School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 3 Concepts Of Biology

Expectation 3.2 The student will demonstrate an understanding that all organisms are composed of cells which can function independently or as part of multicellular organisms.

Indicator 3.2.2 The student will conclude that cells exist within a narrow range of environmental conditions and changes to that environment, either naturally occurring or induced, may cause changes in the metabolic activity of the cell or organism.

Assessment Limits:

  • pH
  • temperature
  • light
  • water
  • oxygen
  • carbon dioxide
  • radiation (role in cancer or mutations)
  • toxic substances (natural, synthetic)

Brief Constructed Response (BCR) Item - Released in 2003

A student is studying the relationship between a leafy plant and a species of beetle. He divided 20 plants into two groups. He planted each group in a separate planter box. He then released 50 beetles into one of the planter boxes. The beetles fed on the leaves and left a white substance around the plant, changing the pH of the soil. He recorded the average height of the plants at the end of three months. His data are shown below.

  • How did the substance probably affect the growth of the plants in Group 1?
  • Describe how changes in pH may affect the metabolic rates of cells.
  • Describe how other environmental factors could affect growth in plants.

Write your answer in your Answer Book.

The following 4 Sample Student Responses represent a range of score points.

Sample Student Response #1

image of student response

Score for Sample Student Response #1: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. The description of how pH change affects the rate of metabolism in cells (speeding it up or slowing it) is this response's strength. Most of the supporting details are adequate. Some scientific terminology (too basic and too acidic) is present. Compare to Anchor Paper #3.
Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 3

Annotation: This response contains evidence of a good understanding of the question. The supporting details are generally complete. The response is strengthened by a discussion of how optimal conditions affect enzyme activity (enzymes are conditioned to work best at the pH level of the plants usuall environment). Additional elaboration, particularly in the area of how environment factors affect growth, only temperature is briefly mentioned, is needed for a higher score. Additional scientific terminology, only enzyme is used, is needed for a higher score. Compare to Anchor Paper #7.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 4

Annotation: This response contains evidence of a full and complete understanding of the question. The student synthesizes pertinent supporting details into a response that demonstrates a full and complete understanding of enzymes (different enzymes in an organism work best at different pH levels; enzymes are a type of protein that help speed up/slow down reactions; these reactions are essential for normal body functions, and enzymes can be denatured). Scientific terminology (protein, denatured, toxin, and homeostasis) enhances the response. Compare to Anchor Paper #8.
Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. The student addresses the question, but provides only minimally effective supporting details that are vague and incomplete (hurts the plant if it isn't at the right pH) and an unsupported list of environmental factors that affect plant growth (sunlight, water, small pot, or land too crowded). Additional supporting details, particularly in regard to the effect of pH change on enzyme activity and how enzymes affect plant growth, is needed for a higher score. Compare to Anchor Paper #2.

Additional Resources

Anchor Papers used in scoring

Brief Constructed Response (BCR) Rubric
Print: Scoring Rubric (pdf)
Score 4

There is evidence in this response that the student has a full and complete understanding of the question or problem.

  • Pertinent and complete supporting details demonstrate an integration of ideas.
  • The use of accurate scientific terminology enhances the response.
  • An effective application of the concept to a practical problem or real-world situation reveals an insight into scientific principles.*
  • The response reflects a complete synthesis of information.
Score 3

There is evidence in this response that the student has a good understanding of the question or problem.

  • The supporting details are generally complete.
  • The use of accurate scientific terminology strengthens the response.
  • The concept has been applied to a practical problem or real-world situation.*
  • The response reflects some synthesis of information.
Score 2

There is evidence in this response that the student has a basic understanding of the question or problem.

  • The supporting details are adequate.
  • The use of accurate scientific terminology may be present in the response.
  • The application of the concept to a practical problem or real-world situation is inadequate.*
  • The response provides little or no synthesis of information.
Score 1

There is evidence in this response that the student has some understanding of the question or problem.

  • The supporting details are only minimally effective.
  • The use of accurate scientific terminology is not present in the response.
  • The application, if attempted, is irrelevant.*
  • The response addresses the question.
Score 0

There is evidence that the student has no understanding of the question or problem.

  • The response is completely incorrect or irrelevant or there is no response.

* On the High School Assessment, the application of a concept to a practical problem or real-world situation will be scored when it is required in the response and requested in the item stem.

Updated 2002
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