Elodea and Dissolved Oxygen Scenario Map, Results, and Scoring Rubrics
Title: Elodea and Dissolved Oxygen / Authors: SPS Teachers / Grade: High SchoolDescription: Students investigate the effect of the time for a lamp to shine on an elodea plant in water on the amount of dissolved oxygen in the water.
Item Description / Grade Level Expectation &
Evidence of Learning Codes / Answer & Results
WASL Evidence of Learning
for the Grade Level Expectation / System of Science / Inquiry
in Science / Application
of Science /
A
/B
/C
/D
Propertiesof Systems / Structure
of Systems / Changes
in Systems
1 / Identify two controlled variables in an investigation. / IN02b
2.1.2 / 20% / 4% / *
75% / 1%
2 / Identify the manipulated variable in an investigation. / IN02c
2.1.2 / 2% / 9% / 5% / *
84%
3 / Identify the responding variable in an investigation. / IN02d
2.1.2 / *
89% / 2% / 3% / 6%
4 / Identify how the method of an investigation ensured validity (i.e. validity means that the investigation answered the investigative question with confidence; the manipulated variable caused the change in the responding variable). / IN09c
2.2.4 / 1% / *
92% / 6% / 1%
5 / Write a conclusion including supporting data from an investigation. / IN03a
2.1.3 / SA Rubric
6 / Describe how individual cells break down energy-rich molecules to provide energy for cell functions (i.e. cellular respiration). / CH08c
1.3.8 / 5% / 17% / *
60% / 19%
7 / Identify how energy is transferred and transformed from the Sun to energy-rich molecules during photosynthesis. / CH08b
1.3.8 / 8% / *
89% / 2% / 1%
8 / Analyze the relationship among organism based on their shared physical characteristics and/or functional processes. / PR06a
1.1.6 / *
44% / 2% / 49% / 5%
9 / Identify or describe how organisms sustain life by obtaining, transporting, transforming, releasing, and eliminating matter and energy. / CH08a
1.3.8 / SA Rubric
Point Total = 11 / 1
10% / 0
0% / 3
30% / 6
60% / 0
0% / MC = 7 pts, SA = 4 pts,
Actual High School WASL = 62 pts. / 40% / 40% / 20% / 45% MC, 36% SA, 19% ER
Note: Points on the WASL are balanced among the Systems of Science with 33% Physical Systems, 33% Earth/Space Systems, and 33% Living Systems. All the points on this scenario would be classified Living Systems because the investigation is in a living system.
Scoring Rubric and Results for Item 5: Write a Conclusion
Performance Description / Value Points / Results
A 2-point response demonstrates that students know that conclusions must be logical, based on evidence, and consistent with prior established knowledge BY writing a scientific conclusion supported by evidence from the investigation and consistent with established scientific knowledge. ( 9-12 INQC, pg 67).
Example: The longer the lamp was allowed to shine on the elodea plant, the higher the DO became. The beaker that received no light had a DO of 4.30 mg/L. The most light was 30 minutes and the DO went up to 5.07 mg/L. So increasing the amount of light by 30 minutes caused the DO to increase by 0.77 mg/L. / 3 -4 / 36%
A 1-point response demonstrates the student has partial understanding of the GLE. / 2 / 21%
A 0-point response demonstrates the student has little or no understanding of the GLE. / 0-1 / 43%
Data:
Time for Lamp to Shine vs. Amount of Dissolved OxygenTime for Lamp to Shine
(minutes) / Amount of Dissolved Oxygen
(mg/L)
Elodea System / Minutes of Lamp to Shine / Trial 1 / Trial 2 / Trial 3 / Trial 4 / Average
A / 0 / 4.25 / 4.28 / 4.23 / 4.20 / 4.24
A / 0 / 4.28 / 4.22 / 4.25 / 4.21 / 4.24
A / 0 / 4.24 / 4.26 / 4.22 / 4.23 / 4.24
B / 0 / 4.30 / 4.28 / 4.32 / 4.29 / 4.30
B / 15 / 4.41 / 4.38 / 4.43 / 4.42 / 4.41
B / 30 / 5.00 / 5.07 / 5.10 / 5.11 / 5.07
Scoring Rubric and Results for Item 5: Write a Conclusion (continued)
Attributes of a Conclusion for Awarding Value Points
Note: The italicized print is the part of the “Example” credited for the value point.
Description of Attribute / Value Points / Results
Conclusive statement correctly answers the investigative question (or correctly states whether the hypothesis/prediction was correct): The longer the lamp was allowed to shine on the elodea plant, the higher the DO became.
Attribute Notes:
1. A vague conclusive statement (e.g. the amount of light did affect the dissolved oxygen) cannot be credited, but other value points can be credited.
2. A response with an incorrect conclusive statement or no conclusive statement may not be credited any value points.
3. A response with both a correct and an incorrect conclusive statement (e.g. As light increased DO increased … as light was less DO was higher) cannot be credited but other value points can be credited, if separate from any contradictory statements.
4. A response without a conclusive statement may not be credited any value points for the entire prompt. / 1
Supporting data should at least be over the entire range of the conditions investigated. Thus, the minimum reported data are the lowest and highest conditions of the manipulated variable for quantitative data (responding variable when the manipulated variable information is descriptive).
Supporting data for 0 minutes: The beaker that received no light had a DO of 4.30 mg/L. / 1
Supporting data for 30 minutes: The most light was 30 minutes and the DO went up to 5.07 mg/L. / 1
Explanatory language, separate from the conclusive statement, is used to connect or compare the supporting data to the conclusive statement: So increasing the amount of light by 30 minutes caused the DO to increase by 0.77 mg/L.
Attribute Notes:
1. This point can only be credited when at least one numeric value (or the text from a descriptive data table) for the manipulated or responding variable is included in the response.
2. A copy of the conclusive statement cannot be credited for explanatory language. However, a re-phrased credited conclusive statement can be credited.
3. Explanatory language comparing the range of the manipulated and/or responding variables may be credited. (E.g. The lowest amount of light tested was 0 minutes and dissolved oxygen was only 4.30 mg/L.)
4. If a response misquotes trend data between the highest and lowest conditions, this value point cannot be credited.
5. Transitional words (e.g. however, therefore, because, so, then, clearly, but) cannot be credited as explanatory language even when added to a conclusive statement.
6. A compound/complex sentence as a conclusive statement may be read as separate sentences. / 1
Total Possible Value Points / 4
Scoring Rubric for Item 5: Write a Conclusion (continued)
General Notes:
1. Copying the Data Table: If a response just copies the whole data table verbatim, supporting data value points may not be credited even with a correct conclusive statement and explanatory language.
a) For grades 3-5, a translation of the whole data table into sentences is acceptable.
b) For grades 6-8 and high school, a discussion of the whole data table may be acceptable when the data table is minimal with a very small number of data cells.
2. Supporting Data: Responses must give the precise numerical values or precise descriptive language from the data table for both the manipulated and responding variables.
a) Average data (if given) rather than trial data, or data from the end of the investigation, must be included for grades 6-8 and high school.
b) For grades 3-5, consistent trial data, or data before the completion of the investigation when measuring a responding variable over time can be credited.
c) Rounded numerical values cannot be credited.
d) Units and significant figures are not necessary for credit.
e) Minor language differences in descriptive data may be acceptable as decided in range finding
(e.g. Beaker A for 0 minutes, Beaker B for 30 minutes).
f) For grades 3-5, the manipulated variable may be implied.
g) Using control group data cannot be credited as time zero. (e.g. The average amount of dissolved oxygen in the beaker remained at 4.24mg/L for Beaker A, which had no light.)
3. Derived Data: Responses giving their own derived data between conditions can be credited for supporting data and explanatory language (e.g. So increasing the amount of light by 30 minutes caused the dissolved oxygen to increase by 0.77 mg/L).
a) When the derived data uses the lowest and/or highest conditions, one or both supporting data points can be credited.
b) When the derived data uses the control group as the lowest condition, supporting data points can not be credited. (e.g. There was a 1.86 mg/L difference between no light (Beaker A) and 45 min. of light (Beaker B).)
c) When the derived data uses the difference between average time periods, high or low data can be credited. (e.g. There was a difference of 0.66 mg/L between 15 and 30 minutes of light.)
d) Minor arithmetic errors in derived values can be acceptable as decided in range finding.
Scoring Rubric for Item 9: Matter and Energy in Elodea
Performance Description / Value Points / Results
Mean =
pts
A 2-point response demonstrates the STUDENT KNOWS that carbon-containing compounds are the building blocks of life. Photosynthesis is the process that plant cells use to combine energy of sunlight with molecules of carbon dioxide and water to produce energy-rich compounds that contain carbon (food) and release oxygen BY EXPLAINING how plant cells use photosynthesis to produce their own food using the following equation to illustrate how plants rearrange atoms during photosynthesis:
6CO2 + 6H2O + Light energy à C6H12O6 + 6H2O
(9-11 LS1A, pg 78)
The response describes how the elodea plant uses energy from the lamp and matter from the environment to live and grow by:
Identifying two types of matter the plant takes in from the environment
AND
Describing the process in the plant that uses this matter and the energy from the lamp to live and grow.
Example: Light energy is used in a chemical reaction to change carbon dioxide and water into glucose.
Other examples: / 3
Identifies type of matter / Describes how the plant uses this matter and the energy from the lamp
Carbon dioxide / · Photosynthesis uses energy from the lamp to produce energy in food/glucose/carbohydrates from carbon dioxide and water.
· Plants take in mineral nutrients and water, along with light energy, and make food.
· Light energy is used in a chemical reaction to change CO2 and water into glucose.
Water
Mineral nutrients
A 1-point response demonstrates the student has partial understanding of the GLE. / 2
A 0-point response demonstrates the student has little or no understanding of the GLE. / 0–1
Scoring Rubric for Item 9: Matter and Energy in Elodea (continued)
Attributes of a Description for Awarding Value Points
Note: The italicized print is the part of the “Example” credited for the value point.
Description of Attributes / Value Points
One type of matter: … carbon dioxide ...
Attribute Note: This point may only be credited with a vague or incomplete attempt to describe how the plant uses the matter and energy from the lamp to live and grow. / 1
Another type of matter: … water ...
Attribute Note: This point may only be credited with a vague or incomplete attempt to describe how the plant uses the matter and energy from the lamp to live and grow. / 1
How the plant uses the matter and the energy: Light energy is used … to change carbon dioxide and water into glucose. / 1
Total Possible Value Points / 3
General Notes:
1. Responses identifying soil or air cannot be credited the value point for type of matter.
2. Responses stating the photosynthesis equation may be credited for types of matter and describing how energy and matter is used by the plant to live and grow.
3. Responses including a major misconception about how a type of matter is used by the plant (e.g. Plants take in water as food) may not be credited the value point for that type of matter.
Scoring Rubric for Item 10: Plan an Investigation
Performance Description / Value Points / Typical ResultsMean = 1.3 pts
A 4-point response demonstrates the student understands the GLE Planning and Conducting Safe Investigations IN02e (2.1.2) Understand how to plan and conduct systematic and complex scientific investigations BY constructing a logical plan for a systematic and complex scientific controlled or field investigation. /
9-11
/ 7%A 3-point response demonstrates the student partially understands the GLE. /
7-8
/ 21%A 2-point response demonstrates the student has limited understanding of the GLE. /
5-6
/ 15%A 1-point response demonstrates the student has very little understanding of the GLE. /
3-4
/ 5%A 0-point response demonstrates the student has almost no understanding of the GLE. /
0-2
/ 39%Blank = 13%
Attributes of a Controlled Investigation for Awarding Value Points
Investigation Attributes / Description of Attribute / Value Point / Typical Results
Prediction / The prediction portion of the hypothesis must answer the given question including the effect of the manipulated variable (water temperature) on the responding variable (amount of dissolved oxygen in the water). / 1 / 61%