; anions form
from an atom gaining an electron)
 group 1 ions form 1:1 compounds with group 17 and 2:1 with group 16
 single, double, triple bonds = # of electron pairs being shared
 writing and naming formulas
 electron dot formulas
 intermolecular forces on boiling and melting points
H) Graphing Reminders
 identify independent and dependent variables and which goes on x and y axes
 appropriately label x and y axes with measurement AND unit
 choose appropriate scales for x and y axes
 plot points and connect (or draw best fit line if needed)
 title graph so that it reflects overall purpose, yet is fairly specific
 use key for graph if needed
I) Organic Chemistry
 difference between organic and inorganic substances (organic – contains carbon; inorganic –
does not contain carbon)
 type of bonds in organic compounds (single = alkanes, double = alkenes, triple = alkynes)
Petroleum Chemistry
 alkanes – naming of compounds containing from 1 to 10 carbons
 organic isomers (have same chemical formula but different structural formulas)
 alkanes (single bonds), alkenes (double bonds), alkynes (triple bonds)
 functional groups (alcohol - OH, acid -COOH, ester)
 how properties vary with increased number of carbon atoms – more carbons = higher boiling
point, higher density, higher viscosity)
 distillation to separate organic liquids (substance with lowest boiling point distills out first)
 fractions of petroleum and their uses (gasoline, kerosene = energy)
Nutritional Chemistry
 five main types of nutrients (fats = provide energy, proteins = building blocks, carbohydrates =
energy, vitamins, minerals), their functions, and examples
 calculate % total Calories from carbohydrates, fats, or proteins (fat or carb or protein Cal/Total
Cal) x 100%
 sources of vitamins and minerals and problems with over or under consuming these (lack of Ca
= osteoporosis, lack of vitamin C = scurvy)
 properties of saturated (all single bonds) and unsaturated fats (contain a double bond),
examples, effects on body
- 27 -
Energy Transfer
Scenario:
The town of Beachville is a small coastal town in southeast Georgia. The town council is
interested in building a science center that would include a nature trail, a small aquarium, and an
educational center. The educational center would focus on both the aquatic and the terrestrial
ecosystems of the area.
Writing Task Choice 1:
You are a biologist assigned to produce the display about the transfer of energy through food
chains. You have been asked to write a report to the town council describing the content that would go
in your display. In your report be sure to do the following:
 describe two aquatic and two terrestrial food chains
 discuss the flow of energy through each food chain
 explain how food chains show the law of conservation of energy and matter
Writing Task Choice 2:
You have been hired as the director of educational activities at the science center. You must
develop an interactive display for the high school portion of the display. You must write a report
which shows how you would create a display teaching about energy transfer in both aquatic and
terrestrial ecosystems. In your report be sure to do the following:
 describe a food web with at least three food chains
 explain how food chains show the law of conservation of energy and matter
 compare and contrast aquatic and terrestrial food chains
- 28 -
Document A
Food Chain
Grass → Grasshopper → Toad → Snake → Hawk → Bacteria
Document B
Photosynthesis
6CO2 + 6H2O → C6H12O6 + 6O2
Document C
Energy Transfer
- 29 -
Cell Theory
Scenario
The Center for Disease Control, or CDC, has had to respond to several concerns about various
outbreaks of disease across the state. In order to better understand the diseases and how to deal with
them, the CDC, has established a series of monetary grants in which they will pay people to do the cell
research for them.
Writing Choice 1.
You are a biologist that is applying for one of the grants. The CDC has requested that you
write a brief overview of cells and organelles to show that you understand the parts of the cells and
their functions.
In your essay be sure to include the following:
* compare and contrast prokaryotic and eukaryotic cells
* describe the basic cell organelles and their functions within the cell
* compare and contrast plant cells and animal cells.
Writing Choice 2
You are a biologist for the CDC that has been asked to write are report to the Governor about
Cells. Make sure you include information on the following points:
*explain how the cell theory developed.
*describe differences between plant and animal cells
*describe three structures that plant and animal cells share and include their functions
Document A
- 30 -
Acids and Bases
Scenario: Biff and Muffy have decided to spend time gardening for both
flowers and produce. When Biff sits down with the Burpee’s seed catalog,
he realizes that knowing the pH of soil is vitally important in determining
which flowers and produce to order, as well as how to prepare a garden
before planting.
Respond to ONE of the following essay topics.
Task 1
Prepare a complete explanation answering the following questions for
your partner:
 Describe the properties of acids and bases, and how they can affect
materials and equipment you might use in gardening.
 Explain the concept of pH, and how you can measure the pH of the
soil in your garden..
 Discuss the reasoning you would use in deciding on the types of
plants you would select to plant in your garden.
Use Documents A - D
OR
Task 2
Prepare an information sheet that will be handed out at a local garden
center to help new gardeners. Make sure you include the following:
 Describe the properties of acids and bases, and how they can affect
materials and equipment you might use in gardening.
 Explain the concept of pH, and how you can measure the pH of the
soil in your garden
 Discuss the reasoning you would use in adjusting the pH of your soil
to meet the needs of the plants you decide to grow.
Use Documents A - D
- 31 -
Document A
There are several common chemicals that can adjust soil pH. Calcium oxide and calcium hydroxide are
found in lime, while pure sulfur or aluminum sulfate dissolved in water can change pH in the opposite
way.
Document B
Ideal pH’s
Vegetables:
Artichoke 6.5 - 7.5
Asparagus 7.0 – 8.0
Beans 6.0 - 7.0
Cauliflower 5.5 - 7.5
Corn 6.0 – 7.0
Potato 4.5 – 5.5
Potato- Sweet 5.5 - 6.0
Tomato 5.5 - 6.5
Watermelon 5.5 - 6.5
Flowers:
Azalea 4.5 - 6.0
Crocus 7.0 - 8.0
Daffodil 6.0 - 6.5
Day Lily 6.0 - 8.0
Holly 5.0 - 6.5
Iris 5.0 - 6.5
Pansy 5.5 - 7.0
Roses 5.5 - 7.0
Zinnia 5.5 - 7.5
Document C
Document D
Methyl orange 3.1-4.4
Bromphenol blue 3.0-4.6
Bromcresol green 4.0-5.6
Methyl red 4.4-6.2
Bromcresol purple 5.2-6.8
Bromphenol blue 6.2-7.6
Phenol red 6.4-8.0
Cresol red 7.2-8.8
Thymol blue 8.0-9.6
Phenolphthalein 8.0-10.
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Chemical Reactions
Scenario: You are the head chemist for a newly formed company that
plans to make liquid fertilizer. The company president wants you to
make recommendations for the design of the chemical processes in the
processing plant. The success of this new business rides on your
shoulders, since your design will determine the profitability in the
company’s future. Use the documents provided to help you complete one
of the following two tasks.
Task 1
Write an interoffice memo explaining the following points to those individuals who
are not “savvy” chemists:
1) Explain you would set up the chemical design of the plant in order to maximize
production of the product, while keeping costs low.
2) Explain the reasoning you used to determine how to adjust conditions in the plant
to maximize production of the product, and profitability.
3) Explain how answering this question applies to the study of chemical reactions.
Task 2
Write an interoffice memo explaining the following points to those individuals who
are not “savvy” chemists:
1) Explain how & why you would set up the chemical design of the plant in order to
maximize production of the product, while keeping costs low.
2) Explain how answering this question applies to the study of chemical reactions.
3) Explain the historical significance of the basic reaction and how it effected the
20th century.
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Document A
Point One: Nitrogen is easily obtained from air by fractional distillation. (Air is
almost 80% nitrogen).
Point Two: Hydrogen is obtained from methane (natural gas). The hydrocarbon is
reacted with steam as in the following reaction:
CH4(g) + 2H2O(g)
CO2(g)
+ 4H2(g)
The Haber Process:
N2(g)
+
3H2(g)
2NH3(g) + heat
Document B
The industrial conditions for the Haber Process are:
1) Temperature between 450 °C and 500 °C.
2) Pressure of 200 atm (200 atmospheres).
3) Use an iron catalyst.
Document C
Only about 15% of the reactants are converted into products under these conditions.
The remaining mix of nitrogen and hydrogen gases (85%) are recycled and fed in at
the reactant stage. The process operates continuously.
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Science Scoring Guidelines
Gateway Science Scoring Guidelines - Condensed for Classroom Use
I. Communication of Scientific Facts, Concepts, and Principles WEIGHT = 4
High Range
6-5
 Response addresses all parts of the
task.
 Support and explanation are
complete.
 Diagrams, graphs, and/or tables are
used to support explanation even
when not required.
 Organization is logical and coherent.
Mid Range
4-3
 Response addresses most of the task.
 Support and explanation are present
but incomplete.
 Diagrams, graphs, and/or tables are used to
support explanation when
required.
 Organization generally promotes
Low Range
2-1
 Response is limited, wrong, or
copied.
 Support and explanation are limited
or absent.
 Diagrams, graphs, and/or tables are
not attempted or are incorrect.
 Organization is weak.
understanding
II. Knowledge and Use of Science WEIGHT =4
High Range
6-5
 Facts, concepts, models, and/or
Mid Range
4-3
 Facts, concepts, models, and/or
methods are used correctly
throughout the response.
 Assumptions are clearly identified
methods are limited, incorrect, or
copied.
 Assumptions are correct though not
 Assumptions are inappropriate or
clearly identified or explained.
 Correct scientific vocabulary is
extensively.
used.
 In depth connections are made
 Facts, concepts, models, and/or
methods are used correctly in some
of the response.
and explained.
 Correct scientific vocabulary is used
Low Range
2-1
 Scientific vocabulary is copied or
incorrect
 Some connections are made between
between the task and previous
learning experiences.
incorrect.
the task and previous learning
experiences.
 Connections between the task and
previous learning experiences are
incorrect or absent.
III. Use of Scientific Processes WEIGHT =2
High Range
6-5
 Procedures are detailed and correct.
 Sequencing is appropriate and;
processes are connected.
 Hypothesis addresses specifics of
the problem.
Mid Range
4-3
 Procedures are acceptable but
limited in detail.
 Sequencing is present but
connections between processes are
incomplete or absent. '
 Hypothesis is present (if required)
but lacks depth or is incomplete.
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Low Range
2-1
 Procedures are incomplete or absent.
 Sequencing is incomplete or missing
and processes are not connected.
 Required hypothesis is missing or is
incorrect.
Social Studies Scoring Guidelines
I. FOCUS/DEVELOPMENT WEIGHT=3
High Range
6–5
Mid Range
4–3
 Focus is strong and consistent.
 Focus is easily identifiable.
 Main points stand out in
complete exploration of the
topic.
 Main points are clear but may be
broad or inconsistent with the task.
 All aspects of the task are
developed
 Supporting details are relevant
and carefully selected.
 Most aspects of the task are
developed.
 Support is relevant but may be
uneven, repetitive, or limited in
scope.
Low Range
2-1
 Focus and/or main points are
limited, weak, or unclear.
 Main points are somewhat
unclear or development is
attempted but minimal.
 Aspects of the task are listed but
not developed.
 Support is weak or minimal.
II. Knowledge and Use of Information WEIGHT=4
High Range
6–5
Mid Range
4–3
Low Range
2-1
 Support is complete.
 Support is present but not complete.
 Facts are used correctly
throughout the response.
Errors, if any, are
inconsequential.
 Facts are used correctly in most of
the response. Some errors are
present.
 Facts are limited, incorrect or a
copied.
 Prior knowledge is present but
lacks depth or is incomplete.
 Prior knowledge is incorrect or
absent.
 Correct social studies vocabulary is
used in parts of the response.
 Social studies vocabulary is
copied or is in correct.
 Prior knowledge is used
extensively.
 Correct social studies
vocabulary is used extensively.
 Support is limited, absent or
copied.
III. Analysis and Interpretations WEIGHT=3
High Range
6–5
 Relevant concepts and
principles are discussed.
Mid Range
4–3
Low Range
2–1
 Relevant concepts and principles
are introduced but not discussed in
any depths.
 Concepts and principles are
discussed but indicate confusion
or are incorrect.
 Clear relationships link specific
facts to larger ideas and
concepts.
 Some relationships link facts to
larger ideas and concepts.
 Relationships are weak, missing,
or incorrect.
 Documents and prior
knowledge are thoroughly and
logically analyzed.
 Some documents and perhaps prior
knowledge are analyzed in general
terms.
 Documents and prior knowledge
are not analyzed.
 Effective conclusions are
drawn and valid
generalizations are made
throughout the response.
 Some conclusions are drawn and/or
generalizations made.
 Conclusions and generalizations
are weak, missing, or merely
copied from documents.
 Information is merely copied
from documents.
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