Idaho New Science Sample Test Answer Key...SY2019-2020 Idaho New Science Sample Test Answer Key SCIENCE AT HIGH SCHOOL KEVIN M. CHANDLER MATHEMATICS & SCIENCE ASSESSMENT COORDINATOR

SY2019-2020

Idaho New Science Sample Test Answer Key SCIENCE AT HIGH SCHOOL KEVIN M. CHANDLER MATHEMATICS & SCIENCE ASSESSMENT COORDINATOR [email protected]

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Table of Contents Accessing the Idaho New Science Sample Test ...................................................................................................................... 2

Question #1: High School Sample Test ................................................................................................................................... 4

Scoring Assertions ............................................................................................................................................................... 8

Question #2: High School Sample Test ................................................................................................................................... 9

Scoring Assertions ............................................................................................................................................................. 14

Question #3: High School Sample Test ................................................................................................................................. 15












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Accessing the Idaho New Science Sample Test The New Science Sample Test is available via the ISAT Portal. A Guest User can login under a Guest Session and take the elementary, middle school or high school sample test as many times as necessary. Figure 1 shows the New Science Sample Test app on the ISAT Portal.

Figure 1: New Science Sample Test App on the ISAT Portal

As you are taking a New Science Sample Test, you can check which scoring assertions you got correct. After answering at least one interaction in the cluster, click on the Content Text menu, and click Score Item. A pop-up box will appear that contains the scoring assertions and a green check or red X indicating which scoring assertions you got correct or incorrect, respectively.

https://idaho.portal.airast.org/get-started/science-eoc.stml

https://idaho.portal.airast.org/get-started/science-eoc.stml

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Figure 2 shows the location of the Context Menu for the second cluster on the high school sample test.

Figure 2: Context Menu to Score Item

Figure 3 shows the pop-up box that contains the scoring assertions.

Figure 3: Scoring Assertion Pop-Up Box

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Question #1: High School Sample Test Alignment: LS1-HS-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

• SEP: Planning and Carrying Out Investigations • CCC: Stability and Change • Science Domain & Unit: LS1: Molecules to Organisms: Structure and Processes • Supporting Content: Structure and Function

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Answer: A correct output table will include measurements collected from all three samples at a consistent set of times that includes one immediately before the meal, one immediately after, and later after/earlier before the meal.

Answer: Varies, dependent on student input values in Part A.

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Answer:

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Answer: D

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Scoring Assertions

Q# Part Scoring Assertions

1 A When asked to investigate the effects of eating on the levels of sugar and glucagon in healthy adult test subjects, the student collected data from all three subjects, providing some evidence that the student understands how to plan and conduct a valid scientific investigation.

1 A

When asked to investigate the effects of eating on the levels of sugar and glucagon in healthy adult test subjects, the student selected at least one measurement immediately before the meal (10:30AM or 11:30AM), providing some evidence that the student understands that fluctuations in blood sugar and glucagon levels are related to hunger.

1 A

When asked to investigate the effects of eating on the levels of sugar and glucagon in healthy adult test subjects, the student consistently collected data from immediately before the meal (10:30AM or 11:30AM) for two or three subjects tested, providing some evidence that the student understands how to properly plan and conduct a scientific investigation.

1 A

When asked to investigate the effects of eating on the levels of sugar and glucagon in healthy adult test subjects, the student selected at least one measurement right after the meal (12:30PM), providing some evidence that the student understands that fluctuations in blood sugar and glucagon levels are related to hunger and meal consumption.

1 A

When asked to investigate the effects of eating on the levels of sugar and glucagon in healthy adult test subjects, the student consistently collected data from immediately after the meal (12:30PM) for two or three subjects tested, providing some evidence that the student understands how to properly plan and conduct a scientific investigation.

1 A

When asked to investigate the effects of eating on the levels of sugar and glucagon in healthy adult test subjects, the student selected at least one measurement later after the meal or earlier before the meal (8:30AM, 9:30AM, 1:30PM, or 2:30PM), providing some evidence that the student understands that fluctuations in blood sugar and glucagon levels are related to hunger and meal consumption.

1 A

When asked to investigate the effects of eating on the levels of sugar and glucagon in healthy adult test subjects, the student consistently collected data from later after the meal or earlier before the meal (8:30AM, 9:30AM, 1:30PM, or 2:30PM) for two or three subjects tested, providing some evidence that the student understands how to properly plan and conduct a scientific investigation.

1 A

When asked to investigate the effects of eating on the levels of sugar and glucagon in healthy adult test subjects, the student collected measurements from one subject at three time points consisting of immediately before the meal (10:30 AM, 11:30AM), right after the meal (12:30PM), and later after the meal/earlier before the meal (8:30 AM, 9:30 AM, 1:30PM, or 2:30PM), providing some evidence that the student understands how to conduct a valid scientific investigation to explore how blood sugar and glucagon levels fluctuate with hunger and meal consumption.

1 B When asked to average the sugar concentration in the blood for the subjects in the investigation that were hungry, the student input an answer consistent with their results, providing some evidence that the student understands how to use data from an investigation to serve as the basis for evidence.

1 B When asked to average the sugar concentration in the blood for the subjects in the investigation that were not hungry, the student input a value consistent with their results, providing some evidence that the student understands how to use data from an investigation to serve as the basis for evidence.

1 B When asked to average the glucagon concentration in the blood for the subjects in the investigation that were hungry, the student input a value consistent with their results, providing some evidence that the student understands how to use data from an investigation to serve as the basis for evidence.

1 B When asked to average the glucagon concentration in the blood for the subjects in the investigation that were not hungry, the student input a value consistent with their results, providing some evidence that the student understands how to use data from an investigation to serve as the basis for evidence.

1 C When asked to complete the flow chart, the student indicated that low blood sugar leads to glucagon release (letter A), providing some evidence that the student understands how feedback mechanisms act to stabilize a system.

1 C When asked to complete the flow chart, the student indicated that glucagon release leads to the body feeling hungry (letter B), providing some evidence that the student understands how feedback mechanisms control homeostasis.

1 C When asked to complete the flow chart, the student indicated that the body feeling hungry leads to eating a meal (letter C), providing some evidence that the student understands that feedback mechanisms help control homeostasis.

1 C When asked how does the feedback mechanism that controls feeling hungry help maintain homeostasis, the student selected “this process keeps blood sugar in a healthy range," providing some evidence that the student understands that feedback mechanisms maintain homeostasis.

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Question #2: High School Sample Test Alignment: PSC2-HS-1: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

• SEP: Constructing Explanations and Designing Solutions • CCC: Patterns • Science Domain & Unit: PSC2: Structure and Properties of Matter & Chemical Reactions (Chemistry) • Supporting Content: Structure and Properties of Matter & Chemical Reactions (Chemistry)

Answers:

• Flammability • Reactivity with water

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Options:

First dropdown: • Protons • Isotopes • Atomic orbitals • Valence electrons

Second dropdown: • Boiling points • Chemical properties • Electron configurations

Third dropdown: • All have similar • All have different • Have unpredictable

Answers:

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Answer:

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Options:

X-axis label: • Group 1 Alkali Metals (Lowest to Highest Atomic Number) • Reactivity with Water (Least Reactive to Most Reactive) • Conductivity (Least Conductive to Most Conductive) • Density (Lowest to Highest)

Y-axis label: • Group 1 Alkali Metals (Lowest to Highest Atomic Number) • Reactivity with Water (Least Reactive to Most Reactive) • Density (Lowest to Highest)

Answers:

• The student earns a point for graphing a line with a positive slope.

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Options:

First dropdown: • Atomic number • Reactivity with water • Conductivity • Density

Second dropdown: • Atomic number • Reactivity with water • Conductivity • Density

Third dropdown: • Increases • Decreases

Answers:

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Scoring Assertions


2 A The student selected "flammability" and none of the incorrect answers. This indicates an ability to record observations made in the reactions of lithium and sodium as shown in the animation.

2 A The student selected "reactivity with water" and none of the incorrect answers. This indicates an ability to record observations made in the reactions of lithium and sodium as shown in the animation.

2 B The student selected "valence electrons," indicating understanding of the outer electron states of alkali metals.

2 B The student selected "chemical properties," indicating understanding that the periodic table places those with similar chemical properties within columns.

2 B The student selected "all have different," indicating understanding of periodic trends relating to ionization energies and chemical reactivities with water.

2 C The student selected "lithium, sodium, potassium, rubidium, and cesium" in that order, indicating understanding of trends and patterns within the periodic table.

2 C The student ordered sodium as more reactive than lithium, indicating understanding of the trend of ionization energies and how it relates to the chemical properties between these two elements in the same group.

2 C The student ordered potassium as more reactive than sodium, indicating understanding of the trend of ionization energies and how it relates to the chemical properties between these two elements in the same group.

2 C The student ordered rubidium as more reactive than potassium, indicating understanding of the trend of ionization energies and how it relates to the chemical properties between these two elements in the same group.

2 C The student ordered cesium as more reactive than rubidium, indicating understanding of the trend of ionization energies and how it relates to the chemical properties between these two elements in the same group.

2 D The student selected "Group 1 Alkali Metals (Lowest to Highest Atomic Number)" and "reactivity with water" as his or her axes, indicating understanding of patterns and graphical relationships within the periodic table.

2 D

The student graphed a line with a positive slope OR the student graphed a line of negative slope and also selected "cesium (least reactive), rubidium, potassium, sodium, lithium (most reactive)" as his or her sequence in part A, indicating understanding of periodic trends and how these trends reflect patterns of outer electron states.

2 E The student indicates that as the atomic number of alkali metals increase their reactivity with water increases. This indicates an ability to observe patterns in chemical properties.

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Question #3: High School Sample Test Alignment: PSC3-HS-5: Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

• SEP: Planning and Carrying out Investigations • CCC: Systems and System Models • Science Domain & Unit: PSC3: Energy (Chemistry) • Supporting Content: Conservation of Energy and Energy Transfer & Energy in Chemical Processes (Chemistry)

Answer: A

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Answers: Variable to Be Changed

• amount of ice in container Variable to Be Measured

• temperature of the room • temperature inside container

Predicted Outcome of Measured Variable • decrease over time (if selected temperature of the room in box 2) • Increase over time (if temperature inside container in box 2)

Scoring Assertions


3 A The student indicated that thermal energy would be transferred from the room to the air conditioner, providing some evidence of an understanding that thermal energy flows from warm to cold objects in a system, resulting in a more uniform distribution of energy in the system.

3 B

The student selected "amount of ice in container" as the variable to change and "temperature of the room" OR "temperature inside container" as the variable to measure. This provides some evidence of an ability to determine relevant data to collect to provide evidence that thermal energy becomes more uniformly distributed in a system over time.

3 B

The student selected the correct predicted outcome based on the answer from part A and the selected variable to measure. This provides some evidence of an ability to determine relevant data to collect to provide evidence that thermal energy becomes more uniformly distributed in a system over time.

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Question #4: High School Sample Test Alignment: LS4-HS-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

• SEP: Constructing Explanations and Designing Solutions • CCC: Cause and Effect • Science Domain & Unit: LS4: Biological Adaptation: Unity and Diversity • Supporting Content: Adaptation

Options:

• 1995- o 1996 o 1997 o 2000 o 2001 o 2002 o 2003

• -2004 o 1996 o 1997 o 2000 o 2001 o 2002 o 2003

• Average annual precipitation o Precipitation was consistently above average in Days 1-50 o Precipitation was consistently above average in Days 51-100 o Precipitation was consistently below average in Days 1-50 o Precipitation was consistently below average in Days 51-100

Answer:

• 1995- o 1997 o Precipitation was consistently above average in Days 51-100

• -2004 o 2000 o Precipitation was consistently below average in Days 51-100

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Answer: C

Answer:

• Flowering mustard plants and their young offspring plants need plenty of water to grow. • Table 1. Difference in Precipitation Compared to the Long-Term Seasonal Averages. • Table 1 shows the difference in average seasonal precipitation in the first and last 50 days of a typical growing

season.

Options:

• Box 1 o Seed dispersal o Maturation rate o Plant flowering time o Absorption of precipitation by soil

• Box 2 o Time of germination o Individual plant genes o Wider area covered by plants o Distribution of genes in the population

Answer: • Box 1

o Plant flowering time • Box 2

o Distribution of genes in the population

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Answer: B

Answer: sufficient evidence is provided

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Scoring Assertions


4 A The student selected "1997" to complete the first range of years providing some evidence that the student is able to summarize the given data of change in average precipitation.

4 A The student selected a summary of the data consistent with the first range of years providing some evidence that the student is able to summarize the given data of change in average precipitation.

4 A The student selected "2000" to complete the second range of years providing some evidence that the student is able to summarize the given data of change in average precipitation.

4 A The student selected a summary of the data consistent with the second range of years providing some evidence that the student is able to summarize the given data of change in average precipitation.

4 B The student selects "Mustard plants that flower in Days 51–100 are less likely to produce surviving offspring," providing some evidence of an understanding of the given data on precipitation changes and flowering time.

4 C

The student selected a piece of evidence from the text that supports their inference in Part B, providing some evidence of an understanding of the cause of the change in flowering time of the mustard plants.

4 D The student selected "plant flowering time" for the first blank providing some evidence of an understanding of the effect of an environmental change on a population of mustard plants.

4 D The student selected "distribution of genes in the population" for the second blank providing some evidence that the student of an understanding of the effect of an environmental change on a population of mustard plants.

4 E The student selected "Some of the plants had already developed earlier flowering times as an adaptation to drier conditions," providing some evidence that the student is able to infer the reason for the change in flowering time of mustard plants using the given evidence.

4 F The student selected "Sufficient evidence is provided," indicating an understanding that no additional evidence is needed to support the inference in part E and/or the additional evidence listed would not support the inference in part E.

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Question #5: High School Sample Test Alignment: LS2-HS-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

• SEP: Engaging in Argument from Evidence • CCC: Stability and Change • Science Domain & Unit: LS2: Ecosystems: Interactions, Energy and Dynamics • Supporting Content: Ecosystem Dynamics, Functioning, and Resilience

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Answers:

• livestock habitat size • density of shrubs • total number of livestock

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Scoring Assertions

Q# Scoring Assertions

5

When asked which three characteristics provide evidence for a change in the ecosystem, the student selected "livestock habitat size." This provides some evidence that the student understands how to evaluate evidence to determine what information is needed to clarify whether or not the mountain ecosystem has changed over time.

5

When asked which three characteristics provide evidence for a change in the ecosystem, the student selected "density of shrubs." This provides some evidence that the student understands how to evaluate evidence to determine what information is needed to clarify whether or not the mountain ecosystem has changed over time.

5

When asked which three characteristics provide evidence for a change in the ecosystem, the student selected "total number of livestock." This provides some evidence that the student understands how to evaluate evidence to determine what information is needed to clarify whether or not the mountain ecosystem has changed over time.

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Question #6: High School Sample Test Alignment: ESS1-HS-1: Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.

• SEP: Developing and Using Models • CCC: Scale, Proportion, and Quantity • Science Domain & Unit: ESS1: Earth’s Place in the Universe • Supporting Content: The Universe and Its Stars & Energy in Chemical Processes and Everyday Life

Answer:

• Distance (AU) at minimum boundary: 0.95 • Distance (AU) at maximum boundary: 1.68 • Approximate ERT (K) at minimum boundary: between 290 and 310 • Approximate ERT (K) at maximum boundary: between 190 and 210

Answer:

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Options:

• Radius • Surface temperature • Luminosity

Answer:

• Luminosity

Answer: A

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Answer: Answers may vary depending on the start chosen in part D. For Alderbaran, an example of a full credit graph is shown below:

Answer:

• Lower limit: 20-22 AU • Upper limit: 39-41 AU

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Answer: Neptune, or an answer appropriate for star chosen in part D

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Scoring Assertions


6 A The student entered 0.95 as the minimum boundary distance, demonstrating their ability to organize data to highlight correlations about the sun's current habitable zone.

6 A The student entered 1.68 as the maximum boundary distance, demonstrating their ability to organize data to highlight correlations about the sun's current habitable zone.

6 A The student entered a value between 290 and 310 as the ERT at the minimum boundary of the habitable zone, demonstrating their ability to organize data to highlight correlations about the sun's current habitable zone.

6 A The student entered a value between 190 and 210 as the ERT at the maximum boundary of the habitable zone, demonstrating their ability to organize data to highlight correlations about the sun's current habitable zone.

6 B The student identified that the sun's radius will increase as the sun ages, providing some evidence of student's ability to identify evidence in the data that will support an inference about the changing habitable zone in our solar system.

6 B The student identified that the sun's surface temperature will decrease, providing some evidence of student's ability to identify evidence in the data that will support an inference about the changing habitable zone in our solar system.

6 B The student identified that the sun's luminosity will increase as the sun ages, providing some evidence of student's ability to identify evidence in the data that will support an inference about the changing habitable zone in our solar system.

6 C The student identified that a star's luminosity has the greatest on its effective radiation temperature, providing some evidence of the student's ability to make an inference about data to highlight correlations about a star's characteristics and the transfer of energy throughout a solar system.

6 D The student identified that Aldebaran is the star most like the predicted 10 By old sun, providing some evidence of the student's ability to identify evidence in the data that supports an inference about the lifespan of the sun.

6 E The student plotted a graph for a star brighter than the sun with a single curve with a y-intercept greater than 450 K OR for a star fainter than the sun with a single curve with a y-intercept less than 450 K if they chose Procyon for Part D, providing some evidence of the student's ability to make an inference about data to highlight correlations about a star's characteristics and the transfer of energy throughout a solar system.

6 E The student plotted an ERT vs. distance graph as a single curve with a continually decreasing slope, providing some evidence of the student's ability to make an inference about data to highlight correlations about a star's characteristics and the transfer of energy throughout a solar system.

6 E The student plotted an ERT vs. distance graph as a single curve with all line segment slopes less than or equal to zero, providing some evidence of the student's ability to make an inference about data to highlight correlations about a star's characteristics and the transfer of energy throughout a solar system.

6 E The student graphed a line between 300 K and 200 K between 20 AU and 40 AU OR at distances that match the habitable zone for the star selected in Part D, providing some evidence of the student's ability to construct a model capable of illustrating the sun's transfer of energy to the earth and beyond.

6 F The student entered a value between 20 and 22 AU for the lower limit of the habitable zone OR a value that matches the lower limit of the habitable zone for the star chosen in Part D, providing evidence that the student manipulated the mathematical models to demonstrate the changes in our solar system relevant to the lifespan of the sun and the transfer of energy from the sun to Earth and other planets.

6 F The student entered a value between 39 and 41 AU for the upper limit of the habitable zone OR a value that matches the upper limit of the habitable zone for the star chosen in Part D, providing evidence that the student manipulated the mathematical models to demonstrate the changes in our solar system relevant to the lifespan of the sun and the transfer of energy from the sun to Earth and other planets.

6 G The student identified that Neptune is included in the 10-billion-year habitable zone OR identified planet membership based on the star selected in Part D, providing some evidence of student's ability to manipulate the mathematical models to make predictions about the lifespan of the sun and the energy transfer to Earth and other planets in our solar system.

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Question #7: High School Sample Test Alignment: ESS3-HS-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.

• SEP: Analyzing and Interpreting Data • CCC: Stability and Change • Science Domain & Unit: ESS3: Earth and Human Activity • Supporting Content: Human Impacts on Earth Systems

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Options: • Average global temperatures will decrease. • The concentration of greenhouse gases will decrease. • The temperature of the ocean in the Arctic will increase. • The volume of ice in other parts of the world will increase.

Answer:

• Change in Observed Sea Ice Extent, 1880 – 2000: -2 million km2 • Change in Modeled Sea Ice Extent, 2000 – 2080: -6 million km2 • Prediction: The temperature of the ocean in the Arctic will increase.

Scoring Assertions

Q# Scoring Assertions

7 The student indicated that the change in sea ice extent from 1880 to 2000 was about 2 million square kilometers. This provides some evidence that the student understands how to analyze the information in the graph.

7 The student indicated that the change in sea ice extent from 2000 to 2080 was about 6 million square kilometers. This provides some evidence that the student understands how to analyze the information in the graph.

7

The student indicated that the change in sea ice extent from 1880 to 2000 was about -2 million square kilometers, and the predicted change in the sea ice extent from 2000 to 2080 was about -6 million square kilometers. This provides some evidence that the student understands that the values they estimated should be negative to indicate the decline in the sea ice.

7 The student indicated that the temperature of the ocean in the Arctic will increase. This provides some evidence that the student understands that if the sea ice keeps melting as predicted in the graph, then there will be less ice to reflect the sun's energy back into the atmosphere.

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Question #8: High School Sample Test Alignment: PSP3-HS-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

• SEP: Obtaining, Evaluating and Communicating Information • CCC: Cause and Effect • Science Domain & Unit: PSP3: Waves (Physics) • Supporting Content: Electromagnetic Radiation (Physics)

Answers:

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Answers:

• Other sources of infrared radiation are present on Earth’s surface • The telescope must be built at a high altitude to limit the amount of infrared absorption.

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Answers:

OR

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Options:

• Light is scattered in the atmosphere. • Light is absorbed by water vapor and oxygen. • Light is absorbed by carbon dioxide and oxygen. • More infrared radiation is produced by Earth.

• Light is absorbed by carbon dioxide. • The atmosphere emits visible light. • None of the molecules in the atmosphere absorb visible light. • Light is diffracted of water vapor.

Answers:

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Answers:

• Gamma rays are blocked in the atmosphere due to their high energy, which ionizes atoms. • Short-wavelength radio waves cannot be blocked by common atmospheric gases or atomic ionization.

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Scoring Assertions


8 A The student selected sources 1, 2, and 4 as credible and source 3 as neither credible nor relevant. This provides some evidence the student evaluates the credibility of sources based on their authors and source location.

8 A The student selected Sources 1 and 2 as relevant and Source 3 as neither. This provides some evidence the student can evaluate the relevancy of sources based on whether the information concerned infrared and visible light interacting with the gases in the atmosphere.

8 B The student selected "Other sources of infrared radiation are present on Earth's surface". This provides some evidence the student can use information from given sources to construct explanations for the limitations of telescopes based on the ground.

8 B The student selected "The telescope must be built at a high altitude to limit the amount of infrared absorption". This provides some evidence the student can use information from given sources to construct explanations for the limitations of telescopes based on the ground.

8 C

The student selected "This suggests higher frequency light travels farther into the atmosphere until the density of atoms is large enough for the light to interact" OR "High frequencies of light interact with atoms in the ionosphere by transferring energy, so that electrons become detached from the nucleus of the atoms through a process called ionization". This provides some evidence the student can analyze sources to find information about how the frequency of light affects its ability to ionize atoms.

8 D The student selected "Light is absorbed by water vapor and oxygen". This provides some evidence the student can use information from sources to identify how some gases in the atmosphere can absorb bands of infrared light.

8 D The student selected "None of the molecules in the atmosphere absorb visible light." This provides some evidence the student can use information from sources to identify that none of the abundant molecules in the atmosphere absorb in the visible light range.

8 E

The student selected "Gamma rays are blocked in the atmosphere due to their high energy that ionizes atoms". This provides some evidence the student can identify patterns in multiple sources to predict how gamma rays have a high frequency that would ionize atoms in the atmosphere.

8 E

The student selected "Short-wavelength radio waves cannot be blocked by common atmospheric gases or atom ionization. This provides some evidence the student can use multiple sources to predict how radio waves have a small frequency that cannot ionize atoms nor be blocked by abundant molecules in the atmosphere.

Documents

Idaho New Science Sample Test Answer Key...SY2019-2020 Idaho New Science Sample Test Answer Key SCIENCE AT HIGH SCHOOL KEVIN M. CHANDLER MATHEMATICS & SCIENCE ASSESSMENT COORDINATOR