Instructional Materialsmrsnovack.weebly.com/uploads/2/7/6/3/27639101/hspe... · Types of Questions The HSPE science assessment includes two types of questions—stand-alone multiple-choice

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InstructionalMaterialsfor the

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Copyright © 2013 by the Nevada Department of Education

Page iCopyright © 2013 by the Nevada Department of Education

Dear Educators, The following materials, developed as a collaborative effort between the Nevada Department of Education and WestEd, a nonprofit research, development, and service agency, are designed to be used as part of a guided instructional activity to support student performance on the High School Proficiency Examination (HSPE) for science. These materials contain item sets, and the purpose for providing these sample items is to show the format and structure of these item types as they are used in the HSPE science assessment. Each of these item sets includes a narrative lead-in that provides content information followed by 4 – 8 multiple-choice items. Students are expected to answer these items based on their understanding of the content information provided by the lead-in as well as content knowledge tied to their instruction based on the Nevada Science Content Standards. These items reflect a sample of the content assessed on the HSPE and should not be viewed as reflecting content that is emphasized in the assessment. We have provided p-values (the proportion of students who got the item correct) for these items based on their performance as part of an embedded field test. The p-values indicate how students performed on the items. In addition, we are providing the percentage of students selecting each response option. The p-values, combined with the item-level percentages by response option, provide valuable data to the field as to what types of errors students are making when answering these questions. While these materials can provide students with practice in answering assessment items, we believe it is critical that these materials be used to help students understand the elements of the state assessment and guide them in the use of effective strategies that will support their ability to comprehend and take a variety of assessments. If you choose, however, to use these support documents solely as a practice activity, we highly recommend that you go back over each item with students and investigate each response to better understand their knowledge of the assessment. Vocabulary Knowledge The Nevada Department of Education believes that the breadth and depth of the content and vocabulary of the Nevada Science Content Standards present a continuing challenge for instruction at all grade levels. Students in Nevada, therefore, must have repeated experiences with speaking, listening, reading, and writing the vocabulary of the standards. Students should be able to use the vocabulary of the standards when they are engaged in classroom discussion, read them in assessments, and effectively use the vocabulary in their writing.

JAMES W. GUTHRIE Superintendent of Public Instruction

STATE OF NEVADA TEACHER LICENSURE SOUTHERN NEVADA OFFICE

9890 S. Maryland Parkway Suite 221

Las Vegas, Nevada 89183 RORIE FITZPATRICK Deputy Superintendent

Instructional, Research, and Evaluative Services

(702) 486-6458 Fax: (702) 486-6450

DEBORAH CUNNINGHAM Deputy Superintendent

SATELLITE OFFICE Administrative and

Fiscal Services

DEPARTMENT OF EDUCATION 700 E. Fifth Street

Carson City, Nevada 89701-5096 (775) 687-9217 · Fax: (775) 687-9101

www.doe.nv.gov

ADDRESSES/MAPS http://www.doe.nv.gov

Page iiCopyright © 2013 by the Nevada Department of Education

Types of Questions The HSPE science assessment includes two types of questions—stand-alone multiple-choice questions and multiple-choice questions that are combined into the item sets as presented in these Instructional Materials. With the use of these materials, students can become familiar with the different types of questions used on the state and future assessments. Familiarity with the format of the items and the vocabulary of the standards can result in less anxiety on the part of students and teachers. Depth of Knowledge (DOK) Levels - In addition to measuring a broad spectrum of science content domains, the types of questions included in these instructional materials allow for the assessment of different levels of cognitive complexity. The Nevada Proficiency Examination Program in science includes items to assess three Depth of Knowledge levels. These DOK levels are based on descriptions developed by Dr. Norman Webb and adapted for Nevada's science assessments. We suggest that you engage students in question writing so they not only can recognize these levels of complexity, but can begin to formulate them as a check on their understanding. The following are the three DOK levels used on Nevada’s science assessments:

DOK Level 1: Recall – Items at the DOK 1 level require the recall of information, such as a fact, definition, term, or simple procedure, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set procedure (like a recipe), or perform a clearly defined series of steps. DOK 1 items may also require that students employ a simple procedure or formula to reproduce a previously learned result. It is not left to the student to come up with an original method or solution.

DOK Level 2: Skills and Concepts – Items at the DOK 2 level require engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in level 1. DOK 2 items require students to decide what to do, using methods of reasoning and problem-solving skills, and to bring together concepts and skills from various domains.

DOK Level 3: Strategic Thinking and Problem Solving – Items at the DOK 3 level require students to employ a higher level of thinking that at the previous two levels. Strategic thinking requires deep knowledge using reasoning, planning, and evidence to support results. The cognitive demands at level 3 are complex and abstract. The complexity results not only from the fact there could be multiple answers or multiple approaches to getting to the correct answer, a possibility for both levels 1 and 2, but because a multi-step task requires more demanding reasoning.

We hope that interaction with these instructional support materials will lead to lowered anxiety and better understanding of the assessment tasks that are being presented to students. If you have questions about these science instructional materials or about how to embed this information into your curriculum, please contact André DeLeón at [email protected]. Cindy Sharp Nevada Department of Education

Page 1Copyright © 2013 by the Nevada Department of Education

ScienceHSPE

Name:

This booklet contains science questions for you to answer. The questions in the Test Booklet are all multiple-choice. For each question, you will be given four answer choices—A, B, C, and D. You are to choose the correct answer from the four choices. Each question has only one correct answer.

HSPE Science� Instructional Materials

Go OnCopyright © 2013 by the Nevada Department of Education Page 2

Use the following information to answer questions 1 through 8.

DNA

Scientists study DNA to understand heredity, disease, and the evolutionary history of organisms. During these studies, DNA must first be separated into two complementary strands. Next, the appropriate nucleotides are attached to the nucleotides in each original strand to produce two new complete DNA strands. The diagram below shows a simple model of this process. The letters A, T, C, and G represent the four nucleotides.

Original DNAMolecule

Stage 1Original moleculeis separated into

two complementarystrands.

Stage 2Nucleotides

are attached tooriginal strands.

Stage 3The result is twocomplete DNA

molecules.

GC

TA

AT

TA

G C

GC

TA

AT

TA

G

C

A

T

A

G

C

A

T

A

GC

G

T

A

T

C

G

T

A

T

C

G C

T

T

A

A

A T

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T A

T A

A T

GC



■1Which of these has been most directly affected by discoveries in DNA research in the last 60 years?

A the rock cycleB classification of organismsC the periodic tableD trophic levels in ecosystems

■2Portions of the DNA sequences from two different animal species are shown below. The DNA sequences of the two species are similar.

—AAA GGC TTG ATC —AAA GGC ATG TAC

Based on the similarity in the DNA sequences, which is most likely true?

A The two species have the same diet.B The two species live in the same

environment.C The two species have a close

evolutionary relationship.D The two species are able to mate and

produce fertile offspring.

■3Which nucleotide attaches to adenine (A) during DNA replication?

A uracilB thiamineC cytosineD guanine

■4Which statement best explains why DNA can show the evolution of a species?

A All organisms contain genetic information.

B Linear sequences of nucleotides are passed from parent to offspring.

C All the cells in an organism arise from just one cell.

D The genetic code is made up of the same four nucleotides in every organism.



■5Which of these provides the best evidence of a close evolutionary relationship between two species?

A similar sequences of the nucleotides in the DNA molecules

B similar processes of replicating DNA molecules during cell division

C similar numbers of chromosomes formed by the DNA molecules

D similar numbers of mutations that occur in DNA molecules over time

■6A partial DNA sequence for normal hemoglobin and a partial DNA sequence for sickle-cell anemia are shown below.

Normal hemoglobin

Sickle-cell anemia

G-G-A-C-T-T-C-T-T

G-G-A-C-A-T-C-T-T

Based on the DNA sequences, sickle-cell anemia is caused by

A a sex-linked trait.B a dominant nucleotide.C a mutation in the genetic code.D an incomplete separation of

chromosomes.



■7Which table correctly compares the DNA, cell shape, and proteins produced by a liver cell and a nerve cell from the same organism?

A

Liver and nerve cells same different different

DNA Cell Shape Proteins Produced

B

Liver and nerve cells same same different


C

Liver and nerve cells different same different


D

Liver and nerve cells different same same


■8Which molecule is synthesized using code carried in DNA?

A fatB sugarC starchD protein



Water Cycle Dynamics

The total amount of water on Earth is nearly constant, although the location and forms of water are continuously changing. These changes, which are part of the overall process called the water cycle, require an input of energy and are affected by the locations of bodies of water and landmasses.

The Water Cycle

The relative amounts of water in the three physical states also change slowly on a geologic time scale. These changes have recently been affected by human activities.

Water content in the gaseous state in the atmosphere is usually reported as relative humidity. This is a measure of the amount of water present compared to the maximum possible amount of water the atmosphere can hold at a given temperature. Relative humidity is expressed as a percentage.




■9The water cycle diagram shows air currents moving from above the ocean toward the land. Why do winds usually blow in this direction at night?

A The land is warmer than the water at night.

B The land has a higher heat capacity than the water.

C The air above the land becomes less dense at night.

D The water releases heat more slowly than the land.

■10The Arctic Ocean surrounding the North Pole is partly covered by ice. Because Earth is becoming warmer, this sea ice is melting and the area of open ocean in the Arctic is increasing. Which explanation accounts for the increasing rate at which polar ice is melting?

A Open water reflects more radiation than ice reflects.

B Open ocean water absorbs more solar energy than ice absorbs.

C Rising temperature thins the atmosphere, which admits more solar energy.

D Open water allows more heat energy from Earth’s interior to reach the surface.

■11More solar energy is absorbed at Earth’s equator than at its poles. The equatorial regions would be even hotter than they are if it were not for winds that move heat toward the poles. Which is the main cause of these global wind patterns?

A The differences in air temperature cause the differences in air pressure.

B The gravitational pull of the sun and moon move the air back and forth.

C Air at the equator is denser than air at the poles because it is more humid.

D Air at the equator has greater velocity than air at the poles because it travels farther as Earth rotates.



■12When the bulb of a thermometer is wet, it gives a lower temperature reading than when it is dry. The difference in wet bulb and dry bulb readings depends on the temperature and relative humidity. The table below shows relative humidities, given in percents, for various temperatures and wet bulb-dry bulb temperature differences.

Relative Humidity Based onWet Bulb-Dry Bulb Readings (%)

Difference inWet Bulb-Dry Bulb Readings (°C)Dry Bulb

Reading(°C)

10

12

14

16

18

20

22

1

88

88

89

90

91

91

92

76

78

79

80

81

82

83

2

65

67

69

71

72

74

75

3

54

57

60

62

64

66

68

4

43

48

50

54

56

58

60

5

What is the relative humidity when the dry bulb temperature is 18°C and the wet bulb temperature is 14°C?

A 60%B 64%C 89%D 91%

■13What causes the precipitation shown in the diagram?

A cool ocean air falling and warmingB warm ocean air falling and coolingC cool ocean air rising and warmingD warm ocean air rising and cooling

■14Which statement best describes how heat is transferred by convection currents in the atmosphere?

A Higher-energy air particles rise and lower-energy air particles sink.

B Energy is transferred from particle to particle as they collide.

C Changes of state in the atmosphere absorb and release energy.

D Energy is transferred as long-wavelength electromagnetic radiation.



Hydroelectric Power

Hydropower is a source of renewable energy that uses the movement of water to generate electricity. A well-known example of a hydroelectric dam is the Hoover Dam that created Lake Mead when it was built across the Colorado River.

In a hydroelectric dam, water from a reservoir lake travels under the dam, and through a turbine. The water turns the blades of a turbine, which turn a generator inside the dam’s power station, as shown in the diagram below.

dam

generator

power station

turbine

reservoir

A Hydroelectric Power Station




■15The diagram shows a generator located in the power station. Which statement best describes the operation of the generator?

A Electrical energy produces circular motion of a magnetized motor.

B Mechanical energy is used to rotate a coil through a magnetic field.

C Potential energy is converted into thermal energy in the rotating shaft.

D Kinetic energy of moving water is converted to potential energy of moving electrons.

■16The water entering the turbine has kinetic energy (KEin), as does the water leaving the turbine (KEout). The spinning turbine also has kinetic energy (KEturb), and it produces some thermal energy due to friction (TE). Which of these best shows how the four forms of energy are related?

A KEin = KEturb + KEout + TEB KEin + KEturb = KEout + TEC KEin < KEturb + KEout + TED KEin > KEturb + KEout + TE

■17The energy available for people to use is less than the amount of energy generated at a power station. Which statement best explains why there is less energy available for use than what is generated by a power station?

A Electrons lose kinetic energy as their velocity decreases.

B Chemical reactions convert electrical energy to chemical energy.

C Resistance in the wires transforms electrical energy into thermal energy.

D Electrical energy is converted to magnetic energy by the turbine.

■18Which of these changes caused by the construction of the Hoover Dam had the most negative impact on the environment?

A the number of birds in the areaB boating activities on the Lake Mead

reservoirC the number of automobiles traveling

over the damD changing the pattern of water flow in

the Colorado River

You may want to go back and check your answers or answer questionsyou did not complete.


Copyright © 2013 by the Nevada Department of Education Page 11


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Appendix I

ScoringSupportMaterials


Detailed objectives for Content Standards and Depth of Knowledge (DOK) descriptions can be found on the Nevada Department of Education Website.

ItemNumber Strand DOK P-value A B C D

1 N 2 0.72 9% 72% ✓ 10% 9%

2 L 2 0.64 7% 12% 64% ✓ 16%

3 L 1 0.63 12% 63% ✓ 14% 10%

4 L 3 0.30 39% 30% ✓ 12% 19%

5 L 2 0.45 45% ✓ 25% 21% 9%

6 L 2 0.61 11% 15% 61% ✓ 13%

7 L 2 0.37 37% ✓ 26% 25% 12%

8 L 1 0.59 11% 17% 12% 59% ✓

9 E 3 0.19 25% 19% 38% 19% ✓

10 E 3 0.37 13% 37% ✓ 29% 21%

11 E 3 0.38 38% ✓ 16% 26% 20%

12 N 2 0.45 22% 45% ✓ 20% 12%

13 E 2 0.41 15% 18% 25% 41% ✓

14 P 2 0.35 35% ✓ 20% 26% 18%

15 P 2 0.18 18% 18% ✓ 19% 45%

16 P 3 0.22 22% ✓ 49% 18% 10%

17 P 2 0.29 38% 15% 29% ✓ 19%

18 N 3 0.65 7% 13% 15% 65% ✓

Correct Answers for Multiple-Choice Items

Item Level DataPercentage of Students Selecting

a Given Response

✓ = Correct AnswerP-value is the proportion of students who got the item correct


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Appendix II

AdministrativeSupportMaterials

Copyright © 2013 by the Nevada Department of Education Page 15

Answer Document

Name:

SCIENCE

1.2.3.4.5.6.7.8.

9.10.11.12.13.14.

15.16.17.18.

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A DCBA DCB

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James W. GuthrieSuperintendent of Public Instruction

Office of Assessment, Program Accountability, and Curriculum 775-687-9188

HSPE ∙ Instructional Materials

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Instructional Materialsmrsnovack.weebly.com/uploads/2/7/6/3/27639101/hspe... · Types of Questions The HSPE science assessment includes two types of questions—stand-alone multiple-choice