GRADE
H
Nevada
DEPARTMENT
OF
EDUCATION
for the
H IGH
S CHOOL
P ROFICIENCY
E XAM
Nevad a
Instructional
Materials
HSPE
SCIENCE
Copyright © 2013 by the Nevada Department of Education
JAMES W. GUTHRIE
Superintendent of
Public Instruction
STATE OF NEVADA
RORIE FITZPATRICK
Deputy Superintendent
Instructional, Research, and
Evaluative Services
DEBORAH CUNNINGHAM
Deputy Superintendent
Administrative and
Fiscal Services
DEPARTMENT OF EDUCATION
700 E. Fifth Street
Carson City, Nevada 89701-5096
TEACHER LICENSURE
SOUTHERN NEVADA OFFICE
9890 S. Maryland Parkway
Suite 221
Las Vegas, Nevada 89183
(702) 486-6458
Fax: (702) 486-6450
SATELLITE OFFICE
ADDRESSES/MAPS
http://www.doe.nv.gov
(775) 687-9217 · Fax: (775) 687-9101
www.doe.nv.gov
Dear Educators,
The following materials, developed as a collaborative effort between the Nevada Department of
Education and WestEd, a nonprofit research, development, and service agency, are designed to be used
as part of a guided instructional activity to support student performance on the High School Proficiency
Examination (HSPE) for science.
These materials contain item sets, and the purpose for providing these sample items is to show the
format and structure of these item types as they are used in the HSPE science assessment. Each of these
item sets includes a narrative lead-in that provides content information followed by 4 – 8 multiplechoice items. Students are expected to answer these items based on their understanding of the content
information provided by the lead-in as well as content knowledge tied to their instruction based on the
Nevada Science Content Standards. These items reflect a sample of the content assessed on the HSPE
and should not be viewed as reflecting content that is emphasized in the assessment.
We have provided p-values (the proportion of students who got the item correct) for these items based
on their performance as part of an embedded field test. The p-values indicate how students performed
on the items. In addition, we are providing the percentage of students selecting each response option.
The p-values, combined with the item-level percentages by response option, provide valuable data to
the field as to what types of errors students are making when answering these questions.
While these materials can provide students with practice in answering assessment items, we believe it is
critical that these materials be used to help students understand the elements of the state assessment and
guide them in the use of effective strategies that will support their ability to comprehend and take a
variety of assessments. If you choose, however, to use these support documents solely as a practice
activity, we highly recommend that you go back over each item with students and investigate each
response to better understand their knowledge of the assessment.
Vocabulary Knowledge
The Nevada Department of Education believes that the breadth and depth of the content and vocabulary
of the Nevada Science Content Standards present a continuing challenge for instruction at all grade
levels. Students in Nevada, therefore, must have repeated experiences with speaking, listening,
reading, and writing the vocabulary of the standards. Students should be able to use the vocabulary of
the standards when they are engaged in classroom discussion, read them in assessments, and effectively
use the vocabulary in their writing.
Copyright © 2013 by the Nevada Department of Education
Page i
Types of Questions
The HSPE science assessment includes two types of questions—stand-alone multiple-choice questions
and multiple-choice questions that are combined into the item sets as presented in these Instructional
Materials. With the use of these materials, students can become familiar with the different types of
questions used on the state and future assessments. Familiarity with the format of the items and the
vocabulary of the standards can result in less anxiety on the part of students and teachers.
Depth of Knowledge (DOK) Levels - In addition to measuring a broad spectrum of science content
domains, the types of questions included in these instructional materials allow for the assessment of
different levels of cognitive complexity. The Nevada Proficiency Examination Program in science
includes items to assess three Depth of Knowledge levels. These DOK levels are based on descriptions
developed by Dr. Norman Webb and adapted for Nevada's science assessments. We suggest that you
engage students in question writing so they not only can recognize these levels of complexity, but can
begin to formulate them as a check on their understanding. The following are the three DOK levels used
on Nevada’s science assessments:
DOK Level 1: Recall – Items at the DOK 1 level require the recall of information, such as a fact,
definition, term, or simple procedure, as well as performing a simple science process or
procedure. Level 1 only requires students to demonstrate a rote response, use a well-known
formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps. DOK
1 items may also require that students employ a simple procedure or formula to reproduce a
previously learned result. It is not left to the student to come up with an original method or
solution.
DOK Level 2: Skills and Concepts – Items at the DOK 2 level require engagement of some
mental processing beyond recalling or reproducing a response. The content knowledge or process
involved is more complex than in level 1. DOK 2 items require students to decide what to do,
using methods of reasoning and problem-solving skills, and to bring together concepts and skills
from various domains.
DOK Level 3: Strategic Thinking and Problem Solving – Items at the DOK 3 level require
students to employ a higher level of thinking that at the previous two levels. Strategic thinking
requires deep knowledge using reasoning, planning, and evidence to support results. The
cognitive demands at level 3 are complex and abstract. The complexity results not only from the
fact there could be multiple answers or multiple approaches to getting to the correct answer, a
possibility for both levels 1 and 2, but because a multi-step task requires more demanding
reasoning.
We hope that interaction with these instructional support materials will lead to lowered anxiety and better
understanding of the assessment tasks that are being presented to students. If you have questions about
these science instructional materials or about how to embed this information into your curriculum, please
contact André DeLeón at adeleon@doe.nv.gov.
Cindy Sharp
Nevada Department of Education
Copyright © 2013 by the Nevada Department of Education
Page ii
Name:
Science
HSPE
This booklet contains science questions for you to answer. The questions in the Test Booklet are all
multiple-choice. For each question, you will be given four answer choices—A, B, C, and D. You are to
choose the correct answer from the four choices. Each question has only one correct answer.
Copyright © 2013 by the Nevada Department of Education
Page 1
HSPE Science
Instructional Materials
Use the following information to answer questions 1 through 8.
DNA
Scientists study DNA to understand heredity, disease, and the evolutionary history of organisms.
During these studies, DNA must first be separated into two complementary strands. Next, the
appropriate nucleotides are attached to the nucleotides in each original strand to produce two new
complete DNA strands. The diagram below shows a simple model of this process. The letters A, T,
C, and G represent the four nucleotides.
Original DNA
Stage 1
Original
molecule
Molecule
is separated into
two complementary
strands.
Stage 2
Stage 3
Nucleotides
are attached to
original strands.
The result is two
complete DNA
molecules.
C
G
C
G
C
G
C
G
C
G
C
G
A
T
A
T
A
T
A
T
A
T
A
T
T
A
T
A
T
A
T
A
T
A
T
A
A
T
A
T
A
T
A
T
A
T
A
T
G
C
G
C
G
C
G
C
G
C
G
C
Go On
Copyright © 2013 by the Nevada Department of Education
Page 2
HSPE Science
■
1
■
■
Which of these has been most directly
affected by discoveries in DNA research in
the last 60 years?
A
B
C
D
2
Instructional Materials
3
Which nucleotide attaches to adenine (A)
during DNA replication?
A
B
C
D
the rock cycle
classification of organisms
the periodic table
trophic levels in ecosystems
■
4
Portions of the DNA sequences from two
different animal species are shown below.
The DNA sequences of the two species
are similar.
uracil
thiamine
cytosine
guanine
Which statement best explains why DNA
can show the evolution of a species?
A All organisms contain genetic
information.
B Linear sequences of nucleotides are
passed from parent to offspring.
C All the cells in an organism arise from
just one cell.
D The genetic code is made up of
the same four nucleotides in every
organism.
—AAA GGC TTG ATC
—AAA GGC ATG TAC
Based on the similarity in the DNA
sequences, which is most likely true?
A The two species have the same diet.
B The two species live in the same
environment.
C The two species have a close
evolutionary relationship.
D The two species are able to mate and
produce fertile offspring.
Go On
Copyright © 2013 by the Nevada Department of Education
Page 3
HSPE Science
■
5
Instructional Materials
■
Which of these provides the best evidence
of a close evolutionary relationship between
two species?
6
A partial DNA sequence for normal
hemoglobin and a partial DNA sequence for
sickle-cell anemia are shown below.
A similar sequences of the nucleotides in
the DNA molecules
B similar processes of replicating DNA
molecules during cell division
C similar numbers of chromosomes
formed by the DNA molecules
D similar numbers of mutations that occur
in DNA molecules over time
G-G-A-C-T-T-C-T-T
Normal hemoglobin
G-G-A-C-A-T-C-T-T
Sickle-cell anemia
Based on the DNA sequences, sickle-cell
anemia is caused by
A
B
C
D
a sex-linked trait.
a dominant nucleotide.
a mutation in the genetic code.
an incomplete separation of
chromosomes.
Go On
Copyright © 2013 by the Nevada Department of Education
Page 4
HSPE Science
■
7
Which table correctly compares the DNA, cell shape, and proteins produced by a liver cell and
a nerve cell from the same organism?
A
Liver and nerve cells
B
Liver and nerve cells
C
Liver and nerve cells
D
Liver and nerve cells
■
8
Instructional Materials
DNA
Cell Shape
Proteins Produced
same
different
different
DNA
Cell Shape
Proteins Produced
same
same
different
DNA
Cell Shape
Proteins Produced
different
same
different
DNA
Cell Shape
Proteins Produced
different
same
same
Which molecule is synthesized using code
carried in DNA?
A
B
C
D
fat
sugar
starch
protein
Go On
Copyright © 2013 by the Nevada Department of Education
Page 5
HSPE Science
Instructional Materials
Use the following information to answer questions 9 through 14.
Water Cycle Dynamics
The total amount of water on Earth is nearly constant, although the location and forms of water are
continuously changing. These changes, which are part of the overall process called the water cycle,
require an input of energy and are affected by the locations of bodies of water and landmasses.
The Water Cycle
The relative amounts of water in the three physical states also change slowly on a geologic time
scale. These changes have recently been affected by human activities.
Water content in the gaseous state in the atmosphere is usually reported as relative humidity. This is
a measure of the amount of water present compared to the maximum possible amount of water the
atmosphere can hold at a given temperature. Relative humidity is expressed as a percentage.
Go On
Copyright © 2013 by the Nevada Department of Education
Page 6
HSPE Science
■
9
Instructional Materials
■
The water cycle diagram shows air currents
moving from above the ocean toward the
land. Why do winds usually blow in this
direction at night?
11
A The land is warmer than the water
at night.
B The land has a higher heat capacity
than the water.
C The air above the land becomes less
dense at night.
D The water releases heat more slowly
than the land.
■
10
More solar energy is absorbed at Earth’s
equator than at its poles. The equatorial
regions would be even hotter than they
are if it were not for winds that move heat
toward the poles. Which is the main cause
of these global wind patterns?
A The differences in air temperature cause
the differences in air pressure.
B The gravitational pull of the sun and
moon move the air back and forth.
C Air at the equator is denser than air at
the poles because it is more humid.
D Air at the equator has greater velocity
than air at the poles because it travels
farther as Earth rotates.
The Arctic Ocean surrounding the North
Pole is partly covered by ice. Because Earth
is becoming warmer, this sea ice is melting
and the area of open ocean in the Arctic
is increasing. Which explanation accounts
for the increasing rate at which polar ice is
melting?
A Open water reflects more radiation than
ice reflects.
B Open ocean water absorbs more solar
energy than ice absorbs.
C Rising temperature thins the atmosphere,
which admits more solar energy.
D Open water allows more heat energy
from Earth’s interior to reach the
surface.
Go On
Copyright © 2013 by the Nevada Department of Education
Page 7
HSPE Science
■
12
Instructional Materials
■
When the bulb of a thermometer is wet,
it gives a lower temperature reading than
when it is dry. The difference in wet bulb
and dry bulb readings depends on the
temperature and relative humidity. The table
below shows relative humidities, given in
percents, for various temperatures and wet
bulb-dry bulb temperature differences.
13
A
B
C
D
■
Relative Humidity Based on
Wet Bulb-Dry Bulb Readings (%)
14
Difference in
Dry Bulb Wet Bulb-Dry Bulb Readings (°C)
Reading
(°C)
1
2
3
4
5
10
88
76
65
54
43
12
88
78
67
57
48
14
89
79
69
60
50
16
90
80
71
62
54
18
91
81
72
64
56
20
91
82
74
66
58
22
92
83
75
68
60
What causes the precipitation shown in the
diagram?
cool ocean air falling and warming
warm ocean air falling and cooling
cool ocean air rising and warming
warm ocean air rising and cooling
Which statement best describes how heat
is transferred by convection currents in the
atmosphere?
A Higher-energy air particles rise and
lower-energy air particles sink.
B Energy is transferred from particle
to particle as they collide.
C Changes of state in the atmosphere
absorb and release energy.
D Energy is transferred as
long-wavelength electromagnetic
radiation.
What is the relative humidity when the dry
bulb temperature is 18°C and the wet bulb
temperature is 14°C?
A
B
C
D
60%
64%
89%
91%
Go On
Copyright © 2013 by the Nevada Department of Education
Page 8
HSPE Science
Instructional Materials
Use the following information to answer questions 15 through 18.
Hydroelectric Power
Hydropower is a source of renewable energy that uses the movement of water to generate electricity.
A well-known example of a hydroelectric dam is the Hoover Dam that created Lake Mead when it
was built across the Colorado River.
In a hydroelectric dam, water from a reservoir lake travels under the dam, and through a turbine.
The water turns the blades of a turbine, which turn a generator inside the dam’s power station, as
shown in the diagram below.
A Hydroelectric Power Station
reservoir
dam
power station
generator
turbine
Go On
Copyright © 2013 by the Nevada Department of Education
Page 9
HSPE Science
■
15
Instructional Materials
■
The diagram shows a generator located in
the power station. Which statement best
describes the operation of the generator?
17
A Electrical energy produces circular
motion of a magnetized motor.
B Mechanical energy is used to rotate
a coil through a magnetic field.
C Potential energy is converted into
thermal energy in the rotating shaft.
D Kinetic energy of moving water is
converted to potential energy of moving
electrons.
■
16
The water entering the turbine has kinetic
energy (KEin), as does the water leaving the
turbine (KEout). The spinning turbine also
has kinetic energy (KEturb), and it produces
some thermal energy due to friction (TE).
Which of these best shows how the four
forms of energy are related?
A
B
C
D
KEin = KEturb + KEout + TE
KEin + KEturb = KEout + TE
KEin < KEturb + KEout + TE
KEin > KEturb + KEout + TE
The energy available for people to use is
less than the amount of energy generated
at a power station. Which statement best
explains why there is less energy available
for use than what is generated by a power
station?
A Electrons lose kinetic energy as their
velocity decreases.
B Chemical reactions convert electrical
energy to chemical energy.
C Resistance in the wires transforms
electrical energy into thermal energy.
D Electrical energy is converted to
magnetic energy by the turbine.
■
18
Which of these changes caused by the
construction of the Hoover Dam had the
most negative impact on the environment?
A the number of birds in the area
B boating activities on the Lake Mead
reservoir
C the number of automobiles traveling
over the dam
D changing the pattern of water flow in
the Colorado River
Go On
Copyright © 2013 by the Nevada Department of Education
Page 10
HSPE Science
Instructional Materials
You may want to go back and check your answers or answer questions
you did not complete.
Copyright © 2013 by the Nevada Department of Education
Page 11
GRADE
H
Nevada
DEPARTMENT
OF
EDUCATION
Scoring
Support
Materials
HSPE
SCIENCE
Copyright © 2013 by the Nevada Department of Education
Page 12
Nevad a
Appendix I
Correct Answers for Multiple-Choice Items
Percentage of Students Selecting
a Given Response
Item Level Data
Item
Number
Strand
DOK
1
N
2
0.72
9%
72% ✓ 10%
2
L
2
0.64
7%
12%
3
L
1
0.63
12%
63% ✓ 14%
10%
4
L
3
0.30
39%
30% ✓ 12%
19%
5
L
2
0.45
45% ✓ 25%
21%
6
L
2
0.61
11%
61% ✓ 13%
7
L
2
0.37
37% ✓ 26%
25%
12%
8
L
1
0.59
11%
17%
12%
59% ✓
9
E
3
0.19
25%
19%
38%
19% ✓
10
E
3
0.37
13%
37% ✓ 29%
11
E
3
0.38
38% ✓ 16%
12
N
2
0.45
13
E
2
14
P
15
P-value
A
B
15%
C
D
9%
64% ✓ 16%
9%
21%
26%
20%
22%
45% ✓ 20%
12%
0.41
15%
18%
25%
41% ✓
2
0.35
35% ✓ 20%
26%
18%
P
2
0.18
18%
18% ✓ 19%
45%
16
P
3
0.22
22% ✓ 49%
18%
17
P
2
0.29
38%
15%
29% ✓ 19%
18
N
3
0.65
13%
15%
P-value is the proportion of students who got
the item correct
7%
10%
65% ✓
✓ = Correct Answer
Detailed objectives for Content Standards and Depth of Knowledge (DOK) descriptions
can be found on the Nevada Department of Education Website.
Copyright © 2013 by the Nevada Department of Education
Page 13
GRADE
H
Nevada
DEPARTMENT
OF
EDUCATION
Administrative
Support
Materials
HSPE
SCIENCE
Copyright © 2013 by the Nevada Department of Education
Page 14
Nevad a
Appendix II
Name:
Answer Document
SCIENCE
1.
2.
3.
4.
5.
6.
7.
8.
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
9.
10.
11.
12.
13.
14.
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
Copyright © 2013 by the Nevada Department of Education
15.
16.
17.
18.
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
Page 15
Nevada Department of Education
GRADE
H
Nevada
DEPARTMENT
OF
EDUCATION
James W. Guthrie
Superintendent of Public Instruction
Office of Assessment, Program Accountability, and Curriculum
775-687-9188
HSPE ∙ Instructional Materials