WASL
Washington Assessment
of Student Learning
A Component of the Washington State Assessment Program
Using Results to Improve
Student Learning
Science
Grade 8
2006 Released Scenarios and Items
Published by the Science Learning Team of the Washington Office of the Superintendent of
Public Instruction on September 9, 2006.
Copyright © 2006 by Washington Office of the Superintendent of Public Instruction (OSPI)
All rights reserved. Educational institutions within the State of Washington have permission
to reproduce this document. All other individuals wishing to reproduce this document must
contact OSPI.
2
Table of Contents
A letter from Terry Bergeson, State Superintendent of Public Instruction
5
Introduction to the Science Released Scenarios and Items
6
How to Use this Released Booklet and the Item Analysis Report
8
What do the Scores on the Science WASL Mean?
9
Using Information and Data to Improve Instruction and Student Achievement
9
Using Released Items as Professional Development Opportunities
10
What’s Your Angle?
An inquiry scenario describing how students used an Earth model to
investigate the effect of the angle at which light strikes the Earth model
on the surface temperature of the Earth model
Scenario Map
Scenario
Items 1 – 3: Multiple choice items with characteristics and data
11
12
14
Item 4: Explaining, Short answer item
Scoring Rubric
Student papers and annotations
18
20
21
Item 5: Modeling, Short answer item
Scoring Rubric
Student papers and annotations
24
26
27
Item 6: Energy Transfers, Short answer item
Scoring Rubric
Student papers and annotations
30
32
34
Item 7: Plan an Investigation, Extended response item
Scoring Rubric
Student papers and annotations
37
40
44
3
Clean Water
An application scenario describing how students used their understanding
of the water cycle to make clean drinking water from muddy stream water
Scenario Map
54
Scenario
55
Items 8 – 10: Multiple choice items with characteristics and data
56
Item 11: Human Effect on an Ecosystem, Short answer item
Scoring Rubric
Student papers and annotations
59
61
62
Item 12: Redesign of a Solution, Short answer item
Scoring Rubric
Student papers and annotations
65
67
68
Item 13: Scientific Concepts used in a Solution, Extended response item 71
Scoring Rubric
74
Student papers and annotations
77
4
October 24, 2006
Dear Washington Educator:
I am delighted to offer this sixth annual publication of released test scenarios and items from the
2006 Science Washington Assessment of Student Learning (WASL). My Science Learning
Team worked hard to make certain these materials were available for use during administration
workshops and staff development activities. I hope they can better inform your instruction and
improve student learning.
This released scenario and item document is available on our Web site in an electronic format
that provides you the opportunity to print sections individually. In addition, we have inserted the
state results for each test question into the data analysis box.
We release scenarios and items from the Science WASL each year so that teachers and
administrators can better analyze the results of specific test items by identifying strengths,
weaknesses, patterns and trends of student performance on the Science Essential Academic
Learning Requirements (EALRs). Additionally, these released scenarios and items are refined
into Science Powerful Classroom Assessments (PCAs) for use in the classroom. Using Science
PCAs to help students get involved in their assessment has been found to be an effective method
for improving student learning and achievement.
Using these test items and your school- and district-specific data that is provided by the state,
you will be able to learn more about students in your school and district. By analyzing the
differences in data and the relationship of each question to the EALRs, areas of strength and
improvement will become apparent.
I encourage you to join with other staff to work with the item-specific scoring guides and the
annotated student responses that illustrate each score point. Schools that have used this process
have given very positive feedback about this experience.
Please continue to visit our Web site, www.k12.wa.us, for additional resources.
I wish you a wonderful and successful school year as we continue our work together to improve
student achievement in the 21st century.
Sincerely,
Dr. Terry Bergeson
State Superintendent of Public Instruction
5
Introduction to the Science Released Scenarios and Items
The OSPI Science Learning Team is delighted to offer these released scenarios and their associated items
from the Grade 8 Science WASL given in the spring of 2006. We release scenarios and items each year so
teachers and administrators can better analyze the results of specific test items in order to identify
strengths, weaknesses, patterns, and trends of student performance on the Science Essential Academic
Learning Requirements (EALRs). This release booklet contains one scenario with seven items and
another scenario with five items representing 39% of the exam points.
*New Powerful Classroom Assessments: Released scenarios and items are refined into Powerful Classroom
Assessments (PCAs) for use in science classrooms. PCAs include pilot and template items reflecting the
whole test map of the Science WASL and ten annotated student responses for each constructed-response
item. Using Science PCAs to help students get involved in their assessment has been demonstrated to be
an effective method for improving student learning and achievement. PCAs are available through the
OSPI website at www.k12.wa.us. PCA workshops are offered regularly in every region of the state
through ESDs, WSTA, LASER, districts, and OSPI institutes.
Science WASL:
The Science WASL is composed of six scenarios measuring student
understanding of the three Science EALRs (see the state’s science symbol on the
left). The two system scenarios briefly describe a natural system then ask
students about the inputs, outputs, and transfers of matter, energy, and
information in the system. The three inquiry scenarios describe a student
investigation then ask students to analyze the investigation, including writing a
conclusion and planning a new investigation. The one application scenario
describes a student solution to a human problem then asks students to analyze the
solution, including designing a solution to a new problem. The points on the
Science WASL are balanced among the Systems of Science with 33% physical
systems, 33% Earth/space systems, and 33% living systems.
*New Essential Science Strands: Science instruction should focus upon the three Science EALRs: Systems of
Science, Inquiry in Science, and Application of Science. In order to use strand scores to improve
instruction, we are now reporting Systems, Inquiry, and Application as the WASL strands. Items on the
WASL measure student understanding of many of the 41 Science Grade Level Expectations (GLEs);
however, proficiency on the exam is a measure of students’ understanding of the three Science EALRs.
For the past few years we have reported five strands: Properties of Systems, Structure of Systems,
Changes in Systems, Inquiry in Science, and Designing Solutions. The Inquiry in Science strand remains
the same and represents 40% of the exam points. The Designing Solutions is the same 20% of the exam
points but changes name to the Application of Science strand. The Properties (10%), Structure (14%),
and Changes (16%) strands collapse into the new System of Science strand and represents 40% of the
exam points. Each year, the three smaller Systems strands measure a different variety of the 24 Systems
GLEs making yearly trends invalid. The new System of Science strand will give valid trend data for
student understanding of essential scientific concepts.
*New Embedded Pilots: To reduce the testing load on schools and to improve the validity of pilots, we are
embedding pilot scenarios at the end of one of the sessions of the operational exams. To accommodate
the pilot scenarios, we dropped two multiple-choice items and one short-answer item from the grade 8
and high school exams, and three multiple-choice and two short-answer items from the grade 5 exam.
6
*New Science and the Certificate of Academic Achievement (CAA): This year’s ninth graders, the class of
2010, need to be proficient on the Science WASL to receive a CAA. Students may also earn a CAA
Options through a collection of evidence. Starting with the class of 2008, students must have a CAA to
receive a Washington State high school diploma.
Science Assessment Leadership Team (SALT): The writing, reviewing, and scoring of the science
WASL is done though committees of SALT members (SALTers). SALTers receive extensive training to
build assessment literacy in order to ensure a valid reliable exam. SALTers are an excellent resource for
professional development. The Science WASL Specifications include a list of SALTers, their
certifications, and their contact information. The Science WASL Specifications are available through the
OSPI Website at www.k12.wa.us. If you are interested in becoming a SALTer, please contact any
member of the OSPI Science Learning Team.
*New Science Matters: To assure all students are literate in science by 2010, OSPI, in collaboration with the
state’s extensive science education network, is proposing a science education initiative called Science
Matters. We are asking for resources to build leadership capacity at all levels and to align instructional
materials to the Science EALRs. Through these two efforts, we can provide aligned, high quality
professional development to all teachers of science. We will evaluate our efforts and use this information
to continuously improve our state science educational system as measured by student achievement.
Science Matters
Improving the Washington Science Educational System
Professional
Development
Strategic Planning
&
Building Capacity
Student
Achievement
Aligned, Supported
Instructional
Materials
Evaluation for Continuous Improvement
Sincerely,
OSPI Science Learning Team
Roy Beven (roy.beven@k12.wa.us)
Science Assessment Manager
Eric Wuersten (eric.wuersten@k12.wa.us)
Science Curriculum Program Supervisor
Cinda Parton (cinda.parton@k12.wa.us)
Science Assessment Specialist
Gilda Wheeler (gilda.wheeler@k12.wa.us)
Environmental Education Coordinator
Andy Boyd (andy.boyd@k12.wa.us)
Science Assessment TOSA
Paul Ferrell (paul.ferrell@k12.wa.us)
Science Curriculum Support
Jonathan Frostad (jonathan.frostad@k12.wa.us)
Science Assessment TOSA
Molly B. Miller (molly.becker-miller@k12.wa.us)
Science Assessment Support
7
How to Use this Release Booklet
and the Item Analysis Report
To analyze your result, you should have two documents: this Release Booklet and the Item Analysis
Report. These two documents should be used together to help administrators and teachers understand
and use released Science WASL scenarios and items.
This Release Booklet includes the following information:
 Scenario maps showing the design of the scenarios, including the WASL Evidence of Learning
gathered for the targeted GLEs and the cognitive level of the items of the scenarios.
 WASL science scenarios and the associated items from the 2006 operational exam.
 A table for each item where state-level results are recorded and places for you to enter your schoollevel and district-level results for each item.
 Item-specific scoring rubrics, sample student responses at each score point, and annotations for
each student response explaining how the score was derived.
The Item Analysis Report includes the following information:
 A list of all released items referenced to EALR, GLE, and Evidence of Learning.
 Data on student responses to multiple-choice items, including the percentage of students who
responded to each possible answer by school, district, and state. Correct answers are indicated with
an asterisk.
 Data for constructed-response items (short answer and extended response) are presented by the
percentage of students who scored at each score point by school, district, and state.
 Data for the “write a conclusion” short answer (2-point) items are presented in terms of 4 value
points by school, district, and state. The attributes of a scientific conclusion are assigned value
points that are used to derive the student’s item score.
 Data for the “plan an investigation” extended response (4-point) items are presented in terms of 11
value points by school, district, and state. The attributes of a scientific investigation are assigned
value points that are used to derive the student’s item score.
To Interpret Your Data:
 First, transfer your data from the Item Analysis Report to the released booklet. Transfer all the
information for each item into each table so you will have all the information in one place.
 Second, examine the item types to determine the strengths and weaknesses in student performance
in your school or district. Do the students perform well on multiple-choice items? Constructedresponse items? What percentage of students in your school or district left constructed-response
items blank or earned a zero?
 Third, examine the data by strand and learning targets. Group together targets that represent
strengths and weaknesses for the students in your school or district. Do the targets all fit under one
particular strand?
 Fourth, look for trends. Do the students in your school perform markedly lower or markedly higher
on a particular item in comparison to the students in your district or the state?
8
What do the Scores on the Science WASL Mean?
The Grade 8 Science WASL measures what all students should know and be able to do in science by
the spring of their 8th grade year. The Science WASL does not measure student understanding
developed in one course or one school year. The Science WASL measures students’ understanding of
science concepts and processes developed from Kindergarten through 8th grade with the assumption
that all students have been provided the opportunity to learn the Science EALRs and GLEs every one
of the nine years the students have been in school.
Items on the Science WASL measure student understanding of many of the 41 Science GLEs. These
released items give some indication of how well students did on particular GLEs.
Proficiency on the Science WASL indicates a student is literate in science. As a whole, the Science
WASL measures students’ understanding of the three Science EALRs. The strand scores are directly
related to the three Science EALRs. Strand scores indicate how well students did on all the items of a
strand compared to proficient or advanced students.
 Systems of Science strand is measured by 40% of the Science WASL points.
 Inquiry in Science strand is measured by 40% of the Science WASL points
 Application of Science strand is measured by 20% of the Science WASL points.
Using Information and Data to
Improve Instruction and Student Achievement
To add meaning to the released item data and strand scores, educators should establish how and where
students have the opportunity to learn the Science EALRs and GLEs in their classrooms and school
systems. Educators should examine classroom assessment to identify where WASL Evidences of
Learning are collected. To improve student learning, educators must assure instruction is focused upon
the three Science EALRs. To assure students’ Science WASL results reflect their true understanding of
the three Science EALRs, educators should make certain that all students have the opportunity to learn
to do their best on the Science WASL.
Teachers and Administrators:
In appropriate groups, assure instructional materials are enhanced to focus upon the three Science
EALRs: Systems, Inquiry, and Application. Student performance data on these released items and your
strand scores indicate present strengths and weakness.
As probably indicated in your students’ performance data, a good place to start is to focus on Inquiry
in Science. Notice that 40% of the Science WASL points measure the ten GLEs of the Inquiry in
Science EALR/strand. Check that your classroom activities are investigating systems expressly
described in the Systems of Science EALR.
To assure that the Inquiry in Science activities you provide will translate well into performance on the
Science WASL, use PCAs published by OSPI to help students get involved in their assessment.
9
Using Released Items as Professional Development Opportunities
Key Goals of Professional Development Opportunities
 Develop understanding of the Science EALRs, GLEs, and WASL Evidences of Learning.
 Develop understanding of the Science WASL and the meaning of the student, school, and district
results.
 Develop understanding of how to use PCAs with students.
 Develop a deeper understanding of how to objectively score student responses in science.
One to Three Hour Professional Development
 Using this Release Booklet and the Science WASL Specifications, follow the guidelines described
in the section of this booklet titled, “How to Use this Release Booklet and Item Analysis Report.”
 Provide data analysis from the 2006 released items and ask, “Where do we see areas that need
further improvement?” and “What instructional practices can improve student learning in those
areas?” Formulate questions based on the work you have done in the school and/or district.
 Compare your Science WASL results with other WASL Evidences of Learning gathered in the
classroom to further define areas in which to focus instruction.
 Contact a science education leader in your district and/or Science Assessment Leadership Team
(SALT) member in your region and ask them to facilitate a workshop focused upon your identified
areas of need.
Four to Eight Hours Professional Development
 Contact a certified Science Assessment Leadership Team (SALT) member in your region to lead
PCA workshops for small groups of teachers working with the same instructional materials.
Follow-Up Professional Development Involving Students
 Have teachers use published PCAs with their students.
 Gather teachers together to score student responses to the PCAs.
 Bring teachers together with their PCA results and ask, “What do the results tell us?” Lay out the
unit of study and ask, “How can we modify this unit to build appropriate understanding of the
targeted Science Grade Level Expectations and gather reliable WASL Evidences of Learning?”
10
What’s Your Angle?
Scenario Map
Title: What’s Your Angle?
Grade: 8
Description: Students investigate the effect of the angle of a light striking a block of wood on the
surface temperature of the block.
Grade Level Expectation &
Item Description
Item Type
Evidence of Learning Codes
I
D
II
C
II
ST02
d
1.2.2
Point Total = 13
4
31%
Actual Science WASL = 62 pts.
40%
40%
Construct a logical plan for a
controlled investigation.
Cognitive Level
A
IN03
d
2.1.3
IN04
a
2.1.4
IN02
e
2.1.2
9
69%
7
Extended
Response
PR03
c
1.1.3
Short Answer
CH07
d
1.3.7
Multiple Choice
IN02
d
2.1.2
Identify the responding
1
variable in an investigation.
Identify how the position of
2 the Sun accounts for Earth
phenomena (e.g. shadows).
Identify the behavior of light
3 waves when light interacts
with opaque substances.
Predict what logically might
4 occur if the investigation was
changed.
Compare models of a
5 phenomenon to the actual
phenomenon.
Describe the transfers or
6 transformations of energy
within a physical system.
Inquiry
in Science
Changes
in Systems
Structure
of Systems
Properties
of Systems
WASL Evidence of Learning
for the Grade Level Expectation
Application
of Science
Systems of Science
SA
II
SA
II
SA
II
0
0%
3
23%
6
46%
20%
45%
36%
ER
II
4
31%
I=1pt
II=12pt
I: 25%
19% II: 75%
Note: Points on the WASL are balanced among the Systems of Science with 33% Physical Systems,
33% Earth/Space Systems, and 33% Living Systems.
11
What’s Your Angle?
Directions: Use the following information to answer questions 1 through 7.
Sunlight strikes Earth at different angles due to the shape of Earth, as shown below.
Sunlight Striking Earth
Two students, Amy and Chris, wanted to know if the shape of Earth affects surface temperatures on
Earth. They investigated this phenomenon with a model of the Earth-Sun system as described in the
Earth-Sun Model.
Question: What is the effect of the angle at which light strikes a wooden block on the surface
temperature of that block?
Hypothesis (prediction): As the angle that the light strikes the block increases to 90°, the block’s
surface temperature will increase because the light will strike the block more directly.
Materials:
wooden block
thermometer
black paper
lamp
protractor
meterstick
stand and clamp
timer
12
What’s Your Angle?
Investigation Setup
Earth-Sun Model
Procedure:
1. Lay the thermometer on the wooden block.
2. Cover the lower end of the thermometer with black paper and attach the paper to the wooden block.
3. Tilt the block so the light beams will strike at a 15˚ angle as shown in the Investigation Setup diagram.
4. Record the starting temperature of the block’s surface.
5. Turn on the lamp. Record the temperature after 2.5 minutes and again after 5 minutes.
6. Turn off the lamp and wait 10 minutes for the thermometer to return to room temperature.
7. Repeat steps 3 through 6 using 30˚, 60˚, and 90˚ angles. Keep the lamp at the same distance from
the wooden block for each condition.
8. Repeat steps 1 through 7 two more times as trials 2 and 3.
Data:
Angle Light Strikes Block vs. Block’s Surface Temperature
Angle Light
Strikes Block
(degrees)
Block’s Surface Temperature
(degrees Celsius)
Starting
2.5 minutes
5 minutes
15
26
31
36
30
27
35
41
60
28
38
46
90
28
46
56
Note: Temperatures are the averages of the three trials.
13
What’s Your Angle?
1
Which variable was the responding (dependent) variable in Chris and Amy’s investigation?
o A. Surface temperature of the wooden block
o B. Distance of the lamp from the wooden block
o C. Color of the paper covering the wooden block
o D. Angle that light beams strike the wooden block
Item information
Correct Response:
A
EALR Strand:
IN Inquiry in Science
Grade Level Expectation: IN02 (2.1.2) Planning and Conducting Safe Investigations
Understand how to plan and conduct scientific investigations.
Evidence of Learning:
d) Given a description of a scientific investigation, items may ask students to
identify the responding variable in an investigation.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 1
Responses
* correct response
Item 1 Percent Distribution of Responses
School
District
State
*A
59.3
B
11.1
C
6.3
D
22.8
NR
0.6
(No Response)
14
What’s Your Angle?
2 Sunlight strikes Earth at different angles due to the shape of Earth as shown below.
Sunlight Striking Earth
At which location would shadows be longest at noon on a clear summer day?
o A. Location A
o B. Location B
o C. Location C
o D. Location D
15
What’s Your Angle?
Item information
Correct Response:
D
EALR Strand:
Systems of Science: CH Changes in Systems
Grade Level Expectation: CH07 (1.3.7) Interactions in the Solar System and Beyond (Universe)
Understand the effects of the regular and predictable motions of planets and
moons in the Solar System.
Evidence of Learning:
d) Given an adequate description of an appropriate system, items may ask
students to identify or describe how the position of the Moon and the Sun
account for Earth phenomena (e.g. length of shadows on Earth, phases of the
Moon, eclipses of the Moon and Sun, ocean tides on Earth).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 2
Responses
* correct response
Item 2 Percent Distribution of Responses
School
District
State
A
21.8
B
9.1
C
6.6
*D
62.2
NR
0.4
(No Response)
16
What’s Your Angle?
3 Amy and Chris want to repeat their investigation with a different color paper over the thermometer.
Which color would result in the lowest surface temperature of the block?
o A. Red
o B. Blue
o C. White
o D. Green
Item information
Correct Response:
C
EALR Strand:
Systems of Science: PR Properties of Systems
Grade Level Expectation: PR03 (1.1.3) Wave Behavior
Understand sound waves, water waves, and light waves, using wave
properties including amplitude, wavelength, and speed. Understand wave
behaviors including reflection, refraction, transmission, and absorption.
Evidence of Learning:
c) Given a description of an appropriate system, items may ask students to
identify or describe the behavior of light waves when light interacts with
transparent, translucent, and opaque substances (e.g. objects appear the
color blue because the object reflects mostly blue light and absorbs all the
other colors of light, transparent objects transmit most light through them,
lenses refract light).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 3
Responses
* correct response
Item 3 Percent Distribution of Responses
School
District
State
A
3.1
B
7.3
*C
87.3
D
1.9
NR
0.4
(No Response)
17
What’s Your Angle?
4 Predict the surface temperature of the wooden block if the block was set at a 45° angle for
five minutes.
In your prediction, be sure to:
 Predict the approximate surface temperature of the wooden block.
 Include data from the Angle Light Strikes Block vs. Block’s Surface Temperature table to
support your prediction.
18
What’s Your Angle?
Item Information
Score Points:
2
EALR Strand:
IN Inquiry in Science
Grade Level Expectations: IN03 (2.1.3) Explaining
Apply understanding of how to construct a scientific explanation using
evidence and inferential logic.
Evidence of Learning:
d) Given a description of a scientific investigation, items may ask
students to predict what logically might occur if the investigation lasted
longer or was changed.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 4
Score Points
Item 4 Percent Distribution of Score Points
School
District
State
0
29.8
1
2.6
2
63.2
NR
4.4
(No Response)
Mean
1.3 points
19
What’s Your Angle?
Scoring Rubric for Item 4: Explaining
A 2-point response demonstrates the student understands the GLE: Explaining IN03d (2.1.3) Apply
understanding of how to construct a scientific explanation using evidence and inferential logic BY
predicting what logically might occur if the investigation lasted longer or was changed.
The response predicts the surface temperature of the wooden block if the block was set at a 45° angle
for five minutes by:
Predicting the surface temperature of the wooden block
AND
Including data from the Angle Light Strikes Block vs. Block’s Surface Temperature table to support
the prediction.
Example:
The surface temperature of the wooden block would be 43°C because that is about half way between
the five-minute temperatures at 30° angles and 60° angles.
A 1-point response demonstrates the student has partial understanding of the GLE.
The response predicts the surface temperature of the wooden block but includes incomplete data
from the Angle Light Strikes Block vs. Block’s Surface Temperature table to support the prediction.
A 0-point response demonstrates the student has little or no understanding of the GLE.
Notes:
1. Responses that give a specific temperature or temperature range between, but not including,
41° C and 46° C may be credited.
20
What’s Your Angle?
Annotated example of a 2-point response:
4
Predict the surface temperature of the wooden block if the block was set at a 45° angle for
five minutes.
In your prediction, be sure to:
 Predict the approximate surface temperature of the wooden block.
 Include data from the Angle Light Strikes Block vs. Block’s Surface Temperature table to
support your prediction.
I think it would be about 43º because 45º is right between 30º and 60º and so it would be right in the
middle of their temperature.
Annotation
Surface temperature: ...about 43°...
Supporting data: ...because 45° is right between 30° and 60° and so it (the
temperature of the wooden block) would be right in the middle of their
temperature.
21
What’s Your Angle?
Annotated example of a 1-point response:
4 Predict the surface temperature of the wooden block if the block was set at a 45° angle for
five minutes.
In your prediction, be sure to:
 Predict the approximate surface temperature of the wooden block.
 Include data from the Angle Light Strikes Block vs. Block’s Surface Temperature table to
support your prediction.
I think temperature at 45º angle for five minates wall be about 42ºC becaus at 30º the temperature
was at 41ºC so I thought it would be 42º C.
Annotation
Surface temperature: … about 42ºC…
Supporting data: … becaus at 30º the temperature was at 41ºC No comparison
to the 60° angle was made.
22
What’s Your Angle?
Annotated example of a 0-point response:
4 Predict the surface temperature of the wooden block if the block was set at a 45° angle for
five minutes.
In your prediction, be sure to:
 Predict the approximate surface temperature of the wooden block.
 Include data from the Angle Light Strikes Block vs. Block’s Surface Temperature table to
support your prediction.
If you set thermometer at a 45º angle and left it the for 5 min I think the tempature would be around
44ºC.
Annotation
Surface temperature: ...would be around 44° C.
Supporting data: None
23
What’s Your Angle?
5
How could Amy and Chris change their Earth-Sun Model to more accurately show how Earth
is heated by the Sun?
Be sure to:
 Identify one change that could be made to the model.
 Explain how this change would more accurately show how Earth is heated by the Sun.
Change:
How this change would more accurately show how Earth is heated by the Sun:
24
What’s Your Angle?
Item Information
Score Points:
2
EALR Strand:
IN Inquiry in Science
Grade Level Expectations: IN04 (2.1.4) Modeling
Analyze how models represent and are used to investigate objects, events,
systems, and processes.
Evidence of Learning:
a) Given an appropriate phenomenon or model for a phenomenon, items
may ask students to compare models or computer simulations of
phenomenon to the actual phenomenon.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 5
Score Points
Item 5 Percent Distribution of Score Points
School
District
State
0
21.4
1
26.9
2
48.4
NR
3.3
(No Response)
Mean
1.3 points
25
What’s Your Angle?
Scoring Rubric for Item 5: Modeling
A 2-point response demonstrates the student understands the GLE: Modeling IN04a (2.1.4)
Analyze how models represent and are used to investigate objects, events, systems, and processes
BY comparing models or computer simulations of a phenomenon to the actual phenomenon.
The response explains how the Earth-Sun Model could be changed to more accurately show how
Earth is heated by the Sun by:
Identifying one change that could be made to the model
AND
Explaining how that change would more accurately show how Earth is heated by the Sun.
Examples:
Identifies a change to the model
Surface features like hills and valleys
Larger block with more thermometers
Explains how the change more accurately
shows how Earth is heated by the Sun
The surface of Earth is uneven
Light strikes Earth at many different angles at
the same time
Presence of water
Much of Earth’s surface is covered by water
Presence of something to represent an
atmosphere (wind)
There is moving air above the surface of Earth
Use a sphere instead of a block
Earth is not flat
A 1-point response demonstrates the student has partial understanding of the GLE.
The response identifies one change that could be made to the model, but the explanation of how this
change would more accurately show how Earth is heated by the Sun is vague or incomplete or
includes a minor misconception.
OR
Identifies one change that could be made to the model, but the explanation is limited to the
investigation and/or model.
A 0-point response demonstrates the student has little or no understanding of the GLE.
Notes:
1. Changing the manipulated variable (angles of the wooden block) cannot be credited as a change
to the model.
2. The use of the term attracts light rather than the correct term absorbs light is acceptable for this
item.
3. Responses that describe the shape of the Earth and/or the model “Earth” as circular without
clarification (e.g. spherical, ball, round, curved) may not earn more than one score point.
26
What’s Your Angle?
Annotated example of a 2-point response:
5
How could Amy and Chris change their Earth-Sun Model to more accurately show how Earth
is heated by the Sun?
Be sure to:
 Identify one change that could be made to the model.
 Explain how this change would more accurately show how Earth is heated by the Sun.
Change: Instead of using a wooden block, they could use a blue, round ball.
How this change would more accurately show how Earth is heated by the Sun: This change
would more accurately show how Earth is heated by the sun because the Earth is round and a ball
would better represent the shape of the Earth. The “blue” ball would more accurately represent the
Earth because most of the Earth is blue and the amount of heat that is absorb because of the Earth’s
color would be more accurate.
Annotation
Change: Instead of using a wooden block, they could use a blue, round ball.
How change is more accurate: ...because the earth is round and a ball would
better represent the shape of the Earth.
27
What’s Your Angle?
Annotated example of a 1-point response:
5
How could Amy and Chris change their Earth-Sun Model to more accurately show how Earth
is heated by the Sun?
Be sure to:
 Identify one change that could be made to the model.
 Explain how this change would more accurately show how Earth is heated by the Sun.
Change: Change colors of paper from black to green and blue.
How this change would more accurately show how Earth is heated by the Sun: The color black
absorbs more heat than most other colors. Green and blue are lighter colors so it would obsorb
less Heat.
Annotation
Change: Change colors of paper from black to green and blue.
How change is more accurate: The color black absorbs more heat...lighter colors
so it (colors) would absorb less heat. Limited to the model with no connection to
Earth and the Sun.
28
What’s Your Angle?
Annotated example of a 0-point response:
5
How could Amy and Chris change their Earth-Sun Model to more accurately show how Earth
is heated by the Sun?
Be sure to:
 Identify one change that could be made to the model.
 Explain how this change would more accurately show how Earth is heated by the Sun.
Change: Amy a Chris should tilt the Earth in the Earth-Sun Model because the Earth is actually
Tilted.
How this change would more accurately show how Earth is heated by the Sun: This change
would more accurately show how Earth is heated by the Sun because the Sun will hit the Earth on a
different spot which will give Amy and Chris an accurate location.
Annotation
Change: No change to model.
How change is more accurate: No change to model.
29
What’s Your Angle?
6 Describe two energy transfers that happened in Chris and Amy’s investigation.
In your description, be sure to:
 Identify the energy forms before and after each energy transfer.
 Describe where in the system each energy transfer happened.
Use words, labeled pictures, and/or labeled diagrams in your response.
One transfer:
Another transfer:
30
What’s Your Angle?
Item Information
Score Points:
2
EALR Strand:
Systems of Science: ST Structures of Systems
Grade Level Expectations: ST02 (1.2.2) Energy Transfer and Transformation
Understand how various factors affect energy transfers and that energy can
be transformed from one form of energy to another.
Evidence of Learning:
d) Given an adequate description of a simple physical system, items may
ask students to identify, describe, or explain the transfers or
transformations of energy within a physical system (e.g. conduction and
convection of heat energy).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 6
Score Points
Item 6 Percent Distribution of Score Points
School
District
State
0
63.2
1
18.9
2
8.4
NR
9.6
(No Response)
Mean
0.4 points
31
What’s Your Angle?
Item 6: Energy Transfers in a System
A 2-point response demonstrates the student understands the GLE: Energy Transfer and
Transformation ST02d (1.2.2) Understand how various factors affect energy transfers and that
energy can be transformed from one form of energy to another BY describing the transfers or
transformations of energy within a physical system (e.g. conduction and convection of heat energy).
The response describes two energy transfers that happened in Chris and Amy’s investigation by:
Identifying the energy forms before and after each energy transfer
AND
Describing where in the system each energy transfer happened.
Examples:
Forms of energy before and after transfer
Electrical energy transformed into light energy
Where
Lamp or light bulb
Electrical energy transformed into heat energy
Lamp or light bulb
•
•
•
•
•
•
•
Light energy transformed into heat energy
•
•
Heat conduction
Heat energy transferred to heat energy
Heat convection
Black paper
Wood block
Air
Black paper to the thermometer
Black paper to the wooden block
Lamp to the air
Air to the black paper
Hot air moving from the lamp to the paper
A 1-point response demonstrates the student has partial understanding of the GLE.
The response describes one energy transfer that occurred in Chris and Amy’s investigation by:
Identifying the energy forms before and after the energy transfer
AND
Describing where in the system the energy transfer occurred.
A 0-point response demonstrates the student has little or no understanding of the GLE.
32
What’s Your Angle?
Item 6: Energy Transfers in a System (continued)
Notes:
1. Responses may use the terms transfer and transformation interchangeably.
2. Responses may be credited as correctly describing heat energy being transferred from one object
to another by identifying the two objects and the energy form (e.g. heat energy transfers from the
paper to the block; heat is absorbed by the thermometer from the paper; heat came to the block
from the paper, the paper’s heat hit the thermometer; the paper cast its thermal energy onto the
block; black paper’s heat to the block)
3. Responses may be credited as correctly describing energy being transformed from one form to
another by identifying one object, and identifying the energy forms before and after the
transformation (e.g. electrical energy changes to light energy in the lamp).
4. Responses using heat as a verb when describing an object’s temperature increasing may not be
credited as identifying heat energy (e.g. light heated the paper; the wooden block warmed up the
thermometer).
5. Responses may be credited as correctly identifying light energy when using terms such as:
electromagnetic waves, radiant heat, radiant energy, light waves, and light beams.
6. Responses describing heat energy being transferred from the lamp to the paper may not be
credited unless the response describes the carrier of the heat energy (e.g. heat was transferred
from the lamp to the air). See Item Specifications for GLE PR04.
7. Responses describing the lamp as a flashlight may be credited for a chemical to electrical energy
transformation (e.g. in the flashlight’s batteries, chemical energy was changed into electrical
energy).
8. Responses describing the kinetic energy of an object in the Earth-Sun Model may not be credited
because none of the objects are moving. However, a response may be credited when describing
light energy transformed into kinetic energy of the molecules in the black paper.
9. Responses describing the increase in the wooden block’s or the thermometer’s potential energy
as the end of the block is raised may be credited (e.g. Amy’s food energy was changed into the
potential energy as she raised the end of the wooden bock).
10. Responses describing energy transfers in the actual Sun-Earth system may not be credited.
33
What’s Your Angle?
Annotated example of a 2-point response:
6 Describe two energy transfers that happened in Chris and Amy’s investigation.
In your description, be sure to:
 Identify the energy forms before and after each energy transfer.
 Describe where in the system each energy transfer happened.
The first energy transfer is from the light to the paper covered wood block. The energy transfers
from the light bulb in the form of light to the block where it (the light) turns to heat. The second
transfer is from the block to the thermometer. The energy is in the form of heat throughout the
whole second transfer.
Score
Point
Annotation
Form of energy before and after one transfer: …in the form of
light…where it (the light) turns to heat
Where in the system transfer happened: …the block…
Form of energy before and after another transfer: The energy is in
the form of heat throughout the whole second transfer.
1
1
Where in the system transfer happened: …block to thermometer
Total Score Points
34
2
What’s Your Angle?
Annotated example of a 1-point response:
6 Describe two energy transfers that happened in Chris and Amy’s investigation.
In your description, be sure to:
 Identify the energy forms before and after each energy transfer.
 Describe where in the system each energy transfer happened.
The first energy transfer was heat from the light being transferred to the thermometer.
Another transfer of energy is the electricity going to the light bulb to produce light.
Score
Point
Annotation
Form of energy before and after one transfer: The first energy
transfer was heat from the light (lamp as identified in the diagram)
being transferred to the thermometer. No carrier for the heat is
identified. (Note 6)
Where in the system transfer happened: from the light…to the
thermometer.
Form of energy before and after another transfer: …electricity going
to the light bulb to produce light.
0
1
Where in the system transfer happened: …the light bulb.
Total Score Points
35
1
What’s Your Angle?
Annotated example of a 0-point response:
6 Describe two energy transfers that happened in Chris and Amy’s investigation.
In your description, be sure to:
 Identify the energy forms before and after each energy transfer.
 Describe where in the system each energy transfer happened.
One energy transfer that happened is the transfer between the light from the lamp to the black paper.
Another energy transfer would be from the black paper to the thermometer.
Score
Point
Annotation
Form of energy before and after one transfer: No energy form is
identified after the transfer.
0
Where in the system transfer happened:…from the lamp to the black
paper.
Form of energy before and after another transfer: No energy form
is identified before or after.
0
Where in the system transfer happened: …from the black paper to
the thermometer.
Total Score Points
36
0
What’s Your Angle?
7 Plan a new investigation to answer Chris and Amy’s new question printed in the box.
In your plan, be sure to include:
 Hypothesis (prediction) of the investigation results
 Materials needed to perform the investigation
 Procedure that includes:





logical steps to perform the investigation
one controlled (kept the same) variable
one manipulated (changed) variable
one responding (dependent) variable
how often measurements should be taken and recorded
Question: How does the angle at which sunlight strikes Earth affect the length of shadows cast
on the ground?
Hypothesis (prediction):
Materials:
37
What’s Your Angle?
You may use the space below for a labeled diagram to support your procedure.
Procedure :
38
What’s Your Angle?
Item Information
Score Points:
4
EALR Strand:
IN Inquiry in Science
Grade Level Expectations: IN02 (2.1.2) Planning and Conducting Safe Investigations
Understand how to plan and conduct scientific investigations.
Evidence of Learning:
e) Given a description of a scientific investigation, items may ask students
to construct a logical plan for a controlled or field investigation.
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 7
Score Points
Item 7 Percent Distribution of Score Points
School
District
State
0
35.4
1
9.4
2
17.8
3
25.9
4
6.1
NR
5.4
(No Response)
Mean
1.6 points
39
What’s Your Angle?
Scoring Rubric for Item 7: Plan an Investigation
Value
Points
Performance Description
A 4-point response demonstrates the student has understanding of the GLE: Planning and
Conducting Safe Investigations IN02e (2.1.2) Understand how to plan and conduct
scientific investigations BY constructing a logical plan for a controlled or field
investigation.
8-9
A 3-point response demonstrates the student partially understands the GLE.
6-7
A 2-point response demonstrates the student has limited understanding of the GLE.
4-5
A 1-point response demonstrates the student has very little understanding of the GLE.
2-3
A 0-point response demonstrates the student has almost no understanding of the GLE.
0-1
Attributes of a Controlled Investigation for Awarding Value Points
Investigation
Attributes
Prediction
Description of Attribute
The prediction portion of the hypothesis must answer the given
question including the effect of the manipulated (changed) variable
(angle at which sunlight strikes Earth) on the responding
(dependent) variable (length of shadows cast on the ground).
A hypothesis must give a related reason for the prediction
Prediction Reason (e.g…because the light will be striking Earth more directly.)
Value
Point
1
1
Attribute Note: This point cannot be awarded without an attempt at a prediction.
A list of the minimum materials needed to perform the procedure
(e.g. lamp, protractor, meterstick, object to cast a shadow, a stand
and clamp to hold this object).
Materials
Attribute Notes:
1. The ‘right’ amount of ingredients (e.g. ‘x’ mL or ‘y’ grams) needed to carry
out the procedure does not need to be given in the materials list.
2. A measuring device listed as minimum may not be needed in the materials
list if the list includes pre-measured amounts of a material coupled with an
appropriate procedure that does not call for using the device
3. Standard Classroom Materials do not need to be listed: paper, pencil, and
safety equipment (e.g. goggles, aprons, gloves, tongs).
40
1
What’s Your Angle?
Scoring Rubric for Item 7 : Plan an Investigation (continued)
Attributes of a Controlled Investigation for Awarding Value Points (continued)
Investigation
Attributes
Procedure
One Controlled
(kept the same)
Variable
Manipulated
(changed)
Variable
Responding
(dependent)
Variable
Description of Attribute
The written or diagrammed procedure is evaluated as follows:
At least one controlled (kept the same) variable is identified or
implied in the procedure or the materials list (e.g. distance of the
light from the object, wattage of the light source).
Only one manipulated (changed) variable (angle at which sunlight
strikes Earth) is identified or implied in the procedure or data table
(if given).
The responding (dependent) variable (length of shadows cast on the
ground) is identified or implied in the procedure or data table (if
given).
Value
Point
up to 6
1
1
1
The procedure states or implies measurements are recorded
periodically or gives a data table.
Record
Measurements
Attribute Notes:
1. If artificial data for the responding variable is given, no value point may be
awarded.
2. The phrase ‘take measurement’ cannot be used to mean record.
1
Trials are
Repeated
More than one trial for all conditions is planned, or implied in a data
table, to measure the responding variable.
1
Logical Steps
The steps of the procedure are detailed enough to repeat the
procedure effectively. (Examples of illogical steps include: no
ending time indicated; states Set up as diagrammed, but diagram is
inadequate; recording vague data or results.)
1
Total Value Points Possible
41
9
What’s Your Angle?
Scoring Rubric for Item 7: Plan an Investigation (continued)
Attributes of a Controlled Investigation for Awarding Value Points (continued)
Notes:
1. If the response does not plan an appropriate procedure for the given question, the response may
not earn any of the possible procedure value points.
Examples:
a) repeats the procedure from the scenario
b) Measures only one condition (therefore cannot establish the controlled or manipulated
variables)
c) purposefully changes more than one variable simultaneously
d) writes a procedure that is too vague to possibly be appropriate
e) writes a prediction instead of a procedure
2. If the response names a bulleted attribute listed after “Procedure that includes:” without
including that attribute in the procedure, the attribute point cannot be credited. When a bulleted
attribute is named and implied in the response, both must be correct to be credited.
3. Vagueness in procedural steps shall be clarified as follows:
a) Vague materials used in the procedure (e.g. add 1mL) may be credited if the vagueness is
clarified in the materials list (e.g. 1mL, 2mL, and 3mL of solution).
b) Measuring a vague parameter may be credited a as a manipulated or responding variable (e.g.
size of plant instead of height). However, a vague parameter is difficult to repeatedly
measure, so the logical steps value point cannot be credited.
c) The term “repeat” at the end of a step refers to that step only.
d) The term “repeat” as a separate step (or in a new paragraph) refers to the whole procedure.
e) The term “repeat,” when qualified, cannot be credited (e.g. repeat if necessary, repeat as
desired).
f) A vague action that calls for the manipulated variable to be changed (e.g. increase the
temperature by 5˚ C) without indicating how many times, gives no end to the investigation so
the logical steps value point cannot be credited.
g) A vague action that calls for the manipulated variable to be changed (e.g. change the
temperature by 5˚ C) without indicating how many times, cannot be credited for more than
two conditions of the manipulated variable.
h) When a procedure conflicts with the labeled diagram, the procedure is too illogical to be
effectively repeated. Therefore, the logical steps value point cannot be credited, but the
procedure can be scored for attributes that are not in conflict.
42
What’s Your Angle?
Performance Data for Item 7 Investigation Attributes
Use the space below to fill in student performance information for your school and district.
Item 7 Value Point
Investigation
Attributes
Item 7 Percent Distribution of Value Points
School
District
State
Prediction
56.7
Prediction Reason
21.5
Materials
40.2
Controlled (kept the
same) Variable
Manipulated (changed)
Variable
Responding
(dependent) Variable
52.4
52.6
47.1
Record Measurements
42.8
Trials are Repeated
15.3
Logical Steps
6.3
43
What’s Your Angle?
Annotated example of a 4-point response:
7 Plan a new investigation to answer Chris and Amy’s new question printed in the box.
In your plan, be sure to include:
 Hypothesis (prediction) of the investigation results
 Materials needed to perform the investigation
 Procedure that includes:





logical steps to perform the investigation
one controlled (kept the same) variable
one manipulated (changed) variable
one responding (dependent) variable
how often measurements should be taken and recorded
Question: How does the angle at which sunlight strikes Earth affect the length of shadows cast
on the ground?
Hypothesis (Prediction): The less of an angle that the sunlight hits, the longer the shadows will be
because with more of an angle, its too direct to caset a shadow.
Materials: Round wood block with one pin sticking out about 2 cm, something to keep the block
from rolling, lamp, ruler and protractor
Procedure:
1) Set the wooden block up to where the pin is at one of the angles shown above.
2) turn on lamp, pointing directly at the wooden block.
3) measure the shadow from the pin on the block. Record.
4) Repeat step 3 for all four angles.
5) Calculate and record the length of the shadows in a diagram.
44
What’s Your Angle?
Annotation of the 4-point response:
Investigation
Attributes
Value
Point
Annotation
Prediction
1
The less of an angle that the sunlight hits, the longer the shadows
will be…
Prediction Reason
1
…because with more of an angle ,its (sunlight) too direct to cast a
shadow
Materials
1
Minimum materials are listed.
Controlled Variable
1
1. Set the wooden block up to where the pin is…
Manipulated Variable
1
4. Repeat step 3 for all four angles. 30°, 60°, and 90° are shown
in the diagram
Responding Variable
1
5. …record the length of the shadows ...
Record Measurements
1
5. …record the length of the shadows ...
Trials are Repeated
0
Trials are not repeated.
Logical Steps
1
The steps of the procedure are detailed enough to repeat the
procedure effectively.
Total
8
4 Score Points
45
What’s Your Angle?
Annotated example of a 3-point response:
7 Plan a new investigation to answer Chris’ new question printed in the box.
In your plan, be sure to include:
 Hypothesis (prediction) of the investigation results
 Materials needed to perform the investigation
 Procedure that includes:
 logical steps to perform the investigation




one controlled (kept the same) variable
one manipulated (changed) variable
one responding (dependent) variable
how often measurements should be taken and recorded
Question: How does the angle at which sunlight strikes Earth affect the length of shadows cast
on the ground?
Hypothesis (Prediction): The more of an angle will make a bigger shadow.
Materials: a dark enough place to clearly see a shadow, a pencil and paper to take notes, a straw, a
flashlight, tape, ruler
Procedure:
First I will tape straw to a table. I will then shine the light on straw at a 15º, 30º, 60º and a 90º
angle and write down how long each of thier shadow’s were.
46
What’s Your Angle?
Annotation of the 3-point response:
Investigation
Attributes
Value
Point
Prediction
1
The more of an angle will make a bigger shadow.
Prediction Reason
0
No reason given.
Materials
0
Materials missing protractor.
Controlled Variable
1
…tape straw to a table…
Manipulated Variable
1
…shine the light on straw at a 15°, 30°, 60°, and 90° angle.
Responding Variable
1
…write down how long each of their shadows were.
Record Measurements
1
…write down how long each of their shadows were.
Trials are Repeated
0
Trials are not repeated.
Logical Steps
0
Vague manipulated variable-no clear reference for starting angle.
Total
5
Annotation
3 Score Points
47
What’s Your Angle?
Annotated example of a 2-point response:
7 Plan a new investigation to answer Chris’ new question printed in the box.
In your plan, be sure to include:
 Hypothesis (prediction) of the investigation results
 Materials needed to perform the investigation
 Procedure that includes:





logical steps to perform the investigation
one controlled (kept the same) variable
one manipulated (changed) variable
one responding (dependent) variable
how often measurements should be taken and recorded
Question: How does the angle at which sunlight strikes Earth affect the length of shadows cast
on the ground?
Hypothesis (Prediction): I predict that the angle the sunlight strikes the Earth affects the length of
shadows because some areas receive less or more sunlight than others.
Materials: clear pavement area, chalk, pencil, paper, a friend
Procedure:
Control variable—the persons
Independent—how the sunlight strikes earth
dependant—shadow
1. At 2:00 pm, have your friend stand toward the sun.
2. Then with chalk, trace the shadow of your friend.
3. then record.
4. Repeat steps 1-3 for 3:00 pm, 4:00 pm, 5:00 pm, and 6:00pm.
48
What’s Your Angle?
Annotation of the 2-point response:
Investigation
Attributes
Value
Point
Prediction
0
I predict that the angle the sunlight strike the Earth affects the
length of shadow… a vague prediction.
Prediction Reason
1
…because some areas receive less or more sunlight than others.
Materials
0
Materials are missing a ruler.
Controlled Variable
1
1. …the persons
Manipulated Variable
1
1. At 2:00 p.m…for 3:00 pm, 4:00 pm, 5:00 pm, and 6:00 pm.
Implies change of sunlight. Clarified by drawing.
Responding Variable
0
2…trace the shadow… Does not measure length.
Record Measurements
1
2…trace the shadow of your friend. 3. then record.
Trials are Repeated
0
Trials are not repeated.
Logical Steps
0
Vague responding variable
Total
4
2 Score Points
Annotation
49
What’s Your Angle?
Annotated example of a 1-point response:
7 Plan a new investigation to answer Chris’ new question printed in the box.
In your plan, be sure to include:
 Hypothesis (prediction) of the investigation results
 Materials needed to perform the investigation
 Procedure that includes:





logical steps to perform the investigation
one controlled (kept the same) variable
one manipulated (changed) variable
one responding (dependent) variable
how often measurements should be taken and recorded
Question: How does the angle at which sunlight strikes Earth affect the length of shadows cast
on the ground?
Hypothesis (Prediction): I believe or predict that the more of an angle the more shadow.
Materials: Lamp, Thermometer, stand, clamp, wooden block, black paper
Procedure:
First, you lay the thermometer on the wooden block. Then you cover the lower end of the
thermometer with black paper and attach the paper to the wooden block. Tilt the block so the light
beams at 15º angle. Then turn on the lamp. Measure the tempature at 2.5 minutes and then at 5. Do
this for 6 other angles. Make sure you record them. Keep the lamp at the same distance away for
each trial.
50
What’s Your Angle?
Annotation of the 1-point response:
Investigation
Attributes
Value
Point
Prediction
1
I believe or predict that the more of an angle the more shadow.
Prediction Reason
0
No reason given
Materials
0
Missing ruler and protractor.
Annotation
Inappropriate procedure – Copy of scenario (Note 1a)
Controlled Variable
0
Manipulated Variable
0
Responding Variable
0
Record Measurements
0
Trials are Repeated
0
Logical Steps
0
Total
1
1 Score Points
51
What’s Your Angle?
Annotated example of a 0-point response:
7 Plan a new investigation to answer Chris’ new question printed in the box.
In your plan, be sure to include:
 Hypothesis (prediction) of the investigation results
 Materials needed to perform the investigation
 Procedure that includes:





logical steps to perform the investigation
one controlled (kept the same) variable
one manipulated (changed) variable
one responding (dependent) variable
how often measurements should be taken and recorded
Question: How does the angle at which sunlight strikes Earth affect the length of shadows cast
on the ground?
Hypothesis (Prediction): I predict that it does effect it.
Materials: Requires a sunny day. Yourself. The Sun.
Procedure:
1. Go outside on a sunny day. 2. Try to find where the sun is directly hitting. 3. Stand where you
think it (sun) directly hitting. 4. Stand North and see where your shadow is. 5. STAND EAST,
repeat for South, WEST AND NE, SW, NW, SE 6. Record your data.
52
What’s Your Angle?
Annotation of the 0-point response:
Investigation
Attributes
Value
Point
Prediction
0
I predict that it does effect it. It Rule.
Prediction Reason
0
No prediction reason
Materials
0
Materials are missing a ruler and protractor
Annotation
Inappropriate procedure-Incorrect manipulated variable. Note 1b
Controlled Variable
0
Manipulated Variable
0
Responding Variable
0
Record Measurements
0
Trials are Repeated
0
Logical Steps
0
Total
0
0 Score Points
53
Clean Water?
Scenario Map
Title: Clean Water?
Grade: 8
Description: Students design a system to clean the water from a muddy stream.
Item Description
Grade Level Expectation &
Evidence of Learning Codes
B
I
D
I
3
27%
0
0%
Actual Science WASL = 62 pts.
40%
40%
20%
Explain the scientific
13 concepts/principles relevant to
a human problem.
Cognitive Level
I
Point Total = 11
Explain possible solutions to a
problem.
Extended
Response
D
AP07
c
3.2.4
AP02
b
3.1.2
AP01
a
3.1.1
8
3
73% 27%
12
Short Answer
CH02
c
1.3.2
CH08
a
1.3.8
Multiple Choice
Inquiry
in Science
Identify the balanced and
8 unbalanced forces acting on an
object.
Identify the different sources
9 of matter and energy required
for life processes in animals.
Identify substances using
PR01
a
10 physical and/or chemical
properties.
1.1.1
Describe the effects of human
11 activities on the health of an
ecosystem.
Changes
in Systems
Structure
of Systems
Properties
of Systems
WASL Evidence of Learning
for the Grade Level Expectation
Application
of Science
Systems of Science
Item Type
II
SA
II
4
36%
36%
ER
II
4
36%
I=3pts
II=8pts
I: 25%
19% II: 75%
Note: Points on the WASL are balanced among the Systems of Science with 33% Physical Systems,
33% Earth/Space Systems, and 33% Living Systems.
54
45%
SA
Clean Water?
Directions: Use the following information to answer questions 8 through 13.
Darcie and Matt were hiking in the Cascade Mountains and ran out of clean water. The only water they
could find was from a muddy stream. They designed and built the water cleaner system shown in the
diagram below.
Darcie and Matt used their scientific understanding of the water cycle around them in the design of
their water cleaner system.
Darcie and Matt made their water cleaner system from equipment found in their backpacks. They
poured muddy water into the bottom of a large plastic bowl. They placed a metal cup into the middle
of the muddy water in the plastic bowl. Then they stretched clear plastic wrap over the top of the
plastic bowl. Finally they placed a rock on top of the plastic wrap causing the plastic wrap to sag in
the middle.
Their water cleaner system functioned with the energy input from sunlight.
55
Clean Water?
8 Which force caused the clean water to drop into the metal cup?
o A. Electric
o B. Magnetic
o C. Frictional
o D. Gravitational
Item information
Correct Response:
D
EALR Strand:
Systems of Science: CH Changes in Systems
Grade Level Expectation: CH02 (1.3.2) Forces to Explain Motion
Understand how balanced and unbalanced forces can change the motion of
objects.
Evidence of Learning:
c) Given a description of an appropriate system, items may ask students to
identify or describe the balanced and unbalanced forces acting on an object
(e.g. a model car speeding up on a table is being acted upon by an
unbalanced forward force and a downward gravitational force balanced by
an upward force from the table).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 8
Responses
* correct response
Item 8 Percent Distribution of Responses
School
District
State
A
4.3
B
9.1
C
13.1
*D
73.2
NR
0.3
(No Response)
56
Clean Water?
9 Which of the following statements explains why Darcie and Matt should be more concerned about
running out of water than running out of food?
o A. The human body is able to obtain more nutrients from water than from food.
o B. The human body is able to survive longer without food than without water.
o C. The human body is made up of very little water.
o D. The human body is made up of very little liquid.
Item information
Correct Response:
B
EALR Strand:
Systems of Science: CH Changes in Systems
Grade Level Expectation: CH08 (1.3.8) Life Processes and the Flow of Matter and Energy
Understand how individual organisms, including cells, obtain matter and
energy for life processes.
Evidence of Learning:
a) Given an adequate description of an appropriate system, items may ask
students to identify or describe the different sources of matter and energy
required for life processes in plants and animals (e.g. seeds have energy for
germination, green plants need light for energy).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 9
Responses
* correct response
Item 9 Percent Distribution of Responses
School
District
State
A
8.4
*B
88.7
C
1.7
D
1.0
NR
0.2
(No Response)
57
Clean Water?
10 If Darcie uses filter paper to filter the muddy water, which of the following parts of the muddy
water will remain in the water once the water has been filtered?
o A. Sand
o B. Leaves
o C. Insects
o D. Bacteria
Item information
Correct Response:
D
EALR Strand:
Systems of Science: PR Properties of Systems
Grade Level Expectation: PR01 (1.1.1) Properties of Substances
Understand how to use physical and chemical properties to sort and identify
substances.
Evidence of Learning:
a) Given a description of an appropriate system, items may ask students to
identify, categorize, or describe substances using physical and/or chemical
properties (i.e. boiling point, density, freezing point, mass, acidity (pH),
magnetism, and solubility).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 10
Responses
* correct response
Item 10 Percent Distribution of Responses
School
District
State
A
12.0
B
2.7
C
1.7
*D
83.1
NR
0.4
(No Response)
58
Clean Water?
11
Describe two human activities that could make the stream water muddy.
In your description, be sure to:
 Identify two different human activities that may have made the stream muddy.
 Describe how each activity may have made the stream muddy.
One human activity:
Another human activity:
59
Clean Water?
Item Information
Score Points:
2
EALR Strand:
AP Application of Science
Grade Level Expectations: AP07 (3.2.4) Environmental and Resource Issues
Analyze how human societies’ use of natural resources affects the quality
of life and the health of ecosystems.
Evidence of Learning:
c) Given an adequate description of an appropriate system, items may ask
students to identify, describe, or explain the effects of various human
activities on the health of an ecosystem and/or the ability of organisms to
survive in that ecosystem (e.g. consumption of natural resources; waste
management; urban growth; land use decisions; use of pesticides,
herbicides, or fertilizers).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 11
Score Points
Item 11 Percent Distribution of Score Points
School
District
State
0
31.6
1
32.9
2
30.1
NR
5.4
(No Response)
Mean
1.0 points
60
Clean Water?
Scoring Rubric for Item 11: Human Effect on an Ecosystem
A 2-point response demonstrates the student understands the GLE: Environmental and Resource
Issues AP07c (3.2.4) Analyze how human societies’ use of natural resources affects the quality of
life and the health of ecosystems BY describing the effects of various human activities on the health
of an ecosystem and/or the ability of organisms to survive in that ecosystem (e.g. consumption of
natural resources; waste management; urban growth; land use decisions; use of pesticides,
herbicides, or fertilizers).
The response describes two human activities that could make the stream water muddy by:
Identifying two different human activities that may have made the stream muddy
AND
Describing how each activity may have made the stream muddy.
Example:
Kids might have been on the mountain riding their ATVs and that would tear up the ground, and
then dirt would get into the stream. Also, people could be logging in the area, and when the trees are
removed, the ground is torn up. As a result, there is not enough vegetation to prevent erosion, so
rain would cause a lot of soil to be washed into the stream.
A 1-point response demonstrates the student has partial understanding of the GLE.
The response identifies one different human activity that may have made the stream muddy.
AND
Describes how that activity may have made the stream muddy.
A 0-point response demonstrates the student has little or no understanding of the GLE.
Notes:
1. Bathing or washing clothes is acceptable if the description includes stirring up dirt from the
bottom of the stream, or implies that both processes involve removing dirt from the body/clothes.
2. A response that only identifies the human activity as polluting may not be credited; however,
if a response explains how pollution causes the stream to appear muddy the response may be
credited.
3. An activity alone cannot be credited as a description.
61
Clean Water?
Annotated example of a 2-point response:
11
Describe two human activities that could make the stream water muddy.
In your description, be sure to:
 Identify two different human activities that may have made the stream muddy.
 Describe how each activity may have made the stream muddy.
One human activity: One activity that could make the stream muddy is that humans could step
into the stream and cause mud to fall into the stream wich would make the stream muddy.
Another human activity: Another activity is that when people build around the stream like a bridge
to cross over. The construction would cause mud to get into the water and make it muddy.
Annotation
One human activity: “ ...humans could step into the stream and cause mud to fall
into the stream...”
Another human activity: “ ...people build around the stream like a bridge to
cross over. The construction would cause mud to get into the water...”
62
Clean Water?
Annotated example of a 1-point response:
11
Describe two human activities that could make the stream water muddy.
In your description, be sure to:
 Identify two different human activities that may have made the stream muddy.
 Describe how each activity may have made the stream muddy.
One human activity: One human activity is people walking thru. Muddy shoes made the stream
dirty and Muddy.
Another human activity: Also another is by animals. The animals could of maybe walked in it or
lookin for fish. Also maybe playing.
Annotation
One human activity: “...people walking thru. Muddy shoes made the stream dirty
and muday.”
Another human activity: Animal activity not credited.
63
Clean Water?
Annotated example of a 0-point response:
11
Describe two human activities that could make the stream water muddy.
In your description, be sure to:
 Identify two different human activities that may have made the stream muddy.
 Describe how each activity may have made the stream muddy.
One human activity: The mud comes up from the bottom and spreads out and get the stream
muddy.
Another human activity: The fish in the stream. The fish pick up mud and dirt and then swim and
it trakes around.
Annotation
One human activity: “...mud comes up from the bottom and spreads out...” Not a
human activity.
Another human activity: “The fish pick up mud and dirt...” Not a human
activity.
64
Clean Water?
12
Darcie and Matt realized that their Water Cleaner System was not cleaning as much
water as they needed. They decided to redesign their water cleaner system to produce
clean water faster than the original. They had the following four items available to use in
their redesign:
 large pieces of aluminum foil
 metal pot
 large, black plastic bag
 white towel
Use one or more of the materials listed to redesign the original Water Cleaner System.
You may also use any of the original materials.
Be sure to:
 Describe how you would use the material(s) to redesign the original Water
Cleaner System.
 Explain how your redesign would clean water faster than the original Water
Cleaner System.
Use words, labeled pictures, and/or labeled diagrams in your response.
65
Clean Water?
Item Information
Score Points:
2
EALR Strand:
AP Application of Science
Grade Level Expectations: AP02 (3.1.2) Designing and Testing Solutions
Apply a scientific design process to develop and implement solutions to
problems or challenges.
Evidence of Learning:
b) Given a common, straightforward problem(s), items may ask students
to identify, describe, or explain possible solutions to a problem (e.g. use
pulleys instead of levers to lift a heavy object).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 12
Score Points
Item 12 Percent Distribution of Score Points
School
District
State
0
46.3
1
24.2
2
21.8
NR
7.7
(No Response)
Mean
0.7 points
65
Clean Water?
Scoring Rubric for Item 12: Redesign of a Solution
A 2-point response demonstrates the student understands the GLE: Designing and Testing Solutions
AP02b (3.1.2) Apply a scientific design process to develop and implement solutions to problems or
challenges BY explaining possible solutions to a problem (e.g. use pulleys instead of levers to lift a
heavy object).
The response uses one or more of the materials listed (along with any of the original materials) to
redesign the original Water Cleaner System by:
Describing how the material(s) would be used to redesign the original Water Cleaner System
AND
Explaining how the redesign would clean water faster than the original Water Cleaner System.
Example:
Set the whole Water Cleaner System onto the aluminum foil. The reflected sunlight would increase
the temperature of the muddy water and air inside the Water Cleaner System, so water will
evaporate much faster.
A 1-point response demonstrates the student has partial understanding of the GLE.
The response describes how the material(s) would be used to redesign the original Water Cleaner
System, but the explanation of how the redesign would clean water faster than the original Water
Cleaner System is incomplete, vague, or shows some misconception of the scientific concepts being
applied.
OR
The response explains how the redesign would clean water faster than the original Water Cleaner
System, but does not provide enough design details to get credit for the redesign of the original
Water Cleaner System.
A 0-point response demonstrates the student has little or no understanding of the GLE.
Notes:
1. Responses using materials other than those in the scenario and/or in the list (e.g. fire, tape) may
not be credited.
2. Responses may use increased temperature (e.g. warmer, hotter, more heat) to imply faster.
3. Responses which create a new type of system (e.g. a filtration system, boiling water) may not
be credited.
66
Clean Water?
Annotated example of a 2-point response:
12 Darcie and Matt realized that their Water Cleaner System was not cleaning as much water as
they needed. They decided to redesign their water cleaner system to produce clean water
faster than the original. They had the following four items available to use in their redesign:
 large piece of aluminum foil
 metal pot
 large, black plastic bag
 white towel
Use one or more of the materials listed to redesign the original Water Cleaner System. You may
also use any of the original materials.
Be sure to:
 Describe how you would use the material(s) to redesign the original Water Cleaner System.
 Explain how your redesign would clean water faster than the original Water Cleaner System.
I would use the large piece of aluminum foil to add to the water cleaner system. The foil could reflect
off the sunlight onto the muddy water making it evaporate into clean water twice as fast.
Annotations
How to redesign: I would use the large piece of aluminum foil to add to the water
cleaner system. The foil could reflect off the sunlight onto the muddy water…
How design cleans water faster: …making it (water) evaporate into clean water
twice as fast.
67
Clean Water?
Annotated example of a 1-point response:
12 Darcie and Matt realized that their Water Cleaner System was not cleaning as much water as
they needed. They decided to redesign their water cleaner system to produce clean water
faster than the original. They had the following four items available to use in their redesign:
 large piece of aluminum foil
 metal pot
 large, black plastic bag
 white towel
Use one or more of the materials listed to redesign the original Water Cleaner System. You may
also use any of the original materials.
Be sure to:
 Describe how you would use the material(s) to redesign the original Water Cleaner System.
 Explain how your redesign would clean water faster than the original Water Cleaner System.
Use the pot and put water in it and put the large piece of aluminum foil on top of the pot with water
in it and leave it out in the sun.
Annotation
How to redesign: Use the pot and put water in it (the pot) and put the large piece
of aluminum foil on top of the pot...
How design cleans water faster: ...leave it (the pot) out in the sun... Explanation
does not indicate a faster water cleaning system.
68
Clean Water?
Annotated example of a 0-point response:
12 Darcie and Matt realized that their Water Cleaner System was not cleaning as much water as
they needed. They decided to redesign their water cleaner system to produce clean water
faster than the original. They had the following four items available to use in their redesign:
 large piece of aluminum foil
 metal pot
 large, black plastic bag
 white towel
Use one or more of the materials listed to redesign the original Water Cleaner System. You may
also use any of the original materials.
Be sure to:
 Describe how you would use the material(s) to redesign the original Water Cleaner System.
 Explain how your redesign would clean water faster than the original Water Cleaner System.
They could use the aluminum foil & metal pot because it would probably be faster and
would clean more better.
Annotation
How to redesign: They could use the aluminum foil and metal pot... Diagram is
too vague to credit.
How design cleans water faster: ...faster and would clean more better... Vague
69
Clean Water?
13
Darcie and Matt used their scientific understanding of the water cycle around them in the design
of their Water Cleaner System. Four processes that are part of the water cycle are listed below:
1.
2.
3.
4.
Condensation
Evaporation
Precipitation
Collection
Explain how Darcie and Matt used each of these four water cycle processes in the design of their
Water Cleaner System.
In your explanation, be sure to:
 Identify a specific location in the Water Cleaner System that models each of the four water
cycle processes listed above.
 Describe how each of the four water cycle processes is used in the design of their Water
Cleaner System.
 Describe how each process occurs in the environment around Darcie and Matt.
You may use words, labeled pictures, and/or labeled diagrams on the diagram below.
How does the design use condensation?
How does condensation happen in the environment?
70
Clean Water?
How does the design use evaporation?
How does evaporation happen in the environment?
How does the design use precipitation?
How does precipitation happen in the environment?
How does the design use collection?
How does collection happen in the environment?
71
Clean Water?
Item Information
Score Points:
4
EALR Strand:
AP Application of Science
Grade Level Expectations: AP01 (3.1.1) Identifying Problems
Analyze common problems or challenges in which scientific design can be
or has been used to design solutions.
Evidence of Learning:
a) Given a human problem or challenge, items may ask students to
identify, describe, or explain the scientific concepts/principles relevant to
a human problem (e.g. understanding the process of erosion can be
relevant to flooding problems).
Performance Data
Use the space below to fill in student performance information for your school and district.
Item 13
Score Points
Item 13 Percent Distribution of Score Points
School
District
State
0
19.6
1
30.1
2
24.7
3
14.0
4
4.9
NR
6.7
(No Response)
Mean
1.5 points
72
Clean Water?
Scoring Rubric for Item 13: Scientific Concepts Used in a Solution
Value
Points
Performance Description
A 4-point response demonstrates the student understands the GLE: Identifying Problems
AP01a (3.1.1) Analyze common problems or challenges in which scientific design can be
or has been used to design solutions BY explaining the scientific concepts/principles
relevant to a human problem (e.g. understanding the process of erosion can be relevant to
flooding problems)
7–8
A 3-point response demonstrates the student partially understands the GLE.
5–6
A 2-point response demonstrates the student has limited understanding of the GLE.
3–4
A 1-point response demonstrates the student has very little understanding of the GLE.
1–2
A 0-point response demonstrates the student has almost no understanding of the GLE.
0
Attributes for Awarding Value Points
Attribute
Condensation in the
Design
Description of Attribute & Possible Correct Responses
Describes how the design uses condensation, including at least the
specific location(s): Water in the air comes together in drops on
the plastic wrap.
Value
Point
1
Attribute note: Responses indicating that muddy water condenses may not be
credited.
Condensation in the
Environment
Describes the process of condensation: Water in the air condenses
into clouds or fog. OR Water in the air condenses on surfaces like
grass.
1
Evaporation in the
Design
Describes how the design uses evaporation, including at least the
specific location(s): The clean water evaporates out of the muddy
water into the air above.
1
Evaporation in the
Environment
Describes the process of evaporation: Sunlight/heat energy causes
evaporation of surface water which then rises into the air.
1
Attribute note: A description using the word evaporates must include additional
information (e.g. sun’s energy, going up, rising).
73
Clean Water?
Scoring Rubric for Item 13: Scientific Concepts Used in a Solution (continued)
Attributes for Awarding Value Points (continued)
Attribute
Description of Attribute & Possible Correct Responses
Value
Point
Precipitation in the
Design
Describes how the design uses precipitation, including at least the
specific location(s): Water droplets on the plastic wrap fall into
the metal cup.
1
Precipitation in the
Environment
Describes the process of precipitation: When water droplets in
clouds get large/heavy enough, the drops fall as rain.
1
Attribute note: Responses that only identify types of precipitation (e.g. rain,
snow) cannot be credited:
Collection in the
Design
Describes how the design uses collection, including at least the
specific location(s): Water collects in the metal cup.
1
Collection in the
Environment
Describes the process of collection, identifying at least the
location(s) in the environment where collection occurs: Water
collects in rivers, lakes, aquifers, oceans, etc.
1
Total Points
8
Notes:
1. The word water alone may be interpreted to refer to water in any state (e.g. liquid water or water
vapor).
2. Responses to the water cycle in the environment may start at any point in the water cycle in the
description; however, the response must end at the part of the water cycle in question. For
example, in describing evaporation the response may start with collection and continue through
evaporation. Responses that are unclear as to which stage of the water cycle is being described
may not be credited.
3. For evaporation and condensation in the environment, a point may be credited if the response
includes a correct phase change.
74
Clean Water?
Performance Data for Item 13 Scientific Concepts Used in a Solution Attributes
Use the space below to fill in student performance information for your school and district.
Item 13 Percent Distribution of Value Points
Item 13 Value Point Attributes
School
District
State
Condensation in the design
20.7
Condensation in the environment
15.9
Evaporation in the design
21.2
Evaporation in the environment
35.3
Precipitation in the design
39.9
Precipitation in the environment
14.7
Collection in the design
51.9
Collection in the environment
41.6
75
Clean Water?
Annotated example of a 4-point response:
13
Darcie and Matt used their scientific understanding of the water cycle around them in the design
of their Water Cleaner System. Four processes that are part of the water cycle are listed below:
1. Condensation
2. Evaporation
3. Precipitation
4. Collection
Explain how Darcie and Matt used each of these four water cycle processes in the design of their
Water Cleaner System.
In your explanation, be sure to:
 Identify a specific location in the Water Cleaner System that models each of the four water
cycle processes listed above.
 Describe how each of the four water cycle processes is used in the design of their Water
Cleaner System.
 Describe how each process occurs in the environment around Darcie and Matt.
How does the design use condensation? Condensation in this design is the water that collects on
the plastic wrap.
How does condensation happen in the environment? Condensation in the enviroment is the
moisture that collects in clouds.
How does the design use evaporation? This design uses evaporation because the water evaporates
from the muddy water.
How does evaporation happen in the environment? Evaporation happens in the enviroment when
water is heated and rises.
How does the design use precipitation? This design uses precipitation when the water falls it is
precipitation.
How does precipitation happen in the environment? Precipitation happens in the enviroment
when moisture collected in clouds falls.
How does the design use collection? This design uses collection when the water is collected in the
cup.
How does collection happen in the environment? Collection happens in the enviroment when
water collets in oceans or lakes.
76
Clean Water?
Annotation of the 4-point response:
Attributes
Value
Point
How condensation
is used
1
… the water that collects on the plastic wrap.
Condensation in
the environment
1
… the moisture that collects in clouds.
How evaporation
is used
1
… the water evaporates from the muddy water.
Evaporation in the
environment
1
… water is heated and rises.
How precipitation
is used
0
… when the water falls it (water) is precipitation. (No location
identified.)
Precipitation in
the environment
1
…when moisture collected in clouds falls.
How collection
is used
1
… when the water is collected in the cup.
Collection in
the environment
1
… when water collects in oceans or lakes.
Total
7
Annotation
4 Score Point
77
Clean Water?
Annotated example of a 3-point response:
13
Darcie and Matt used their scientific understanding of the water cycle around them in the design
of their Water Cleaner System. Four processes that are part of the water cycle are listed below:
1.
2.
3.
4.
Condensation
Evaporation
Precipitation
Collection
Explain how Darcie and Matt used each of these four water cycle processes in the design of their
Water Cleaner System.
In your explanation, be sure to:
 Identify a specific location in the Water Cleaner System that models each of the four water
cycle processes listed above.
 Describe how each of the four water cycle processes is used in the design of their Water
Cleaner System.
 Describe how each process occurs in the environment around Darcie and Matt.
How does the design use condensation? The water condenses on the plastic wrap.
How does condensation happen in the environment? The water condenses in clouds.
How does the design use evaporation? The sun heats up the water and the water turns into steam
and rises.
How does evaporation happen in the environment? The sun heats up the water and it turns into
water vapor and rises.
How does the design use precipitation? The water drips off the plastic wrap into the cup.
How does precipitation happen in the environment? Water drips of clouds. This is called rain.
How does the design use collection? The water collects in the cup.
How does collection happen in the environment? Water collects in ponds and lakes and streams
and rivers.
78
Clean Water?
Annotation of the 3-point response:
Attributes
Value
Point
How condensation
is used
1
The water condenses on the plastic wrap.
Condensation in
the environment
0
The water condenses in clouds. No process described.
How evaporation
is used
0
The sun heats up the water and the water turns into steam and
rises. No location.
Evaporation in the
environment
1
The sun heats up the water and it (the water) turns into water
vapor and rises.
How precipitation
is used
1
The water drips off the plastic wrap into the cup.
Precipitation in
the environment
0
Water drips of clouds. Incorrect.
How collection
is used
1
The water collects in the cup.
Collection in
the environment
1
Water collects in ponds and lakes and streams and rivers.
Total
5
Annotation
3 Score Point
79
Clean Water?
Annotated example of a 2-point response:
13 Darcie and Matt used their scientific understanding of the water cycle around them in the design
of their Water Cleaner System. Four processes that are part of the water cycle are listed below:
1.
2.
3.
4.
Condensation
Evaporation
Precipitation
Collection
Explain how Darcie and Matt used each of these four water cycle processes in the design of their
Water Cleaner System.
In your explanation, be sure to:
 Identify a specific location in the Water Cleaner System that models each of the four water
cycle processes listed above.
 Describe how each of the four water cycle processes is used in the design of their Water
Cleaner System.
 Describe how each process occurs in the environment around Darcie and Matt.
How does the design use condensation? Is the muddy water.
How does condensation happen in the environment? polution from humans.
How does the design use evaporation? Evaporation is when the water vapor rises leaving the
mud behind.
How does evaporation happen in the environment? from oceans warming up and evaporating
How does the design use precipitation? When the water vapor clings to the plastec wrap at
the top.
How does precipitation happen in the environment? When water particles form clouds.
How does the design use collection? When the water falls into the metal can and “collects” in
the can.
How does collection happen in the environment? When it rains water collects in lakes, streams,
rivers and the ocean.
80
Clean Water?
Annotation of the 2-point response:
Attributes
Value
Point
How condensation
is used
0
Incorrect.
Condensation in
the environment
0
Incorrect.
How evaporation
is used
1
Evaporation is when the water vapor rises leaving the mud
behind.
Evaporation in the
environment
1
From oceans warming up and evaporating
How precipitation
is used
0
Incorrect.
Precipitation in
the environment
0
Incorrect.
How collection
is used
1
… water falls into the metal can and “collects” in the can.
Collection in
the environment
1
… rains water collects in lakes stream, rivers, and the ocean.
Total
4
Annotation
2 Score Point
81
Clean Water?
Annotated example of a 1-point response:
13
Darcie and Matt used their scientific understanding of the water cycle around them in the design
of their Water Cleaner System. Four processes that are part of the water cycle are listed below:
1.
2.
3.
4.
Condensation
Evaporation
Precipitation
Collection
Explain how Darcie and Matt used each of these four water cycle processes in the design of their
Water Cleaner System.
In your explanation, be sure to:
 Identify a specific location in the Water Cleaner System that models each of the four water
cycle processes listed above.
 Describe how each of the four water cycle processes is used in the design of their Water
Cleaner System.
 Describe how each process occurs in the environment around Darcie and Matt.
How does the design use condensation? The condensation causes then clean water to form
and fall.
How does condensation happen in the environment? The evaporated water hits things and drips.
How does the design use evaporation? The muddy water hits the plastic as it evaporates
How does evaporation happen in the environment? As sun hits water it evaporates and becomes
clouds.
How does the design use precipitation? The drips of evaporated water falls.
How does precipitation happen in the environment? Rain or snow, or hail.
How does the design use collection? The precipitated water falls in the metal cup.
How does collection happen in the environment? The precipitated water falls in pools, lakes
or ponds.
82
Clean Water?
Annotation of the 1-point response:
Attributes
Value
Point
How condensation
is used
0
Note 2.
Condensation in
the environment
0
The evaporated water hits things and drips Too vague to credit.
How evaporation
is used
0
The muddy water hits the plastic as it (muddy water) evaporates.
Incorrect.
Evaporation in the
environment
0
As sun hits water it (water) evaporates and becomes clouds.
Describes condensation, see Note 2.
How precipitation
is used
0
The drips of evaporated water falls. Incorrect reference to
evaporated water
Precipitation in
the environment
0
Only identifies types of precipitation
How collection
is used
1
The precipitated water falls in the metal cup.
Collection in
the environment
1
The precipitated water falls in pools, lakes or ponds.
Total
2
Annotation
1 Score Point
83
Clean Water?
Annotated example of a 0-point response:
13
Darcie and Matt used their scientific understanding of the water cycle around them in the design
of their Water Cleaner System. Four processes that are part of the water cycle are listed below:
1.
2.
3.
4.
Condensation
Evaporation
Precipitation
Collection
Explain how Darcie and Matt used each of these four water cycle processes in the design of their
Water Cleaner System.
In your explanation, be sure to:
 Identify a specific location in the Water Cleaner System that models each of the four water
cycle processes listed above.
 Describe how each of the four water cycle processes is used in the design of their Water
Cleaner System.
 Describe how each process occurs in the environment around Darcie and Matt.
How does the design use condensation? It’s holding it up because of the plastic wrap.
How does condensation happen in the environment? The rock stays on top and the water is
holding it up.
How does the design use evaporation? They put a lot of stuff to make the durt stay away.
How does evaporation happen in the environment? It picks up the rock that is on top of the bowl.
How does the design use precipitation? By holding the rock up.
How does precipitation happen in the environment? the metal cup is pushing presure for the
rock to stay up.
How does the design use collection? By using a metal cup a bow, cup and plastic wrap, and a
rock.
How does collection happen in the environment? It holds the rock up.
84
Clean Water?
Annotation of the 0-point response:
Attributes
Value
Point
How condensation
is used
0
Incorrect.
Condensation in
the environment
0
Incorrect.
How evaporation
is used
0
Incorrect.
Evaporation in the
environment
0
Incorrect.
How precipitation
is used
0
Incorrect.
Precipitation in
the environment
0
Incorrect.
How collection
is used
0
Incorrect.
Collection in
the environment
0
Incorrect.
Total
0
Annotation
0 Score Point
85