Figure 1

							                                               Figure 1
The picture below shows a pond ecosystem. Use this picture and what you know about the things
in it to answer the questions in this section.
Question 1 refers to Figure 1


1. Each of the animals in the pond needs food. What are two things that the animals get from their food
   that keep them alive?




Question 2 refers to Figure 1


2. In the pond, small fish eat algae. What two predators might eat the small fish in the pond system?




Question 3 refers to Figure 1


3. You will now finish a diagram of a food web in the pond. The food web shows what eats what in the
   pond system. Draw arrows in the diagram below from each living thing to the things that eat it. (The
   first arrow is drawn for you.)




Question 4 refers to Figure 1
4. Tell why it is important for dead animals and plants in the pond system to be broken down.




Question 5 refers to Figure 1


5. Suppose that one spring a new type of large fish was put into the pond. So many were put in that
   there were twice as many fish as before. By the end of the summer, what would happen to the large
   fish that were already in the pond?

  Explain why you think these new large fish would have this effect.




Question 6 refers to Figure 1


6. If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to the
   algae in the pond system after one month? Why do you think the fertilizer would affect the algae this
   way?
7. You are going to the park on a hot day and need to take some water with you. You have three
   different bottles, as shown in the picture below. You want to choose the bottle that will hold the most
   water. Explain how you can find out which bottle holds the most water.
8. Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
   often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
   big landfills are getting full and may have to be closed.

  Here are some ideas for solving the garbage problem. Write what you think is a good point about
  each idea and what you think is a bad point about each idea.




              Ideas for Solving
                  Garbage
                  Problem
                                             Good Points                   Bad Points



           Recycling




           Burning garbage




           Dumping garbage in
           the ocean




           Sending garbage to a
           landfill in another state




           Shipping garbage to
           outer space
9. Think about where rain comes from and explain why the Earth never runs out of rain.
One hot, sunny day Sally left two buckets of water out in the sun. The two buckets were the same
except that one was black and one was white. At the end of the day, Sally noticed that the water in the
black bucket felt warmer than the water in the white bucket.

Sally wondered why this happened, so the next day she left the buckets of water out in the hot sun
again. She made sure that there was the same amount of water in each bucket. This time she carefully
measured the temperature of the water in both buckets at the beginning of the day and at the end of
the day. The pictures below show what Sally found.




10. How does the experiment help explain why people often choose to wear white clothes in hot
    weather?
11. Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to do?

   (A) Stay in the water

   (B) Stand under a tree

   (C) Go into a building

   (D) Dry off and stand by the water

   From what you have learned in science, explain why your choice is the safest.




12. The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth
    table.

   What will happen to magnet 2?




   Why will this happen?
13. Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and the
    ice cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and the ice
    cube had melted. Draw an arrow on Diagram B below to show the weight of the jar and melted ice
    cube.




   Explain why the weight did or did not change.
14. Omar and Norma are planning to go on a picnic today. They look out of the window and see some
    high, thin clouds. Is it likely it will rain on their picnic today?

   (A) Yes

   (B) No

   Explain your answer.
1.
Scoring Guide

Score & Description
 Complete
 Student demonstrates an understanding that living things require energy and raw materials to
 sustain them by naming two things animals need from their food. Response consists of one of the
 following:

     a. Response states that animals get both energy and nutrients.
     b. Response states that animals get energy and names one specific nutrient.
     c. Response names two specific nutrients.

 Examples of specific nutrients include proteins, carbohydrates, lipids, vitamins, and minerals.

 Partial
 Student response names one thing animals need from their food. Response consists of one of the
 following:

     a. Response states that animals get energy.
     b. Response states that animals get nutrients and names one specific nutrient.
     c. Response names one specific nutrient.


 Unsatisfactory/Incorrect
 Student response provides no reasonable answer about what animals get from their food.
 Response may state that animals get nutrients from their food without naming a specific nutrient, or
 may give examples of different types of food the animals eat.

  Complete - Student Response
 Each of the animals in the pond needs food. What are two things that the animals get from their food
 that keep them alive?




 Scorer Comments:
 Student response provides two things that animals need from their food: energy and nutrients.

. Each of the animals in the pond needs food. What are two things that the animals get from their food
  that keep them alive?
 Scorer Comments:
 Student response provides two specific nutrients that animals need from their food: vitamins and
 minerals.

  Partial - Student Response
 Each of the animals in the pond needs food. What are two things that the animals get from their food
 that keep them alive?




 Scorer Comments:
 Student response provides one thing that animals need from their food: energy.Student also names
 water; however, most animals do not get their water from the food they eat.

. Each of the animals in the pond needs food. What are two things that the animals get from their food
  that keep them alive?




 Scorer Comments:
 Student response provides one thing animals need from their food: nutrients; student also names a
 specific nutrient.

 Unsatisfactory/Incorrect - Student Response
 Each of the animals in the pond needs food. What are two things that the animals get from their food
 that keep them alive?




 Scorer Comments:
 Student response names some types of food animals may eat, but does not state what they get from
 such foods.

. Each of the animals in the pond needs food. What are two things that the animals get from their food
  that keep them alive?




 Scorer Comments:
 Student response names elements that are breathed in, not nutrients that animals get from their food.
2.
Scoring Guide

Score & Description
 Complete
 Student demonstrates an understanding of the role of "predator" in a food web by correctly
 identifying animals that eat the small fish: the heron and the large fish.

 Partial
 Student response states the heron OR the large fish, possibly naming one additional incorrect
 animal.

 Unsatisfactory/Incorrect
 Student provides no reasonable response, names an organism that is not a predator, or gives 3
 answers or more.

  Complete - Student Response
 In the pond, small fish eat algae. What two predators might eat the small fish in the pond system?




 Scorer Comments:
 Student response correctly identifies two animals that eat the small fish: the large fish and the heron.

. In the pond, small fish eat algae. What two predators might eat the small fish in the pond system?




 Scorer Comments:
 Student response correctly identifies two animals that eat the small fish: the large fish and the bird.
 "Bird" is taken to mean the heron, since the heron is the only bird in the picture.

  Partial - Student Response
 In the pond, small fish eat algae. What two predators might eat the small fish in the pond system?
 Scorer Comments:
 Student response correctly identifies one animal that eats the small fish: the heron.

. In the pond, small fish eat algae. What two predators might eat the small fish in the pond system?




 Scorer Comments:
 Student response correctly identifies one animal that eats the small fish: the large fish. An incorrect
 organism, the frog, is also named.

  Unsatisfactory/Incorrect - Student Response
 In the pond, small fish eat algae. What two predators might eat the small fish in the pond system?




 Scorer Comments:
 Student response names an animal that the small fish might eat instead of naming an animal that
 might eat the small fish.

. In the pond, small fish eat algae. What two predators might eat the small fish in the pond system?
Scorer Comments:
Student response names three animals: the heron, the large fish, and the frog.
3.
Scoring Guide

Score & Description
 Complete
 Student demonstrates a thorough understanding of the relationships in the food web by drawing in
 4 correct arrows and no incorrect arrows.

 Credited responses include:

    Frog eats insect - arrow from insect to frog
    Frog eats algae - arrow from algae to frog (a juvenile frog eats algae)
    Insect eats algae - arrow from algae to insect
    Small fish eats insect - arrow from insect to small fish

 Partial
 Student demonstrates some understanding of the relationships in the food web by drawing in 1, 2
 or 3 correct arrows and no incorrect arrows.

 Unsatisfactory/Incorrect
 Student demonstrates little or no understanding of the relationships in the food web by drawing all
 incorrect arrows, or both correct and incorrect arrows.

  Complete - Student Response
 You will now finish a diagram of a food web in the pond. The food web shows what eats what in the
 pond system. Draw arrows in the diagram below from each living thing to the things that eat it. (The
 first arrow is drawn for you.)




 Scorer Comments:
 Student response shows four correct arrows and no incorrect arrows.

. You will now finish a diagram of a food web in the pond. The food web shows what eats what in the
  pond system. Draw arrows in the diagram below from each living thing to the things that eat it. (The
 first arrow is drawn for you.)




 Scorer Comments:
 Student response shows four correct arrows and no incorrect arrows.

  Partial - Student Response
 You will now finish a diagram of a food web in the pond. The food web shows what eats what in the
 pond system. Draw arrows in the diagram below from each living thing to the things that eat it. (The
 first arrow is drawn for you.)




 Scorer Comments:
 Student response shows two correct arrows and no incorrect arrows.

. You will now finish a diagram of a food web in the pond. The food web shows what eats what in the
  pond system. Draw arrows in the diagram below from each living thing to the things that eat it. (The
  first arrow is drawn for you.)
 Scorer Comments:
 Student response shows one correct arrow and no incorrect arrows.

  Unsatisfactory/Incorrect - Student Response
 You will now finish a diagram of a food web in the pond. The food web shows what eats what in the
 pond system. Draw arrows in the diagram below from each living thing to the things that eat it. (The
 first arrow is drawn for you.)




 Scorer Comments:
 Student response shows one incorrect arrow only.

. You will now finish a diagram of a food web in the pond. The food web shows what eats what in the
  pond system. Draw arrows in the diagram below from each living thing to the things that eat it. (The
  first arrow is drawn for you.)
Scorer Comments:
Student response shows one correct arrow (frog eats insect), and two incorrect arrows.
4.
Scoring Guide

Score & Description
 Complete
 Student response demonstrates an understanding of the importance of decomposition in the pond
 ecosystem.

 Credited responses include:

     a. Release of nutrients for other organisms.
     b. The soil is fertilized.
     c. Food is provided to plants.


 Partial
 Student response demonstrates some understanding of the importance of decomposition.

 Credited responses include:

     a. Decomposition is part of the food chain.
     b. Keep pond from filling up with dead stuff.
     c. Food is provided to animals.


 Unsatisfactory/Incorrect
 Student response demonstrates a lack of understanding of the importance of decomposition.

 Complete - Student Response
 Tell why it is important for dead animals and plants in the pond system to be broken down.




 Scorer Comments:
 Student response explains the process of decomposition by mentioning that broken down animals
 and plants provide nutrients for plants.

. Tell why it is important for dead animals and plants in the pond system to be broken down.
 Scorer Comments:
 Student response explains the process of decomposition by mentioning that broken down animals
 and plants enrich the soil.

 Partial - Student Response
 Tell why it is important for dead animals and plants in the pond system to be broken down.




 Scorer Comments:
 Student response mentions that the breaking down of dead things keeps them from crowding the
 pond, but does not explain that the process adds nutrients to the pond ecosystem.

. Tell why it is important for dead animals and plants in the pond system to be broken down.




 Scorer Comments:
 Student response mentions that the breaking down of dead things helps plants grow, but does not
 explain that the plants receive nutrients from the process. The response also describes two steps
 along the food chain.
 Unsatisfactory/Incorrect - Student Response
 Tell why it is important for dead animals and plants in the pond system to be broken down.




 Scorer Comments:
 Student response states that, without the breaking down of dead things, other animals would die, but
 does not explain why.

. Tell why it is important for dead animals and plants in the pond system to be broken down.




 Scorer Comments:
 Student response demonstrates lack of understanding of decomposition by not recognizing that
 rotting and decomposition are synonymous.
5.
Scoring Guide

Score & Description
 Complete
 Student provides a response showing clear understanding of competition and its effect on
 population.

 Partial
 Student provides a response that shows an understanding of competition, but not of the
 consequences.
 OR
 Student provides a response that shows a reasonable consequence and gives a plausible reason
 not based on competition.

 Unsatisfactory/Incorrect
 Student provides a response that shows no understanding of the concept of interspecific
 competition, answering that there will be more of the large fish already in the pond, or that the two
 kinds of fish would be friends, etc.
 OR
 Student responds that one type of fish would die and gives no reason or an implausible reason.

  Complete - Student Response
 Suppose that one spring a new type of large fish was put into the pond. So many were put in that
 there were twice as many fish as before. By the end of the summer, what would happen to the large
 fish that were already in the pond?

 Explain why you think these new large fish would have this effect.




 Scorer Comments:
 Student response mentions competition for food and the effect of probable reduction of population.

. Suppose that one spring a new type of large fish was put into the pond. So many were put in that
  there were twice as many fish as before. By the end of the summer, what would happen to the large
  fish that were already in the pond?

 Explain why you think these new large fish would have this effect.
 Scorer Comments:
 Student response implies that when there is no competition for food, the population will remain.

  Partial - Student Response
 Suppose that one spring a new type of large fish was put into the pond. So many were put in that
 there were twice as many fish as before. By the end of the summer, what would happen to the large
 fish that were already in the pond?

 Explain why you think these new large fish would have this effect.




 Scorer Comments:
 Student response provides a valid consequence to the population, but provides no specific reference
 to competition.

. Suppose that one spring a new type of large fish was put into the pond. So many were put in that
  there were twice as many fish as before. By the end of the summer, what would happen to the large
  fish that were already in the pond?

 Explain why you think these new large fish would have this effect.




 Scorer Comments:
 Student response mentions competition for space, but does not mention consequence to the
 population.

  Unsatisfactory/Incorrect - Student Response
 Suppose that one spring a new type of large fish was put into the pond. So many were put in that
 there were twice as many fish as before. By the end of the summer, what would happen to the large
 fish that were already in the pond?

 Explain why you think these new large fish would have this effect.




 Scorer Comments:
 Student response shows no understanding of competition, stating that the large fish might eat each
 other.

. Suppose that one spring a new type of large fish was put into the pond. So many were put in that
  there were twice as many fish as before. By the end of the summer, what would happen to the large
  fish that were already in the pond?

 Explain why you think these new large fish would have this effect.




 Scorer Comments:
 Student response provides an explanation that is not related to competition and cannot be construed
 from the information given in the question.
6.
Scoring Guide

Score & Description
 Complete
 Student response correctly states that the amount of algae would increase, and explains that the
 fertilizer nourishes the algae.

 Partial
 Student correctly responds that the amount of algae would increase or grow more, but provides an
 inadequate, incorrect, or no explanation.

 Unsatisfactory/Incorrect
 Response shows no understanding of the effects of fertilizer on algae growth.

  Complete - Student Response
 If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to the
 algae in the pond system after one month? Why do you think the fertilizer would affect the algae this
 way?




 Scorer Comments:
 Student response correctly predicts that the algae would grow, and explains that the fertilizer
 provides minerals to the algae.

. If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to the
  algae in the pond system after one month? Why do you think the fertilizer would affect the algae this
  way?




 Scorer Comments:
 Student response correctly predicts that the algae would grow, and recognizes that the algae is a
 plant that the fertilizer helps grow.

  Partial - Student Response
 If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to the
 algae in the pond system after one month? Why do you think the fertilizer would affect the algae this
 way?




 Scorer Comments:
 Student response correctly predicts that the algae would grow, but provides no explanation.

. If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to the
  algae in the pond system after one month? Why do you think the fertilizer would affect the algae this
  way?




 Scorer Comments:
 Student response correctly predicts that the algae would grow, and provides a vague explanation
 stating that the fertilizer helps the algae grow.

  Unsatisfactory/Incorrect - Student Response
 If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to the
 algae in the pond system after one month? Why do you think the fertilizer would affect the algae this
 way?
 Scorer Comments:
 Student response makes an incorrect prediction and explanation, stating that the fertilizer would
 literally cover the algae.

. If a rainstorm washed some fertilizer from a nearby field into the pond, what would happen to the
  algae in the pond system after one month? Why do you think the fertilizer would affect the algae this
  way?




 Scorer Comments:
 Student response makes an incorrect prediction and explanation, stating that the algae is killed by
 the fertilizer.
7.
Scoring Guide

Score & Description
 Complete
 Student demonstrates an understanding of how to measure and compare the volumes of three
 different bottles by outlining a method for finding which bottle holds the most water.

     a. The bottles are filled with water and the water is measured in a graduated cylinder,
        measuring cup, or other measuring device to see which bottle holds the most water.
     b. Using a displacement method, each bottle is filled with water. Then placing each bottle into
        a measured volume of water, the amount of displaced water is measured. The bottle
        displacing the most water has the greatest volume.
     c. Filling one bottle with water and pouring it into the other bottles, the one that holds the most
        water can be determined.
     d. Weighing the bottles with and without water, the bottle that holds the greatest weight in
        water can be determined.
     e. Student fills each bottle at the same constant rate to determine which takes longest to fill.


 Partial
 Student demonstrates some understanding, but does not state a specific method.

     a. Water is put in the bottles and then measured (weighed, checked).
     b. Student fills each bottle to determine which takes longest to fill, without mentioning that
        they are filled at a constant rate.


 Unsatisfactory/Incorrect
 Student response is based on the shape or height of the bottle, not on its volume. Student may also
 compare the time required to pour water out of each bottle.

 Complete - Student Response
 You are going to the park on a hot day and need to take some water with you. You have three
 different bottles, as shown in the picture below. You want to choose the bottle that will hold the most
 water. Explain how you can find out which bottle holds the most water.
 Scorer Comments:
 The student response specifies a correct method to determine the volume of each bottle using an
 appropriate measuring device. The water is poured from each bottle into a measuring cup.

. You are going to the park on a hot day and need to take some water with you. You have three
  different bottles, as shown in the picture below. You want to choose the bottle that will hold the most
  water. Explain how you can find out which bottle holds the most water.




 Scorer Comments:
 The student response specifies a correct method to determine the volume of each bottle using an
 appropriate measuring device. The water is poured from cups of uniform size into the bottles. The
 volume of each bottle in terms of the number of cups is compared.

 Partial - Student Response
 You are going to the park on a hot day and need to take some water with you. You have three
 different bottles, as shown in the picture below. You want to choose the bottle that will hold the most
 water. Explain how you can find out which bottle holds the most water.
 Scorer Comments:
 The student response states that the bottles holding the water need to be measured, but does not
 provide a method.

. You are going to the park on a hot day and need to take some water with you. You have three
  different bottles, as shown in the picture below. You want to choose the bottle that will hold the most
  water. Explain how you can find out which bottle holds the most water.




 Scorer Comments:
 The student response provides two options. The first method, measuring the bottle, is inappropriate
 because there is no reference to measuring the amount of water that the bottle holds. The second
 method, partially correct, refers to measuring how long it takes to fill up each bottle, however, the
 method is not complete because uniformity of the rate of water flow is not specified.

 Unsatisfactory/Incorrect - Student Response
 You are going to the park on a hot day and need to take some water with you. You have three
 different bottles, as shown in the picture below. You want to choose the bottle that will hold the most
 water. Explain how you can find out which bottle holds the most water.
 Scorer Comments:
 The student response refers only to the width of the bottle and does not provide a method of finding
 out how much water each bottle holds.

. You are going to the park on a hot day and need to take some water with you. You have three
  different bottles, as shown in the picture below. You want to choose the bottle that will hold the most
  water. Explain how you can find out which bottle holds the most water.




 Scorer Comments:
 The student response provides an inappropriate method of determining how much water each bottle
 holds. The rate of pouring water out of the bottles is not easily controlled, so comparing the time it
 takes to empty each bottle is not an accurate method of comparing their volumes.
8.
Scoring Guide

Score & Description
 Complete
 The student is asked to provide ten explanations, one good and one bad point for five proposed
 solutions for dealing with garbage. A complete response provides eight to ten correct explanations.
 See examples of correct explanations below.

 Essential
 An essential response provides six or seven correct explanations.

 Adequate
 An adequate response provides three to five correct explanations.

 Partial
 A partial response provides one or two correct explanations.

 Unsatisfactory
 An unsatisfactory response provides no correct explanations.

RECYCLING - Part A

Good Points

        Re-use materials
        Saving natural resources
        Less trash to throw away
        Saving landfills

Bad Points

        Not all things can be recycled
        Consumes energy
        Some people won't recycle

BURNING GARBAGE - Part B
Good Points

        Burned garbage takes up less space
        Can be used to make electricity
        Keep from needing more landfills
        Can be used to enrich the soil

Bad Points

        Smoke from burning garbage pollutes the air
        Once burned, material is gone forever
        Ash/residue needs to be disposed
      Toxic residue

DUMPING IN THE OCEAN - Part C
Good Points

      Garbage does not take up space on land
      Saves landfills
      May provide a home for fish

Bad Points

      Garbage pollutes the ocean
      Toxic waste
      Waste washes up on shore
      Harmful to things that live in the water

DUMPING IN OTHER STATES - Part D
Good Points

      Won't fill up landfills in your state
      Other state's landfill may have more space

Bad Points

      Pollutes other state
      Causing conflict with other state
      There will still be trash

DUMPING IN OUTER SPACE - Part E
Good Points

      Garbage is off the Earth
      Trash is gone forever

Bad Points

      Pollutes space
      Expensive
      Consumes too much energy
      It can never be recycled (loss of resource)
      May pose a danger to space travel

 Complete - Student Response
 Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
 often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
 big landfills are getting full and may have to be closed.

 Here are some ideas for solving the garbage problem. Write what you think is a good point about
 each idea and what you think is a bad point about each idea.
 Scorer Comments:

 Student response lists ten correct points out of ten regarding the garbage problem.
 Recycling: good - reduction, bad - not everything recyclable.
 Burning garbage: good - reduction, bad - air pollution.
 Dumping in the ocean: good - saves land space, bad - harms ocean life.
 Dumping in other states: good - reduction in your state, bad - more in other state.
 Shipping to outer space: good - garbage off of Earth, bad - danger to space equipment.


. Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
  often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
  big landfills are getting full and may have to be closed.

 Here are some ideas for solving the garbage problem. Write what you think is a good point about
 each idea and what you think is a bad point about each idea.
Scorer Comments:

Student response lists eight correct points out of ten regarding the garbage problem.
Recycling: good - saving resources.
Burning garbage: good - reduction, bad - air pollution.
Dumping in the ocean: good - ocean pollution.
Dumping in other states: good - no landfill in your state, bad - other state' landfill will get full.
Dumping in outer space: good - garbage off of Earth, bad - space pollution.


Essential - Student Response
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
big landfills are getting full and may have to be closed.

Here are some ideas for solving the garbage problem. Write what you think is a good point about
 each idea and what you think is a bad point about each idea.




 Scorer Comments:
 Student response lists seven correct points out of ten regarding the garbage problem.
 Recycling: good - reuse materials, bad - not everything recyclable.
 Burning garbage: good - reduction, bad - bad odor.
 Dumping in the ocean: bad - ocean pollution, harms ocean life.
 Dumping in other states: bad - too much for other state's landfills.
 Dumping in outer space: good - off of Earth.


. Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
  often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
  big landfills are getting full and may have to be closed.

 Here are some ideas for solving the garbage problem. Write what you think is a good point about
 each idea and what you think is a bad point about each idea.
Scorer Comments:

Student response lists six correct points out of ten regarding the garbage problem.
Recycling: good - reuse materials.
Burning garbage: good - reduction, bad - air pollution.
Dumping in the ocean: bad - harms ocean life.
Dumping in other states: good - land saved in your state, bad - harmful to other state's land.


Adequate - Student Response
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
big landfills are getting full and may have to be closed.

Here are some ideas for solving the garbage problem. Write what you think is a good point about
each idea and what you think is a bad point about each idea.
 Scorer Comments:
 Student response lists four correct points out of ten regarding the garbage problem.
 Burning garbage: bad - bad odor.
 Dumping in the ocean: bad - interfere with swimming.
 Dumping in other states: bad - too much for other state's landfills.
 Dumping in outer space: bad - may fall back down.

. Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
  often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
  big landfills are getting full and may have to be closed.

 Here are some ideas for solving the garbage problem. Write what you think is a good point about
 each idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists three correct points out of ten regarding the garbage problem.
Recycling: good - reuse materials.
Burning garbage: bad - damage to health.
Dumping in the ocean: bad - ocean pollution.


Partial - Student Response
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
big landfills are getting full and may have to be closed.

Here are some ideas for solving the garbage problem. Write what you think is a good point about
each idea and what you think is a bad point about each idea.
 Scorer Comments:
 Student response lists two correct points out of ten regarding the garbage problem. Respondent
 appears to make a choice as to whether a certain method of garbage disposal is good or bad.
 Dumping in the ocean: bad - harms ocean life.
 Dumping in other states: good - saves landfills in your state.

. Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
  often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
  big landfills are getting full and may have to be closed.

 Here are some ideas for solving the garbage problem. Write what you think is a good point about
 each idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists one correct point out of ten regarding the garbage problem: "Dumping in the
ocean - harms ocean life."

Unsatisfactory - Student Response
Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
big landfills are getting full and may have to be closed.

Here are some ideas for solving the garbage problem. Write what you think is a good point about
each idea and what you think is a bad point about each idea.
 Scorer Comments:
 Student response lists no correct points regarding the garbage problem.

. Garbage is a big problem. In many cities and towns, garbage is taken away to landfills, which are
  often called "dumps." Some landfills are very big and may cover hundreds of acres. But even these
  big landfills are getting full and may have to be closed.

 Here are some ideas for solving the garbage problem. Write what you think is a good point about
 each idea and what you think is a bad point about each idea.
Scorer Comments:
Student response lists no correct points regarding the garbage problem. Respondent appears to
make a choice as to whether a certain method of garbage disposal is good or bad.
9.
Scoring Guide

Score & Description
 Complete
 Student demonstrates understanding of Earth as a closed system by explaining why rainfall is
 continually produced as part of the water cycle.

     a. Water falls as rain, evaporates and rains again
     b. Water evaporates and then rains from clouds


 Partial
 Student demonstrates understanding of part of the water cycle.

     a.   Rain comes from clouds
     b.   Water evaporates from lakes, rivers, oceans, etc.
     c.   Rain comes from oceans, with no mention of intervening step
     d.   Rain is recycled, but no detail provided


 Unsatisfactory/Incorrect
 Student merely restates the question, "because the rain never runs out," or gives an incorrect
 explanation.

     a. Rain reproduces
     b. Rain comes from the sky
     c. Rains, because clouds bump into each other



 Complete - Student Response
 Think about where rain comes from and explain why the Earth never runs out of rain.




 Scorer Comments:
 Student response specifies a three-step process, indicating a cycle.

. Think about where rain comes from and explain why the Earth never runs out of rain.
 Scorer Comments:
 Student response states that rain comes from evaporating water, implying a cycle.

 Partial - Student Response
 Think about where rain comes from and explain why the Earth never runs out of rain.




 Scorer Comments:
 Student response explains how rain comes from clouds, showing understanding of one part of the
 water cycle. The response does not indicate how the water gets to the clouds or that the process has
 a cyclic nature.

. Think about where rain comes from and explain why the Earth never runs out of rain.




 Scorer Comments:
 Student response explains that water evaporates from the ocean, showing understanding of one part
 of the water cycle. The response does not indicate that the evaporated water forms clouds that
 eventually provide rain or that the process has a cyclic nature.

 Unsatisfactory/Incorrect - Student Response
 Think about where rain comes from and explain why the Earth never runs out of rain.
 Scorer Comments:
 Student response indicates a misconception that rainfall is caused by clouds bumping into each
 other.

. Think about where rain comes from and explain why the Earth never runs out of rain.




 Scorer Comments:
 Student response makes a general statement about the occurrence of rainfall and the presence of
 clouds, but does not link them to indicate that rain comes from clouds.
10.
Scoring Guide

Score & Description
 Complete
 Student explains that white clothes reflect more heat from the Sun than black clothes, or that black
 clothes absorb more heat from the Sun than white clothes.

      a. Black clothes soak up the heat from the Sun.
      b. The Sun's rays bounce off white clothes.


 Partial
 Student explains that black clothes attract more heat or white clothing does not attract as much
 heat.

 Unsatisfactory/Incorrect
 Student provides little or no explanation that is related to the heat-absorbing properties of dark-
 colored clothes and light-colored clothes, or gives unrelated answers.

      a. They stay cooler in white clothes.
      b. The Sun likes dark clothes better.



 Complete - Student Response
 How does the experiment help explain why people often choose to wear white clothes in hot
 weather?




 Scorer Comments:
 The student response correctly states that given the choice between wearing white clothes and black
 clothes, white clothes absorb less heat.

. How does the experiment help explain why people often choose to wear white clothes in hot
  weather?
 Scorer Comments:
 The student response correctly states that white clothes reflect sunlight.

 Partial - Student Response
 How does the experiment help explain why people often choose to wear white clothes in hot
 weather?




 Scorer Comments:
 The student response shows understanding that the Sun's rays affect white clothes and black clothes
 differently, but states a misconception that the black clothes attract the Sun's rays. In reality, the
 same amount of sunlight is incident upon both types of clothing because color determines how much
 of the incident light is reflected and how much is absorbed.

. How does the experiment help explain why people often choose to wear white clothes in hot
  weather?




 Scorer Comments:
 The student response shows understanding that the Sun's rays affect white clothes and black clothes
 differently, but states a misconception that the black clothes attract the Sun's rays. In reality, the
 same amount of sunlight is incident upon both types of clothing because color determines how much
 of the incident light is reflected and how much is absorbed.

 Unsatisfactory/Incorrect - Student Response
 How does the experiment help explain why people often choose to wear white clothes in hot
 weather?




 Scorer Comments:
 The student response simply states that a person wearing black clothes will feel hotter than a person
 wearing white clothes. There is no mention of the light-absorbing properties of white clothes or black
 clothes.

. How does the experiment help explain why people often choose to wear white clothes in hot
  weather?




 Scorer Comments:
 The student response states that black is a dark color, but does not explain how the color determines
 the amount of sunlight absorbed or reflected.
11.
Scoring Guide

Score & Description
 Complete
 Student response indicates that Sally goes into a building (choice C) and explains why. Credited
 explanations include:

      a. Water is a conductor of electricity and it would be dangerous to stay in the pool.
      b. Lightning can strike anywhere outside.
      c. Statement that implies that a building is insulated.


 Partial
 Student response indicates that Sally goes into a building (choice C), but does not tell why or gives
 an incorrect explanation. Non-credited explanations include:

      a. Water attracts lightning.
      b. Thunder may electrocute you.
      c. A statement that is too general, such as you might get hurt or killed.


 Unsatisfactory
 Student response indicates that Sally chooses to stay in the water, under a tree, or by the water.

 Complete - Student Response
 Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to do?




 Scorer Comments:
 Student response indicates choice C, and correctly compares the likelihood of being struck and hurt
 by lightning inside and outside a building.

. Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to do?
 Scorer Comments:
 Student response indicates choice C, and correctly indicates that all the other choices pose the
 danger of electrocution.

 Partial - Student Response
 Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to do?




 Scorer Comments:
 Student response indicates choice C, but provides an incorrect explanation. Although water contains
 electrons, electricity flows through it only in the presence of an electric field such as one created
 during a lightning strike.

. Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to do?




 Scorer Comments:
 Student response indicates choice C, but provides an incorrect explanation. Thunder is the sound
 produced by lightning, it does not cause electrocution.

 Unsatisfactory - Student Response
 Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to do?
 Scorer Comments:
 Student response indicates the incorrect choice of standing under a tree. Standing under a tree may
 shield from being directly struck by lightning, but the lightning bolt can easily jump from the tree or
 travel along the ground to the person nearby.

. Sally is swimming in an outdoor pool. She hears thunder. What is the safest thing for Sally to do?




 Scorer Comments:
 Student response indicates the incorrect choice of drying off and standing by the water. Staying
 anywhere outdoors during a thunderstorm poses a higher risk of being struck by lightning than
 staying indoors.
12.
Scoring Guide

Score & Description
 Complete
 The student response consists of two parts: the first part predicts what will happen to magnet 2; the
 second part explains the prediction. A complete response addresses both parts correctly, stating
 that magnet 2 moves away, and explaining either that North/South poles attract each other, or that
 North/North poles repel each other.

      a. Credited predictions include:

         move away

         push apart

      b. Credited explanations include:

         North and North don't go together

         two poles are alike

         only North and South attract

 Partial
 Student response addresses one of the two parts correctly.

 Unsatisfactory/Incorrect
 Student makes incorrect prediction such as that nothing happens, the magnets will attract, or
 magnet 2 moves without specifying a direction, and gives an incorrect or no explanation.

 Complete - Student Response
 The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table.

 What will happen to magnet 2?




 Scorer Comments:
 The prediction and the explanation are both correct. Student response predicts that magnet 2 will be
 repelled, and explains that the opposite poles of magnets attract each other.
. The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table.

 What will happen to magnet 2?




 Scorer Comments:
 The prediction and the explanation are both correct. Student response predicts that magnet 2 will be
 repelled, and explains that like poles of magnets do not attract each other.

 Partial - Student Response
 The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table.

 What will happen to magnet 2?




 Scorer Comments:
 The prediction is correct and the explanation is incorrect. The types of poles facing each other is the
 relevant factor in the explanation, not the strength of the magnets.

. The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table.

 What will happen to magnet 2?
 Scorer Comments:
 The prediction is correct and the explanation is incorrect. The response simply states that the two
 sides face each other, but does not explain which sides, or how the different sides would affect each
 other.

 Unsatisfactory/Incorrect - Student Response
 The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table.

 What will happen to magnet 2?




 Scorer Comments:
 The prediction and explanation are both incorrect. Student predicts that the magnets attract. The
 explanation indicates a lack of understanding of what types of magnetic poles attract and what types
 repel.

. The picture above shows Maria pushing magnet 1 toward magnet 2, which is lying on a smooth table.

 What will happen to magnet 2?
Scorer Comments:
The prediction and explanation are both incorrect. Student predicts that the magnets attract. The
explanation indicates that magnets attract without showing awareness that whether two magnets
attract or repel depends on which types of poles face each other.
13.
Scoring Guide

Score & Description
 Complete
 Student response demonstrates understanding of conservation of matter by placing the arrow at 3
 units and explaining either that the quantity of matter is the same, or that only the physical state of
 matter has changed. A response neglecting to show the arrow is considered complete if the
 explanation is complete.

      a.   All the water was still there
      b.   It's the same amount of it
      c.   It is just in a different form
      d.   Nothing is put in or taken out of the jar


 Partial
 Student response demonstrates some understanding by placing the arrow at 3 units and giving a
 partial explanation. A response neglecting to show the arrow is considered partial if the explanation
 is partial.

      a. The weight is the same
      b. It is the same thing, only melted


 Unsatisfactory/Incorrect
 Student response demonstrates lack of understanding of the conservation of matter by placing the
 arrow in the incorrect position and giving an incorrect or no explanation. A response placing the
 arrow correctly without an explanation does not demonstrate sufficient understanding of the
 conservation of matter, and is unsatisfactory. Similarly, a correctly placed arrow with an insufficient
 or incorrect explanation is unsatisfactory.

      a. The ice cube did not weigh anything
      b. It just melts in the jar



 Complete - Student Response
 Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and the ice
 cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and the ice cube
 had melted. Draw an arrow on Diagram B below to show the weight of the jar and melted ice cube.
 Scorer Comments:
 Student response places the arrow correctly, and provides a complete explanation referring to the
 change in physical state.

. Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and the ice
  cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and the ice cube
  had melted. Draw an arrow on Diagram B below to show the weight of the jar and melted ice cube.
Scorer Comments:
Student response does not place an arrow in the figure, but provides complete explanation specifying
that the amount of matter in the jar did not change.

Partial - Student Response
Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and the ice
cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and the ice cube
had melted. Draw an arrow on Diagram B below to show the weight of the jar and melted ice cube.
 Scorer Comments:
 Student response places the arrow correctly, and provides a partial explanation stating that the
 weight stayed the same. The statement about the ice cube turning into a liquid is considered to be
 repetition of the information already given, not a statement about matter taking a different form.

. Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and the ice
  cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and the ice cube
  had melted. Draw an arrow on Diagram B below to show the weight of the jar and melted ice cube.
Scorer Comments:
Student response does not place an arrow in the figure, but provides a partial explanation stating that
the weight stayed the same.

Unsatisfactory/Incorrect - Student Response
Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and the ice
cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and the ice cube
had melted. Draw an arrow on Diagram B below to show the weight of the jar and melted ice cube.
 Scorer Comments:
 Student response places the arrow incorrectly, and provides an incorrect explanation that solids
 weigh more than liquids.

. Tara put an ice cube in a jar, put the lid on the jar, then placed the jar on a scale. The jar and the ice
  cube weighed 3 units as shown in Diagram A above. Tara came back one hour later and the ice cube
  had melted. Draw an arrow on Diagram B below to show the weight of the jar and melted ice cube.
Scorer Comments:
Student response places the arrow incorrectly, and provides an incorrect explanation that water
evaporated.
14.
Scoring Guide

Score & Description
 Complete
 Student response indicates (B) No, and gives a reasonable explanation.

      a. Rain clouds would be (any of the following):
             o thick
             o dark
             o heavy
             o low
      b. High thin clouds are cirrus clouds that do not bring rain.
      c. High thin clouds contain little water.
      d. High thin clouds mean sunny weather.


 Partial
 Student response indicates (B) No, but gives no explanation, or an incorrect explanation (e.g., high
 clouds only cause snow, don't bring rain). Student may repeat the information in the question.

 Unsatisfactory/Incorrect
 Student response indicates (A) Yes.

 Complete - Student Response
 Omar and Norma are planning to go on a picnic today. They look out of the window and see some
 high, thin clouds. Is it likely it will rain on their picnic today?




 Scorer Comments:
 Student response correctly states that it will not rain, and gives correct description of the location and
 size of rain clouds.

. Omar and Norma are planning to go on a picnic today. They look out of the window and see some
  high, thin clouds. Is it likely it will rain on their picnic today?
 Scorer Comments:
 Student response correctly states that it will not rain, and gives correct description of the location and
 size of rain clouds.

 Partial - Student Response
 Omar and Norma are planning to go on a picnic today. They look out of the window and see some
 high, thin clouds. Is it likely it will rain on their picnic today?




 Scorer Comments:
 Student response correctly states that it will not rain, but states information about the size of the
 clouds that is already given in the question.

. Omar and Norma are planning to go on a picnic today. They look out of the window and see some
  high, thin clouds. Is it likely it will rain on their picnic today?
 Scorer Comments:
 Student response correctly states that it will not rain, but provides no further explanation.

 Unsatisfactory/Incorrect - Student Response
 Omar and Norma are planning to go on a picnic today. They look out of the window and see some
 high, thin clouds. Is it likely it will rain on their picnic today?




 Scorer Comments:
 Student response states that it will rain. Furthermore, the explanation shows lack of understanding
 that some clouds do not produce rain.

. Omar and Norma are planning to go on a picnic today. They look out of the window and see some
  high, thin clouds. Is it likely it will rain on their picnic today?
Scorer Comments:
Student response states that it will rain. The explanation mentions clouds, but says nothing specific
about them.