Download Questions 1-14 are based on the following information

The following data for the Sun and the four inner planets of the Solar System have been observed.
Mean Distance
from the Sun
(million
kilometers)
Sun
Diameter
(kilometers)
1,400,000
Mercury
58
4,900
Venus
108
12,100
Earth
150
12,800
Mars
228
6,800
In a simplified model of the Solar System, the planets revolve around the Sun in circular orbits, all in
the same plane. Each planet has a different period of revolution. Also, each planet is a sphere that
rotates about an axis through its center, but with a different period of rotation. In this model the axis
of rotation of each planet is perpendicular to the plane of the orbit.
NAEP released item, grade 12
1. List two ways that the simplified model is different from the real Solar System.
NAEP released item, grade 12
Scoring Guide
Score & Description
Complete
Student demonstrates an understanding of models not being identical to the objects they represent
by pointing out some differences between the real Solar System and a simplified conceptual model.
Student response identifies two correct ways in which the real Solar System is different from the
model.
Each of the following is one correct difference:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
In the real Solar System orbits are not circular.
Orbits are not all in the same plane.
Planets are not perfect spheres.
Axes of rotation are not exactly perpendicular to the planes of the orbits.
The planets are actually much larger.
The distance between planets (or from Sun) is actually much greater.
The picture is not to correct scale.
The planets are actually not in the positions shown (or lined up).
The real solar system is 3-dimensional.
The picture does not show motion (or rotation or revolution).
The real solar system has more planets (or moons or rings).
Partial
Student response identifies one correct way in which the real Solar System is different from the
model.
Unsatisfactory/Incorrect
Student response fails to identify any correct ways in which the real Solar System is different from
the model.
Complete - Student Response
1 List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
Student response provides two ways that the model is different from the real Solar System: the
shapes of the real orbits are elliptical compared to the circular orbits of the model. The response
also states that the planets do not all revolve around the Sun in the same plane.
1 List two ways that the simplified model is different from the real Solar System.
NAEP released item, grade 12
Scorer Comments:
Student response provides two ways that the model is different from the real Solar System: the
difference in size and that motion is not represented in the model.
Partial - Student Response
1 List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
Student response provides one way that the model is different from the real Solar System: the
model is not drawn to scale. The additional comment -- that the orbits are not the same -- does not
specify how they are different from each other.
1 List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
Student response provides one way that the model is different from the real Solar System: not all of
the planets are included in the model.
1
Unsatisfactory/Incorrect - Student Response
List two ways that the simplified model is different from the real Solar System.
NAEP released item, grade 12
Scorer Comments:
Student response does not provide any specific way that the model is different from the real Solar
System. The statement -- the orbits are not accurate -- vague.
1
List two ways that the simplified model is different from the real Solar System.
Scorer Comments:
The response describes the model, but does not provide any ways in which the model is different
from the real Solar System.
NAEP released item, grade 12
2000 National Performance Results
Score
Percentage of Students
Unsatisfactory/incorrect
18%
Partial
40%
Complete
36%
Omitted
Off task
5%
0%
Note:
•
•
These results are for public and nonpublic school students.
Percentages may not add to 100 due to rounding.
The Fields of Science: Earth & Space Sciences (Sub content classification: Earth in Space)
Knowing and Doing Science : Conceptual Understanding
NAEP released item, grade 12
The Fields of Science
Earth & Space Sciences
This question measures basic knowledge and understanding of the following:
Earth in Space
•
•
•
•
•
•
•
setting of the Earth in the solar system;
setting and evolution of the solar system in the universe (not in grade 4);
tools and technology that are used to gather information about space;
apparent daily motions of the Sun, the Moon, the planets, and the stars;
rotation of the Earth about its axis, and the Earth's revolution around the Sun;
tilt of the Earth's axis that produces seasonal variations in climate; and
earth as a unique member of the solar system that may be approximated in other galaxies in
the universe, and that evolved at least 4.5 billion years ago.
Knowing and Doing Science
Conceptual Understanding
Conceptual understanding includes the body of scientific knowledge that students draw upon when
conducting a scientific investigation or engaging in practical reasoning. Essential scientific concepts
involve a variety of information, including facts and events the student learns from both science
instruction and experiences with natural environment; and scientific concepts, principles, laws, and
theories that scientists use to explain and predict observations of the natural world.
NAEP released item, grade 12