School Improvement in Maryland
Public Release Item Scoring Information Return

Goal 3 Concepts Of Biology

Expectation 3.1 The student will be able to explain the correlation between the structure and function of biologically important molecules and their relationship to cell processes.

Indicator 3.1.3 The student will be able to compare the transfer and use of matter and energy in photosynthetic and non-photosynthetic organisms.

Assessment Limits:

  • water cycle (movement of water between living systems and the environment)
  • carbon cycle (movement of carbon between living systems and the environment, cyclic relationship between photosynthesis and respiration)
  • nitrogen cycle (roles of bacteria; human impact)
  • photosynthesis (energy conversion: light, chemical; basic molecules involved)
  • cellular respiration (distinctions between aerobic and anaerobic, energy released, use of oxygen; basic molecules involved in aerobic)
  • chemosynthesis (from inorganic compounds)
  • ATP (energy carrier molecule)

Brief Constructed Response (BCR) Item - Released in 2004

Cardinals are birds that spend the winter in Maryland. Many people feed them sunflower seeds during the winter months. Some of the carbohydrates in the cardinal's diet come from these seeds. Describe

  • the building blocks of carbohydrates
     
  • how the sunflowers produce carbohydrates
     
  • how carbohydrates are used by living organisms
     
Type your answer in the answer box below.

The following 8 Anchor Papers represent a range of score points and are used in conjunction with the rubric to assess student responses.

Anchor Paper #1

image of student response

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. The student identifies how sunflowers produce carbohydrates (photosynthesis) and recognizes how organisms use carbohydrates (carbohydrates give other living things energy that consume them.) The supporting details are minimally effective.


Anchor Paper #2

image of student response

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response contains evidence of some understanding of the question. The student identifies the building blocks of carbohydrates (sugars), the process that produces carbohydrates (photosynthesis), and provides a vague description of the function of carbohydrates (Living organisms use carbohydrates to remain healthy and energetic.) The supporting details are minimally effective.


Anchor Paper #3

image of student response

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. The student identifies the building blocks of carbohydrates (carbon, hydrogen, and oxygen; long strands of sugars), provides an incomplete description of how sunflowers produce carbohydrates (undergoing photosynthesis; plant takes sunlight; use it with other materials to create sugars), and states the function of carbohydrates (main source of energy; uses carbs to get ATP or energy but also stores some in the seeds.) The supporting details are adequate.


Anchor Paper #4

image of student response

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response contains evidence of a basic understanding of the question. The supporting details are adequate. The student describes the building blocks of carbohydrates (saccharides or sugars; link together to form long chains). The process used to produce carbohydrates (photosynthesis; convert sunlight and CO2 into glucose molecules), and the function of carbohydrates (use the glucose in glycolysis, the Kreb's cycle, and the electron transfer chain to produce ATP).


Anchor Paper #5

image of student response

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response contains evidence of a good understanding of the question. Generally complete supporting details are presented. A specific description of the building blocks of carbohydrates (simple sugars such as glucose) is given. The student discusses how carbohydrates are produced (photosynthesis; through the light reaction and Calvin Cycle, CO2 is changed to oxygen and sugars), and the function of carbohydrates (eat the plants; through cellular respiration, turn carbohydrates into energy that is used for chemical reactions to take place in cells.) Some synthesis of information is evident in these discussions.


Anchor Paper #6

image of student response

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response contains evidence of a good understanding of the question. The student thoroughly describes the building blocks of carbohydrates (carbon, oxygen, and hydrogen. These elements create sugars, such as glucose: which are the monomers of carbohydrates) and the process that produces carbohydrates (photosynthesis; plants turning sunlight, carbon dioxide, and water into energy, and sugar). The description of how organisms use carbohydrates is incomplete and general (organisms eat and use the carbohydrates; create ATP; ATP is a usable energy; ATP is used for… breathing.) Overall, the supporting details are generally complete. The use of accurate scientific terminology strengthens the response (monomers; ATP; glucose).


Anchor Paper #7

image of student response

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response contains evidence of a full and complete understanding of the question. The building blocks of carbohydrates are identified (carbon, hydrogen, and oxygen; simple sugars, such as glucose). The description of how sunflowers produce carbohydrates is complete (through the process of photosynthesis; In the chlorophyll the plant undergoes a series of light reactions; the plant begins the Calvin cycle; During this cycle, glucose is created.) and the discussion of how energy is transferred from the sun to the plants reflects a synthesis of information (a 5c molecule undergoes several reactions using the sun's energy and a four carbon molecule is created. Oxygen is given off and the 4c molecule again becomes a 5c molecule.) The student gives a detailed discussion of how carbohydrates are used (In cellular respiration, they break down the glucose to ATP, release the energy in bonds and use the energy for reactions.) The supporting details are pertinent and complete. Scientific terminology enhances this response (Calvin cycle; mitochondria; ATP; glucose; chlorophyll, cellular respiration).


Anchor Paper #8

image of student response

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response contains evidence of a full and complete understanding of the question. The supporting details are pertinent and complete and are used to provide an integration of ideas regarding all aspects of the question. The student thoroughly describes the building blocks of carbohydrates (made up of monosaccharides, or simple sugars; contain carbon, hydrogen, and oxygen in the same 2:1 ratio as waters), and how carbohydrates are produced (photosynthesis, in which sunlight, water, and carbon dioxides is used to produce sugar and oxygen; light energy is absorbed and utilized to transfer electrons; trapped by the thylakoids in the chloroplasts; creates ATP; used in the Calvin Cycle). The function of carbohydrates is also completely discussed (carbohydrates are macromolecules that store and transfer energy; through cellular respiration, where sugars, such as glucose, are broken down in increments to create a large amount of ATP energy for use). A complete synthesis of information is evident and the use of scientific terminology enhances this response (macromolecule; photosystem I; photosystem II; thylakoids; chloroplasts; ATP; Calvin Cycle; cellular respiration; glucose).


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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