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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.

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 1

Annotation: This response shows some understanding of the question. The student provides a general description of how plants use carbon (plants use carbon for photosynthesis in order to make food) but does not specifically name the carbon compound, carbon dioxide. The student does not address cellular respiration or exhalation of carbon dioxide in describing how animals change the molecules and return carbon to the atmosphere. The description of decomposition is vague (carbon is put back into the ground). The supporting details in this response are minimally effective.


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 4

Annotation: This response shows a full and complete understanding of the question. Pertinent and complete supporting details are synthesized into a detailed description of photosynthesis (takes the carbon dioxide and water, and uses high-energy electrons, fired up by solar energy, to break these down and make glucose and oxygen: 6 CO2 + 6 H2O → C6H12O6 + 6 O2). The description of cellular respiration is also completely supported (using the stored glucose and the oxygen…to produce huge amounts of energy [ATP], but also producing CO2 as a waste product: C6H12O6 + 6 O2 → 6 CO2 + 6 H2O + 36 ATP). The accurate use of scientific terminology (producers; consumers; glucose; carbon dioxide; photosynthesis; oxygen; solar energy; ATP) enhances this concise response.


Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. Supporting details are generally complete. The student describes how plants use carbon from the atmosphere (plants create oxygen, O2, and sugars or carbohydrates…through the process of photosynthesis; using sunlight, water, and CO2) and how animals return carbon to the atmosphere (consume the plants for energy from the sugar and breathe in the oxygen; cellular respiration occurs and produces an amount of CO2). Scientific terminology (photosynthesis; cellular respiration; oxygen; carbohydrates) strengthens the response. More supporting details are needed for a higher score.


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 2

Annotation: This student shows a basic understanding of the question. Carbon dioxide is identified as the carbon compound. Photosynthesis is named as the process in plants and is briefly described (breath in carbon dioxide; exhale oxygen; to make glucose). The description of the process in animals is more general (digested; becomes energy). The supporting details are adequate, and some scientific terminology is present in the response (photosynthesis; consumer; carbon dioxide; glucose).


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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