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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 2005

How is carbon related to the flow of energy between the environment and organisms?

  • Name the carbon compound that is exchanged between plants and their environment.
     
  • Describe how plants use carbon from the atmosphere to create more complex molecules.
     
  • Describe how animals that eat plants change these molecules and return carbon to the atmosphere.
     
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 names the carbon compound that is exchanged between plants and their environment (carbon dioxide) and provides a very general description of how plants use carbon from the atmosphere (make food). The student only gives a very general description of how animals that eat plants change the molecules and return the carbon to the atmosphere. (After it digests and separates, the molecules are excreted and are put back in the atmosphere to be used again.) The supporting details are minimally effective.


Anchor Paper #2

image of student response

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response shows some understanding of the question. Carbon dioxide is identified as the carbon compound. The student incorrectly identifies the process by which plants use carbon from the atmosphere to create more complex molecules. Some correct information is provided regarding how animals change the molecules and return them to the atmosphere (animals eat plants and their waste products decompose and return to the air.) The supporting details are minimally effective.


Anchor Paper #3

image of student response

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response shows a basic understanding of the question. The student names the carbon compound that is exchanged between plants and their environment (CO2; carbon dioxide) and names and briefly describes the process of photosynthesis in plants (create sugar C6H12O6 and O2 oxigen). The student adds more information that adequately traces carbon from plants to animals and back to plants (carbon dioxide is basicly released by animal and human by cellular Respiration). Scientific terminology is present in this response (CO2; carbon dioxide; cellular respiration; C6H12O6 [sugar]).


Anchor Paper #4

image of student response

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response shows a basic understanding of the question. The carbon compound is correctly identified (CO2 ). How plants use carbon from the atmosphere to create more complex molecules is described in some detail (photosynthesis; they use carbon and water and sunlight to make the sugars they need…and the oxygen). The student makes a vague and unsupported reference to how animals change these molecules and return carbon to the atmosphere (by breathing; by dying). Overall, the supporting details are considered adequate. Scientific terminology is present in this response (carbon cycle; CO2; photosynthesis).


Anchor Paper #5

image of student response

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. The student describes how carbon is related to the flow of energy between the environment and organisms (plants….taking in CO2; in the end all the carbon dioxide will be returned to the atmosphere through cellular respiration.) The student describes photosynthesis (give off oxygen while taking in CO2; store energy in the form of glucose or sugar) and cellular respiration (turn the glucose into 2 pyruvates, then into 2 acetates, losing 2 carbon dioxide). Although scientific terminology strengthens the response (photosynthesis; oxygen; CO2; glucose; cellular respiration), more supporting details are needed for a higher score.


Anchor Paper #6

image of student response

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. Specific supporting details are given in the descriptions of how plants use carbon from the atmosphere (photosynthesis; plants take in carbon dioxide and water…with…energy from the sun, they yield glucose, C6H12O6 …or sugar and oxygen, O2). How animals return carbon to the atmosphere is described in more general terms (through cellular respiration, it yields carbon dioxide and other non-usable substances), but overall, supporting details are generally complete. The response shows synthesis but does not completely explain the connection between glucose and carbon dioxide. Scientific terminology (monosaccharide; herbivore; CO2; photosynthesis; cellular respiration; oxygen) strengthens the response.


Anchor Paper #7

image of student response

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response represents a full and complete understanding of the question. The student synthesizes information into a complete description of how carbon is related to the flow of energy between the environment and organisms (plants combine carbon dioxide with water…to make a molecule known as glucose; animals then eat plants, and use a process known as cellular respiration to make energy from glucose). Specific molecules, including correct chemical formulas, are identified within the descriptions of both photosynthesis and cellular respiration. Although the chemical equations are not complete and some details are stated in somewhat general terms (make energy from glucose), the supporting details are considered pertinent and complete. The use of scientific terminology (photosynthesis; cellular respiration; glucose) enhances the response.


Anchor Paper #8

image of student response

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response demonstrates a full and complete understanding of the question. Many specific details are provided about photosynthesis (carbon dioxide; converted into glucose; Calvin-Benson cycle) and cellular respiration (convert glucose into a large amount of ATP [about 36], six carbon dioxide molecules come out as waste products). Additional details about fermentation, although not required, are correct and reveal a higher understanding of how animals produce energy (ATP) from food. This response shows a full synthesis of information. Scientific terminology enhances this response (carbon dioxide; photosynthesis; glucose; ATP; cellular respiration; fermentation).


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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