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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 3.2.1 The student will explain processes and the function of related structures found in unicellular and multicellular organisms.

Assessment Limits:

  • transportation of materials (role of cellular membranes; role of vascular tissues in plants and animals; role of circulatory systems)
  • waste disposal (role of cellular membrane; role of excretory and circulatory systems)
  • movement (cellular – flagella, cilia, pseudopodia; interaction between skeletal and muscular systems)
  • feedback (maintaining cellular and organismal homeostasis - water balance, pH, temperature, role of endocrine system)
  • asexual (binary fission, budding, vegetative, mitosis: role in growth and repair, chromosome number remains the same) and sexual reproduction (angiosperms, mammals)
  • control of structures (cellular organelles and human systems) and related functions (role of nucleus, role of sensory organs and nervous system)
  • capture and release of energy (chloroplasts, mitochondria)
  • protein synthesis (ribosomes)

Brief Constructed Response (BCR) Item - Released in 2005

Mammals are exposed to a variety of outside temperatures. However, they are able to maintain a constant internal body temperature.

Describe ways that mammals warm and cool themselves in response to their environment.

Include in your response

  • an example of a mammal and its environment
     
  • both body structures and activities they use
     
  • specific examples of both warming and cooling
     
Type your answer in the answer box below.

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 4

Annotation: This response represents a full and complete understanding of the question. The student synthesizes many supporting ideas into complete explanations of how mammals maintain a constant internal body temperature (grow thick, warm fur to keep them warm throughout the winter then shed these coats…during the summer; humans…sweat when exposed to high temperatures or strenuous exercise…water [sweat] on the skin evaporates cooling the skin; shiver when exposed to cold temperatures. This involuntary twitching keeps the muscles moving and the blood circulating and warming; elephants…coat themselves in mud to keep their skin moist and prevent sunburn; arctic seals…dive into the water…their fur has evolved to be water resistant, wind will penetrate right to the skin; deer avoid extreme heat or cold altogether by migrating). Several mammals (humans; pigs; elephants; arctic seals; deer; wolves) are given as examples. Scientific terminology (evaporates; evolved; migrating) enhances the response.


Sample Student Response #2

image of student response

Score for Sample Student Response #2: Rubric Score 1

Annotation: This response shows some understanding of the question. The student identifies two body structures (hands and feet), names a mammal (human), and lists some activities (warm themselves by running or jogging and they cool themselves by sweating). Supporting details are minimally effective. Compare to Anchor Paper #2.
Sample Student Response #3

image of student response

Score for Sample Student Response #3: Rubric Score 2

Annotation: This response demonstrates a basic understanding of the question. No environment is given for the mammal, but other parts of the question are answered correctly. The description of sweating (release moisture … eventually evaporates … create a cooling effect) uses supporting details to adequately describe a cooling mechanism. The description of shivering is less specific (shaking), but goose bumps are correctly associated with warming, as are two examples of body structures (hairs; skin). The supporting details are adequate.


Sample Student Response #4

image of student response

Score for Sample Student Response #4: Rubric Score 3

Annotation: This response indicates a good understanding of the question. A mammal (polar bear) and its environment (tundra) are given, along with body structures (fat; fur) used for warming. An additional example of a mammal (humans) is provided, along with examples of activities for warming and cooling (sweat; shivering). Supporting details are generally complete (fat acts as insulation to keep the bear warm; when our pores release sweat it evaporates…when the liquid evaporates it cools us off). The use of scientific terminology strengthens this response (homeostasis; tundra; evaporates; insulation). The term homeostasis is explained (mammals, like all living organisms, have homeostasis, the body's desire to stay the same). This explanation also shows some synthesis of ideas.


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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