1. A Component of the Washington State Assessment Program
  2. Key Goals of Professional Development Opportunities
  3. 2003 Released Science Scenario with Items
      1. Loop-the-Loop

    (At 8th and 10th Grades: 30 multiple-choice, 12 short answer, and 3 extended responses items)

    The student understands and uses scientific concepts and principles to understand systems.

    1.1   Properties of Systems: Use properties to identify, describe, and categorize substances, materials, and objects, and use characteristics to categorize living things.

    1.2   Structure of Systems: Recognize the components, structure, and organization of systems and the interconnections within and among them.

      1. Changes in Systems: Understand how interactions within and among systems cause changes in matter and energy.

      The student knows and uses the skills, processes, and nature of scientific inquiry.

      2.1   Investigating Systems: Develop the knowledge and skills necessary to do scientific inquiry.

      2.2   Nature of Science: Understand the nature of scientific inquiry

      The student knows and applies the design process to develop solutions to human problems in societal contexts.

      3.1   Designing Solutions: Apply design process to develop solutions to human problems or meet challenges using the skills of science and technology.

        1. Science, Technology, and Society: Know that science and technology are human endeavors, interrelated to each other, to society, and to the workplace.

        Using this Released Items Booklet

        and Other Instructionally Supportive Science Assessment Materials

        as Professional Development Opportunities

         

         

        Back to top

        Key Goals of Professional Development Opportunities

        Key Goals of Professional Development Opportunities

        Half-Day Professional Development

         

        Full-Day Professional Development

        Follow-Up Professional Development Involving Students

        Back to top

        2003 Released Science Scenario with Items

        2003 Released Science Scenario with Items

         

        Loop-the-Loop

         
        Title:   Loop-the-Loop  Grade: 5
        Description:   A student investigates how high up a ramp a toy car needs to be released in order successfully to go around a vertical loop-the-loop.
        Item Description
        EALR Strand, Learning Target, and Item Characteristic
        Item Type
         
        Properties of Systems
        Structure of Systems
        Changes in Systems
        Inquiry in Science
        DesigningSolutions
        Multiple Choice
        Short Answer
        Extended Response
        1
        		 Identify the one changed (manipulated) variable as the car’s release height.   
        IN02 2.1.2 d
        		  
        A
        		   
        2
        		Identify the effect on the toy car’s stored energy due to higher lift up the ramp. 
        ST01 1.2.2 d
        		    
        A
        		  

        3
        		Recognize factors that determine the effects of a push on the motion of the toy car.  
        CH01 1.3.2 f
        		   
        B
        		   
        4
        		Identify how to find the lowest successful release height (a new investigative question).   
        IN02 2.1.2 g
        		  
        B
        		   
        5
        		Explain why a similar investigation produced different results.   
        IN08 2.2.8 b
        		   
        SA
                 		 
        6
        		 Plan a new scientific investigation based upon the investigation described in the scenario   
        IN02 2.1.2 a
        		    
        ER
        Total
        4
        1
        1
        Ideal Totals
        3-6
        1-2
        0-1

        Back to top

        Loop-the-Loop

        Loop-the-Loop

         

        Directions: Use the following information to answer numbers 1 through 5.

         

        Jane liked roller coasters, so she decided to investigate how loop-the-loops worked. She did the following investigation with the ramp and toy car shown in the diagram below.

         

         

         

        Question:

        How high does a toy car need to be released for the toy car to travel completely around a loop?

         

        Prediction:

        The toy car needs to be almost 20 cm up the ramp to travel around the loop.

         

        Materials:

        ramp

        toy car

        meter stick to measure height in centimeters (cm)

         

        Procedure:

         

        1. Mark the ramp at heights 5, 10, 15, 20, and 25 cm and record the heights in the data table.
        2. Release the toy car from each height.
        3. In the data table, record the car’s motion in the loop.

        Back to top

        Loop-the-Loop

        Loop-the-Loop

        (continued)

         

         

        Data:

        Jane’s Loop-the-Loop Investigation

         
        Height of toy car on ramp (cm)
        How the toy car moved in the loop
        5
        		 Car stopped and rolled backwards when entering the loop
        10
        		 Car got to the top of the loop then fell down
        15
        		 Car traveled completely around the loop
        20
        		 Car easily went around the loop
        25
        		 Car easily went around the loop

        Back to top

        Loop-the-Loop

        Loop-the-Loop

         

         

        1   Which variable did Jane change (manipulate)?

         

         

        Item information

         

        Correct Response:  A

        EALR Strand:  IN Inquiry in Science

        Learning Target:  IN02 2.1.2 Planning and Conducting Investigations

          Plan and conduct simple investigations, using appropriate tools, measures, and safety rules.

        Item Characteristic:  d: Given a complete description of a scientific investigation, items may ask students to identify the one variable changed (manipulated).

         

         

         

         

        2   What could Jane do to give the car more energy?

         

        Item information:

         

        Correct Response:  A

        EALR Strand:  ST Structure of Systems

        Learning Target:   ST01 1.2.2 Energy Transfers and Transformations

        Know that energy can be transferred from one object to another and can be transformed from one type to another.

        Item Characteristic:  d: Given an adequate description and/or a labeled picture/diagram of a simple system, items may ask students to identify or describe where an object has the greatest or least stored energy due to lift or falling in a system.

        Back to top

        Loop-the-Loop

        Loop-the-Loop

         

         

        3   Instead of just releasing the toy car from a height of 10 cm, Jane pushed it.

        What most likely would happen?

         

        Item information:

         

        Correct Response:  B

        EALR Strand:  CH Changes in Systems

        Learning Target:   CH01 1.3.2 Force to Explain Motion

        Investigate and recognize factors that determine the effects of a push or pull on the motion of objects.

        Item Characteristic:  f: Given an adequate description and/or a labeled picture/diagram of one or more objects and forces, items may ask students to identify or describe how different forces cause the same mass to move differently.

         

         

         

         

        4   What heights should Jane check to find the lowest possible release height to make the car travel completely around the loop?

         

        Item information:

         

        Correct Response:  B

        EALR Strand:  IN Inquiry in Science

        Learning Target:   IN02 2.12 Planning and Conducting Investigations

        Plan and conduct simple investigations, using appropriate tools, measures, and safety rules.

        Item Characteristic:  g: Given a complete description of a scientific investigation, items may ask students identify or describe how to test an investigative question.

         

        Back to top

        Loop-the-Loop

        Loop-the-Loop

         

         

        5   Jane told Rick about her investigation. He went home and tried to do his own investigation.

         

          Jane’s Loop-the-Loop Investigation   Rick’s Loop-the-Loop Investigation
        Height of toy car on ramp (cm)
        How the toy car moved in the loop
        5
        		 Car stopped and rolled backwards when entering the loop
        10
        		 Car got to the top of the loop then fell down
        15
        		 Car traveled completely around the loop
        20
        		Car easily went around the loop
        25
        		 Car easily went around the loop
        Height of toy car on ramp (cm)
        How the toy car moved in the loop
          5
        		Car stopped and rolled backwards when entering the loop
         10
        		 Car started up the loop but then stopped and rolled backwards
         15
        		 Car go to the top of the loop then fell down
          20
        		 Car traveled completely around the loop
          25 Car easily went around the loop

         

        Rick’s results were different from Jane’s. Describe two possible explanations for the differences

         
         
         
         
         
         
         
         
         
         
         

        Back to top

        Loop-the-Loop

        Loop-the-Loop

         

         

        5   (continued)

         

        Item information:

         

        Score points:  2

        EALR Strand:  IN Inquiry in Science

        Learning Target:  IN08 2.2.8 Evaluating Inconsistencies

        Explain why similar investigations may not produce similar results.

        Item Characteristic:  b: Given a clear description of the investigation(s), items may ask students to identify or explain why two similar investigations produced different results.

         

        Scoring Rubric for item number 5:

         

        A 2-point response: The student shows the ability to explain why similar investigations may not produce similar results.

         

        The student describes (identifies and gives details) two possible explanations for the differing results.

        Examples of categories of differences:

        Notes:

        1. Characteristics such as, ‘better than’ or ‘different’ must have an example of why they are ‘better than’ or how they are ‘different’.
        2. Student’s may use characteristics in two different categories (different ramp and different car) or may have two characteristics from one category (different ramp and different loop).

        A 1-point response: The student shows some ability to explain why similar investigations may not produce similar results.

         

        The student describes one possible explanation for the differing results

        OR

        The student partially describes two explanations for the differing results.

         

        A 0-point response: The student shows little or no ability to explain why similar investigations may not produce similar results.

        Loop-the-Loop

         

         

        Annotated Example of a 2-point response for item number 5:

         

         

        5   Jane told Rick about her investigation. He went home and tried to do his own investigation.

         

          Jane’s Loop-the-Loop Investigation   Rick’s Loop-the-Loop Investigation
        Height of toy car on ramp (cm)
        How the toy car moved in the loop
        5
        		 Car stopped and rolled backwards when entering the loop
        10
        		 Car got to the top of the loop then fell down
        15
        		 Car traveled completely around the loop
        20
        		Car easily went around the loop
        25
        		 Car easily went around the loop
        Height of toy car on ramp (cm)
        How the toy car moved in the loop
          5
        		Car stopped and rolled backwards when entering the loop
         10
        		 Car started up the loop but then stopped and rolled backwards
         15
        		 Car go to the top of the loop then fell down
          20
        		 Car traveled completely around the loop
          25 Car easily went around the loop

         

        Rick’s results were different from Jane’s. Describe two possible explanations for the differences

         
        First of all, experiments usually never turn out exactly the same.
        That is why scientists do their experiments many times; end up
        averaging results most of the time. Rick also could have had a
        heavier car, a wider or narrower ramp or a different sized loop.
        Jane & Rick would have to do the experiment using the same car &
        ramp to get accurate results.
         
         
         

        Loop-the-Loop

         

         

        Annotation for the sample 2-point response for item 5:

         

        This response demonstrates the student shows the ability to explain why similar investigations may not produce similar results.

         

        The response identifies that ”Rick also could have had a heavier car, a wider or narrower ramp or a different sized loop” which is three differences (1 point).

         

        The response gives details of why investigations need repeating and how to insure ”accurate results” (1 point).

         

        Note that the differences in the car or ramp given may not account for the different results. A heavier car should not affect the results; otherwise more people in a real roller coaster would affect how it travels through a loop-the-loop. However, this item is measuring an inquiry learning target not a systems understanding of the effect of weight upon falling or rolling down a ramp.

        Loop-the-Loop

         

         

        Annotated Example of a 1-point response for item number 5:

         

        5   Jane told Rick about her investigation. He went home and tried to do his own investigation.

         

          Jane’s Loop-the-Loop Investigation   Rick’s Loop-the-Loop Investigation
        Height of toy car on ramp (cm)
        How the toy car moved in the loop
        5
        		 Car stopped and rolled backwards when entering the loop
        10
        		 Car got to the top of the loop then fell down
        15
        		 Car traveled completely around the loop
        20
        		Car easily went around the loop
        25
        		 Car easily went around the loop
        Height of toy car on ramp (cm)
        How the toy car moved in the loop
          5
        		Car stopped and rolled backwards when entering the loop
         10
        		 Car started up the loop but then stopped and rolled backwards
         15
        		 Car go to the top of the loop then fell down
          20
        		 Car traveled completely around the loop
          25 Car easily went around the loop

         

        Rick’s results were different from Jane’s. Describe two possible explanations for the differences

         
        His was based on how high the car went and Janes was based on
        how high the ramp was. My other prediction is that he might have
        the car a different weight than the one Jane was using.

         

        Annotation:

         

        This response demonstrates the student shows some ability to explain why similar investigations may not produce similar results.

         

        The response incorrectly describes a different purpose for Jane’s and Rick’s investigations as a possible explanation for the different results (0 point).

         

        The response goes on to give one possible difference, ”the car a different weight” (1 point).

         

         

        Loop-the-Loop

         

         

        Annotated Example of a 0-point response for item number 5:

         

        5   Jane told Rick about her investigation. He went home and tried to do his own investigation.

         

          Jane’s Loop-the-Loop Investigation   Rick’s Loop-the-Loop Investigation
        Height of toy car on ramp (cm)
        How the toy car moved in the loop
        5
        		 Car stopped and rolled backwards when entering the loop
        10
        		 Car got to the top of the loop then fell down
        15
        		 Car traveled completely around the loop
        20
        		Car easily went around the loop
        25
        		 Car easily went around the loop
        Height of toy car on ramp (cm)
        How the toy car moved in the loop
          5
        		Car stopped and rolled backwards when entering the loop
         10
        		 Car started up the loop but then stopped and rolled backwards
         15
        		 Car go to the top of the loop then fell down
          20
        		 Car traveled completely around the loop
          25 Car easily went around the loop

         

        Rick’s results were different from Jane’s. Describe two possible explanations for the differences

         
        Rick’s did work it didn’t have enough power. His car just started to
        roll backward and when it finally got to the top of the loop it fell
        like a bag of potatoes.

         

         

        Annotation:

         

        This response demonstrates the student shows little or no ability to explain why similar investigations may not produce similar results.

         

        The response does not describe possible explanations for the results. The response gives the results of Rick’s investigation and cannot be credited for showing understanding of this learning target (0 point).

         

        Loop-the-Loop

         

         

        6   After completing her investigation, Jane asked another question about her roller coaster model.

         

        “How high on the ramp does a heavier toy car need to start to travel completely around the loop?”

         

        Write a plan for an investigation that could answer Jane’s new question.

         

        Be sure to include:

        Use words, labeled pictures, and/or labeled diagrams in your response.
        Question:   How high on the ramp does a heavier toy car need to start to travel
        completely around the loop?
        Prediction:
         
        Materials:
         
         
         
         

         

        Loop-the-Loop

         

         

        6   (continued)

         

        You may use the space below for a labeled diagram to support your procedure.
         
        Procedure:
         
         
         
         
         
        Note: Students have a whole page on the actual exam

         

        Item information:

         

        Score points:  4

        EALR Strand:  IN Inquiry in Science

        Learning Target:  IN02 2.1.2 Planning and Conducting Investigations

        Plan and conduct simple investigations, using appropriate tools, measures, and safety rules.

        Item Characteristic:  a: Given a complete description of a scientific investigation, items may ask students to plan a second investigation for a different question involving a minimal change in the original design.

        Loop-the-Loop

         

        Scoring Rubric for Item 6

         

        A 4-point response: The student shows the ability to plan a scientific investigation. The student plans an investigation that earns 6-8 value points.

         

        Prediction: 1 value point for a prediction that is related to the investigative question. The prediction must have both the variable changed (weight of toy car) and the variable measure (release height of heavier toy car).

         

        Materials: 1 value point for listing at least a heavier toy car or materials to make the toy car heavier, a ramp, and a meter stick.

         

        Procedure: (up to 6 value points, 1 value point per bulleted feature)

        Expected attributes

        Unexpected attribute that may be credited

        Notes:

        1. If the student does not plan an appropriate procedure for this investigative question, she/he cannot earn any of the 6 possible value points that are awarded for procedure.
        2. If the procedure indicates only one measurement is taken, no points can be awarded for variables kept the same or changed because there is no chance to change or keep variable the same.

        A 3-point response: The student shows some ability to plan a scientific investigation. The student plans an investigation that earns 4-5 value points.

         

        A 2-point response: The student shows limited ability to plan a scientific investigation. The student plans an investigation that earns 3 value points.

         

        A 1-point response: The student shows very little ability to plan a scientific investigation. The student plans an investigation that earns 1-2 value points.

         

        A 0-point response: The student shows almost no ability to plan a scientific investigation. The student plans an investigation that earns 0 value points.

        Loop-the-Loop

         

         

        Annotated Example of a 4-point response for item number 6:

         

        6   After completing her investigation, Jane asked another question about her roller coaster model.

         

        “How high on the ramp does a heavier toy car need to start to travel completely around the loop?”

         

        Write a plan for an investigation that could answer Jane’s new question.

         

        Be sure to include:

        Use words, labeled pictures, and/or labeled diagrams in your response.
        Question:   How high on the ramp does a heavier toy car need to start to travel
        completely around the loop?
        Prediction: It needs to be at least 30 cm. high to make it around
        the loop
        Materials: 1) Heavier toy car
        2) ramp
        3) meter stick to measure the height of the ramp
        4) recording materials
         

        Loop-the-Loop

         

         

        6   (continued)

         

        You may use the space below for a labeled diagram to support your procedure.
        Procedure: 1) Place the car at 5 cm. high on the ramp and let it go.
        2) Record how far it goes on the loop-the-loop.
        3) Keep letting the car go at 5cm higher every time and keep
        recording and stop when you’ve done the height of your prediction.

         

         

        Annotation:

         

        This response demonstrates that the student shows the ability to plan a scientific investigation. The response was awarded 7 value points for 4 score points.

         

        Loop-the-Loop

         

         

        Annotated Example of a 3-point response for item number 6:

        6   After completing her investigation, Jane asked another question about her roller coaster model.

         

        “How high on the ramp does a heavier toy car need to start to travel completely around the loop?”

         

        Write a plan for an investigation that could answer Jane’s new question.

         

        Be sure to include:

        Use words, labeled pictures, and/or labeled diagrams in your response.
        Question:   How high on the ramp does a heavier toy car need to start to travel
        completely around the loop?
        Prediction: it could stay the same because the heaver the car the
        more speed it gets.
        Materials:
        A heavyer toy car, ramp, ruler and a chart to write the highth
        and weith of the car.
         
         

         

        Loop-the-Loop

         

         

        6   (continued)

         

        You may use the space below for a labeled diagram to support your procedure.
         
        Procedure: Frist I will build a ramp with a loop, then weight my car
        to see how much heaver it is to the other car. Then I will test the  
        car by starting at 5cm to 30 cm and counting by fives. To see if
        weight will change any thing.

         

         

        Annotation:

         

        This response demonstrates that the student shows some ability to plan a scientific investigation. The response was awarded 4 value points for 3 score points.

         

        Loop-the-Loop

         

         

        Annotated Example a 2-point response for item number 6:

         

        6   After completing her investigation, Jane asked another question about her roller coaster model.

         

        “How high on the ramp does a heavier toy car nee to start to travel completely around the loop?”

         

        Write a plan for an investigation that could answer Jane’s new question.

         

        Be sure to include:

        Use words, labeled pictures, and/or labeled diagrams in your response.
        Question:   How high on the ramp does a heavier toy car need to start to travel
        completely around the loop?
        Prediction: I think the ramp needs to be more wider and
        stronger to hold it.
        Materials: Your going to need a ramp with a loop, a measuring stick,
        a car and a pencil and paper to record
         
         
         

        Loop-the-Loop

         

         

        6   (continued)

         

        You may use the space below for a labeled diagram to support your procedure.

        Procedure: Once you get the materials setup the ramp so it looks like
        this. Then take the measuring stick and measure it so there’s 5,
        10, 15, 20, 25 somewhere on it. After that test it and record it.  

         

        Annotation:

         

        This response demonstrates that the student shows limited ability to plan a scientific investigation. The response was awarded 3 value points for 2 score points.

         

        Loop-the-Loop

         

         

        Annotated Example of a 1-point response for item number 6:

         

        6   After completing her investigation, Jane asked another question about her roller coaster model.

         

        “How high on the ramp does a heavier toy car need to start to travel completely around the loop?”

         

        Write a plan for an investigation that could answer Jane’s new question.

         

        Be sure to include:

        Use words, labeled pictures, and/or labeled diagrams in your response.
        Question:   How high on the ramp does a heavier toy car need to start to travel
        completely around the loop?
        Prediction: I believe It needs 27cm to make it go around
         
        Materials: Ramp, heavy toy car, and meter stick
         
         
         

         

        Loop-the-Loop

         

         

        6   (continued)

         

        You may use the space below for a labeled diagram to support your procedure.
         
        Procedure:
        The procedure this time is to build the ramp, place the car at the
        end and before you let the car go measure it. 

         

        Annotation:

         

        This response demonstrates that the student shows very little ability to plan a scientific investigation. The response was awarded 2 value points for 1 score points.

         

        This procedure indicates only one measurement is taken, no points can be awarded for controlled or manipulated variables because there is no chance to change or keep constant any variable.

        Loop-the-Loop

         

         

        Annotated Example of a 0-point response for item number 6:

         

        6   After completing her investigation, Jane asked another question about her roller coaster model.

         

        “How high on the ramp does a heavier toy car need to start to travel completely around the loop?”

         

        Write a plan for an investigation that could answer Jane’s new question.

         

        Be sure to include:

        Use words, labeled pictures, and/or labeled diagrams in your response.
        Question:   How high on the ramp does a heavier toy car need to start to travel
        completely around the loop?
        Prediction: use a different toy car
         
        Materials: ramp, toy car, and a meterstick
         
         
         

         

        Loop-the-Loop

         

         

        6   (continued)

         

        You may use the space below for a labeled diagram to support your procedure.
         
        Procedure: If Jane uses a different toy car and a higher ramp she
        will find out the answer to her question
         

         

         

        Annotation:

         

        This response demonstrates that the student shows little or no ability to plan a scientific investigation. The response was awarded 0 value points for 0 score points.

         

        The statement given as a procedure cannot be credited for any of the procedure value points.

        Back to top

        Magnetic Force Stand Alone Item

        Magnetic Force Stand Alone Item

         

         

        7   Look at the figures below.

         

        Which figure best demonstrates a magnetic force?

         

         

        Item information

         

        Correct Response:  C

        EALR Strand:  CH Changes in Systems

        Learning Target:  CH01 1.3.1 Nature of Forces

          Describe forces in terms of strength and direction.

        Item Characteristic:  c: Given an adequate description and/or a labeled picture/diagram of one or more objects and forces acting, items may ask students to identify the force that is acting on the object(s) (e.g. magnetic, electrical, gravitational).

         

        Back to top

        Lightning and Thunder Stand Alone Item

        Lightning and Thunder Stand Alone Item

         

        8   At camp, Raj sees a lightning storm. He sees the lightning before he hears the thunder. What does this show?

         

        Item information

         

        Correct Response:  A

        EALR Strand:  PR Properties of Systems

        Learning Target:  PR01 1.1.3 Wave Behavior

          Describe experiences with sound, for example vibrations, echoes, and pitch. Describe experiences with light in terms of bouncing off, passing through, and changes in path and direction.

        Item Characteristic:  c: Given an adequate description and/or a labeled picture/diagram of an appropriate system, items may ask students to identify or describe the relative speed of sound versus light.

         

         

        Back to top

        Stored Energy Stand Alone Item

        Stored Energy Stand Alone Item

         

        9   Which object below is gaining stored energy?

         

        Item information

         

        Correct Response:  A

        EALR Strand:  ST Structure of Systems

        Learning Target:  ST01 1.2.2 Energy Transfers and Transformation

          Know that energy can be transferred from one object to another and can be transformed from one type to another.

        Item Characteristic:  b: Given an adequate description and/or a labeled picture/diagram of an appropriate system, items may ask students to identify or describe the energy before and after a change has occurred (i.e. the energy of motion of a hands clapping changing into sound energy).

        Back to top

        Pencil System Stand Alone Item

        Pencil System Stand Alone Item

         

        10   A system is anything with interconnected parts, such as the pencil in the picture in the box below.

         

         
         
         
         
         
         
         

        Back to top

        Pencil System Stand Alone Item

        Pencil System Stand Alone Item

         

        10   (continued)

         

         

        Item information

         

        Score Points:  2

        EALR Strand:  ST Structure of Systems

        Learning Target:  ST01 1.2.1 Structure of Physical Systems

          Identify the parts of a physical system, how the parts go together, and how they depend on each other in systems other than those described in other ST learning targets.

        Item Characteristics:   Given an adequate description and/or a labeled picture/diagram of an appropriate system, items may ask students to:

        b: Identify or describe how the parts of the system go together.

        e: Identify or describe what would happen if one part of the system was missing or broken.

        Back to top

        Pencil System Stand Alone Item

        Pencil System Stand Alone Item

         

        10   (continued)

         

         

        Scoring Rubric for item number 10:

         

        A 2-point response: The student shows the ability to identify the parts of a physical system, how the parts go together, and how they depend on each other.

         

        The student clearly labels four of the following parts of the pencil:

        AND

        The student chooses one part and gives a clear and accurate explanation of what would happen if the part were missing.

         

        Example:

        Four parts of the system are the eraser, the lead, the wood, and the metal band. If the eraser is missing, the writer cannot erase the writing.

         

        Notes:

        1. Student may label the 4 parts of the pencil in the diagram provided without writing in the space provided for the point awarded to clearly naming the four parts of the pencil
        2. The wooden shaft can be referred to the base, handle, body, or wood. However, top or bottom does not suffice to identify the tip or eraser.

        A 1-point response: The student shows some ability to identify the parts of a physical system, how the parts go together, and how they depend on each other.

         

        The student clearly labels four parts of the pencil.

        OR

        The student chooses one part and gives a clear and accurate explanation of what would happen if the part were missing.

         

        A 0-point response: The student shows little or no ability to identify the parts of a physical system, how the parts go together, and how they depend on each other.

        Pencil System

         

         

        Annotated Example of a 2-point response for item number 10:

         

        10   A system is anything with interconnected parts, such as the pencil in the picture in the box below.

         

        If the pencil did not have the mettle eraser fastener the eraser
        would fall of.

         

         

        Annotation:

         

        This response demonstrates the student shows the ability to identify the parts of a physical system, how the parts go together, and how they depend on each other.

         

        The response labels the four parts of the pencil systems (1 point). Notice that the creative spelling and labels like “woulden lead guard” are acceptable.

         

        The response describes what would happen if the “mettle eraser fastener” were missing (1 point).

        Pencil System

         

         

        Annotated Example of a 1-point response for item number 10:

         

        10   A system is anything with interconnected parts, such as the pencil in the picture in the box below.

         

        The ereser
        The meldle to hold the eraser on. The wood. The led

         

         

        Annotation:

         

        This response demonstrates the student shows some ability to identify the parts of a physical system, how the parts go together, and how they depend on each other.

         

        The response labels four parts of the pencil system (1 point).

         

        The response lists the four parts but does not attempt to describe what would happen if one part were missing (0 point).

        Pencil System

         

         

        Annotated Example of a 0-point response for item number 10:

         

        10   A system is anything with interconnected parts, such as the pencil in the picture in the box below.

         

        If some of the pencil system were gone it would not work 

         

         

        Annotation:

         

        This response demonstrates the student shows little or no ability to identify the parts of a physical system, how the parts go together, and how they depend on each other.

         

        The response does not label the four parts of the pencil system (0 point).

         

        The response description ”If some of the pencil system were gone it would not work” is too vague to credit (0 point).

         

         

        Back to top

         Page 35 of 37

         

         

         

         Page 35 of 38