MEA 2014–15 Science Grade 11 - Maine · 2018. 9. 18. · MEA REEASED ITEMS – MA 2015 SCIENCE ASSESSMENT – GRADE 11 MEA14-15ScienceG11Released 3 Constructed-Response Item 21

MEA RELEASED ITEMS – MAY 2015 SCIENCE ASSESSMENT – GRADE 11

1MEA_14-15_Science_G11_Released

MEA 2014–15

Science Grade 11

The table below shows the entire eleventh-grade science test design. Scores are based on common items only, half of which are released and can be found in this document.

Item Information ChartPlease refer to the item information chart on the next page for in-depth information on each science released item. The released item numbers in the chart correspond to item numbers in the practice test and on the MEA Item Analysis Report.

Constructed-Response Scoring GuidesA constructed-response scoring guide includes score point descriptions used to determine the score. Training notes that follow the scoring guide provide in-depth descriptions or particular information also used to determine the score.

Student WorkAt least one sample student response is provided for each score point with annotations that explain the reasoning behind the assigned score.

Test Design

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Science 40 4 8 1 48 5 120 min. 56

Each item on the MEA measures a content standard of Maine’s 2007 Learning Results.

Science Content Standards Assessed on the MEA

D. The Physical Setting 1. Universe and Solar System 2. Earth 3. Matter and Energy 4. Force and Motion

E. The Living Environment 1. Biodiversity 2. Ecosystems 3. Cells 4. Heredity and Reproduction 5. Evolution



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Constructed-Response Item 21

MEA Science Grade 11 Released Items – Student Work

248437.009 248438 Common EQ, CMN

21. Graph 1 below provides information about the intensity of ultraviolet solar energy above Earth’s atmosphere and at Earth’s surface. Graph 2 provides information regarding DNA sensitivity to ultraviolet energy.

280 300 320 340 360 380Wavelength (nm)

0.000001

0.0001

0.01

1.0

Dam

age

(rel

ativ

e u

nit

s)

Graph 2: DNA Sensitivity perUltraviolet Wavelength

280 300 320 340 360 380Wavelength (nm)

0.000001

0.0001

0.01

1.0

Inte

nsi

ty (

j/m2 s

)

Graph 1: Solar Energy perUltraviolet Wavelength

Above atmosphere

At surface

a. Based on the graphs, estimate the intensity of ultraviolet solar energy that would reach Earth’s surface if Earth did not have an atmosphere. Explain your reasoning.

Ultraviolet solar energy below 300 nm is almost completely screened out by ozone and oxygen in the atmosphere and thus does not reach Earth’s surface.

b. Describe how an abrupt decrease in atmospheric ozone would most likely affect the habitability of Earth. Use information from both graphs to support your answer.



Training Notes for Constructed-Response Item 21

a. Any estimate of intensity greater than 0.01 and less than or equal to 1.0 j/m2s is acceptable. Earth’s atmosphere reflects and absorbs some of the ultraviolet light. Therefore, without an atmosphere, the amount of ultraviolet solar radiation reaching the surface would likely be the current above-atmosphere intensity. Graph 1 shows that the above-atmosphere intensity does not vary greatly as a function of wavelength of ultraviolet light (greater than 0.01 j/m2s and less than or equal to 1.0 j/m2s).OR If you take the atmosphere away, then the number would match the above-atmosphere curve. All the ultraviolet wavelengths currently absorbed by the atmosphere would reach Earth’s surface.

b. The shorter wavelengths of ultraviolet light that are almost completely screened out by ozone and oxygen as shown in Graph 1 are exactly the wavelengths that Graph 2 shows DNA to be most sensitive to. If there is a decrease in ozone, more ultraviolet light will reach Earth’s surface and disrupt DNA. This could make Earth less habitable. (The only organisms that could survive are those that live underground or deep in the ocean, where they are not exposed to the ultraviolet light, or that have a mutation that makes them “immune” to the effects of ultraviolet light.)

Scoring Guide for Constructed-Response Item 21

Score Description

4

The student demonstrates a thorough understanding of the effect solar radiation has on Earth’s surface and the habitability of Earth. The response includes an estimate of the amount of solar radiation that would reach Earth’s surface if there were no atmosphere and provides reasoning for the estimate. The response also describes how an abrupt decrease in ozone would most likely affect the habitability of Earth and uses information in the graphs to support the description. The response has no errors or omissions.

3The response demonstrates a general understanding of the effect solar radiation has on Earth’s surface and the habitability of Earth. The response has one error/omission overall.

2The response demonstrates a limited understanding of the effect solar radiation has on Earth’s surface and the habitability of Earth. The response has two errors/omissions overall.

1The response demonstrates a minimal understanding of the effect solar radiation has on Earth’s surface and the habitability of Earth. The response has one piece of correct information.

0 The response is incorrect or irrelevant to the skill or concept being measured.

Blank No response.



Sample 4-Point Response with Annotations for Constructed-Response Item 21

Summary annotation statement:

This response accurately answers both parts of the prompt. In part (a), the response identifies a reasonable estimate of the energy intensity and explains how this value was determined. In part (b), the response ties the graph data (specifically regarding the damage shorter wavelengths do to cells) with the loss of atmosphere and correctly discusses the consequences. This response is thorough and receives a score of 4.





This response identifies a reasonable estimate of the energy intensity and explains the reasoning with support from the graph in part (a). Part (b) is general, correctly identifying that habitability would decrease but not citing any graph evidence to support the claim. This response is general and receives a score of 3.





This response identifies a reasonable estimate of the energy intensity and explains the reasoning with specific support from the graph in part (a). Part (b) uses only the full Wavelength to Damage curve to reach an incorrect conclusion, not identifying that the most damaging wavelengths (below 300nm) would increase with a decrease in ozone; no credit is earned. This response is limited and receives a score of 2.





Part (a) identifies a reasonable estimate of the energy intensity but offers no explanation or support from the graphs. Part (b) simply states that the Earth would be non-habitable [not accepted for credit, as underground or undersea creatures would still be able to survive] without using evidence from the graphs to support the claim. This response is minimal and receives a score of 1.





This response uses words from the prompt, but does not address either part of the prompt. Part (a) offers no reasonable estimate of the energy intensity or reasoning. Part (b) does not address the prompt. As a result, this response earns no credit.



Constructed-Response Item 22

258196.004 258197 Common, CMN

22. The diagram below shows a partial skeleton of a snake. The skeleton has small femurs and pelvises. Snakes do not have legs and cannot walk. In many other organisms, the femur and pelvis form a junction that allows legs to move so organisms can walk.

Pelvis

Femur

a. Based on the diagram, make a statement about snake evolution.

b. Use evidence from the diagram to support your statement in part a.

c. Describe the general scientific ideas about how new groups of organisms evolve and explain how these ideas connect to your statement in part a.



Training Notes for Constructed-Response Item 22

a. Response must draw a logical conclusion about snake evolution.

Possible response: Snakes likely evolved from an ancestor that walked on limbs.

b. Response must provide logical evidence from the skeleton.

The snake skeleton shows the presence of bones used for walking (femur and pelvis). These bones are small and would not help the snake survive, so they are most likely left over from an earlier phase of evolution.

c. Response must explain how new groups of organisms evolve and connect to the conclusion.

The process of natural selection allows populations to adapt to changes to their environment. Individuals with traits that help them survive are more likely to reproduce and pass on the genes for those adaptations. The ancestors of the snake may have lived in an environment that favored smaller and smaller limbs. Individuals that lost their limbs entirely and moved by a slithering motion survived at a higher rate than individuals with small limbs. Eventually, the whole population lacked limbs. This group of animals eventually evolved into many species of snakes.

Scoring Guide for Constructed-Response Item 22

Score Description

4

The response demonstrates a thorough understanding of why some organisms may have characteristics that have no apparent survival or reproduction advantage. The response makes a statement about snake evolution based on evidence from the snake skeleton and an explanation of how new groups of organisms evolve that connects to the statement.

3The response demonstrates a general understanding of why some organisms may have characteristics that have no apparent survival or reproduction advantage. The response has an error/omission.

2The response demonstrates a limited understanding of why some organisms may have characteristics that have no apparent survival or reproduction advantage. The response has errors/omissions.

1The response demonstrates a minimal understanding of why some organisms may have characteristics that have no apparent survival or reproduction advantage. The response has one piece of correct information.

0This response has weak statements throughout that lack explanation or any specific details that would earn credit.

Blank No response.





This response clearly and correctly addresses all parts of the prompt. Parts (a) and (b) are correct. Part (c) has a complete discussion of natural selection including a clear connection back to the statement given in part (a).





This response is strong overall, but omits a direct discussion of natural selection and its mechanisms. As a result, this response is not considered a demonstration of thorough understanding, so it receives a score of 3.




Each part of this response has correct statements but uses very little support for the statements to justify the conclusions reached. There is no connection between the progression of snake evolution and the mechanism by which this evolution occurs. This response demonstrates limited understanding and receives a score of 2.






Part (a) implies that snakes once had legs, but is very weak. Part (b) is not creditable. Part (c) refers to adaptation over time, which is acceptable, but is lacking further justification and the connection back to part (a). Overall this response demonstrates minimal understanding for a score of 1.





This response has weak statements throughout that lack explanation or any specific details that would earn credit.

Documents

MEA 2014–15 Science Grade 11 - Maine · 2018. 9. 18. · MEA REEASED ITEMS – MA 2015 SCIENCE ASSESSMENT – GRADE 11 MEA14-15ScienceG11Released 3 Constructed-Response Item 21