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Ohio’s State Tests ITEM RELEASE SPRING 2015 GRADE 5 SCIENCE Table of Contents Questions 1 – 27: Content Summary and Answer Key ........................iii Question 1: Question and Scoring Guidelines ......................................1 Question 1: Sample Responses...............................................................5 Question 2: Question and Scoring Guidelines ....................................13 Question 2: Sample Responses.............................................................17 Question 3: Question and Scoring Guidelines ....................................27 Question 3: Sample Responses.............................................................31 Question 4: Question and Scoring Guidelines ....................................37 Question 4: Sample Responses.............................................................41 Question 5: Question and Scoring Guidelines ....................................49 Question 5: Sample Response ..............................................................52 Question 6: Question and Scoring Guidelines ....................................53 Question 6: Sample Response ..............................................................56 Question 7: Question and Scoring Guidelines ....................................57 Question 7: Sample Response ..............................................................60 Question 8: Question and Scoring Guidelines ....................................61 Question 8: Sample Responses ............................................................65 Question 9: Question and Scoring Guidelines ....................................71 Question 9: Sample Responses ............................................................75 Question 10: Question and Scoring Guidelines ..................................79 Question 10: Sample Response ............................................................82 Question 11: Question and Scoring Guidelines ..................................83 Question 11: Sample Response ............................................................86 Question 12: Question and Scoring Guidelines ..................................87 Question 12: Sample Response ............................................................90 Question 13: Question and Scoring Guidelines ..................................91 Question 13: Sample Responses ..........................................................95 Question 14: Question and Scoring Guidelines ................................101 Question 14: Sample Response ..........................................................104 i Question 15: Question and Scoring Guidelines ................................105 Question 15: Sample Responses ........................................................109 Question 16: Question and Scoring Guidelines ................................115 Question 16: Sample Response ..........................................................118 Question 17: Question and Scoring Guidelines ................................119 Question 17: Sample Response ..........................................................122 Question 18: Simulation for Question 19 ............................................123 Question 19: Question and Scoring Guidelines ................................125 Question 19: Sample Responses ........................................................129 Question 20: Question and Scoring Guidelines ................................137 Question 20: Sample Responses ........................................................141 Question 21: Question and Scoring Guidelines ................................147 Question 21: Sample Response ..........................................................150 Question 22: Question and Scoring Guidelines ................................151 Question 22: Sample Responses ........................................................155 Question 23: Question and Scoring Guidelines ................................159 Question 23: Sample Responses ........................................................163 Question 24: Question and Scoring Guidelines ................................167 Question 24: Sample Responses ........................................................171 Question 25: Question and Scoring Guidelines ................................175 Question 25: Sample Response ..........................................................178 Question 26: Question and Scoring Guidelines ................................179 Question 26: Sample Response ..........................................................182 Question 27: Question and Scoring Guidelines ................................183 Question 27: Sample Response ..........................................................186 ii Grade 5 Science Spring 2015 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Content Statement Answer Key Points 1 Graphic Life Response Science All of the processes that take place within organisms require energy. --- 2 points 2 Short Physical Response Science Light and sound are forms of energy that behave in predictable ways. --- 2 points 3 Graphic Life Response Science Organisms perform a variety of roles in an ecosystem. --- 2 points 4 Graphic Physical Response Science The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. --- 2 points 5 Multiple Choice Physical Science Light and sound are forms of energy that behave in predictable ways. A 1 point 6 Multiple Choice Life Science All of the processes that take place within organisms require energy. C 1 point 7 Multiple Choice Most of the cycles and patterns Earth and of motion between the Earth and Space Science sun are predictable. D 1 point --- 1 point 8 Graphic Physical Response Science The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. 9 Graphic Life Science Response All of the processes that take place within organisms require energy. --- 1 point 10 Multiple Choice Life Science All of the processes that take place within organisms require energy. B 1 point 11 Multiple Choice The solar system includes the sun Earth and and all celestial bodies that orbit Space Science the sun. Each planet in the solar system has unique characteristics. A 1 point iii Grade 5 Science Spring 2015 Item Release Content Summary and Answer Key Question No. Item Type Content Strand Content Statement Answer Key Points C 1 point 12 Multiple Choice Physical Science The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. 13 Graphic Response Earth and Space Science Most of the cycles and patterns of motion between the Earth and sun are predictable. --- 1 point 14 Multiple Choice Life Science Organisms perform a variety of roles in an ecosystem. C 1 point 15 Graphic Response Earth and Space Science The sun is one of many stars that exist in the universe. --- 2 points 16 Multiple Choice Earth and Space Science The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. D 1 point 17 Multiple Choice Physical Science D 1 point 18 Stimulation* Life Science --- --- 19 Graphic Response --- 2 points 20 Graphic Response Life Science All of the processes that take place within organisms require energy. --- 2 points 21 Multiple Choice Earth and Space Science The sun is one of many stars that exist in the universe. D 1 point 22 Graphic Response Life Science Organisms perform a variety of roles in an ecosystem. --- 1 point 23 Graphic Response Life Science All of the processes that take place within organisms require energy. --- 1 point Life Science Light and sound are forms of energy that behave in predictable ways. Organisms perform a variety of roles in an ecosystem. Organisms perform a variety of roles in an ecosystem. *The Simulation is numbered but not scored. iv Grade 5 Science Spring 2015 Item Release Content Summary and Answer Key Question No. Item Type 24 Graphic Response Content Strand Life Science 25 Multiple Choice Physical Science 26 Multiple Choice Physical Science 27 Multiple Choice Physical Science Content Statement All of the processes that take place within organisms require energy. The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Light and sound are forms of energy that behave in predictable ways. Light and sound are forms of energy that behave in predictable ways. v Answer Key Points --- 1 point D 1 point A 1 point A 1 point Grade 5 Science Spring 2015 Item Release Question 1 Question and Scoring Guidelines 1 Question 1 15231 Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: • An “Increase” arrow in both boxes (1 point); AND • “Sunlight” from Table 1 AND “Beech tree” from Table 2; OR • “Beech tree” from Table 1 AND “Black bear” from Table 2 (1 point). 2 Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred and transformed by producers into energy that organisms use through the process of photosynthesis. That energy then passes from organism to organism as illustrated in food webs. In most ecosystems, energy derived from the sun is transferred and transformed into energy that organisms use by the process of photosynthesis in plants and other photosynthetic organisms. Content Elaboration It is important that the ecological role of organisms is interwoven with a clear understanding that all living things require energy. Energy flows through an ecosystem in one direction, from photosynthetic organisms to consumers (herbivores, omnivores to carnivores) and decomposers. The exchange of energy that occurs in an ecosystem can be represented as a food web. The exchange of energy in an ecosystem is essential because all processes of life for all organisms require a continual supply of energy. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to predict how the black bear population will be affected by changes in the state landscape from 1940 until today. The map illustrates an increase in forested areas, which means an increase in oak, hickory and beech trees, which is a food source for bears. With increased resources, there could be an increase in the number of bears. The flow of energy in this ecosystem is sunlight to beech tree to bear. The forest soil does not provide energy to the tree or bear. 3 Grade 5 Science Spring 2015 Item Release Question 1 Sample Responses 5 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) for the selection of an “Increase” arrow in both boxes (1 point) AND a selection of “Sunlight” from Table 1 AND “Beech tree” from Table 2. 6 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) for the selection of an “Increase” arrow in both boxes (1 point) AND a selection of “Beech tree” from Table 1 AND “Black bear” from Table 2. 7 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for the correct selection of an “Increase” arrow in both boxes (1 point) AND an incorrect selection of “Beech tree” from Table 1 AND “Sunlight” from Table 2. 8 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for the correct selection of an “Increase” arrow in the “Forested areas” box AND the incorrect selection of a “Decrease” arrow in the “Black bears” box, AND for the correct selection of “Beech tree” from Table 1 AND “Black bear” from Table 2. 9 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for the incorrect selection of a “Decrease” arrow in both boxes AND an incorrect selection of “Beech tree” from Table 1 AND “Sunlight” from Table 2. 10 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for the incorrect selection of a “Decrease” arrow in the ”Black bears” box AND a selection of “Forest Soil” from Table 1 AND “Black bear” from Table 2. 11 Grade 5 Science Spring 2015 Item Release Question 2 Question and Scoring Guidelines 13 Question 2 17707 Points Possible: 2 See Alignment for more detail. 14 Scoring Guidelines Score Point Description 2 points The response correctly identifies one change the student could make to the dog house AND explains how that change would make the dog house cooler. 1 point The response correctly identifies one change the student could make to the dog house. 0 points The response fails to demonstrate any understanding of how to change the design of the dog house to keep the inside cooler. The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be irrelevant to the item, or possibly, no other information is shown. The student may have written on a different topic or written, “I don’t know.” Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predictable ways. Content Elaboration Light can travel through some materials, such as glass or water. Light can also travel through empty space, like from the sun to Earth. When light travels from one location to another, it goes in a straight line until it interacts with another object or material. When light strikes objects through which it cannot pass, shadows are formed. As light reaches a new material, it can be absorbed, refracted, reflected, or it can continue to travel through the new material; one of these interactions may occur or many may occur simultaneously, depending on the material. Light can be absorbed by objects, causing them to warm. How much an object’s temperature increases depends on the material of the object, the intensity of the light and the angle at which it is striking its surface, how long the light shines on the object, and how much light is absorbed. 15 Cognitive Demand Designing Technological/Engineering Solutions Using Science Concepts (T) Requires students to solve science-based engineering or technological problems through application of scientific inquiry. Within given scientific constraints, propose or critique solutions, analyze and interpret technological and engineering problems, use science principles to anticipate effects of technological or engineering design, find solutions using science and engineering or technology, consider consequences and alternatives and/or integrate and synthesize scientific information. Explanation of the Item This item requires students to propose ways to correct a design problem for a dog house. The task is to propose one design change to the dog house to make it cooler for the summer and to explain why this change works. In order to complete this task, it is important to know that absorbed light can cause objects to warm and that finding ways to reduce absorption can keep the dog house cool. If light can be reflected instead of absorbed, warming can be reduced, keeping the dog house cool. The clear plastic allows sunlight to pass through the roof, so it is absorbed by the air in the dog house, causing it to warm. The dark blue paint on the walls absorbs the sunlight, warming the dog house further. Replacing the clear plastic with wood would block the sunlight, preventing it from being absorbed by the air in the dog house. Painting the roof white would reflect this light, so it could not be absorbed by the roof. Replacing the roof with aluminum will reflect the sunlight, so it is not absorbed. Painting the walls of the doghouse white will cause the sunlight to be reflected, preventing the warming effect of absorption. 16 Grade 5 Science Spring 2015 Item Release Question 2 Sample Responses 17 Sample Response: 2 points Notes on Scoring The response earns full credit (2 points) because it correctly identifies a design change to the dog house (1 point) and also explains how that change would make the house cooler in summertime (1 point). Design Change: “One change...is using white paint instead of dark blue paint.” • Changing the paint from a dark to a light color is an acceptable design change that will keep the dog house cooler inside. Explanation: “...white paint would not absorbe the heat from the sun as much as the dark blue color would.” • The response adequately explains why white paint would reduce the heat in the dog house. 18 Sample Response: 2 points Notes on Scoring The response earns full credit (2 points) because it correctly identifies a design change to the dog house (1 point) and also explains how that change would make the house cooler in the summertime (1 point). Design Change: “The top were the clear plastic is it should be wood.” • Replacing the clear plastic with wood is an acceptable design change. Explanation: “…the sunlight will go right through the clear plastic and with the wood the sun will bounce of and not go through.” • The response adequately explains why wood would reduce the heat in the dog house. 19 Sample Response: 2 points Notes on Scoring The response earns full credit (2 points) because it correctly identifies a design change to the dog house (1 point) and also explains how that change would make the house cooler in the summertime (1 point). Design Change: “One change…use sheets of aluminum for the roof” • Putting aluminum on the roof is an acceptable design change. Explanation: “…so the sunlight can’t get in.” • The response adequately explains that the aluminum would prevent the sun from heating the dog house. 20 Sample Response: 1 point Notes on Scoring The response earns partial credit (1 point) because it correctly identifies a design change to the dog house (1 point) but does not adequately explain how that change would make the house cooler in the summertime (0 points). Design Change: “1. One change…is the roof material. I should be aluminum metal.” • Putting an aluminum metal on the roof (in place of the clear plastic) is an acceptable design change. Explanation: (no credit) “2. Aluminum metal would keep the coolness or low temperatures inside the dog house.” • The response does not explain how the dog house would be cooler if the clear plastic roof were replaced by aluminum. There is no explanation that aluminum would prevent the sun from heating the dog house. 21 Sample Response: 1 point Notes on Scoring The response earns partial credit (1 point) because it correctly identifies a design change to the dog house (1 point) but does not adequately explain how that change would make the house cooler in the summertime (0 points). Design Change: “…the student should mak the color white instead of dark blue” • Changing the color from dark blue to white is an acceptable design change. Explanation: (no credit) “…it will be alot coller.” • The response does not explain that white paint would reflect the sunlight, which would make the dog house cooler. 22 Sample Response: 1 point Notes on Scoring The response earns partial credit (1 point) because it correctly identifies two design changes to the dog house (1 point) but makes no attempt to explain how either change would make the house cooler in summertime (0 points). 1st Design Change: “she could use white paint…” 2nd Design Change: “…and a woold roof.” • Both identified design changes, “white paint” or “woold roof” are acceptable. NOTE: Only one-point credit is awarded regardless of how many design changes are correctly identified. Explanation: (no credit) • No attempt 23 Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) because it does not correctly identify a design change to the dog house that would make it cooler in the summertime (0 points). Design Change: (no credit) “she can remove the large sheets of aluminum metal.” • The response is incorrect, as there are no large sheets of aluminum metal on the dog house design in the prompt. Explanation: (no credit) “Metal contracts heat so it would be warmer in the dog house in summertime with metal” • No credit is awarded for an explanation when the design change is not accepted. 24 Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) because it does not correctly identify a design change to the dog house that would make it cooler in the summertime (0 points). Design Change: (no credit) “To make it warmer I would put wooden boards for the roof.” • The response provided an acceptable design change but states that it will make the dog house warmer. Design change: (no credit) “To make it cooler I would put clear plastic for the roof.” • The response does not identify a design change for the dog house. There is already clear plastic on the roof, so this would not be a change in design. 25 Sample Response: 0 points Notes on Scoring The response earns no credit (0 points) because it does not correctly identify a design change to the dog house that would make it cooler in the summertime (0 points). Design Change: (no credit) “she could let the kids choos e any color that they want to paint to paint it” • Changing the color to “any color” is not an acceptable design change. It cannot be assumed that “any color” means white paint. 26 Grade 5 Science Spring 2015 Item Release Question 3 Question and Scoring Guidelines 27 Question 3 15608 Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: • Placement of the tadpole in the second space (middle box) in its food chain (1 point); AND • Placement of the frog in the third space (right-most box) in its food chain (1 point). 28 Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration It is important that the ecological role of organisms is interwoven with a clear understanding that all living things require energy. Plants and some microorganisms are producers. They are the foundation of the food web. Producers transform energy from the sun and make food through a process called photosynthesis. Animals get their energy by eating plants and other animals that eat plants. Animals are consumers and many form predator-prey relationships. One way ecosystem populations interact is centered on relationships for obtaining energy. Food webs are defined in many ways, including as a scheme of feeding relationships, which resemble a web. This web serves as a model for feeding relationships of member species within a biological community. Members of a species may occupy different positions during their lives. Food chains and webs are schematic representations of real-world interactions. For this grade level, it is enough to recognize that food webs represent an intertwining of food chains within the same biological community. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to infer, based on given data, how organisms fit into their respective food chains. A tadpole is an herbivore and would fit into the middle box because it receives energy from plants, which are producers, putting them next to the sun in the food chain. An adult frog is a carnivore and should be placed in the third box because it receives energy from insects, which are consumers (not producers), putting them one level away from the sun in the food chain. 29 Grade 5 Science Spring 2015 Item Release Question 3 Sample Responses 31 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) for placement of the tadpole in the second space (middle box) in its food chain (A.) AND placement of the frog in the third space (right-most box) in its food chain (B.). 32 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for placement of the tadpole in the second space (middle box) in its food chain (A.) AND no placement of the frog in the third space (right-most box) in its food chain (B.). NOTE: There is not a penalty for placing the “Adult frog” in the third space (right-most box) in “A.” It should be noted that this placement is incorrect because adult frogs do not get energy from tadpoles. 33 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point): no credit for placement of the tadpole in the first space (first box) in its food chain (A.) AND credit (1 point) for placement of the frog in the third space (right-most box) in its food chain (B.). Tadpoles do not get energy directly from the sun. 34 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for incorrect placement of the adult frog in the last space (right-most box) in the food chain (A.) AND incorrect placement of the tadpole in the second space (middle box) in the food chain (B.). 35 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for failure to place the tadpole in the second space (middle box) in its food chain (A.) AND no credit for placement of the adult frog in the second space (middle box) in the food chain (B.). It should be noted that the placement of both animals is incorrect because adult frogs do not get energy from tadpoles, and tadpoles do not get energy from the sun. 36 Grade 5 Science Spring 2015 Item Release Question 4 Question and Scoring Guidelines 37 Question 4 15707 Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: • Selection of “Remove some of the books.” AND “Push the skateboard with a greater force.” only (2 points). For this item, a partial-credit response includes: • Selection of “Remove some of the books.” OR “Push the skateboard with a greater force.” only (1 point); OR • Selection of “Remove some of the books.” AND “Push the skateboard with a greater force.” and a maximum of one incorrect option (1 point). 38 Alignment Content Strand Physical Science Content Statement The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Content Elaboration The motion of an object can change by speeding up, slowing down or changing direction. Forces cause changes in motion. If a force is applied in the same direction of an object’s motion, the speed will increase. If a force is applied in the opposite direction of an object’s motion, the speed will decrease. Generally, the greater the force acting on an object, the greater the change in motion. Generally, the more mass* an object has, the less influence a given force will have on its motion. If no forces act on an object, the object does not change its motion and moves at constant speed in a given direction. If an object is not moving and no force acts on it, the object will remain at rest. Movement is measured by speed (how fast or slow the movement is). Real-world settings are recommended for the investigations when possible. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to propose ways to increase the change in speed of an object based on how force and mass affect motion. In the scenario with a skateboard with multiple books on top, the speed can be increased by two strategies. The first would be to increase the force exerted on the board. If the skateboard with books is pushed with greater force, it will have a greater change in speed and will reach the end of the hall faster. The second method would involve decreasing the mass on the skateboard. Removing some of the books would allow the board to have a greater change in speed and reach the end of the hall faster. 39 Grade 5 Science Spring 2015 Item Release Question 4 Sample Responses 41 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) for selection of “Remove some of the books.” AND “Push the skateboard with a greater force.” 42 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for selecting “Push the skateboard with a greater force.” 43 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for selecting “Remove some of the books.” 44 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for selecting “Remove some of the books.” AND “Push the skateboard with a greater force.”, and incorrectly selecting “Stand the books upright.” 45 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for selecting an incorrect change, “Stand the books upright.” This action will not allow the skateboard to move faster. 46 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for selecting “Remove some of the books.” AND “Push the skateboard with a greater force.”, and incorrectly selecting “Stand the books upright.” and “Replace the books with heavier objects.” This response provides contradictory information—remove some of the books and replace the books with heavier objects—which indicates a lack of understanding. 47 Grade 5 Science Spring 2015 Item Release Question 5 Question and Scoring Guidelines 49 Question 5 17728 Points Possible: 1 See Alignment for more detail Scoring Guidelines Rationale for Option A: Key – Absorption of light causes objects to warm. The shiny surface reflects the sunlight so it is not absorbed. This prevents the car from warming, allowing it to remain cool. Rationale for Option B: This is incorrect. The black surface would absorb sunlight but this will heat the car, not keep it cool. 50 Rationale for Option C: This is incorrect. While the shiny surface will keep the car cooler, it is because it reflects not absorbs the light. Absorption of light would cause the car to warm. Rationale for Option D: This is incorrect. If the black surface is positioned facing outward, sunlight will be absorbed, not reflected. This would cause the car to heat up, not remain cool. Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predictable ways. Light travels and maintains its direction until it interacts with an object or moves from one medium to another and then it can be reflected, refracted or absorbed. Content Elaboration Light can travel through some materials, such as glass or water. Light can also travel through empty space, like from the sun to Earth. When light travels from one location to another, it goes in a straight line until it interacts with another object or material. When light strikes objects through which it cannot pass, shadows are formed. As light reaches a new material, it can be absorbed, refracted, reflected, or it can continue to travel through the new material; one of these interactions may occur or many may occur simultaneously, depending on the material. Light can be absorbed by objects, causing them to warm. How much an object’s temperature increases depends on the material of the object, the intensity of and the angle at which the light is striking its surface, how long the light shines on the object, and how much light is absorbed. Investigating and experimenting with temperature changes caused by light striking different surfaces can be virtual or in a lab setting. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 51 Explanation of the Item This item requires the student to demonstrate an understanding of the scientific design process by determining how a sun shade should be used to keep a car cool. Light, including sunlight, can be reflected by objects. It can also be absorbed by objects, causing them to warm. The car shade has a black surface and a shiny surface. The black surface will absorb the sunlight, making the car hot. The shiny side will reflect light, preventing it from being absorbed. This will allow the car to remain cool. Sample Response: 1 point 52 Grade 5 Science Spring 2015 Item Release Question 6 Question and Scoring Guidelines 53 Question 6 15698 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Energy flows in the direction of the arrows in a food web. Plants do not consume hawks for energy. Rationale for Option B: This is incorrect. Energy flows from plants directly to herbivores, not carnivores. 54 Rationale for Option C: Key – Energy flows from producers to herbivores, squirrels and chipmunks. Rationale for Option D: This is incorrect. Energy flows in the direction of the arrows in a food web. Squirrels and chipmunks do not eat hawks. Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred and transformed by producers into energy that organisms use through the process of photosynthesis. That energy then passes from organism to organism as illustrated in food webs. In most ecosystems, energy derived from the sun is transferred and transformed into energy that organisms use by the process of photosynthesis in plants and other photosynthetic organisms. Content Elaboration It is important that the ecological role of organisms is interwoven with a clear understanding that all living things require energy. Energy flows through an ecosystem in one direction, from photosynthetic organisms to consumers (herbivores, omnivores to carnivores) and decomposers. The exchange of energy that occurs in an ecosystem can be represented as a food web. The exchange of energy in an ecosystem is essential because all processes of life for all organisms require a continual supply of energy. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. 55 Explanation of the Item This item requires the student to interpret a food web to describe how energy flows through an ecosystem. This simple food web shows plants as the producers with arrows pointing toward squirrels and chipmunks indicating the flow of energy from plants to these two animals. Squirrels and chipmunks eat plants. Arrows from the squirrels and chipmunks then point to the hawks indicating the flow of energy. Hawks eat squirrels and chipmunks. Sample Response: 1 point 56 Grade 5 Science Spring 2015 Item Release Question 7 Question and Scoring Guidelines 57 Question 7 17725 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The tilt of Earth causes the seasons. It does not cause the change from day to night at a specific location. Rationale for Option B: This is incorrect. The round shape of Earth does not cause the change from day to night. It is the rotation of Earth that causes day and night. Rationale for Option C: This is incorrect. Earth orbits around the sun once a year. This does not cause the daily change of daylight and darkness. Rationale for Option D: Key – Earth’s rotation causes the change from day to night. It takes 24 hours. 58 Alignment Content Strand Earth and Space Science Content Statement Most of the cycles and patterns of motion between the Earth and sun are predictable. Earth’s revolution around the sun takes approximately 365 days. Earth completes one rotation on its axis in a 24-hour period, producing day and night. This rotation makes the sun, stars and moon appear to change position in the sky. Earth’s axis is tilted at an angle of 23.5°. This tilt, along with Earth’s revolution around the sun, affects the amount of direct sunlight that the Earth receives in a single day and throughout the year. The average daily temperature is related to the amount of direct sunlight received. Changes in average temperature throughout the year are identified as seasons. The amount of direct sunlight that Earth receives is related to the altitude of the sun, which affects the angle of the sun’s rays, and the amount of time the sun is above the horizon each day. Content Elaboration Models illustrate the predictable patterns and cycles that lead to the understanding of day and night, seasons, years and the amount of direct sunlight Earth receives. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to explain the cause of day and night on Earth. X is a point on the Earth that is facing the sun. It takes Earth 24 hours to make a complete rotation on its axis. This equals a day. In 12 hours, point X on Earth will be facing away from the sun experiencing nighttime, and 12 hours later it will be back in its original position. 59 Sample Response: 1 point 60 Grade 5 Science Spring 2015 Item Release Question 8 Question and Scoring Guidelines 61 Question 8 15510 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: • Only the shortest arrow next to the 10 g block AND only the middle length arrow next to the 20 g block; OR • Only the shortest arrow next to the 10 g block AND only the longest arrow next to the 30 g block; 62 OR • Only the middle length arrow next to the 20 g block AND only the longest arrow next to the 30 g block; OR • Only the shortest arrow next to the 20 g block AND only the middle length arrow next to the 30 g block (1 point). Alignment Content Strand Physical Science Content Statement The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Movement can be measured by speed. The speed of an object is calculated by determining the distance (d) traveled in a period of time (t). Earth pulls down on all objects with a gravitational force. Weight is a measure of the gravitational force between an object and the Earth. Any change in speed or direction of an object requires a force and is affected by the mass* of the object and the amount of force applied. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term “weight” in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. Content Elaboration The motion of an object can change by speeding up, slowing down or changing direction. Forces cause changes in motion. If a force is applied in the same direction of an object’s motion, the speed will increase. If a force is applied in the opposite direction of an object’s motion, the speed will decrease. Generally, the greater the force acting on an object, the greater the change in motion. Generally, the more mass* an object has, the less influence a given force will have on its motion. If no forces act on an object, the object does not change its motion and moves at constant speed in a given direction. If an object is not moving and no force acts on 63 it, the object will remain at rest. Movement is measured by speed (how fast or slow the movement is). *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term “weight” in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to determine the appropriate force needed to move two blocks of different masses to the same location in the same amount of time. Force is indicated by arrow length. The longer the arrow, the greater the force. The less mass the object has, the lower the force required to overcome inertia and get the block moving. The greater the mass, the more force is required to overcome inertia and get the block moving. In order to get both blocks to the finish position at the same time, the objects must have the same change in speed. This will be accomplished when the object with the larger mass is acted on by a proportionally smaller force and the object with the smaller mass is acted on by a proportionally larger force. 64 Grade 5 Science Spring 2015 Item Release Question 8 Sample Responses 65 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for selecting the shortest arrow next to the 10 g block AND only the middle length arrow next to the 20 g block. When one block has twice the mass, the force must also be doubled to get the same change in speed and to cross the finish line at the same time. 66 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for selecting the shortest arrow next to the 10 g block AND only the longest arrow next to the 30 g block. When one block has triple the mass, the force must also be tripled to get the same change in speed and to cross the finish line at the same time. 67 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for selecting the middle length arrow next to the 20 g block AND only the longest arrow next to the 30 g block. When one block has 1.5 times the mass, the force must also be increased by a factor of 1.5 in order for the blocks to have the same change in speed and to cross the finish line at the same time. 68 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it fails to select only the shortest arrow next to the 10 g block AND only the longest arrow next to the 30 g block. A block with triple the mass would require triple the force to achieve the same change in speed and to cross the finish line at the same time. 69 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it fails to select only the shortest arrow next to the 10 g block AND only the middle length arrow next to the 20 g block. A block with double the mass would require double the force to achieve the same change in speed and to cross the finish line at the same time. 70 Grade 5 Science Spring 2015 Item Release Question 9 Question and Scoring Guidelines 71 Question 9 15738 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: • Selection of the arrow from “Diatoms” to “Copepods”; AND • Selection of the arrow from “Diatoms” to “Krill” (1 point). 72 Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred and transformed by producers into energy that organisms use through the process of photosynthesis. That energy then passes from organism to organism as illustrated in food webs. In most ecosystems, energy derived from the sun is transferred and transformed into energy that organisms use by the process of photosynthesis in plants and other photosynthetic organisms. Content Elaboration It is important that the ecological role of organisms is interwoven with a clear understanding that all living things require energy. Energy flows through an ecosystem in one direction, from photosynthetic organisms to consumers (herbivores, omnivores to carnivores) and decomposers. The exchange of energy that occurs in an ecosystem can be represented as a food web. The exchange of energy in an ecosystem is essential because all processes of life for all organisms require a continual supply of energy. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to interpret an ecological scenario and identify energy transfers from producers to consumers. This ocean food web illustrates diatoms as the producer, which produces energy for the ecosystem. Arrows point toward krill and copepods, indicating the flow of energy. Krill then provide energy for blue whales. 73 Grade 5 Science Spring 2015 Item Release Question 9 Sample Responses 75 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for selecting the arrow from “Diatoms” to “Copepods” AND for selecting the arrow from “Diatoms” to “Krill.” 76 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for correctly selecting the arrow from “Diatoms” to “Copepods,” but incorrectly selecting the arrow from “Copepods” to “Krill.” 77 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for correctly selecting the arrow from “Diatoms” to “Krill,” but incorrectly selecting the arrow from “Krill” to “Blue Whale.” The krill is not a producer. 78 Grade 5 Science Spring 2015 Item Release Question 10 Question and Scoring Guidelines 79 Question 10 15028 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Consumers hunting less prey does not impact photosynthesis. Rationale for Option B: Key – All the organisms in an ecosystem depend on producers for energy, either directly or indirectly. Producers carry out photosynthesis, which changes sunlight to a type of energy that other organisms can use. With less sunlight, photosynthesis is reduced. Rationale for Option C: This is incorrect: Consumers are less active to reduce the need for energy and this is a survival behavior, e.g. hibernation. It does not impact photosynthesis. Rationale for Option D: This is incorrect. Decomposers breaking down less waste is a result of less energy being available, not the cause. 80 Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. For ecosystems, the major source of energy is sunlight. Energy entering ecosystems as sunlight is transferred and transformed by producers into energy that organisms use through the process of photosynthesis. That energy then passes from organism to organism as illustrated in food webs. In most ecosystems, energy derived from the sun is transferred and transformed into energy that organisms use by the process of photosynthesis in plants and other photosynthetic organisms. Content Elaboration The exchange of energy in an ecosystem is essential because all processes of life for all organisms require a continual supply of energy. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to understand that during winter, less energy is available to ecosystems due to limited sunlight, which is necessary for producers to conduct photosynthesis. 81 Sample Response: 1 point 82 Grade 5 Science Spring 2015 Item Release Question 11 Question and Scoring Guidelines 83 Question 11 15767 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key – Moons are often relatively small, cold and orbit around a planet. Rationale for Option B: This is incorrect. These characteristics are typical of a comet or asteroid. Rationale for Option C: This is incorrect. These are characteristics of the sun. Rationale for Option D: This is incorrect. These characteristics are typical of a planet that is close to the sun. 84 Alignment Content Strand Earth and Space Science Content Statement The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. The distance from the sun, size, composition and movement of each planet are unique. Planets revolve around the sun in elliptical orbits. Some of the planets have moons and/or debris that orbit them. Comets, asteroids and meteoroids orbit the sun. The shape of Earth’s orbit is nearly circular (also true for other planets). Many graphics that illustrate the orbit overemphasize the elliptical shape, leading to the misconception regarding seasonal change being related to how close Earth is to the sun. The discussion of planet characteristics should be at an introductory level for this grade. Content Elaboration Eight major planets in the solar system orbit the sun. Some of the planets have a moon or moons that orbit them. Earth is a planet that has a moon that orbits it. The planets’ orbits are because of their gravitational attraction to the sun. Moons orbit around planets because of their gravitational attraction to the planets. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to interpret information in a table and determine which size, temperature and orbit characteristics are typical of a moon. Moons are cold, smaller, solid bodies that orbit a planet. 85 Sample Response: 1 point 86 Grade 5 Science Spring 2015 Item Release Question 12 Question and Scoring Guidelines 87 Question 12 15914 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. A wind from behind would make the student speed up. The wind is in front of the student. Rationale for Option B: This is incorrect. If the wind were strong enough to change the direction of the bicycle, it would not do so immediately. The bicycle would have to slow down first. Rationale for Option C: Key – A force opposite the direction of motion caused speed to decrease. Rationale for Option D: This is incorrect. The wind blowing against the student is a new force. The motion will change. 88 Alignment Content Strand Physical Science Content Statement The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. Earth pulls down on all objects with a gravitational force. Weight is a measure of the gravitational force between an object and the Earth. Any change in speed or direction of an object requires a force and is affected by the mass* of the object and the amount of force applied. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term “weight” in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. Content Elaboration The motion of an object can change by speeding up, slowing down or changing direction. Forces cause changes in motion. If a force is applied in the same direction of an object’s motion, the speed will increase. If a force is applied in the opposite direction of an object’s motion, the speed will decrease. Generally, the greater the force acting on an object, the greater the change in motion. Generally, the more mass* an object has, the less influence a given force will have on its motion. If no forces act on an object, the object does not change its motion and moves at constant speed in a given direction. If an object is not moving and no force acts on it, the object will remain at rest. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term “weight” in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand 89 refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify the change in motion resulting from adding a force. Since the bicycle is traveling at constant speed, the forces acting on the bicycle add up to zero. If the wind blows a strong gust toward the front of the student, a new force is introduced that will impact the motion of the bicycle. The additional force acts in the opposite direction of motion and will cause the bicycle to slow down. If the force is strong enough and exerted over a long enough time, it could cause the bicycle to slow down and eventually move in the opposite direction. However, the immediate effect would be to slow down the bicycle. Sample Response: 1 point 90 Grade 5 Science Spring 2015 Item Release Question 13 Question and Scoring Guidelines 91 Question 13 14363 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: • “July 1” in the “Figure 1” box; AND • “October 1” AND/OR “April 1” in the “Figure 2” box; AND • “January 1” in the “Figure 3” box (1 point). 92 Alignment Content Strand Earth and Space Science Content Statement Most of the cycles and patterns of motion between the Earth and sun are predictable. Earth’s revolution around the sun takes approximately 365 days. Earth completes one rotation on its axis in a 24-hour period, producing day and night. This rotation makes the sun, stars and moon appear to change position in the sky. Earth’s axis is tilted at an angle of 23.5°. This tilt, along with Earth’s revolution around the sun, affects the amount of direct sunlight that Earth receives in a single day and throughout the year. The amount of direct sunlight that Earth receives is related to the altitude of the sun, which affects the angle of the sun’s rays, and the amount of time the sun is above the horizon each day. Content Elaboration Models illustrate the predictable patterns and cycles that lead to the understanding of day and night, seasons, years and the amount of direct sunlight Earth receives. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires student to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to understand that the sun’s rays are more direct near the summer solstice and less direct near the winter solstice. Figure 1 illustrates the sun’s rays at the highest and most direct position, which would be expected during the summer months. Figure 2 illustrates the rays coming in at a less direct angle, which would be expected during the spring or fall months. Figure 3 illustrates the rays at the lowest and least direct angle, which would be expected during the winter months. 93 Grade 5 Science Spring 2015 Item Release Question 13 Sample Responses 95 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for selecting “July 1” in the “Figure 1” box, “October 1” AND/OR “April 1” in the “Figure 2” box AND “January 1” in the “Figure 3” box. 96 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for selecting “July 1” in the “Figure 1” box, “October 1” AND/OR “April 1” in the “Figure 2” box AND “January 1” in the “Figure 3” box. 97 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it correctly selects “July 1” in the “Figure 1” box, makes no selection in the “Figure 2” box and correctly selects “January 1” in the “Figure 3” box. All three boxes must be complete in order to receive credit. 98 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it fails to select “July 1” in the “Figure 1” box, it correctly selects “October 1” AND/OR “April 1” in the “Figure 2” box and it fails to select “January 1” in the “Figure 3” box. 99 Grade 5 Science Spring 2015 Item Release Question 14 Question and Scoring Guidelines 101 Question 14 17771 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. This food web does not represent the feeding relationships described in the table because mice do not eat songbirds and toads do not eat mice. Rationale for Option B: This is incorrect. This food web does not represent the feeding relationships described in the table because toads do not eat seeds and mice do not eat toads. Rationale for Option C: Key – This food web accurately represents the feeding relationships described in the table. Rationale for Option D: This is incorrect. This food web does not represent the feeding relationships described in the table because songbirds do not eat mice or grass. Snakes do not eat grass. 102 Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration Plants and some microorganisms are producers. They are the foundation of the food web. Producers transform energy from the sun and make food through a process called photosynthesis. Animals get their energy by eating plants and other animals that eat plants. Animals are consumers and many form predator-prey relationships. Decomposers (primarily bacteria and fungi) are consumers that use waste materials and dead organisms for food. Decomposers also return nutrients to the ecosystem. One way ecosystem populations interact is centered on relationships for obtaining energy. Food webs are defined in many ways, including as a scheme of feeding relationships, which resemble a web. This web serves as a model for feeding relationships of member species within a biological community. Members of a species may occupy different positions during their lives. Food chains and webs are schematic representations of real-world interactions. For this grade level, it is enough to recognize that food webs represent an intertwining of food chains within the same biological community. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to construct a food web that shows the feeding relationships between several organisms outlined in a table. The flow of energy in a food web starts with a producer (grass) who provides energy for herbivores (grasshopper) and omnivores who provide energy for carnivores (toad and fox). 103 Sample Response: 1 point 104 Grade 5 Science Spring 2015 Item Release Question 15 Question and Scoring Guidelines 105 Question 15 14347 Points Possible: 2 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response includes: • “Earth” AND “Medium Star” in the “Inside Our Solar System” box; AND • No other objects in the “Inside Our Solar System” box (1 point); AND • “Small Star(s)” in the “Outside Our Solar System” box; 106 AND • “Medium Star(s)” in the “Outside Our Solar System” box; AND • “Large Star(s)” in the “Outside Our Solar System” box; AND • No other objects in the “Outside Our Solar System” box (1 point). For this item, a partial-credit response includes: • “Earth” AND “Medium Star” in the “Inside Our Solar System” box; AND • No other objects in the “Inside Our Solar System” box (1 point); OR • “Small Star(s)” in the “Outside Our Solar System” box; AND • “Medium Star(s)” in the “Outside Our Solar System” box; AND • “Large Star(s)” in the “Outside Our Solar System” box; AND • No other objects in the “Outside Our Solar System” box (1 point). Alignment Content Strand Earth and Space Science Content Statement The sun is one of many stars that exist in the universe. The sun appears to be the largest star in the sky because it is the closest star to Earth. Some stars are larger than the sun and some stars are smaller than the sun. 107 Content Elaboration The sun is the closest star to the Earth. Scaled models (3-D or virtual) and graphics can be used to show the vast difference in size between the sun and the Earth. The sun is a medium-sized star and is the only star in our solar system. There are many other stars of different sizes in the universe. Stars appear in patterns called constellations, which can be used for navigation. Because they are so far away, they do not appear as large as the sun. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to demonstrate knowledge of which objects are found inside our solar system and which are found outside our solar system. From the objects displayed, our solar system consists of one medium-sized star and Earth. The small, medium and large star would be found outside of our solar system in great numbers. 108 Grade 5 Science Spring 2015 Item Release Question 15 Sample Responses 109 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) for selecting “Earth,” “Medium Star” and no other objects in the “Inside Our Solar System” box and “Small Star,” “Medium Star,” “Large Star” and no other objects in the “Outside Our Solar System” box. 110 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for selecting “Earth,” “Medium Star” and no other objects in the “Inside Our Solar System” box along with no selections for the “Outside Our Solar System” box. 111 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for selecting “Small Star,” “Medium Star,” “Large Star” and no other objects in the “Outside Our Solar System” box along with no selections for the “Inside Our Solar System” box. 112 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it fails to select “Earth,” “Medium Star” and no other objects in the “Inside Our Solar System” box and “Small Star,” “Medium Star,” “Large Star” and no other objects in the “Outside Our Solar System” box. 113 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it fails to select “Earth,” “Medium Star” and no other objects in the “Inside Our Solar System” box and “Small Star,” “Medium Star,” “Large Star” and no other objects in the “Outside Our Solar System” box. 114 Grade 5 Science Spring 2015 Item Release Question 16 Question and Scoring Guidelines 115 Question 16 18519 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Electric force is a repulsive or attractive interaction between two charged objects. It does not keep objects in motion around the sun; the force of gravity does. Rationale for Option B: This is incorrect. The sun and some planets have a magnetic field. However, the magnetic force of the field does not keep objects in orbit around the sun; the force of gravity does. Rationale for Option C: This is incorrect. Friction is the force that results in a resistance to movement between two objects that are in contact with each other. It does not keep objects in motion around the sun; the force of gravity does. Rationale for Option D: Key – Gravity is the force that causes objects to pull toward each other and the sun. It is this force that keeps objects in motion around the sun, the biggest object. 116 Alignment Content Strand Earth and Space Science Content Statement The solar system includes the sun and all celestial bodies that orbit the sun. Each planet in the solar system has unique characteristics. The distance from the sun, size, composition and movement of each planet are unique. Planets revolve around the sun in elliptical orbits. Some of the planets have moons and/or debris that orbit them. Comets, asteroids and meteoroids orbit the sun. Content Elaboration Eight major planets in the solar system orbit the sun. Some of the planets have a moon or moons that orbit them. Earth is a planet that has a moon that orbits it. The planets’ orbits are because of their gravitational attraction to the sun. Moons orbit around planets because of their gravitational attraction to the planets. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to recall that gravity controls the motions of objects around the sun. 117 Sample Response: 1 point 118 Grade 5 Science Spring 2015 Item Release Question 17 Question and Scoring Guidelines 119 Question 17 17496 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Light rays coming in at an angle will not reflect straight up. The angle of reflection for light will equal the angle of incidence. Rationale for Option B: This is incorrect. Light rays coming in at an angle will not travel along the surface of the mirror. The angle of reflection for light will equal the angle of incidence. Rationale for Option C: This is incorrect. Light rays travel parallel to one another. They will not intersect one another reflecting from a smooth surface. The angle of reflection for light will equal the angle of incidence. 120 Rationale for Option D: Key – The angle of reflection for light will equal the angle of incidence. Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predictable ways. Content Elaboration Light can travel through some materials, such as glass or water. Light can also travel through empty space, like from the sun to Earth. When light travels from one location to another, it goes in a straight line until it interacts with another object or material. When light strikes objects through which it cannot pass, shadows are formed. As light reaches a new material, it can be absorbed, refracted, reflected, or it can continue to travel through the new material; one of these interactions may occur or many may occur simultaneously, depending on the material. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to identify how light rays will reflect off a smooth, flat mirror. A ray of light is a thin beam that travels in a straight line until it hits another object. When it hits a mirror, the light bounces off the mirror (reflected). When a ray of light hits a mirror at an angle measured from a line perpendicular to the surface at that point, it will be reflected at the same angle on the other side of the perpendicular line. This principle is often stated as, “The angle of reflection equals the angle of incidence.” 121 Sample Response: 1 point 122 Grade 5 Science Spring 2015 Item Release Question 18 Simulation for Question 19 123 Question 18 (Simulation for Question 19) 707 124 Grade 5 Science Spring 2015 Item Release Question 19 Question and Scoring Guidelines 125 Question 19 18451 Points Possible: 2 See Alignment for more detail. 126 Scoring Guidelines Exemplar Response • If the grasses and shrubs all die, then the organisms that eat them won’t have a food supply. The energy flow in the system is affected more when the producers (grasses and shrubs) are removed than if the wolves and lynxes are removed because many organisms depend on producers for food, but only a few depend on wolves and lynxes. The wolves and lynxes are at one end of the energy flow— only the decomposers get energy from them. Score Point Description 2 points The response provides a correct description of the loss of the grasses and shrubs on the other organisms in the ecosystem AND a correct explanation of why removal of the grasses and shrubs would affect the energy flow within the pine forest ecosystem more than the removal of the wolves and lynxes. Note to Scorers: The student could also correctly answer the first question by describing the reduction of habitat that would occur if the shrubs and grasses were to die. 1 point The response provides a correct description of an effect of the loss of the grasses and shrubs on the other organisms in the ecosystem. OR A correct explanation of why removal of the grasses and shrubs would affect the energy flow within the pine forest ecosystem more than the removal of the wolves and lynxes. 0 points The response fails to correctly describe an effect of the loss of producers on the other organisms in the ecosystem or explain why the removal of the producers and carnivores would have differential effects on energy flow within the pine forest. The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be totally irrelevant to the item or, possibly, no other information is shown. The student may have written on a different topic or written, “I don't know.” 127 Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration Food chains and webs are schematic representations of real-world interactions. One way ecosystem populations interact is centered on relationships for obtaining energy. Food webs can be used to identify the relationships among producers, consumers and decomposers. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to examine the interactions of organisms in a food web to determine how a drought that kills grasses and shrubs will impact the ecosystem. Grasses and shrubs are producers and their death will eliminate the primary energy source of this ecosystem. Most organisms in this system depend on the grasses and shrubs. The organisms that depend on the grasses and shrubs for energy will eventually die, and those organisms that use herbivores for an energy source will decline from the loss of energy in the system. The loss of grasses and shrubs has a greater effect on the energy flow than the removal of wolves and lynxes because grasses and shrubs are the foundation of the food web. Wolves and lynxes are at the top of the food web. Upon their death, wolves and lynxes provide energy to decomposers. Initially, the removal of wolves and lynxes would allow other populations to increase. 128 Grade 5 Science Spring 2015 Item Release Question 19 Sample Responses 129 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points). The response correctly identifies the impact of the loss of grasses and shrubs on the ecosystem: “… it won’t give insects or other animals food, which will cause their predators not to get food and so on.” It also explains why the loss of wolves and lynxes would not be as significant as the loss of grasses and shrubs: “If they died (wolves and lynxes), nothing else would die of starvation. If the grass and shrubs died, then it would have a chain effect on the ecosystem.” 130 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points). The response correctly identifies the impact of the loss of grasses and shrubs on the ecosystem: “If plant eaters cannot find any food then there would be a decrease in their population. Then that would cause difficulties for predators to find their food.” The response earns the second point for “The loss of grass would affect the ecosystem more than wolves is because grass is toward the bottom of the food chain. Nothing really eats wolves, but plant eaters eat plants.” 131 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point). The response correctly identifies the impact of the loss of grasses and shrubs on the ecosystem by identifying the organisms that would be impacted by the loss of grasses and shrubs from the food web provided. This response does not earn the second point because it does not explain why the loss of grasses and shrubs would have a more significant effect on the energy flow within the ecosystem than would the removal of the wolves and lynxes. 132 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for correctly identifying one way the loss of grasses and shrubs would affect the other organisms in the ecosystem: “…smaller organisms that eat the shrubs would die therefore the larger animals that feed off the smaller animals would die as well.” This response does not earn the second point because it fails to provide an explanation for why the loss of grasses and shrubs would have a more significant effect on the energy flow within the ecosystem than would the removal of the wolves and lynxes. 133 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for explaining why the loss of grasses and shrubs would have a more significant effect on the energy flow within the ecosystem than the removal of the wolves and lynxes: “…because nothing eats the lynx or the wolves, but many organisms have to feed off grass or shrubs.” 134 Sample Response: 0 points Notes on Scoring This item earns no credit (0 points) because it fails to describe one way the loss of grasses and shrubs would affect the other organisms in the ecosystem. This response attempts to explain why the loss of grasses and shrubs is more significant (“because they would be more stronger”); however, this is too vague to receive credit. 135 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the organism interaction described is non-responsive to the task. 136 Grade 5 Science Spring 2015 Item Release Question 20 Question and Scoring Guidelines 137 Question 20 15234 Points Possible: 2 See Alignment for more detail. 138 Scoring Guidelines For this item, a full-credit response (2 points) includes: • Clockwise from top left: Largemouth bass, Sunfish, Snail, Aquatic grasses (1 point); AND • The turtle is identified as an omnivore (1 point). Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. Content Elaboration Energy flows through an ecosystem in one direction, from photosynthetic organisms to consumers (herbivores, omnivores to carnivores) and decomposers. The exchange of energy that occurs in an ecosystem can be represented as a food web. The exchange of energy in an ecosystem is essential because all processes of life for all organisms require a continual supply of energy. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to complete the food web with the organisms provided: aquatic grasses, largemouth bass, snail and sunfish. The top of the food web is the largemouth bass, which should be placed in the center-top box. The sunfish should be placed next to the largemouth bass; the bass also consumes the sunfish. The snail should be placed in the box below the sunfish; the snail is consumed by the sunfish. The bottom-middle box should house the aquatic grasses; it is the producer in this ecosystem. Finally, the turtle should be checked as the omnivore in this ecosystem. The turtle acquires energy from both producers and consumers. 139 Grade 5 Science Spring 2015 Item Release Question 20 Sample Responses 141 Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because it correctly completes the food web with the appropriate placement of organisms, and it correctly identifies the turtle as an omnivore. 142 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for correctly completing the food web with the appropriate placement of organisms. This response does not earn the second point because it fails to identify the turtle as the omnivore. 143 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) for correctly identifying the turtle as the omnivore. This response does not earn the second point because it inaccurately completes the food web. The sunfish and largemouth bass are placed in the wrong positions. They should be switched. 144 Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because it correctly identifies the turtle as the omnivore; the response does not earn the second point because it shows no understanding of the organization of the given food web. 145 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it demonstrates a lack of understanding of the organization of the given food web. It also incorrectly identifies the largemouth bass as the omnivore. 146 Grade 5 Science Spring 2015 Item Release Question 21 Question and Scoring Guidelines 147 Question 21 16071 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. Stars are made of gases and do not have a solid surface. Rationale for Option B: This is incorrect. Stars do not have a solid surface. Rationale for Option C: This is incorrect. Stars are made of gases. Rationale for Option D: Key – Stars are made of gases and do not have a solid surface. 148 Alignment Content Strand Earth and Space Science Content Statement The sun is one of many stars that exist in the universe. Content Elaboration General facts about the size and composition of the sun are introduced. Details (e.g., age of the sun, specific composition, temperature values) are above grade level. The emphasis should be on general characteristics of stars and beginning to understand the size and distance of the sun in relationship to the Earth and other planets. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to compare the data provided in the charts related to surface type, star composition, size and the distance from the Earth. Stars are made of gas, which means they do not have a solid surface. Stars can be large or small, but they are located far distances from Earth. 149 Sample Response: 1 point 150 Grade 5 Science Spring 2015 Item Release Question 22 Question and Scoring Guidelines 151 Question 22 15530 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response (1 point) includes all three of the following: • Placement of the label “Predator-prey” in the box between “Oxpecker” and “Tick”; AND • Placement of the label “Parasitism” in the box between “Zebra” and “Tick”; AND • Placement of the label “Mutualism” in the box between “Zebra” and “Oxpecker” (1 point). 152 Alignment Content Strand Life Science Content Statement Organisms perform a variety of roles in an ecosystem. Content Elaboration Organisms have symbiotic relationships in which individuals of one species are dependent upon individuals of another species for survival. Symbiotic relationships can be categorized as mutualism, where both species benefit; commensalisms, where one species benefits and the other is unaffected; and parasitism, where one species benefits and the other is harmed. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to interpret the symbiotic relationships between oxpeckers, zebras and ticks. Oxpeckers are birds that eat ticks that live on the zebras’ skin. This symbiotic relationship is mutualism, where both the zebra and oxpecker benefit. The birds receive energy from the ticks, and the ticks are removed from the zebra. The ticks receive energy from the blood of the zebra, which harms the zebra. This relationship between the tick and zebra is called parasitism. The relationship between the oxpecker and the tick is predator-prey. The birds eat the ticks for energy. 153 Grade 5 Science Spring 2015 Item Release Question 22 Sample Responses 155 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for correctly identifying the relationships between the organisms. 156 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for incorrectly identifying the relationships between the organisms. 157 Grade 5 Science Spring 2015 Item Release Question 23 Question and Scoring Guidelines 159 Question 23 16260 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response (1 point) includes: • “Shrub” AND “Grass” selected (1 point); OR • “Shrub” selected (1 point). Note to Scorer: “Grass” alone does not get credit because it still has two other organisms feeding on it. “Shrub” alone is correct. “Shrub and grass” is also correct. 160 Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. Content Elaboration It is important that the ecological role of organisms is interwoven with a clear understanding that all living things require energy. Energy flows through an ecosystem in one direction, from photosynthetic organisms to consumers (herbivores, omnivores to carnivores) and decomposers. The exchange of energy that occurs in an ecosystem can be represented as a food web. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to predict the impact of a decreased rabbit population on the given food web. The key is to identify the organisms that would be the first to increase due to fewer rabbits. Rabbits are herbivores and consume shrubs and grasses. These two organisms would be the first to increase with a reduction of rabbits. “Shrub” can earn credit on its own because it has the fewest organisms consuming it with the decline of the rabbits. 161 Grade 5 Science Spring 2015 Item Release Question 23 Sample Responses 163 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for correctly identifying the shrub and grass as the first organisms to increase as a result of a declining rabbit population. 164 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for correctly identifying the shrub as the first organism to increase as a result of a declining rabbit population. 165 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) for incorrectly identifying the mouse as an organism that would be the first to increase as a result of a decline in the rabbit population. Shrubs and grass would be the first to increase, not mice. 166 Grade 5 Science Spring 2015 Item Release Question 24 Question and Scoring Guidelines 167 Question 24 16999 Points Possible: 1 See Alignment for more detail. Scoring Guidelines For this item, a full-credit response (1 point) includes: • “Cattail” selected (1 point). 168 Alignment Content Strand Life Science Content Statement All of the processes that take place within organisms require energy. Content Elaboration It is important that the ecological role of organisms is interwoven with a clear understanding that all living things require energy. Energy flows through an ecosystem in one direction, from photosynthetic organisms to consumers (herbivores, omnivores to carnivores) and decomposers. The exchange of energy that occurs in an ecosystem can be represented as a food web. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to recognize that the purple loosestrife shares the same role as cattails in the given ecosystem. Because they are both producers, they are competing for light, space and nutrients for growth. Purple loosestrife is an invasive species and has no natural predators, so it is able to successfully conduct its life cycle, often killing off and reducing the cattail population. 169 Grade 5 Science Spring 2015 Item Release Question 24 Sample Responses 171 Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) for correctly identifying cattail as the organism that will be competing with the purple loosestrife for space and nutrients. 172 Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because it incorrectly identifies goose as the organism that competes with the loosestrife. Geese are consumers, not producers, so they are not competing for the same resources as the loosestrife. 173 Grade 5 Science Spring 2015 Item Release Question 25 Question and Scoring Guidelines 175 Question 25 15898 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: This is incorrect. The full cart pushed by one student will speed up the least because it has the greatest mass and the smallest force applied. Rationale for Option B: This is incorrect. When the same force is applied, the cart with a greater mass will speed up less compared to a cart with a smaller mass. Rationale for Option C: This is incorrect. While the empty cart has less mass and will speed up faster when the same force is applied to it than a cart with more mass, when a greater force is applied (two students versus one), the cart with the greater force applied will speed up faster. Rationale for Option D: Key – The cart with the least mass and the greatest applied force will speed up the fastest. 176 Alignment Content Strand Physical Science Content Statement The amount of change in movement of an object is based on the mass* of the object and the amount of force exerted. *While mass is the scientifically correct term to use in this context, the NAEP 2009 Science Framework (page 27) recommends using the more familiar term "weight" in the elementary grades with the distinction between mass and weight being introduced at the middle school level. In Ohio, students will not be assessed on the differences between mass and weight until Grade 6. Content Elaboration Forces cause changes in motion. If a force is applied in the same direction of an object’s motion, the speed will increase. If a force is applied in the opposite direction of an object’s motion, the speed will decrease. Generally, the greater the force acting on an object, the greater the change in motion. Generally, the more mass* an object has, the less influence a given force will have on its motion. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to demonstrate understanding of how the magnitude of an applied force and an object’s mass influence the object’s change in motion. The student must recognize that in this situation, two students working together will apply a larger force than one student working alone, and a full cart will have more mass than an empty cart. Because an empty cart has less mass, it will speed up more than a full cart for the same applied force. Therefore, the cart that will speed up the most will be the empty cart with the larger force (two students) applied. 177 Sample Response: 1 point 178 Grade 5 Science Spring 2015 Item Release Question 26 Question and Scoring Guidelines 179 Question 26 15948 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key – When sound echoes off a cliff, it is because the sound is reflected when it strikes the cliff. Rationale for Option B: This is incorrect. While sound does travel through air, this is most like light transmission through air or another transparent medium. Rationale for Option C: This is incorrect. While sound can be absorbed by walls, this is most like the absorption of light. Rationale for Option D: This is incorrect. While sound can bend around corners, bending around a building is most like the diffraction of light. 180 Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predictable ways. Content Elaboration When light travels from one location to another, it goes in a straight line until it interacts with another object or material. As light reaches a new material, it can be absorbed, refracted, reflected or it can continue to travel through the new material; one of these interactions may occur or many may occur simultaneously, depending on the material. Sound must travel through a material (medium) to move from one place to another. This medium may be a solid, liquid or gas. Sound travels at different speeds through different media. Once sound is produced, it travels outward in all directions until it reaches a different medium. When it encounters this new medium, the sound can continue traveling through the new medium, become absorbed by the new medium, bounce back into the original medium (reflected) or engage in some combination of these possibilities. Cognitive Demand Recalling Accurate Science (R) Requires students to provide accurate statements about scientifically valid facts, concepts and relationships. Recall only requires students to provide a rote response, declarative knowledge or perform routine mathematical tasks. This cognitive demand refers to students’ knowledge of science fact, information, concepts, tools, procedures (being able to describe how) and basic principles. Explanation of the Item This item requires the student to demonstrate understanding of how light and sound waves can interact with an object or a medium and be reflected, absorbed or diffracted. The student must recognize that when sound hits the cliff and an echo is heard, the sound has “bounced back,” which is similar to what happens to light when it is reflected from a surface. 181 Sample Response: 1 point 182 Grade 5 Science Spring 2015 Item Release Question 27 Question and Scoring Guidelines 183 Question 27 17744 Points Possible: 1 See Alignment for more detail. Scoring Guidelines Rationale for Option A: Key – Changing the tightness (tension) of the rubber bands changes the rate at which the rubber band vibrates. Different rates of vibration produce different pitches of sound. Rationale for Option B: This is incorrect. It is the rate at which the rubber band vibrates that determines the pitch of the sound the rubber band produces. The direction that a rubber band vibrates does not affect the pitch of the sound. Rationale for Option C: This is incorrect. It is the rate at which the rubber band vibrates that determines the pitch of the sound the rubber band produces. The volume of the sound is the amplitude or strength of the vibration, not the rate of the vibration. 184 Rationale for Option D: This is incorrect. It is the rate at which the rubber band vibrates that determines the pitch of the sound the rubber band produces. The amount of time that the rubber band vibrates is not the same as the rate at which the rubber band vibrates. Alignment Content Strand Physical Science Content Statement Light and sound are forms of energy that behave in predictable ways. Content Elaboration Pitch can be changed by changing how fast an object vibrates. Objects that vibrate slowly produce low pitches; objects that vibrate quickly produce high pitches. Audible sound can only be detected within a certain range of pitches. Cognitive Demand Interpreting and Communicating Science Concepts (C) Requires students to use subject-specific conceptual knowledge to interpret and explain events, phenomena, concepts and experiences using grade-appropriate scientific terminology, technological knowledge and mathematical knowledge. Communicate with clarity, focus and organization using rich, investigative scenarios, real-world data and valid scientific information. Explanation of the Item This item requires the student to demonstrate understanding of the relationship between the rate at which an object vibrates and the pitch of the sound produced by the vibrations. Objects that vibrate more slowly produce lower pitches, and objects that vibrate faster produce higher pitches. The pitch of the sound is affected only by the rate of vibration, and not by the loudness of the sound or the total amount of time that the object vibrates. 185 Sample Response: 1 point 186 The Ohio Department of Education does not discriminate on the basis of race, color, national origin, sex, religion, age, or disability in employment or the provision of services. Copyright © 2016 by the Ohio Department of Education. All rights reserved.
