Web viewwere formally adopted. Along with the new standards, the legislature provided direction for the redesign of the assessment system. The Measurements of Student

Biology COE Task VersionSeptember 2013

SalmonberryHabitat

A Biology Collection of Evidence Sample Task

Salmonberry Habitat COE Task Example [1]

Copyright © September 2013 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.


Collection of Evidence Development Information

Washington State K-12 Science Learning StandardsIn 2009, the K-12 Science Learning Standards were formally adopted. Along with the new standards, the legislature provided direction for the redesign of the assessment system. The Measurements of Student Progress (MSP) replaced the Washington Assessment of Student Learning (WASL) and assessed the new science standards in grades 5 and 8 in the spring of 2011. A biology End-of-Course (EOC) exam replaced the High School Proficiency Exam (HSPE) in 2012. View the Washington State K-12 Science Learning Standards at: http://www.k12.wa.us/Science/Standards.aspx

Test and Item SpecificationsThe Test and Item Specifications provide guidelines for developing large-scale assessments based on the Washington State K-12 Science Learning Standards. The science assessments and the biology COE include systems, inquiry, and application scenarios which reflect the cross-cutting concepts and abilities in the standards.

The Item Specifications portion of this document is used in the development of the items for the collection of evidence tasks. However, the format of all items included in tasks is constructed response.

The Test and Item Specifications are periodically updated. Included with each updated version of the Test and Item Specifications will be a summary of the changes made since the previous version. The Test and Item Specifications documents can be accessed through the following link: http://www.k12.wa.us/Science/TestItemSpec.aspx.

Performance Level DescriptorsPerformance Level Descriptors (PLDs) give teachers, parents/guardians and students more information about the typical skills and knowledge a student demonstrates on state assessments in each performance level. Committees of Washington state teachers, parents and community members developed the Performance Level Descriptors during the standard setting process. These PLDs will also be used in setting the performance standard on the biology collection of evidence.

PLD documents can be downloaded at http://www.k12.wa.us/assessment/StateTesting/PLD/default.aspx .

Graduation Requirements Beginning with the spring of 2012, all students taking a biology course participated in an end-of-course exam as directed by the 2010 Engrossed Substitute Senate Bill 6444, section 513 (3). Students in the 10th grade who were not in a biology course were also required to take the biology EOC because of the No Child Left Behind requirement to assess science in high school.

House Bill 1450 defines science assessment and graduation requirements as:

Students in the classes of 2013 and 2014 are not required to pass a state science exam for the purposes of graduation.

Beginning with the class of 2015, students are required to pass the biology EOC. The biology EOC was first available to those students in the spring of 2012.

Refer to http://www.k12.wa.us/assessment/StateTesting/BiologyEnd-of-CourseExams.aspx for further information.



http://www.k12.wa.us/assessment/StateTesting/BiologyEnd-of-CourseExams.aspx

http://apps.leg.wa.gov/billinfo/summary.aspx?bill=1450

http://apps.leg.wa.gov/billinfo/summary.aspx?bill=6444&year=2009

http://www.k12.wa.us/Science/TestItemSpec.aspx

http://www.k12.wa.us/Science/Standards.aspx


Biology Collection of Evidence CalendarAny student who is currently enrolled in or has already completed a high school biology course may begin working on a collection of evidence. The first submission of the biology collection of evidence will occur on June 11, 2014. Students in the class of 2015 and beyond who have attempted the biology EOC two times are eligible to submit a collection of evidence. Students may submit only one biology collection of evidence during their high school career.

Sample Item TemplatesTemplates of questions and the scoring rubrics for common short-answer items used on the biology EOC and in the development of COE tasks are available in the form of Word documents. The templates can be edited for use in classroom practice by incorporating content from any science curriculum. If a grade level is marked “N/A” for an item type, this indicates that the item type is not assessed at that grade level. The templates can be downloaded at: http://www.k12.wa.us/Science/ItemTemplates.aspx .

Salmonberry Habitat Sample Task Background InformationThe Salmonberry Habitat scenario and items represent a field study scenario developed as a model for the Updates for 2013, Biology EOC: (http://www.k12.wa.us/Science/pubdocs/ScienceBioEOCUpdate2013.pdf).

The COE task version included here is a modification of that scenario and the items included in that document. These items have not gone through the comprehensive review process that tasks must pass before being placed in the inclusion bank for the biology COE. Teachers may still use these items as classroom checks for understanding.

Pages 4 through 13 of this document contain the pages that represent the student portion of the task. Beginning on page 14 you will find the rubrics.



http://www.k12.wa.us/Science/pubdocs/ScienceBioEOCUpdate2013.pdf

http://www.k12.wa.us/Science/ItemTemplates.aspx


Salmonberry PlantsSalmonberry plants can be found all along the Pacific coast. Salmonberry plants are a food source for many animals in Pacific coast ecosystems including hummingbirds, deer, and bear. Scientists conducted a field study to learn about salmonberry plant populations in different habitats in Washington.

Field Study Question: How does the salmonberry plant population vary by habitat?




Procedure:1. Go to the salmonberry field study area. Record location, date, time, and

temperature.2. Choose a random location in the forest edge habitat.3. Measure a 5-meter-by-5-meter plot and label as Plot 1.4. Count the number of salmonberry plants in Plot 1. Record as Plot 1 for the forest

edge habitat.5. Repeat steps 2 through 4 for Plot 2 and Plot 3, choosing a new location in the

forest edge habitat for each plot.6. Repeat steps 1 through 5 for the stream bank and forest habitats.7. Calculate and record the average number of salmonberry plants for each

habitat.

Data Collected:Location: Forest edge, stream bank, and forest habitatsDate and Time: May 1, from 11:00 A.M. to 2:00 P.M.Temperature: 10° C to 15° C




1. a) Describe a step in the field study procedure that ensured the results of the field study would be reliable.

b) Describe a step in the field study procedure that ensured the results of the field study would be valid.




c) The results from the field study are shown in the Habitat vs. Number of Salmonberry Plants table. Describe a scientific reason for the results in the forest edge habitat and a scientific reason for results in the forest habitat.In your description, be sure to: Describe a scientific reason for the results in the forest edge habitat. Describe a different scientific reason for the results in the forest habitat. Include data from the Habitat vs. Number of Salmonberry Plants table that

supports each scientific reason.

Forest edge habitat results:

Forest habitat results:




2 a) Salmonberry leaf cells contain 14 chromosomes. A plant produces many new cells as the plant grows.Describe the process that produces new cells in a plant.In your description, be sure to: Describe the process that causes the number of cells in a plant to

increase. Identify the number of chromosomes in each plant cell at the beginning

and at the end of the process. You may use words and/or labeled diagrams in your answer.




b) Describe the relationships among amino acids, chromosomes, proteins, and genes in the cells of a salmonberry plant.

c) Salmonberry plant roots absorb minerals by active transport. Describe the active transport process that allows substances to enter and exit cells.

In your description be sure to: Describe the active transport process in terms of energy differences. Describe the active transport process in terms of concentration

differences.

d) Cellular respiration occurs in salmonberry plants. Describe two similarities between cellular respiration in salmonberry plants and the burning of gasoline.




3 a) Carbon cycles through the forest edge habitat. Describe a path of carbon through the forest edge habitat. Include the atmosphere, salmonberry plants, and bears in the path. In your description, be sure to: Begin and end with carbon in the atmosphere. Identify the molecule that contains the carbon for each step in the path. Describe the roles of salmonberry plants and bears in the carbon cycle.

You may use words and/or labeled diagrams in your answer.




b) Blackberry plants are sometimes found in forest edge habitats along with salmonberry plants. Describe two factors that could limit the growth of plant populations in the forest edge habitat.

In your description, be sure to: Identify two characteristics of the forest edge habitat. Describe how each characteristic is a factor that could limit populations

of plants.

One factor:

Another factor:




4 a) Some bears are getting into trash cans at campgrounds near the forest. The park rangers plan to trap and relocate these bears to solve the problem of these bears getting into the trash. Describe two constraints other than cost that park rangers could encounter while trapping and relocating these bears.

In your description, be sure to: Identify two constraints on trapping and relocating these bears other than

cost. Describe how each constraint is a limitation.

One constraint:

Another constraint:




b) The population of a type of fish, rainbow trout, is decreasing in the stream flowing through the salmonberry habitat. Students want to increase the population of rainbow trout. Describe how to begin solving this problem.

Be sure to describe the following stages in your design process: Research the Problem: Describe any scientific information needed to

solve the problem and how to collect that information. Explore Ideas: Describe several possible solutions to the problem,

including any useful scientific concepts.

Problem: Increase the population of rainbow trout in the stream.

Research the Problem:

Explore Ideas:




Teacher pages: Task Title: Salmonberry Habitat

Item number: 1 Cognitive Complexity: 2 (page 1 of 2)Performance Description

A 4-point response demonstrates the student understands the Content Standard INQC: Conclusions must be logical, based on evidence, and consistent with prior established knowledge.Item Specification 1: Generate a logical conclusion that is supported by evidence from the investigation and/or provide a scientific reason to explain the trend in data given a description of and the results from a scientific investigation.ANDContent Standard INQF: Science is a human endeavor that involves logical reasoning and creativity and entails the testing, revision, and occasional discarding of theories as new evidence comes to light.Item Specification 1 and 2: 1. Evaluate an investigation in terms of validity (e.g., answered the investigative question with confidence; the manipulated variable caused the change in the responding variable). 2. Valuate an investigation in terms of reliability (e.g., reliability means that repeating an investigation gives similar results).

Item and example response PointsINQF(2)a) The response describes a step in the field study procedure that ensured the results of the field

study would be reliable.

Examples: They counted salmonberries in three plots instead of just one in each habitat type. There were three plots for each habitat type.

Notes:1. Responses which describe controlling more variables are describing an improvement in validity

rather than reliability and may not be credited.2. Responses which describe one way to change the field study procedure to improve the

reliability of the field study may be credited one point (e.g., test 5 plots instead of 3, do the same investigation the next year).

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INQF(1)b) The response describes a step in the field study procedure that ensured the results of the field

study would be valid.

Examples: All of the plots were counted on the same day. They used 5 meter by 5 meter plots every time they counted. There were three different types of habitats instead of just two.

Notes:1. Responses that describe doing the same field study again are describing an improvement in

reliability rather than validity and may not be credited (e.g., repeat for 3 more days/months/years).

2. Responses which describe one way to change the field study procedure to improve the validity of the field study may be credited one point (e.g., count in a fourth type of habitat, make sure the same person does all the counting).

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Task Title: Salmonberry HabitatItem number: 1 Cognitive Complexity: 2 (page 2 of 2)

Item and example response PointsINQC(1)c) Response describes a scientific reason for the results in the forest edge habitat and a different

scientific reason for the results in the forest habitat by: Describing a scientific reason for the results in the forest edge habitat AND Describing a different scientific reason for the results in the forest habitat AND Including data from the Habitat vs. Number of Salmonberry Plants table that supports each

scientific reason.Examples for forest edge habitat: The forest edge habitat grows more plants because the soil has more minerals. There are 12

more plants at the forest edge than in the forest. The forest edge has more insects visiting the plants so the insects spread more seeds and the

forest edge has the most plants. The data shows more plants in the forest edge than on the stream bank or in the forest. The

forest edge has an average of 16 plants and the forest has an average of 4 plants. One reason may be that the forest edge gets the most rainfall.

Examples for forest habitat: The forest habitat has the least plants because the forest is dark in there. The forest has 4 plants and the forest edge has 12. This is because temperatures are colder in

the forest. The data shows fewer plants in the forest. There are more trees in the forest habitat. I think

the trees will use a lot of nutrients in the soil, so the plants don’t get as much. The forest has only a 4 plant average.

Note: Responses that provide a scientific reason with supporting data for forest edge habitat OR responses that provide a scientific reason with supporting data for forest habitat OR different scientific reasons for both forest edge habitat and forest habitat but without supporting data may be credited 1 point.

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A 3-point response demonstrates the student has partial understanding of the Content Standard.

A 2-point response demonstrates the student has limited understanding of the Content Standard.

A 1-point response demonstrates the student has very little understanding of the Content Standard.

A 0-point response demonstrates the student has almost no understanding of the Content Standard.

General notes:





Performance DescriptionA 4-point response demonstrates the student understands the Content Standard LS1B: The gradual combustion of carbon-containing compounds within cells, called cellular respiration, provides the primary energy source of living organisms; the combustion of carbon by burning of fossil fuels provides the primary energy source for most of modern society.Item Specification 2: Compare cellular respiration to the burning of fossil fuels.ANDContent Standard LS1D: The cell is surrounded by a membrane that separates the interior of the cell from the outside world and determines which substances may enter and which may leave the cell.Item Specification 2: Describe the process(es) (i.e., active transport, passive transport, osmosis, facilitated diffusion, diffusion) that allows substances to pass through the cell membrane.ANDContent Standard LS1E: The genetic information responsible for inherited characteristics is encoded in the DNA molecules in chromosomes. DNA is composed of four subunits (A,T,C,G). The sequence of subunits in a gene specifies the amino acids needed to make a protein. Proteins express inherited traits (e.g., eye color, hair texture) and carry out most cell function.Item Specification 3: Describe the relationships among DNA, chromosomes, genes, amino acids, proteins, and/or traits.ANDLS1H: Genes are carried on chromosomes. Animal cells contain two copies of each chromosome with genetic information that regulate body structure and functions. Most cells divide by a process called mitosis, in which the genetic information is copied so that each new cell contains exact copies of the original chromosomes.Item Specification 3: Describe the process of mitosis and/or the product of mitosis.Item and example response PointsLS1H(3)a) The response describes the process that produces new cells in a plant by:

Describing the process that causes the number of cells in a plant to increase AND Identifying the number of chromosomes in each plant cell at the beginning and at the end

of the process.Examples: New leaf cells are formed by mitosis/cell division where one cell divides and makes two cells,

each with 14 chromosomes. Plants grow through cell division. The beginning/parent cell is 14 and is 14 in each of the two

daughter cells. When a cell divides, the two new cells are the same number of chromosomes as the parent cell. Mitosis, where one cell divides/splits to become two identical cells. There are 14 in the first

cell and 14 in each of the two cells after the division.

Note: Responses that describe mitosis without using the specific name for that process may be credited.

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Item and example response PointsLS1E(3)b) The response describes the relationships among amino acids, chromosomes, proteins, and

genes in the cells of a salmonberry plant.

Examples: Genes/alleles in the chromosomes/DNA of the plant cells code for amino acids that make up

proteins. Chromosomes/DNA contain the genes/alleles which code the information to build proteins

from amino acids.

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LS1D(2)c) The response describes the active transport process that allows substances to enter and exit

cells by: Describing the active transport process in terms of energy differences AND Describing the active transport process in terms of concentration differences.

Examples for active transport: Active transport requires energy/ATP to move molecules from an area of low concentration to

high concentration OR against/up a concentration gradient. Active transport moves things the cell needs into the cell by using energy/ATP. It moves more

and more molecules into the cell even though there are a lot of the molecules in there already.

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LS1B(2)d) The response describes two similarities between cellular respiration in salmonberry plants and

the burning of gasoline.Examples of similarities: Both produce carbon dioxide/waste products Both produce heat/heat energy/thermal energy Both convert chemical energy to thermal/heat /usable /kinetic energy Both involve chemical reactions/break and re-form bonds Both need oxygen/carbon-containing compounds to occur Both involve transformations of matter/energy

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General Notes:





Performance Description

A 4-point response demonstrates the student understands the Content Standard LS2A: Matter cycles and energy flows through living and nonliving components in ecosystems. The transfer of matter and energy is important for maintaining the health and sustainability of an ecosystem.Item Specification 1: Describe the cycle of carbon through ecosystems.ANDContent Standard LS2C: Population growth is limited by the availability of matter and energy found in resources, the size of the environment, and the presence of competing and/or predatory organisms.Item Specification 1: Describe factors that limit growth of plant and/or animal populations in an ecosystem.ANDContent Standard SYSB: Systems thinking can be especially useful in analyzing complex situations. To be useful, a system needs to be specified as clearly as possible.

Item Specification 4: Describe how a given system functions with respect to other systems.

Item and example response PointsLS2A (1), SYSB(4)a) The response describes a path of carbon through the forest edge habitat and includes the

atmosphere, salmonberry plants, and bears in the path by: Beginning and ending with carbon in the atmosphere AND Identifying the molecule that contains the carbon for each step in the path AND Describing the roles of salmonberry plants and bears in the carbon cycle.

Examples: Carbon dioxide in the air is taken in by the plants and changed to sugar/glucose. Bears take in

the plants and use sugar/glucose or change it into fats/proteins/carbohydrates/ATP/large carbon containing compound. Bears breathe out carbon dioxide into the air.

Carbon dioxide is taken in by salmonberry plants. The plants turn the carbon dioxide into sugars and then break the sugars down and release carbon dioxide back into the air. Bears also eat plants and get the sugars. Once they eat the sugars, they break the sugars down and release carbon dioxide back into the air. And some of the carbon is released in feces back into the ground.

Plants take in carbon dioxide from the air and make sugars. Bears eat plants and use up the sugar from the plants. When the bears die, they decompose and release carbon dioxide/methane into the air.

Carbon goes from air to plants to bears and back to air. The transformations are carbon dioxide to sugar/glucose in plants and animals and back to carbon dioxide.

Note: Responses that give only a complete path or only the list of carbon-containing molecules may be credited one point.

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Item and example response Points

LS2C(1) /SYSB(4)b) The response describes two factors that could limit the growth of plant populations in the forest

edge habitat by: Identifying two characteristics of the forest edge habitat AND Describing how each characteristic is a factor that could limit populations of plants.

Examples: The forest edge would be shady because of the trees. That would limit plant populations

because plants need sunlight to grow and make seeds. The forest edge might not have much water in the soil. Plants need water to photosynthesize

and survive. Many small animals that eat plants live in the forest. These animals could eat the plants

reducing the population of plants.

Note: Responses that identify one characteristic of the forest edge habitat and describe how that characteristic could limit populations of plants may be credited one point.

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General notes:





Performance Description

A 4-point response demonstrates the student understands the Content Standard APPB: The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions.Item Specification 2: Describe research that would facilitate a solution to the problem and/or generate several possible solutions given a description of a problem that can be solved using a technological design process.ANDContent Standard APPC: Choosing the best solution involves comparing alternatives with respect to criteria and constraints, then building and testing a model or other representation of the final design.Item Specification 1: Evaluate the solution(s) with respect to criteria on which to judge success and/or constraints (i.e., limitations) on the solution(s) given one or more solutions to a problem that can be solved using a technological design process.

Item and example response Points

APPC(1)a) The response describes two constraints other than cost that park rangers could encounter while

trapping and relocating these bears by: Identifying two constraints on trapping and relocating these bears other than cost. Describing how each constraint is a limitation.

Examples:

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Identify constraint Describe how the constraint is a limitation

…other animals besides the bears might get trapped.

…the other animals are not a problem and might get hurt.

...the traps will contain the other animal and the bears don’t get trapped

…places for the problem bears might be far away

Lots of fuel/time/people will be needed to move the bears

…the bears may be violent Ranger will need lots of protective gear/special training

…the traps might hurt the bears. …people will protest the use of the traps/try to prevent the traps

Note: Responses identifying or implying one constraint and describing how that constraint is a limitation may be credited one point.





Item and example response PointsAPPB(2)b) The response describes how to begin solving the problem of increasing the population of

rainbow trout by: Research the Problem: Describe any scientific information needed to solve the problem

and how to collect that information. Explore Ideas: Describe several possible solutions to the problem, including any useful

scientific concepts.A 2-point response demonstrates the student understands the Content Standard. The response includes all 4 of the bullets listed: Research the Problem: Information needed to solve the problem is described or pertinent

questions are given (e.g., Collect data on the current population of rainbow trout; find out the food source for trout; Ask a fish biologist how to improve conditions for the fish; Watch so see how many people go to the stream to catch fish.)Note: Listing objects may not be credited.

Scientific Research: Related scientific information (e.g., What are current population densities of various fish in the stream; Consult a fish biologist to find out the conditions for the trout to survive; Research on the Fish and Wildlife website what time of year trout lay eggs) OR how to scientifically collect related data is described (e.g., Observe and record the number of fishermen in a habitat for one year by observing one day a week.)Notes:1. Scientific information involves relevant general scientific concepts (e.g., specific habitat or dietary

needs, predators, diseases, dissolved oxygen) OR Related information gathered from appropriate sources of scientific information. (e.g., Ask a fish expert/scientist about temperatures and mating habits).

2. Scientific collecting of data involves systematically collecting pertinent data over a period of time or a number of conditions.

3. This attribute may be credited even when the information being gathered is too vague to credit the “Research the Problem” attribute.

Explore ideas: More than one idea that could solve the problem is described (e.g., add large rocks to the stream for habitat, plant trees near the stream to shade the water.)Notes:1. Listing objects may not be credited.2. Ideas may involve materials not given.A sentence should be read as one idea (e.g., Use a container with soil and gravel is one idea, not two or three). Run-on sentences may be read as more than one idea. Sentences containing the term “or” may be read as more than one idea (e.g., Use a metal, plastic, or glass container are three ideas).

Explore Scientific Ideas: An idea includes scientific concept(s) for considering the idea (e.g., Increase the number of prey/provide food so the trout’s energy needs are met; raise trout in a fish hatchery until they are large enough to survive in the stream; add trees for shade so the water will have more oxygen in it).Note: This attribute may be credited even when only one idea is given.

Note: A 1-point response includes 2-3 of the bullets.

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General notes:



Documents

Web viewwere formally adopted. Along with the new standards, the legislature provided direction for the redesign of the assessment system. The Measurements of Student