Practice
SCIENCE CAPT
Student Test Booklet: Section 1
STUDENT NAME________________________________
SCIENCE TEACHER _____________SCI PERIOD________________
DATE ___________________________________
1

2

DIRECTIONS:
Today you will be taking the Practice Science CT Academic Performance Task
(CAPT). This test is designed to test your skills and knowledge in science that you have learned in elementary, middle, and high school. It has questions taken from earth, life, and physical science, as well as about experiments. You should make sure to read each question carefully, including the information given at the beginning of each section. Examine the diagrams to help you understand the questions as well. Some questions may refer to diagrams or information from the previous page.
For the multiple choice sections, make sure to place your answers on your
Scantron sheet on the appropriate side.
Make sure the Scantron has your full name, neatly written, on both sides, as well as your science teacher name.
Practice
SCIENCE CAPT
SECTION ONE:
You will have 50 minutes to complete this section. There are 26 multiple-choice questions, and 6 short answer essays. Write your answers to the essays in the test booklet, and the answers to the multiple choice on the front side of your Scantron sheet with a number two pencil. When you finish this section, do NOT continue on to the next section.
When you are instructed, turn to page 4 and begin.
3

4

2 cm
2 cm
4 cm
4 cm
8 cm
8 cm
Experimentation Questions
Two students decided to do an experiment to determine how the size of a meteor affects crater depth. They used 3 metal spheres of different sizes and dropped each from 2 different heights into a tray of sand, recording the depth of the crater each time. Their results are given in the table below:
Sphere Radius Height Dropped Depth of Crater
30 cm
90 cm
30 cm
90 cm
30 cm
90 cm
0.4 cm
1.8 cm
0.6 cm
1.8 cm
0.6 cm
4 cm
5

CRATERS, continued
1. What conclusions can be drawn from the group’s experiment and results? How valid do you think these c onclusions are, based on the group’s experiment and results? Explain your answer fully. .
6

CRATERS, continued
2. Sketch an appropriate graph of the students’ results in the space provided, showing all results and using proper labels:
7

CRATERS, continued
3. What variables need to be controlled in a similar experiment to determine how mass of a meteor affects the size of a crater? Explain your answer fully:
8

9

CRATERS, continued
4. Suppose you wished to conduct an experiment with plastic objects and a tray of sand to determine how shape of a meteor affects the size of a crater. Write the procedures you would follow in conducting this experiment
.
10

11

OPEN ENDED CONCEPTUAL Questions
5.
Before having children, couples may seek genetic counseling to find out if their babies will be at risk of inheriting genetically transmitted diseases.
Cystic fibrosis is a common heridetary disease that usually appears in early childhood. It involves glandular disorders and leads to problems with digestion and respiration. The recessive gene for cystic fibrosis may be represented by “n”, with “N” representing the dominent allele for normal trait. Only a person with two recessive genes (nn) will have cystic fibrosis. A person with a dominent gene (N) and a recessive gene (n) does not have the disease but has the potential to transmit it to his or her children. A person with the genotype Nn is frequently called a “carrier”.
After having three healthy children, Martin and Jessica went to see a genetic counselor. The counselor tested the couple and found that both Martin and Jessica are heterozygous (Nn) for cystic fibrousis. This means that they do not have cystic fibrosis, but they could have a child with the disease.
Jessica
N n
N NN Nn
Martin n Nn nn
Using the chart above, the counselor explained that the couple had a 25% chance (1 in 4) of having a child with cystic fibrosis.
Martin and Jessica were dissapointed. They wanted another child, but since they already had three healthy children, they believed that a fourth child would almost surely have cystic fibrosis.
12

Do you agree with Martin and Jessica’s conclusion? Explain your answer fully
13

GENETIC COUNSELING OPEN ENDED QUESTION CONTINUED
14

OPEN ENDED CONCEPTUAL Questions
EARTHQUAKE
Connectic ut
California
15

16

17

Multiple Choice Questions
Science Practice CAPT Sec 1
18

Multiple Choice Questions
Practice CAPT Sec 1
Directions: Use side one of the Scantron sheet provided to answer the following 26 multiple-choice questions. Please make sure your Scantron has your name, science teacher and science period on both sides. Be sure to read the information given and look at the diagrams in each section carefully. Make a clear mark with a number two pencil. When you are finished with Section One do not go on to Section Two. You may go back and revise and or finish your work on the previous multiple choice or essay questions.
In a section of the Grand Canyon, scientists have found fossil remains of several different groups of organisms. The diagram below represents the number and age of the fossils the scientist found. The width of each shaded area in the diagram indicates the relative number of fossils found.
19

1.
Which of the following statements does the fossil record support? a.
Group C is now extinct. b.
Group D has been in existence the longest. c.
Group A is the most recent organism to come into existence. d.
Group B was the most numerous organism 10 million years ago.
2 Which of the following is usually most helpful in determining the age of these fossils? a.
The size of the fossil. b.
The color of the fossil. c.
The amount of surface area of the rock layer in which the fossil is found. d.
The depth of the rock layer in which the fossils are found.
3.
Fossils from both Group B and Group C have recently been found together in
another part of the world. What is the probable age of these fossils? a.
Less than 10 million years old. b.
10-20 million years old. c.
20-30 million years old. d.
More than 30 million years old.
4.
The scientists hypothesize that the four groups of fossilized organisms originated from a common ancestor. Which of the following would provide the best evidence that their hypothesis is correct? a.) The number of fossils found in each group is similar. b.) Present day members of the group live in the same environment. c.) Fossils from each group were found in the same rock layer. d.) Members of the groups have similar physical structures.
Continue on to the next page to answer questions 5-6 about Fossil Record.
20

Theory 1 Theory 2
A E C D A E C D
B
B
Time
The scientists have recently been studying the fossil remains of a fifth group of organisms called ‘Group E’. Two theories have been proposed about the relationship of Group E to the other groups. The family trees represented in the diagram above represent the two theories. Family trees show the relationship between different groups of organisms over time.
5.
One of the scientists made the following statement: “Group E came into existence after Group C.” The statement is true for… a.
Theory 1 b.
Theory 2 c.
Both theories d.
Neither theory
6.
The scientists have recently examined DNA of present day organisms from groups A,C, and E. They have found that the DNA of group E is more like group
A than Group C. This evidence… a.
supports Theory 1. b.
supports Theory 2. c.
supports both theories. d.
supports neither theory.
21

WHAT’S THE MATTER? Questions 7-10
7. Which of the following statements best describes the energy transformations that occur when a log burns? a) Mechanical energy changes to chemical energy b) Chemical energy changes to heat and light energy c) Heat and light energy changes to chemical energy d) Mechanical energy changes to heat and light energy
8. A log was burned in a fireplace. Which statement is true about the leftover ashes when they are compared to the original unburned log? a) The ashes have more mechanical energy than the unburned log. b) The ashes occupy the same amount of space as the unburned log. c) The ashes have less chemical energy than the unburned log. d) The ashes have the same molecular structure as the unburned log.
9. Which of the following chemical equations best represents the burning of a log? a) Wood + CO
2
 O
2
+ H
2
O + energy b) Wood + O
2
 CO
2
+ H
2
O + energy c) Wood + H
2
O  O
2
+ CO
2
+ energy d) Wood  CO
2
+ O
2
+ H
2
O + energy
10. Which area around the campfire would most likely be the hottest due to the convection of air? a) The ground near the pot or kettle. b) Directly above the campfire. c) Underneath the wood. d) A spot in the air a few inches above the ground next to the campfire.
22

Diagram not drawn to scale
11. The time at which high tide and low tides occur changes by about 50 minutes each day. Which of the following best explains this occurrence? a) The ocean currents delay the tides b) The prevailing winds act in opposition to the tides in most areas. c) The moon is not in the same position relative to the Earth each day. d) The pull of the sun slows down the cycle
12. Why does the moon have a greater effect on the tides than the sun? a) The moon is larger than the sun. b) The moon is solid while the sun is gaseous c) The moon rotates more quickly than the sun. d) The moon is closer than the sun to the Earth.
23

Continue on to the two problems on the next page .
24

TIDES continued...
13. The gas giant planet Saturn is close to ten times the mass of the Earth, and also has over a dozen smaller moons. Which is true about the tidal forces around Saturn? a) The tidal forces on Saturn are less than the Earth because it is further from the Sun. b) The tidal forces on each moon equal the tidal force it causes on Saturn. c) The tidal forces on Saturn are less than the Earth because there are more moons. d) The tidal forces on Saturn do not depend on the number of moons.
14) Which is the best explanation of the cause of Saturn’s rings? a) Saturn’s rings were caused by dust and rocks from other planets. b) Saturn’s rings were caused by a large meteor impact on its surface. c) Saturn’s rings were caused by pieces of each moon breaking off. d) Saturn’s rings were caused by a moon broken up by tidal forces.
25

EXAMINING SIMPLE COMMUNITIES QUESTIONS 15-18
A group of organisms that interact with and depend upon one another is called a community. The movement of matter and energy through a community can be studied by examining its food web. As organisms eat other organisms, energy and nutrients pass through various feeding levels. These feeding levels are called trophic levels. The following is a diagram of the energy and nutrient flow through a simple community.
15. Which group would most likely contain living algae? a) Producers b) First order consumers c) Second order consumers d) Decomposers
16. According to the diagram, nutrients from dead organisms are released into the soil by the action of_______. a) producers b) First order consumers c) Third order consumers d) Decomposers
26

Continue on to the two problems on the next page .
27

Examining Simple Communities, continued
17. Which of the following trophic levels would have the least amount of available energy? a) Producers b) First order consumers c) Second order consumers d) Third order consumers
18. Which statement is true, based on the diagram? a) Energy flows through a community from the sun to producers and then to consumers. b) Nutrients are available to producers, but not consumers. c) Nutrients and energy come from sunlight. d) Some trophic levels have no available energy.
28

GLOBAL CLIMATE, Questions 19-22
Global warming, or the greenhouse effect, is the name given to the idea the earth’s climate is affected by gases. Carbon dioxide, methane, water vapor, and other pollutants all trap in heat radiated by the earth, creating a rise in the global temperature .
19) As a consequence of global warming, coastal areas could: a) be flooded as ocean levels rise b) become further inland as ocean levels recede c) get cooler due to more water in the water cycle d) sink, as the land becomes less stable from changes in the ocean water
20) According to the graph, the years with the highest five year average temperatures correspond to: a) The years with the highest levels of carbon dioxide b) The years with the lowest levels of carbon dioxide c) The years with the slowest rising levels of carbon dioxide d) There is no relationship between temperature and carbon dioxide levels.
29

Continue on to the two problems on the next page .
30

GLOBAL CLIMATE, continued
21) If the Earth’s average temperature was warmer, what would most likely happen to the weather patterns? a) Every spot on the earth would be warmer all the time. b) The weather would be more unstable. c) Only places away from water would get warmer. d) There would be less difference between winter and summer.
22) If the weather in CT was five degrees warmer per day, on average, we would most likely have: a) more storms b) fewer clouds c) less humidity d) higher pressure
31

Modern automobiles are tested for collision safety using models of human beings often called crash test dummies. These “dummies” are actually quite “smart”. They are often fitted with sensor devices that can record their motion and force of impact during an automobile collision.
23.
When the car accelerates from a standing start, the crash dummy appears to be pressed backward into the seat cushions. Which of the following is the best explains why this happens? a.
The crash dummy gets lighter as the car accelerates. b.
The car is moving forward faster than the crash dummy. c.
There is nor reaction to the force of the car taking off. d.
Gravity is pulling the crash test dummy in the direction the car is moving.
24.
Once the car was in motion at a constant velocity, a technician measured the speed of the car at 80 km/hr relative to the wall. At that instant, how fast was the crash test dummy moving relative to the wall? a.
0 km/hr b.
40 km/hr c.
80 km/hr d.
160 km/hr
Continue on to the two problems on the next page .
32

25.
A car reaches 80 km/hr, then suddenly crashes into the concrete wall.
Without a seat belt, the crash test dummy slams into the car’s dashboard because… a.
The kinetic energy of the crash test dummy drops to zero. b.
The dashboard is pushed backwards into the crash test dummy. c.
The momentum of the car is being transferred to the crash test dummy. d.
The car has stopped, but the crash test dummy is still moving forward.
26.
In the diagrams shown below, the length of the arrow indicates the relative amount of force. Which of these diagrams correctly shows the amount and direction of the forces on the wall and the car during the collision? a.
Force of Car on Wall Force of Wall on Car b.
Force of Car on Wall Force of Wall on Car c.
Force of Car on Wall Force of Wall on Car d.
Force of Car on Wall Force of Wall on Car
STOP
DO NOT CONTINUE ON TO THE NEXT SECTION.
You may go back and check your work on this section only. Make sure you have erased any stray marks completely.
33

Practice
SCIENCE CAPT
Student Test Booklet: Section 2
STUDENT NAME________________________________
SCIENCE TEACHER _____________SCI PERIOD________________
DATE ___________________________________
34

DIRECTIONS:
Today you will be taking the Practice Science CT Academic Performance Task
(CAPT). This test is designed to test your skills and knowledge in science that you have learned in elementary, middle, and high school. You should make sure to read each question carefully, including the information given at the beginning of each section. Examine the diagrams to help you understand the questions as well.
For the multiple choice sections, make sure to place your answers on your
Scantron sheet on the appropriate side.
Make sure the Scantron has your full name, neatly written, on both sides, as well as your science teacher name.
Practice
SCIENCE CAPT
SECTION TWO
You will have 50 minutes to complete this section. There are 28 multiple choice questions, and 4 short answer essays. Please use the space provided for the short answer essays, and the second side of the Scantron for the multiple choice questions. When you finish this section, do NOT go back to the previous section. When you are told to, turn to page 27 and begin.
35

36

OPEN ENDED CONCEPTUAL Questions
BOILING
(7) A hiker brings a pot of water from sea level into the high altitude mountains. What do you think will happen to the temperature at which the water boils as she goes higher up? Explain fully why you think so.
37

BOILING CONTINUED
38

39

OPEN ENDED CONCEPTUAL Questions
Many meteors have struck both the Earth and the moon, which have created craters on their surfaces. Explain fully why most of the craters of the moon are still visible while most of the Earth’s are not.
40

41

42

OPEN ENDED CONCEPTUAL Questions
.
Doctors need to be careful not to give their patients an antibiotic such as penicillin too often. If the same antibiotic is prescribed too many times, it can become less effective against bacteria. Explain fully why this is so.
43

44

ANTIBIOTICS continued
45

OPEN ENDED CONCEPTUAL Questions
What Energy transformations influence the motion of this battery powered toy fan car? Explain your answer fully.
46

47

TOY FAN CAR Continued
48

Multiple Choice Questions
Science Practice CAPT Sec 2
49

Multiple Choice Questions
Science Practice CAPT Sec 2
Directions: Use side two of the Scantron sheet provided to answer the following 28 multiple choice questions. (Begin with number 51). Please make sure your Scantron has your name, science teacher and science period on both sides. Be sure to read the information given and look at the diagrams in each section carefully. Make a clear mark with a number two pencil. When you are finished with Section Two do not go back to Section One. You may go back and revise and or finish your work on the previous multiple choice or essay questions.
EXPERIMENTING
An experiment was done to determine what factors about a meteor affect the size of a crater. Students conducted the experiment by dropping objects into a tray of sand.
51) Which of the following would NOT have been a possible dependent variable for this experiment?
A) The width of the crater across.
B) The depth of the crater.
C) The amount of sand sprayed up from the crater.
D) The amount of water the crater made could hold.
52) Which of the following would NOT have been a possible independent variable for this experiment?
A) The mass of the object in grams.
B) The height of the object in cm.
C) The amount of sand in the tray.
D) The angle the object is dropped at.
53) To conduct a valid experiment using the speed of the object as the factor being tested it is appropriate to:
A) Use different people to drop the objects each time.
B) Drop the object from zero height as a control group.
C) Change the mass of the object at each height.
D) Use a new different tray of sand each time the object is dropped.
54) A group did a similar experiment with dropping three different mass objects that were all the same radius. The two heaviest objects produced craters that were the same width. This means:
A) Their experiment is bad, because different masses should always produce different widths.
B) They should measure crater depth as well as crater width.
C) Nothing is wrong with their experiment, and they don’t need to do anything else.
50

D) Their experiment is bad, because they should have changed the radius AND the mass of the objects they dropped.
51

ORIGIN OF THE CONTINENTS AND OCEANS, Questions 55-58
55.) What is today's best evidence that mountain chains are different ages? a) They all have different length. b.) They have different types of fossils. c.) They have folded layers of rocks. d.) The crystals in their rocks are of different sizes.
56.) One way in which the ages of rocks are determined is by radioactive dating. This helps because radioactive substances: a.) are produced by weathering b.) decay faster over time c.) produce known changes in cellular materials. d.) decay at known rates.
57) The continents of South America and Africa were once together. The best evidence for this is: a.) both have rainforests b.) both have active volcanoes c.) both have matching rock formation of similar age and type d.) both have descendants of extinct species.
58.) Suppose an island near the Arctic circle has rocks with fossils of beech, poplar, oak and maple trees. This would indicate that past conditions were: a.) less windy b.) more stable c.) much warmer d.) less humid
52

(use for Questions 59-62)
Archimedes, a Greek mathematician and physicist who lived over 2200 years ago, is credited for discovering that:
An object immersed in a fluid will be pushed up by a buoyant
force equal to the weight of the fluid displaced by the object.
The following are several ideas that relate to the statement above.
Floating Objects
 An object placed in a fluid will sink into the fluid until it has displaced a volume of fluid whose weight is equal to the weight of the object.
 An object will float in a fluid when the object has a density less than the density of the fluid.
Sinking Objects
 When an object sinks in a fluid, it displaces exactly its own volume of the fluid.
 An object will sink in a fluid when the object has a density greater than the density of the fluid.
Density
 The density of a substance is its mass divided by its volume.
 The density of water is one gram per cubic centimeter (1 g/cm 3 )
53

FLOATATION QUESTIONS ON NEXT PAGE
54

FLOTATION (continued)
Use the above information to help you answer the following questions 59-62
59.) A wooden ball with a density of 0.08 grams per cubic centimeter (g/cm and an aluminum ball with a density of 2.7 g/cm 3 are exactly the same size.
3 )
Both are put in a glass of water. Which of the following statements is true? a) Both balls will displace the same volume of water. b) The aluminum ball will displace a greater volume of water than the wooden ball. c) Both balls will displace the same weight of water. d) The wooden ball will displace a greater volume of water than the aluminum ball.
60) Ice floats in water. From this statement it is reasonable to predict that, when a liter of water freezes to form ice its… a.
density decreases b.
weight decreases c.
density increases d.
weight increases
61. Ice sinks in methyl alcohol that has a density of 0.8 grams per cubic centimeter (g/cm 3 ) but floats in liquid water. Based on this information, which of these conclusions is correct? a.
Ice is less dense than methyl alcohol. b.
Frozen water has more density than liquid water. c.
The density of ice is between 0.8. g/cm 3 and 1 g/cm 3 . d.
Liquid water will also float on methyl alcohol.
62. Some lakes, such as the Great Salt Lake, accumulate soluble mineral, especially salt. In those lakes, people find it much easier to float than when they are in fresh water. Why is this?
a.
The salt water has greater density than fresh water. b.
People displace a smaller volume of fresh water than salt water. c.
Fresh water is denser, causing people to sink. d. This effect is only imaginary because floating depends on the skill of people.
55

6
C
Carbon
Ato mic Number (Pro tons )
Element Symbol
Element Name
12.011
Ato mic Mass (Pro tons an d Neu trons )
63. Which of the following is the most important factor in determining an element’s place on the periodic table? a.) Number of protons b.) Number of neutrons c.) Element symbol d.) Element name
64.) Oxygen has an atomic number of 8. Which of the following elements would you expect to be the most similar to oxygen in terms of its chemical properties? a.) Nitrogen (N) b.) Fluorine (F) c.) Sulfur (S) d.) Chlorine (Cl)
65.) Potassium (K), atomic number 19, a metal, will most likely react with which of the following elements? a.) Sodium (Na), because it is in the same column. b.) Calcium (Ca), because it is in the same row. c.) Chlorine (Cl), because it is a nonmetal. d.) Argon (Ar), because it has a similar mass.
66.) The periodic chart does not show any elements with atomic numbers above 109. Which of the following best explains why this is so? a.) It is impossible for such elements to exist anywhere in the universe. b.) These elements had not yet been discovered when the table was made. c.) These elements are less important so they are generally not shown.
56

d.) The elements begin to repeat themselves at that point.
57

58

The following equation represents the process of photosynthesis in green plants.
Light
6CO
2
+ 6H
2
O C
6
H
12
O
6
+ 6O
2
Chlorophyll
(Carbon Dioxide + Water, in the Presence of Light and Chlorophyll Sugar + Oxygen)
67.) What happens to most of the light energy during photosynthesis? a.) It is transformed into heat energy. b.) It is transformed into chemical energy. c.) It is changed into carbon dioxide. d.) It is changed into oxygen
68.) Which statement about green plants is true? a.) Most green plants do not need food. b.) Most green plants take in food through their roots. c.) Most green plants take in food through their leaves. d.) Most green plants manufacture their own food.
PHOTOSHYNTHESIS CONTINUED ON NEXT PAGE
59

PHOTOSYNTHESIS continued
69.) Based on the above graph, deep water algae probably________ a.) have a lower rate of photosynthesis than green plants. b.) can only appear to be green or blue. c.) reflect blue light. d.) absorb orange light.
70.) Which of the following properties of the earth’s atmosphere is due mainly to the processes of living things? a.) The Earth’s atmosphere contains some carbon dioxide. b.) The Earth’s atmosphere is warmer than the ocean. c.) The Earth’s atmosphere contains a lot of oxygen. d.) The Earth’s atmosphere appears to be blue.
60

It is important for fish as well as other marine animals to avoid being attacked by predators. Some marine animals such as seals are able to escape an attack by swimming quickly. Other marine animals use different adaptations to avoid predators. The table below describes some of these adaptations.
Adaptation
Camouflage
Countershading
Schooling
Deceptive markings
Examples of How Adaptations Are
Used
Sargassum fish disguise themselves to merge with surroundings and hide from enemies
Snappers have white-colored bottoms and darker tops that make it difficult for predators below the prey to see the prey against the sky.
A school of tuna has the appearance of one large fish as opposed to several smaller fish. This deters predators.
Clown fish confuse their predators into attacking non-vital areas of their bodies.
71.) Based on the picture above, the fish shown uses which adaptation? a.) Camouflage b.) Countershading c.) Schooling d.) Deceptive markings
Seafood continued on next page.
61

Seafood (continued)
72.) One reason some fish may have one or two eye spots, as shown above, is to_________ a.) blend in with their surroundings. b.) make it difficult to be seen from below. c.) confuse predators into attacking their tails. d.) see predators coming from behind.
73.) If a population of snappers, as described in the chart, was moved from a murky, muddy bottomed lake to a clear, light sand bottomed pool of water they most likely would: a.) Evolve quickly into a population of all white fish. b.) Be wiped out immediately by the predators. c.) Use their current adaptation to protect themselves. d.) Evolve slowly into a population of all dark fish.
74.) The highest concentration of life exists in the top 200 meters of ocean water. The most important factor that influences this concentration of life is the _________ a.) amount of gases at the surface. b.) amount of nutrients in the water. c.) large number of predators at lower depths. d.) amount of sunlight.
62

63

The water cycle is the continuous movement of water between the Earth’s surface and its atmosphere. An illustration of the water cycle is shown below.
The following processes play important roles in the water cycle:
 Evaporation -the changing of a liquid to a gas
 Condensation -the changing of a gas to a liquid
 Precipitation -the process of depositing water in liquid or solid form.
75) What type of energy drives the water cycle? a.) Wind b.) Mechanical c.) Solar d.) Chemical
64

WATER CYCLE Continued on next Page
Water Cycle Continued
76.) Which of the following properties or characteristics of water does not change during the water cycle? a.) Temperature b.) Physical State c.) Molecular structure d.) Kinetic energy
77.) Airline pilots flying high in the sky sometimes report snow falling outside their aircraft while down on the ground there is no precipitation falling. Which of the following best explains what is happening? a.) The snow condenses to a liquid before it hits the ground. b.) Evaporating water in the air forces the snow back up into the clouds. c.) The snow melts and evaporates before it hits the ground. d.) Water condenses on the snow forming new clouds.
78.) The water cycle is one example of a pattern of change that occurs in nature. Which of the following processes is most similar to the pattern of change that occurs in the water cycle? a.) The mutation of a gene b.) The evolution of a species c.) The decay of radioactive material d.) The breakdown and formation of rocks
STOP
DO NOT GO BACK TO ANY OTHER SECTION.
You may go back and check your work on this section only. Make sure you have erased any stray marks
65

completely.
66

67

CAPT Science Multiple-Choice Questions:
The tires on most cars are not made of natural rubber because it becomes brittle in the cold and sticky in the heat. Instead, natural rubber is vulcanized by adding sulfur and heat, making it stronger and more elastic. This process is represented chemically in the diagram below.
( II: D16 ) During the vulcanization reaction shown above, the natural rubber polymer is converted to a new polymer by the _____________. a. cross-linking of carbon atoms with sulfur atoms b. cross-linking of hydrogen atoms with sulfur atoms c. replacement of carbon atoms with sulfur atoms d. replacement of hydrogen atoms with sulfur atoms
SC10H11GCS14QX0407374
(II: D14) The complete combustion or burning of natural rubber will produce _______. f. hydrogen and oxygen g. oxygen and water h. hydrogen gas and water j. carbon dioxide and water
The following data are recorded during a supervised investigation.
Experimental Data
Closed
Open
5
12
100
100
73
0
(II: DINQ1) What question was the investigator most likely trying to answer? a. How does the presence of oxygen affect combustion? b. At what point is equilibrium reached in a combustion reaction? c. What are the byproducts of an incomplete combustion reaction?
68

d. Does the amount of fuel in a combustion reaction affect the burn time
69

CAPT Science Multiple-Choice Questions:
Plants, like all other organisms, are composed of cells.
(IV: D30) A group of students placed spinach leaves in a beaker of water in full sunlight.
After several hours, small bubbles appeared on the leaves. These bubbles probably consisted of _____________. a. H
2
O b. O
2 c. CO
2 d. H
2
(IV: D27) Generally, plants that grow in the shade have larger leaves in comparison to plants that grow in full sun. The advantage of having larger leaves in a shaded environment is _____________. f. an increase in water supply g. an increase in light absorption h. a decrease in water loss
j. a decrease in heat production
Students are exploring what happens to potatoes when placed in liquid. They cut one potato into slices and placed the slices in 3 different solutions, as described in the table below.
Solution
Amount of Initial Mass of Mass of Potato after
Solute (in grams) Potato (in grams) 25 Minutes (in grams)
100 cc distilled water
0 10 12
100 cc saltwater A
7 10 10
100 cc saltwater B
25 10 8
(IV: DINQ 5) Which of the following is the independent variable in the students’ experiment? a. the amount of time in the solution b. the shape of the slices c. the mass of the potatoes d. the concentration of the solutions
70

CAPT Science Multiple-Choice Questions:
A power company is building a new power plant to provide electricity for several communities.
( I: D9 ) What is a major advantage of using wind energy instead of coal or nuclear power plants? f. Wind is a renewable energy source. g. Wind is consistently available in all locations. h. Windmills reduce the strength of severe storms. j. A single windmill produces more energy than a nuclear plant.
A group of students was studying simple electromagnets. They carried out the following experiment.
1. Take a nail and wrap a 10-cm wire around the nail five times.
2. Connect both ends of the wire to a 1.5-volt battery.
3. Measure how many paper clips can be lifted by the end of the nail.
4. Repeat for three trials.
5. Repeat steps 1–4 using the same wire and increasing the number of loops of wire around the nail by five.
Number of Paper Clips Lifted
Number of Loops of Wire Trial 1 Trial 2 Trial 3 Average
5 4 2 3 3.0
10 4 5 5 4.7
SC10H17GETXXQ40407764
15 7 5 6 6.0
(I: DINQ4) Which of the following would most improve the design of the experiment? a. Replace the nail with a wood pencil. b. Increase the length of the wire as the number of loops is increased. c. Keep the number of paper clips lifted constant in the experiment. d. Increase the number of loops of wire beyond fifteen.
(I: DINQ8) Which graph correctly displays the results of the experiment?
71

f. g.
j.
72

CAPT Science Multiple-Choice Questions:
Pollution has many causes and can affect air and water quality in a variety of ways.
(III: D23) The burning of fossil fuels may contribute to an increase in global temperatures.
What might lead to this increase in temperature? a. The combustion products reflect solar radiation away from Earth. b. Carbon dioxide in the atmosphere attracts solar radiation. c. Carbon dioxide in the atmosphere blocks energy from escaping into space. d. The combustion products allow more energy to enter the earth.
(III: D22) Which of the following is directly responsible for acid rain? f. steam vented from a nuclear power plant g. sulfur dioxide released from a coal-fired power plant h. mining of coal for a coal-fired power plant
j. processing of uranium for a nuclear power plant
(III: DINQ4) A student wanted to design an experiment to determine the effect of nitrates on algae growth.
Which procedure would create the most valid results? a. Vary both the temperature and the amount of nitrates. b. Keep the temperature constant and vary the amount of nitrates. c. Vary the temperature and keep the amount of nitrates constant. d. Keep both the temperature and the amount of nitrates constant.
73

CAPT Science Multiple-Choice Questions:
The common cold is caused by a virus that enters the human body and causes mild, flu-like symptoms.
Some people believe that the common cold can be treated by digesting the herb Echinacea.
The following table shows results from a study conducted to explore the effects of
Echinacea on children with colds.
Echinacea Study
Type of Treatment
A Pill Containing
Echinacea
Same Type of Pill
Without Echinacea
Number of children taking pills
Average length of cold infection (days)
Children having more than one cold during the study
337
10
52%
370
10
64%
Children developing a
7.1% 2.7% skin rash
(V: DINQ2) Data in the table show that the use of Echinacea can _____________. f. reduce the length of cold infection from 10 to 7 days g. increase the incidence of colds in children from 52% to 64% h. increase the percent of children with skin rash from 2.7% to 7.1%
j. reduce the numbers of children having colds from 370 to 337 cases
(V: DINQ 9) A possible conclusion from the data is that Echinacea _____________. a. is a safe remedy for the common cold b. is effective only for children c. has side effects d. reduces the length of colds
SC10H09XGE40QX0407242
(V: D 40) It is very difficult to develop a vaccine against the common cold. The reason for this is that the common cold virus _____________. f. hides in the digestive system g. changes rapidly due to high mutation rates h. includes RNA as its genetic materials j. is too small for the immune system to detect
74

Common kitchen appliances include electric stoves, toasters and blenders. Each appliance uses an energy source and involves energy changes to prepare food.
SC10H08XET01QX0407132
( I: D1).
An open pot of water is heated on the stove. As water boils, the molecules
_________. f. move slower and closer together g. move faster and farther apart h. get larger j. get smaller
SC10H08XET05QX0407162
(I: D5).
When in use, the heating element in a toaster glows and gives off heat. This is because atoms within the heating element _____________. a. undergo chemical reactions b. are excited by the flow of electrons c. gain electrons and increase in temperature d. conduct light and heat from the outlet
A group of students carried out the following investigation.
“Our hypothesis is that the greater the wire diameter used in a toaster, the greater the resistance in the wire.”
1. We took a 4-meter length of wire with a diameter of 0.5 millimeters.
2. We attached the wire to a 3-volt battery and measured the current.
3. Knowing the voltage and current, we calculated the resistance in the wire.
4. We repeated the same steps with wires of increased diameter.
5. We organized our data in the table below.
Diameter of Wire
(millimeters)
Measured
Current (milliamps)
Calculated
Resistance (ohms)
0.5
1.0
1.5
2.0
10
40
80
100
2.5
SC10H08GETXXQ70407213
250 12.0
(I: DINQ7) To be certain that data in the table are correct, you will have to
_____________. f. go online and seek additional information g. ask for your teacher’s opinion h. repeat the experiment as described
j. repeat the experiment with different variables
75
300.0
75.0
37.5
30.0

CAPT Science Multiple-Choice Questions:
Consumers use many products made of plastic. Plastics are carbon-based polymers made from smaller carbon compounds, called monomers.
(II: D13) In organic molecules, the carbon atoms and the hydrogen atoms are held together by
_____________. f. hydrogen bonds g. covalent bonds h. ionic bonds j. nuclear bonds
A company is considering polymers A and B below for the production of plastic shopping bags.
(II: D15) Which polymer is more appropriate for the production of shopping bags? a. Polymer A, because its branched structure provides greater strength b. Polymer A, because its branched structure provides greater flexibility c. Polymer B, because its linear structure provides greater strength d. Polymer B, because its linear structure provides greater flexibility
SC10P00XCS18QX0502224
(II: D18) Many communities encourage the recycling of plastics, even though it is often expensive to do so.
Why is it beneficial to the environment to recycle plastics? f. Plastics are expensive to manufacture. g. Plastics are made from renewable resources. h. Plastics decompose quickly, releasing toxic chemicals.
76

j. Plastics decompose slowly, taking up space in landfills.
77

CAPT Science Multiple-Choice Questions:
The diagram below shows carbon cycling associated with oil and gas consumption.
(
III: D19) Which arrow on the carbon cycle diagram represents the process that takes the longest amount of time to occur? f. 1 g. 3 h. 5 j. 7
SC10P06GGI23Q20500384
(III:DINQ2) A teacher provides her class with a table displaying the relative greenhouse effect per molecule of different gases compared to carbon dioxide.
Carbon
Dioxide
Methane
Nitrous
Oxide
CFCs
1 30 times 160 times 17,000 times
Based on this table, a student made the conclusion that carbon dioxide is not the main cause of the greenhouse effect. What other data are needed to make a stronger conclusion? a. data about the origin of the gases b. data about the size of each type of molecule c. data about the absorption of these gases by plants d. data about the amount of each gas in the atmosphere
78

CAPT Science Multiple-Choice Questions:
Blight is a plant disease caused by a fungus that affects potato plants. Some wild breeds of potato have natural resistance to the fungus. These wild potatoes contain chemical compounds that cause them to taste bad. Scientists are trying to produce potato plants that are resistant to blight but still produce potatoes that taste good.
SC10P25GCC27QX0502901
(IV: D27) Which of the following describes an important difference between a potato plant cell and a human cell? a. Plant cells have a cell wall, and animal cells do not. b. Animal cells store water inside, and plant cells do not. c. Plant cells have a cell nucleus, and animal cells do not. d. Animal cells perform respiration, and plant cells do not.
SC10P25GCC35QX0502873
(IV: D35) The development of a blight-resistant potato breed might be good for the environment because the new potato breed will need _____________. f. less water g. less fertilizer h. less fungicide
j. less field space
CAPT Science Multiple-Choice Questions:
(V: D44) The growth rate of a local population is dependent on the birth rate minus the death rate and ____________. f. the ratio of males to females in the population g. the lifespan of females beyond the reproductive age h. the amount of genetic variation that exists in the population
j. the immigration and emigration of individuals to and from the population
(V: D41).
Vestigial structures, such as hip bones in whales and appendixes in humans, are those that have little or no function for the organism. What is the most likely reason for this loss of function over time? a. The organism is undergoing speciation. b. The organism is experiencing genetic drift.
79

c. The structure was over utilized by the organism. d. The structure was not highly beneficial to the organism.
80

CAPT Science Multiple-Choice Questions:
The diagram below shows the fossil record of different species.
(V: DINQ 7) When did a major extinction event most likely occur? f. at the end of the Cenozoic g. at the end of the Permian h. at the beginning of the Silurian
j. at the beginning of the Cambrian
(V: DINQ7) .
According to the records of fossil species V and W, which statement is most likely true? a. Fossil species W appeared before fossil species V, allowing fossil species W to survive longer. b. Fossil species W was ancestral to fossil species V because it appeared before fossil species V. c. Fossil species W had greater genetic variability than fossil species V, allowing fossil species W to adapt and survive longer. d. Fossil species W had lower reproductive success than fossil species V, allowing smaller populations to adapt and survive.
81

CAPT Science Open-Ended Item:
A process (phytoremediation) has been developed that uses plants to remove contaminants from soils and water. Suppose a contaminated area (Brownfield site) in your town is being considered for this process. Identify at least three questions that would need to be answered before starting such a program.
Write your answer in your answer booklet.
82

83

CAPT Science Open-Ended Item:
Suppose a consumer reads the following news release regarding the safety of a genetically modified (GM) food product.
GM Grains Pose No Health Risk
Researchers report that genetically modified (GM) grains fed to test mice have no negative impact on health. In two trials, the offspring of mice fed GM grain for three weeks showed a similar survival rate as the offspring of mice that were fed non-GM grain. The trials have been called as a victory for GM food producers. A spokesperson for the research group stated that “it is highly unlikely for any unintended side effects to occur as a result of human consumption of GM grains.”
Provide three reasons a consumer should question the conclusions presented in this news release.
Write your answer in your answer booklet.
84

CAPT Science Open-Ended Item:
Science students conducted an investigation to determine how enzymes affect apple juice production.
Procedure:
1.
Place coffee filter in paper cone, cut off 2 cm of the bottom of the cone, leaving a small hole.
2.
Place 30 mL of applesauce into measuring cup, add 5 drops of enzyme A solution, and stir thoroughly.
3.
Place a graduated cylinder under paper cone and add applesauce to coffee filter, stirring every minute.
4.
Measure volume of apple juice in cup after 5 minutes using graduated cylinder.
5.
Repeat steps 1– 4 for a second trial.
6.
Repeat steps 1–5 using enzyme B solution.
7.
Repeat steps 1–5 using water.
Amount of Juice Produced
Enzyme Solution
A
Trial 1 (mL)
14
Trial 2 (mL)
15
Average (mL)
14.5
B 6 5 5.5
Water 5 5 a) What conclusion can be drawn from the students’ experiment and results?
5.0 b) Assess the reliability of the results of this investigation.
Write your answer in your answer booklet.
85

CAPT Science Open-Ended Item:
A group of students wrote the following procedure for their investigation.
Procedure:
1. Determine the mass of four different samples.
2. Pour vinegar in each of four separate, but identical, containers.
3. Place a sample of one material into one container and label. Repeat with remaining samples, placing a single sample into a single container.
4. After 24 hours, remove the samples from the containers and rinse each sample with distilled water.
5. Allow the samples to sit and dry for 30 minutes.
6. Determine the mass of each sample.
The students’ data are recorded in the table below.
Marble
Limestone
Starting Ending
Mass (g)
9.4
Difference in
Sample
Mass (g)
9.8
10.4 9.1
Mass (g)
–0.4
–1.3
Wood
Plastic
11.2
7.2
11.2
7.1
SC10PT4XGI22Q4060586O
After reading the group’s procedure, describe what additional information you would need in order to replicate the experiment. Make sure to include at least three pieces of information.
0.0
–0.1
Write your answer in your answer booklet
86

CAPT Science Open-Ended Item:
A group of students has designed a solar cooker for an investigation. They are investigating whether the material that a container is made of has an effect on the rate of temperature change over time. They obtain three containers of identical size. They add water to each container. The containers are placed inside the solar cooker, which is made of a box lined with aluminum foil.
SC10PT3XET07Q6060867O a) Identify two additional pieces of equipment that the students will need to use in their investigation. b) Explain why each piece of equipment is necessary.
Write your answer in your answer booklet.
87

CAPT Science Open-Ended Item:
A group of students wrote the following procedure for their investigation.
Procedure:
1. Tightly wrap a sample of kitchen wrap from manufacturer A over the top of a coffee can.
2. Place a 10-gram weight on the kitchen wrap to see if it breaks.
3. Continue to add 10-gram weights one at a time until the kitchen wrap breaks and the weights fall into the can.
4. Record the number of 10-gram weights the kitchen wrap held before breaking.
5. Repeat the procedure exactly for a sample of kitchen wrap from manufacturer B.
6. Repeat the procedure exactly for a sample of kitchen wrap from manufacturer C.
a) What question were the students attempting to answer with this investigation? b) Identify the independent variable and the dependent variable in the group’s investigation.
Write your answer in your answer booklet.
88

CAPT Science Open-Ended Item:
A process (phytoremediation) has been developed that uses plants to remove contaminants from soils and water. Suppose a contaminated area (Brownfield site) in your town is being considered for this process. Identify at least three questions that would need to be answered before starting such a program.
Write your answer in your answer booklet.
89

CAPT Science Open-Ended Item:
Science students conducted an investigation to determine how enzymes affect apple juice production.
Procedure:
1. Place coffee filter in paper cone; cut off 2 cm of the bottom of the cone, leaving a small hole.
2. Place 30 mL of apple sauce into measuring cup, add 5 drops of enzyme A solution, and stir thoroughly.
3. Place a graduated cylinder under paper cone and add apple sauce to coffee filter, stirring every minute.
4. Measure volume of apple juice in cup after 5 minutes using graduated cylinder.
5. Repeat steps 1– 4 for a second trial.
6. Repeat steps 1–5 using enzyme B solution.
7. Repeat steps 1–5 using water.
Enzyme
Solution
A
B
Water
Amount of Juice Produced
Trial 1 (ml) Trial 2 (ml) Average (ml)
14
6
5
15
5
5
14.5
5.5
5.0 a) Identify two variables that were held constant in the group’s experiment. b) Explain why it is important for these variables to be held constant.
Write your answer in your answer booklet
90

CAPT Science Open-Ended Item:
Students performed the following investigation.
Procedure:
1. Cut a piece of plastic from each of the following:

dry-cleaning bag

kitchen wrap

plastic sandwich bag

plastic grocery bag
2. Hold the sample of the dry-cleaning bag between thumb and forefinger.
3. Attach a clamp to the bottom of the sample.
4. Add weights to the clamp and measure the length the plastic stretches.
5. Repeat for other samples.
6. Record data in table.
The students recorded the following data from their investigation.
Stretching Ability
Plastic type Trial 1 dry-cleaning bag 23 mm kitchen wrap 16 mm sandwich bag 14 mm grocery bag 7 mm a) After analyzing the data, the students concluded that the data supported their original hypothesis. What could have been the students’ hypothesis? b) Support your answer with specific information from the investigation.
Write your answer in your answer booklet
91

CAPT Science Open-Ended Item:
The graph below shows the energy consumption for coal and natural gas in Connecticut for
40 years. a) Describe the overall trend for coal or natural gas from 1960–2000. b) Make a prediction regarding the energy consumption of coal or natural gas for the year 2015. c) Support your prediction with specific information from the graph.
Write your answer in your answer booklet.
92

CAPT Science Open-Ended Item:
A group of students wrote the following procedure for their experiment.
Procedure:
SC10PT2GGE43Q9050127O
1. Place 35 mL of 25% molasses solution into three small collection tubes.
2. Place 1 mL of the yeast suspension into each collection tube.
3. Place your palm over a small collection tube and mix each suspension well.
4. Carefully slide a larger tube down over the smaller tube. Invert the tube. Repeat for each tube.
5. Measure the height of the bubbles in the smaller tubes and record.
6. Place one tube at 10

C in a refrigerator. Leave the second one out at room temperature at
25

C.
Place the third tube in a warming oven at 35

C. Make sure all tubes are in the dark and in an undisturbed location. Leave the three samples for 24 hours.
7. Measure the change in bubble size after 24 hours. Record the data.
The table below shows the results of the group’s experiment.
Temperature
(in

C)
10
25
Height of CO
2
8
2
Bubble
(in mm)
35 10 a) What conclusion can be drawn from the students’ experiment and results? b) Describe two ways the students could have improved their experimental design and/or validity of their results.
Write your answer in your answer booklet.
93

Rubric for Enzymes
Possible Correct Responses:
Conclusions:

Enzyme A produces the most apple juice from applesauce.

Enzyme B is not very effective at producing apple juice from applesauce.
Reliability:

The results are reliable because the experimental design included a variable and a control.

The results are reliable because the experiment was repeated once and similar results were obtained.

The results should be questioned because only two trials were performed which is not sufficient data upon which to base a sound conclusion.
3-Point Rubric:
Score 3
The response draws a valid conclusion supported by the students’ experimental results and explains why the results were or were not reliable.
Score 2
The response draws a valid conclusion supported by the students’ experimental results and provides a general explanation for why the results were or were not reliable (they did the experiment twice).
-or-
The response explains in detail why the results were or were not reliable but fails to draw a valid conclusion supported by the students’ experimental results.
Score 1
The response draws a valid conclusion supported by the students’ experimental results. The response may also indicate that the results were or were not reliable but fails to provide an acceptable explanation.
-or-
The response indicates that the results were or were not reliable and provides a general explanation but fails to draw a valid conclusion supported by the students’ experimental results.
Score 0
The response provides little or no accurate or relevant information.
Strand IV : Cell Chemistry and Biotechnology
Expected Performance : D INQ.7 Assess the reliability of the data that was generated in the investigation.
94

Rubric for Genetically Modified Food
Possible Correct Responses:

No data are presented to back up the statement(s).

“Similar survival rate” is vague; how similar was the survival rate?

Survival is only one aspect of health; no other potential side-effects were mentioned
(immune responses, tumor formation, etc.)

The conclusions were based on a three-week study; what about long-term consumption of
GM grains?

There is no indication of who the researchers were affiliated with to determine whether they may have had an agenda/bias.

Two trials are not sufficient to draw a definitive conclusion.

Just because it does not affect mice does not mean it will not affect humans.

Other acceptable questions.
3-Point Rubric:
Score 3
The response provides three reasons a consumer should question the conclusions presented in the news release.
Score 2
The response provides two reasons a consumer should question the conclusions presented in the news release.
Score 1
The response provides one reason a consumer should question the conclusions presented in the news release.
Score 0
The response describes little or no accurate or relevant information related to the credibility of the claims in the news release.
Strand V : Genetics, Evolution and Biodiversity
Expected Performance : D INQ.2 Read, interpret and examine the credibility and validity of scientific claims in different sources of information.
95

Rubric for Acid Rain
Possible Correct Responses:
Needed Information:

You need to know how much vinegar was used in each container.

You need to know what type of vinegar was used in each container.

You need to know what materials to test.

You need to know what size/surface area of materials should be used.

You need to know how long each sample was rinsed in distilled water.

You need to know what drying method to use.

You need to know what size/type of container to use.

Other acceptable responses.
3-Point Rubric:
Score 3
The response describes three additional pieces of information that would be needed to accurately replicate the experiment.
Score 2
The response describes two additional pieces of information that would be needed to accurately replicate the experiment.
Score 1
The response describes one additional piece of information that would be needed to accurately replicate the experiment.
Score 0
The response describes little or no accurate or relevant information from the acid rain investigation.
Strand III : Global Interdependence
Expected Performance : D INQ.4 Design and conduct appropriate types of scientific investigations to answer different questions.
96

Rubric for Solar Cooker Investigation
Possible Correct Responses:

Graduated cylinder: to accurately measure the water that must be added to the containers.

Three identical thermometers: to be suspended in the containers so that water temperature can be measured.

Timing device: to make sure the data for each container are collected within the same increments of time.

Safety equipment: glove or cloth pad to handle the containers safely after heating or safety glasses to protect eyes from hot water that could splash.

Lamp/light source/solar heat: to heat up the solar cooker.

Meter stick: to measure the same level of water for each container.

Other acceptable responses.
3-Point Rubric:
Score 3
The response identifies two pieces of equipment that the students would need in order to conduct their investigation and for each piece of equipment explains why it is necessary to the investigation.
Score 2
The response identifies two pieces of equipment that the students would need in order to conduct their investigation and for one piece explains why it is necessary to the investigation. -or-
The response provides explanations for two pieces of equipment that are consistent with what is needed to conduct the investigation, but only identifies one piece of equipment or fails to identify either piece of equipment.
Score 1
The response identifies two pieces of equipment that the students would need in order to conduct their investigation, but fails to correctly explain why either piece of equipment is necessary. -or-
The response identifies one piece of equipment that the students would need in order to conduct their investigation and explains why it is necessary to the investigation.
-or-
The student provides an explanation for a piece of equipment that is consistent with what is needed to conduct the investigation, but fails to identify the equipment.
Score 0
The response identifies one piece of equipment that the students would need in order to conduct their investigation but fails to explain why it is necessary to the investigation.
-or-
The response describes little or no accurate or relevant information related to the solar cooker investigation. Strand I : Energy Transformation Expected Performance : D
INQ.6 Use appropriate tools and techniques to make observations and gather data.
97

Rubric for Polymer Investigation
Possible Correct Responses:
Possible Question:

Which type of kitchen wrap is the strongest?

Is there a difference in strength between different kitchen wraps?

Which kitchen wrap can hold the most weight?

Other acceptable responses.
Variables:
The independent variable is the type of kitchen wrap used and the dependent variable is the amount of weight the kitchen wrap can hold without breaking.
3-Point Rubric: Score 3
The response provides a scientifically valid question that could be answered using this procedure and identifies the independent and dependent variables.
Score 2
The response provides a scientifically valid question that could be answered using this procedure, identifies the independent variable, but fails to identify the dependent variable.
-or-
The response provides a scientifically valid question that could be answered using this procedure, fails to identify the independent variable, but correctly identifies the dependent variable. -or-
The response fails to provide a scientifically valid question that could be answered using this procedure, but correctly identifies the independent and dependent variables.
Score 1
The response provides a scientifically valid question that could be answered using this procedure, but fails to identify the independent and dependent variables.
-or-
The response fails to provide a scientifically valid question that could be answered using this procedure, correctly identifies the independent variable, but fails to identify the dependent variable. -or-
The response fails to provide a scientifically valid question that could be answered using this procedure, fails to identify the independent variable, but correctly identifies the dependent variable.
Score 0
The response provides little or no accurate or relevant information related to the polymer investigation. Strand II : Chemical Structures and Properties Expected Performance : D
INQ.5 Identify independent and dependent variables, including those that are kept constant and those used as controls.
98

Rubric for Decontamination Process
Possible Correct Responses:

What is/were the sources of contamination?

What are/were the contaminants of concern?

What is the extent of the affected property?

How deep does the contamination extend into the sediment?

What are the potential effects on the local ecosystem/food webs?

What type of ecological restoration is being sought (recreation, residential, etc.)?

What is the timeframe needed for total restoration?

What is the cost associated with this program compared to other programs?

What special resources (tools, people, etc.) are required?

Other acceptable questions.
3-Point Rubric:
Score 3
The response provides at least three relevant questions that would need to be answered before a town implements a phytoremediation program.
Score 2
The response provides two questions that would need to be answered before a town implements a phytoremediation program.
Score 1
The response provides one question that would need to be answered before a town implements a phytorernediation program.
Score 0
The response provides little or no accurate or relevant information.
Strand III : Global Interdependence
Expected Performance: D INQ.1 Identify questions that can be answered through scientific investigation.
99

Rubric for Enzymes2
Possible Correct Responses:

the amount of apple sauce used in measuring cup for each trial

the number of drops of each enzyme used in each trial (volume)

the stirring of the apple sauce (done every minute)

the amount of time enzyme is allowed to act before measuring apple juice

the cut off of 2 cm of the bottom of the cone allowing the apple juice to drain
If any of these factors are not controlled, they could affect the results preventing the students from drawing a valid conclusion.
If the students were to test more than one variable at a time, they would not be able to tell which variable is responsible for the results or if it was a combination of both.
3-Point Rubric:
Score 3
The response clearly identifies two specific variables that were held constant and provides an explanation that addresses the validity of the results in terms of testing too many variables at once.
Score 2
The response clearly identifies two variables that were held constant but fails to provide a clear explanation of why it is important to hold these variables constant.
-or-
The response clearly identifies one variable that was held constant and provides an explanation that addresses the validity of the results in terms of testing too many variables at once.
Score 1
The response clearly identifies one variable that was held constant but fails to provide a clear explanation of why it is important to hold this variable constant.
-or-
The response provides a clear explanation of why it is important to hold variables constant without clearly identifying any of the variables that were held constant.
Score 0
The response provides little or no accurate or relevant information.
Strand IV : Cell Chemistry and Biotechnology
Expected Performance : D INQ.5 Identify independent and dependent variables, including those that are kept constant and those used as controls.
100

Possible Correct Responses:

The plastic used to make grocery bags is stronger (less likely to stretch or tear) than the other plastics: the plastic grocery bag stretched 7 mm, which was less than the other plastics.

The plastic used to make dry cleaning bags is weaker (more likely to stretch or tear) than the other plastics: the plastic dry cleaning bag stretched 23 mm, which was more than the other plastics.

The plastics used to make sandwich bags and grocery bags have similar strength: the amount of force required to stretch both of these plastics is similar, there was only a 2 mm difference.

Other acceptable hypotheses.
3-Point Rubric:
Score 3
The response provides a valid hypothesis that is supported by a description that includes specific information from the polymer investigation.
Score 2
The response provides a valid hypothesis that is supported by a general description based on the polymer investigation (some of the plastics stretched more than others).
Score 1
The response provides a valid hypothesis that is not supported by a valid general description based on the polymer investigation.
Score 0
The response provides little or no accurate or relevant information.
Strand II : Chemical Structures and Properties
Expected Performance : D INQ.3 Formulate a testable hypothesis and demonstrate logical connections between the scientific concepts guiding the hypothesis and the design of the experiment.
101

Rubric for Energy Consumption
Possible Correct Responses:
Trend:

Coal : coal use has varied over the 40-year period, from very high in the 1960s to almost zero in the late 70s. Its use has been moderate since 1990.

Coal : coal use has declined overall from the beginning of the 40-year period.

Natural Gas : natural gas use has increased relatively consistently since 1960.
Coal
Prediction:

The consumption of coal for 2015 will be approximately 40 trillion BTU.

The consumption of coal will stay level.

The consumption of coal for 2015 will be less than 40 trillion BTU.

The consumption of coal will continue to decline.

The consumption of coal for 2015 cannot be predicted with any degree of confidence.
Support:

Coal consumption from 1990 to 2000 has been relatively stable at about 40 trillion BTU.

Coal use since 1990 peaked at 40 trillion BTU and has started to decline.

Coal use plummeted from almost 130 trillion BTU in 1965 to almost nothing from 1975 to 1980.
Natural Gas
Prediction:

The consumption of natural gas for 2015 will exceed 165 (or any number above that up to 250) trillion BTU.

Consumption of natural gas has increased from 30 trillion BTU in 1960 to over 160 trillion BTU in 2000 and there is no evidence that this trend will change.

The consumption of natural gas for 2015 will continue to increase but at a slower rate.
Support:

Natural gas consumption has increased 20 to 30 trillion BTU for every 5 years that pass; therefore, it can be expected to continue increasing by this amount.

Consumption of natural gas has increased from 30 trillion BTU in 1960 to over 160 trillion BTU in 2000, and there is no evidence to suggest that this trend will change in the future.

From 1985 to 1995, consumption of natural gas increased by 30 trillion BTU for each 5 years that passed. From 1995 to 2000 it dropped off to a 20 trillion BTU increase. It can be expected to keep increasing, but at a slower rate.
Note: Math errors aren’t penalized.
3-Point Rubric:
Score 3 The response describes the overall trend of either coal or natural gas and makes a valid prediction. The prediction is supported with specific information from the graph.
Score 2 The response describes the overall trend of either coal or natural gas and makes a valid prediction but fails to provide sufficient support for the prediction.
-or- The response makes a valid prediction and supports the prediction with specific information from the graph but fails to accurately describe the overall trend of the resource.
Score 1 The response describes the overall trend of either coal or natural gas but fails to make a reasonable prediction. -or- The response makes a valid prediction but fails to provide sufficient support for the prediction and fails to describe the overall trend.
Score 0
The response describes little or no accurate or relevant information.
Strand I : Energy Transformation
Expected Performance : D INQ.7 Assess the reliability of the data that was generated in the investigation.
102

Rubric for Yeast Experiment
Possible Correct Responses:
Conclusions:

CO
2
production in yeast increases with increasing temperature.

CO
2
production in yeast decreases with decreasing temperature.
Improvements:

The students could repeat the experiment to verify their results or do multiple trials at each temperature and average their results.

The students could add additional trials at higher (and/or lower) temperatures to see if the trend holds.

The students could perform the test again at smaller temperature increments.

The students could use a warming oven for the test tube subjected to room temperature
(25

C), because in 24 hours, temperatures could fluctuate a few degrees which could affect results.

The students should use a consistent size for the gas collection tube (not clear in procedure).

Other acceptable responses.
3-Point Rubric:
Score 3
The response provides a valid conclusion and describes at least two ways the students could improve their experimental design and/or the validity of their results.
Score 2
The response provides a valid conclusion and describes one way the students could improve their experimental design and/or the validity of their results.
-or-
The response describes at least two ways the students could improve their experimental design and/or the validity of their results but fails to provide a valid conclusion.
Score 1
The response provides a valid conclusion but fails to accurately describe a way the students could improve their experimental design and/or the validity of their results.
-or-
The response describes one way the students could improve their experimental design and/or the validity of their results but fails to provide a valid conclusion.
Score 0
The response describes little or no accurate or relevant information.
Strand V : Genetics, Evolution and Biodiversity
Expected Performance : D INQ.9 Articulate conclusions and explanations based on research data, and assess results based on the design of the investigation.
103