Washington Assessment
of Student Learning (WASL)
A Component of the Washington State Assessment Program
Introduction to the Science Released Scenarios and Items
Science Assessment Leadership Team
Characteristics of the Science WASL
and Other Instructionally Supportive Science Assessment Materials
as Professional Development Opportunities
1. Follow-Up Professional Development Involving Students

Loop-the-Loop
1. Directions: Use the following information to answer numbers 1 through 5.
Loop-the-Loop
1. Annotated Example of a 2-point response for item number 5:
2. Jane’s Loop-the-Loop Investigation Rick’s Loop-the-Loop Investigation
Loop-the-Loop
1. Annotation for the sample 2-point response for item 5:
Loop-the-Loop
Loop-the-Loop
Loop-the-Loop
Loop-the-Loop
Loop-the-Loop
Loop-the-Loop
Loop-the-Loop
Loop-the-Loop
1. Annotation:
Loop-the-Loop
1. Annotated Example a 2-point response for item number 6:
2. Annotated Example of a 1-point response for item number 6:
Loop-the-Loop
1. Annotated Example of a 0-point response for item number 6:
Loop-the-Loop
1. Annotation:
Pencil System
1. Annotated Example of a 2-point response for item number 10:
2. Annotation:
Pencil System
1. Annotated Example of a 1-point response for item number 10:
2. Annotation:

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

Washington Assessment

Washington Assessment

of Student Learning (WASL)

A Component of the Washington State Assessment Program

A Component of the Washington State Assessment Program

2003 Grade 5 Science Pilot Release

Published by the Science Assessment Team of the Washington Office of the Superintendent of Public Instruction on October 14, 2003

Table of Contents

Introduction to the Science Released Scenarios and Items 2

Fifth Grade Science Assessment Development Process 3

Science Assessment Leadership Team (SALT) 4

Characteristics of the Science WASL 5

Ideas for Using this Released Items Booklet 6

and Other Instructionally Supportive Science Assessment Materials

as Professional Development Opportunities

Loop-the-Loop: A physical science inquiry scenario with 6 items

Scenario Summary 7

Scenario 8

Items 1 – 4: Multiple choice items with characteristics 10

Item 5: Short Answer item with characteristics 12

Scoring rubric and annotated student responses

Item 6: Extended response item with characteristics 18

Scoring rubric and value point data

Annotated student responses

Item 7: Magnetic Force, a multiple choice stand alone item 32

Changes in systems, Nature of Force

Item 8: Lightning and Thunder, a multiple choice stand alone item 33

Properties of Systems, Wave Behavior

Item 9: Gaining Energy, a multiple choice stand alone item

Structure of Systems, Energy Transfers & Transformations 33

Item 10: Pencil System, a short answer stand alone item 34

Structure of Systems, Energy Transfers and Transformations

Introduction to the Science Released Scenarios and Items

Introduction to the Science Released Scenarios and Items

We are delighted to offer these released scenarios and items from the statewide fifth grade science pilot (Washington Assessment of Student Learning given in the spring of 2003. This release booklet contains one scenario with associated items and four stand-alone items, about 25% of an operational exam. This release booklet is designed to assist teachers and administrators in understanding how the science WASL is written and how it measures students’ ; achievement of the science Essential Academic Learning Requirements (EALRs).

The science WASL is composed of scenarios modeling the three themes of the science EALRs: systems (including properties, structure and changes), inquiry, and design as shown on our science symbol on the front cover of this booklet. Students’ scores will be reported in five strands: properties of systems, structure of systems, changes in systems, inquiry in science, and designing solutions. The first fifth grade student, school, district, and state science WASL scores will be reported in August, 2004. No student scores are generated for any pilot exam; therefore, the release items in this booklet do not have student scores.

Systems scenarios describe a familiar system including some inputs, outputs, and transfers of matter, energy, and/or information. Students are asked to demonstrate their understanding of the system and what might happen as part of the system changes. About forty percent of the exam involves measuring systems learning targets. The stand alone item in this release booklet titled “ Pencil System” is a good example of a simple system.

Inquiry scenarios describe a scientific investigation. Students are asked about the attributes of the investigation, asked to write conclusions, to make predictions, and how to deal with nature of science issues such as inconsistencies. Often students are asked to plan a new investigation similar to the scenario’s investigation. About forty percent of the exam involves measuring inquiry learning targets. The scenario in this release booklet, “ ;Loop-the-Loop,” is a description of an investigation.

Design scenarios describe how a solution to a human problem or challenge was designed. Students are asked about the system being ‘fixed’ or manipulated and the use of scientific concepts and/or data in the solution. Often students are asked to describe how a solution could be designed for a new problem or challenge similar to the one described in the scenario. About twenty percent of the exam involves measuring design learning targets.

In addition to this booklet, there are many other instructionally supportive materials available for the science WASL including these released scenarios made into mini-science WASLs. To access these resources, please go to the OSPI website ( www.k12.wa.us ) and click to the science assessment webpage.

If you would like to become part of the Science Assessment Leadership Team (SALT) or have any questions or ideas, please contact Roy Q. Beven at rbeven@ospi.wednet.edu or phone (360) 725-6368.

Sincerely,

Roy Q. Beven

OSPI Science Assessment

Fifth Grade Science Assessment Development Process

The elementary science educators of the Science Assessment Leadership Team (SALT) have developed almost the entire fifth grade science WASL. With Washington teachers in the lead, concern for fairness and grade-appropriateness has always come first. The team has established clear guidelines for scenarios and items. To review theses guidelines, get a copy of the General Characteristics of the Science WASL or the Science Test and Item Specifications for Fifth Grade . These are available through the science assessment webpage on the OSPI website (www.k12.wa.us).

Scenarios are intentionally planned before writing starts. From the time it is planned, the process of getting a scenario onto an operational science WASL takes about two years. During that time, over one hundred science educators review the scenario and its items, and the scenario is piloted with about 1,500 students. Only those scenarios and items that survive this process will be on the 5^th grade operational exams starting in 2004. The graphic below summarizes the WASL scenario development process.

Science Assessment Leadership Team

Science Assessment Leadership Team

In 2002, the OSPI science team started a program to increase the state’s capacity to do high quality science assessment by forming the Science Assessment Leadership Team (SALT). This team is currently composed of about 88 science teachers and educators from elementary, middle, and high school, higher education, and informal education. The SALT members from each ESD are ready to assist the schools in their region. The following SALT members work toward these goals:

Increase expertise in science concepts, processes, and assessment
Disseminate assessment information through professional development to each ESD region
Develop and refine the science WASL
Develop, test, revise, and disseminate classroom-based assessment

Anderson, Stewart: Grant ES, Eastmont SD

Arlington, Jeff: Connell HS, North Franklin SD

Baar, Barbara: retired MS, North Thurston SD

Bell, Kelly: Manson HS, Manson SD

Blagsvedt, Don: Science Facilitator, Tacoma SD

Boatman, Georgia: Southgate ES, Kennewick SD

Bonney, Joyce: Lynnwood ES, Edmonds SD

Boyd, Andy: Evergreen HS, Evergreen SD

Brown, Taunya: Orchard MS, Wenatchee SD

Brumley, Jewel: West Valley JHS, West Valley SD

Burbacher, Tom: Environmental Health, UW

Cunningham, Martha: Acme ES, Mt Baker SD

Darley, Cathy: Omak MS, Omak SD

Delgadillo, Georgiann: Mountain View MS, E. Valley SD

DiLoreto, Angie: Tyee MS, Bellevue SD

Dodd, Brett: Rogers HS, Spokane SD

Duncan, Keith: Kamiakin HS, Kennewick SD

Ferguson, Eric: MS Science Specialist, Bellevue SD

Fisk, Kathy: Desert Hills MS, Kennewick SD

Fredeen, Hanna: Frontier MS, Moses Lake SD

Frevert, Katie: Environmental Health, UW

Gady, Sandy: Beaver Lake MS, Issaquah SD

Garlich, Emily: Shelton HS, Shelton SD

Gromus, Al: Mt. High School, Mt. Vernon SD

Gursky, Larry: Science Specialist, Bethel SD

Hopoi, Beverly: Holmes ES, Spokane SD

Horton, Anna: Middle Scholl, Renton SD

Jacobsen, Debbie: Meadowdale MS, Edmonds SD

Johnson, Nikki: Squalicum HS, Bellignham SD

Johnson, Joanne: Sci. Curriculum, ESD 189

Johnson, Larry: Gig Harbor HS, Peninsula SD

Jones, Elaine: East Valley ES, East Valley SD

Koester, Chris: Moses Lake HS, Moses Lake SD

Kveven, Ardi: Snohomish HS, Snohomish SD

Larowe, LeeAnn: Elem. Science Specialist, ESD 112

Leifer, Rosemary: Sierra Heights ES, Renton SD

Levias, Sheldon: MS Science Specialist, Seattle SD

Lindley, Scott: Mt. Lake Terrace HS, Edmonds SD

Linneman, Scott: Geology & Sci Ed, WWU

Lisoskie, Patricia: Black Hills HS, Tumwater SD

Lund, Tony: Wilson HS, Tacoma SD

Lye, Trudy: Columbia Burbank ES, Burbank SD

Madsen, Karen: Everett School Board

Matsumoto, Karen: Puget Sound Env. Center

McClellan, Mary: Sec. Science Specialist, Seattle SD

McDaniel, Kathy: Allen Creek ES, Marysville SD

McKean, Heather: Biology & Sci.Ed, EWU

McLeod, Jack: Cascade HS, Everett SD

Mincks, Rena: Jefferson ES, Pullman SD

Moore, Mary: Jason Lee ES, Richland SD

Moore, Tom: Elem. Principal, West Valley SD

Ohana, Chris: Elementary Sci Ed, WWU

Otto, Patricia: Environmental Ed, Seattle SD

Owens, Katie: Seth Woodard ES, West Valley SD

Parrow, Karen: Discovery MS, Vancouver SD

Parton, Cinda: Ferris HS, Spokane SD

Radford, Susan: North MS, Everett SD

Raudebaugh, Bob: Tech Ed. WWU

Ratz, Natalie: Heritage HS, Evergreen SD

Reid, Diane: Frontier MS, Moses Lake SD

Robbins, Kirk: Renton Park ES, Renton SD

Roland, Linda: Hearthwood ES, Evergreen SD

Schaaf, Sherrie: Science Coordinator, Quillayute SD

Schneider, Mark: Ferndale HS, Ferndale SD

Sheridan, Chris: Wilder ES, Lake Washington SD

Sherwin, Peter: Farwell ES, Mead SD

Smith, Ethan: Tahoma HS, Tahoma SD

Sotak, Bob: Science Curriculum Director, Seattle SD

Stark, Chris: Eastmont JHS, Eastmont SD

Stickel, Danielle: Selah JHS, Selah SD

Stranahan, Larry: Mt Spokane HS, Mead SD

Sullivan, James: Brier Terrace MS, Edmonds SD

Taylor, Minka: Fidalgo ES, Anacortes SD

Teppner, Brian: Sierra Heights ES, Renton SD

Thompson, Joseph: Science Specialist, Seattle SD

Tienhaara, Jonathan: Naselle MS, Naselle SD

Turrell, Awnie: Science Specialist, Seattle SD

Tyler, Laura: Washington MESA

Warren, Shannon: Middle School, Mt Vernon SD

Webster, Kathy: Beverly Park ES, Highline SD

Westfahl, Diane: Heatherwood MS, Everett SD

Windschitl, Mark: Elementary Sci Ed, UW

Wood, Mike: Middle School, Orting SD

Wright, Sally: Elma HS, Elma SD

Yergen, Midge: West Valley MS, West Valley SD

Characteristics of the Science WASL

Characteristics of the Science WASL

The science WASL is a scenario-based exam that measures student achievement of the science EALRs. The fifth grade exam is composed of 38 items for 56 points to be given in three 60-minute sessions. The exam is in two booklets, a Directions and Scenario Booklet and a Student Response Booklet . With two booklets, students need not flip pages to refer to the scenario about which they are answering questions. The majority (55%) of the 5^th grade science WASL is intended to measure students’ application of science concepts and understanding of science processes. Some other characteristics of the science WASL are listed below.

At 5^th Grade: 24 multiple-choice, 12 short answer, and 2 extended responses items

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

Five to six scenarios and several stand alone items. For example, an exam might include three inquiry scenarios, two systems scenarios, and one design scenario.
40% EALR 1: Systems in the physical, earth, space, and life sciences

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.

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

40% EALR 2: Inquiry in science

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

20% EALR 3: Designing solutions to human problems

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.

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

Balanced equally among the Physical, Earth/Space, and Life Sciences. For example, an exam might be composed of an inquiry scenario in each of the three science areas, a physical systems scenario, an Earth systems scenario, and a designing solutions to human problems in the life sciences.
Written at the 3^rd grade level with specified science vocabulary
Scenarios should be interesting to Washington 5^th graders

Using this Released Items Booklet

and Other Instructionally Supportive Science Assessment Materials

and Other Instructionally Supportive Science Assessment Materials

as Professional Development Opportunities

as Professional Development Opportunities

Key Goals of Professional Development Opportunities

Develop understanding of the themes of the science EALRs
Develop understanding of the science WASL, the data it provides, and the relationship between the WASL data and classroom instruction
Develop a deeper understanding of how to objectively score student responses in science

Half-Day Professional Development

Review this release booklet with the PowerPoint slide show available on the science assessment webpage on the OSPI website. Discuss how your school’s K-5 science curriculum provides the opportunity to learn the science EALRs so that students are well prepared to show what they know and are able to do on the science WASL.
Contact your district or region’s science assessment leaders and ask them to use the General Characteristics of the Science WASL and accompanying PowerPoint slide show to facilitate understanding and discussion of the science EALRs and WASL.
Contact a science assessment leader your district or region to guide teachers through the Scoring Student Responses on the Science WASL packets that contain instructions and a full set of anchor and practice papers with annotations for the released items. Upon completion ask, “What instructional practices can improve student learning and performance?”

Full-Day Professional Development

After complete a review of this release booklet, review the General Characteristics of the Science WASL booklet or train on how to score science responses with the Scoring Student Responses on the Science WASL.
Contact a science assessment leader your district or region to guide teachers through a unit of study actually doing a performance task. After the performance task, ask teachers to take a WASL-like summative assessment exam and score their work. Conclude with a discussion of how to implement WASL-like classroom assessments.

Follow-Up Professional Development Involving Students

Have teachers build scenarios with items as end-of-unit assessments using the Planning WASL-like Assessments in Science (available in 2004) and share the assessments with their peers before using them.
Use WASL-like scenarios to assess students at the end of an instructional unit then teach the students how to score their own responses.
Bring teachers together with their student’s assessments and ask, “ What do the results tell us?” Layout the unit of study and ask, “How can we modify this unit to build appropriate understanding of the targeted science learning targets?”

2003 Released Science Scenario with Items

Loop-the-Loop

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

Structureof Systems Changes in Systems Inquiry in Science Designing Solutions 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 that the toy car’s energy is increased when released higher up the ramp.
PR01 1.1.4 dA

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

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:

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

Loop-the-Loop

1 Which variable did Jane change (manipulate)?

A. The height the toy car starts
B. The weight of the toy car
C. The angle of the ramp

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?

A. Release the car higher on the ramp
B. Increase the width of the track
C. Change the size of the loop

Item information:

Correct Response: A

EALR Strand: PR Properties of Systems

Learning Target: PR01 1.1.4 Energy Sources and Kinds

Understand that energy keeps things running; and comes in many forms.

Item Characteristic: d: Given an adequate description and/or a labeled picture/diagram of a simple physical or electrical system, items may ask students to identify or describe where an object has greater energy in a system

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?

A. The toy car would have too little speed to travel completely around the loop.
B. The toy car would have enough speed to travel completely around the loop.
C. The toy car would have too much speed to travel completely around the loop.

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?

A. 6-9 cm
B. 11-14 cm
C. 16-19 cm

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.

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

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:

Different ramp or loop indicating appropriate characteristic: size, materials, length, shape, angle.
Different car indicating appropriate characteristic: type of car, style, shape, weight, wheels, size. The student may also state that Jane’s car is faster than Rick’s.
Different technique indicating appropriate characteristic: pushing the car, blowing on the car, measuring techniques.

Notes:

Characteristics such as, ‘better than’ or ‘different’ must have an example of why they are ‘better than’ or how they are ‘different’.
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

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

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.

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

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

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.

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

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.

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

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:

Prediction of the investigation results
Materials needed to do the investigation
Procedure that includes:
logical steps to do the investigation
one variable kept the same (controlled)
one variable changed (manipulated)
any variables being measured and recorded
how often measurements are taken and recorded

Loop-the-Loop

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

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

At least one variable kept the same is identified or implied such as using the same heavier car or the same ramp for each height.
The height the toy car is released is identified or implied as the only changed variable.
The motion of the heavier toy car is identified or implied as a measured variable.
Measurements are recorded periodically throughout the investigation without creating artificial data. A data table can be credited to imply measurements are recorded as long as no artificial data is given.
The steps of the investigation are logical with enough detail to repeat the procedure effectively.

Unexpected attribute that may be credited

Repeated trials (more one than) are planned to measure the responding variable.

Notes:

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.
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

Loop-the-Loop

Scoring Rubric for Item 6 (continued)

When scoring student responses, the following table is used to keep track of the value points and convert to score points. The value point data is stored and reported along with the score points. This data directly informs instructions on released operational items.

Loop-the-Loop Item 6 Planning an Investigation

Investigation Attributes
Value Points
Prediction

Materials

Variable Kept the Same

Variable Changed

Variable Measured

Repeated Trials

Record Measurements

Logical Steps

Total
(value pt/ score pt)

/

Loop-the-Loop Item 6 Planning an Investigation

Value Points
Score Points
6-8

4

4-5

3

3

2

1-2

1

0

0

Loop-the-Loop

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:

Prediction of the investigation results
Materials needed to do the investigation
Procedure that includes:
logical steps to do the investigation
one variable kept the same (controlled)
one variable changed (manipulated)
any variables being measured and recorded
how often measurements are taken and recorded

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.

A prediction related the question is given, “It needs to be at least 30 cm. high” (1 point). The “It” can be assumed to mean the toy car based upon the given question.
All the needed materials are listed (1 point).
One variable kept the same is credited for using the same toy car for each height (1 point).
The changed variable is implied, “ at 5cm higher every time” (1 point).
The motion of the toy car is measured, “Record how far it goes on the loop-the-loop” (1 point).
Measurements are recorded (1 point).
The steps of the investigation are logical with enough detail to repeat the procedure effectively (1 point).
Repeating the trials was not indicated (no 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:

Prediction of the investigation results
Materials needed to do the investigation
Procedure that includes:
logical steps to do the investigation
one variable kept the same (controlled)
one variable changed (manipulated)
any variables being measured and recorded
how often measurements are taken and recorded

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

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.

A prediction related the question is given, “It could stay the same” (1 point).
All the needed materials are listed (1 point).
One variable kept the same is credited for using the same toy car for each height (1 point).
The changed variable is implied, “starting at 5cm to 30cm and counting by fives” (1 point).
The motion of the toy car is not measured (0 points).
Measurements are not recorded (0 points).
The steps of the investigation are not logical. The statement “to see if weight will change anything” is too vague to repeat the investigation (0 points).
Repeating the trials was not indicated (no points).

Loop-the-Loop

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:

Prediction of the investigation results
Materials needed to do the investigation
Procedure that includes:
logical steps to do the investigation
one variable kept the same (controlled)
one variable changed (manipulated)
any variables being measured and recorded
how often measurements are taken and recorded

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.

The prediction does not answer the investigative (0 point).
A heavier car is missing from the materials (0 point).
One variable kept the same is credited for using the same ramp for each height (1 point).
The changed variable can be credited for measuring “5, 10, 15, 20, 25 somewhere on it” because the “it” can be taken to mean the ramp (1 point).
The motion of the toy car is not measured (0 point).
Something is recorded (1 point).
The steps of the investigation are not logical. (0 point).
Repeating the trials was not indicated (no point).

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:

Prediction of the investigation results
Materials needed to do the investigation
Procedure that includes:
logical steps to do the investigation
one variable kept the same (controlled)
one variable changed (manipulated)
any variables being measured and recorded
how often measurements are taken and recorded

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

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.

A prediction related the question is given, “It needs 27 cm to make it go around” (1 point).
All the needed materials are listed (1 point).

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.

One variable kept the same and one changed variable (0 point).
The motion of the toy car is not necessarily measured. The statement “measure it” is too vague to credit (0 point).
Measurements are not recorded (0 point).
The steps of the investigation are too vague to repeat and, therefore, are not logical (0 point).
Repeating the trials was not indicated (no point).

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:

Prediction of the investigation results
Materials needed to do the investigation
Procedure that includes:
logical steps to do the investigation
one variable kept the same (controlled)
one variable changed (manipulated)
any variables being measured and recorded
how often measurements are taken and recorded

Loop-the-Loop

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 “use a different toy car” is not a prediction (0 points).
The list of materials is a copy of the scenario and cannot be credited (0 points).

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

Magnetic Force Stand Alone Item

7 Look at the figures below.

Which figure best demonstrates a magnetic force?

A. Figure 1
B. Figure 2
C. Figure 3

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).

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?

A. Light moves faster than sound
B. Light moves slower than sound
C. Light and sound move at the same speed

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.

Gaining Energy Stand Alone Item

9 Which object below is gaining energy?

A. A rubber band that is being stretched
B. A battery in a flashlight that is on
C. A candle that is burning

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).

Pencil System Stand Alone Item

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

Label four parts that make up the pencil system pictured in the box below.

Describe what would happen if one part of the pencil system were missing and explain why this would happen.

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.

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:

eraser or an appropriate name like rubber
lead/graphite or an appropriate name like tip
wood/plastic or an appropriate name like stick or part you hold on to
band that holds eraser or an appropriate name like metal thing
paint/coating
glue is acceptable if accompanied by an explanation

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:

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
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.

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

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.

Label four parts that make up the pencil system pictured in the box below.

Describe what would happen if one part of the pencil system were missing and explain why this would happen.

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

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.

Label four parts that make up the pencil system pictured in the box below.

Describe what would happen if one part of the pencil system were missing and explain why this would happen.

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

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.

Label four parts that make up the pencil system pictured in the box below.

Describe what would happen if one part of the pencil system were missing and explain why this would happen.

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).

Item Description	EALR Strand, Learning Target, and Item Characteristic	Item Type
	Properties of Systems	Structureof Systems Changes in Systems Inquiry in Science Designing Solutions Multiple Choice Short Answer Extended Response

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

Investigation Attributes	Value Points
Prediction
Materials
Variable Kept the Same
Variable Changed
Variable Measured
Repeated Trials
Record Measurements
Logical Steps
Total (value pt/ score pt)	/