Science GRADE Released Test Questions 2010 7

Science Released Test Questions 2010

NM_2009-2010_Gr7_Sci_Released_Item_Support_Materials

7 GRADE

NEW MEXICO 2010 RELEASED ITEMS GRADE 7 SCIENCE

07.I.I.III.01

Scientific Thinking and Practice: Content Standard I: Benchmark III: Performance Standard 1: Understand that the number of data (sample size) influences the reliability of a prediction.

160027.001 D Common, CMN

1. Two students think that wintertime thunderstorms are always followed by snow. Which of the following would be the best way to test this hypothesis? A Measure the snowfall after the

first winter thunderstorm B Compare data collected for one week with data from another group C Tape record a show on tornadoes and their destruction D Analyze winter weather records from the past five years A Data collected after just one thunderstorm would not

be sufficient to test a hypothesis. B Comparing data for one week is better than data for one thunderstorm, but the best way is to use five years of data. There may not have been a thunderstorm during the week the data were collected. C Tornadoes are not part of the hypothesis. D Correct answer


1


07.II.I.I.03.a

Content of Science: Content Standard I: PHYSICAL SCIENCE: Benchmark I: Performance Standard 3.a: Identify characteristics of radioactivity, including: decay in time of some elements to others.

160028.000 B Common, CMN

2. Some elements, such as uranium and plutonium, are radioactive. These elements decay over time to form — A living elements B different elements C larger compounds D chemical reactions A No elements are living. B Correct answer C When elements decay, they do not form compounds. D Radioactive decay is not a chemical reaction.


2


07.III.I.I.02

Science and Society: Content Standard I: Benchmark I: Performance Standard 2: Analyze how technologies have been responsible for advances in medicine (e.g., vaccines, antibiotics, microscopes, DNA technologies).

166658.000 A Common

3. In 1900, infectious diseases accounted for 8 out of 10 deaths in the United States. In 2000, infectious diseases were responsible for only 2 out of 10 deaths. Which of the following has been most responsible for this change? A The development of a variety of

antibiotics and vaccines B The use of technology to transmit ill patients’ records C The modification of bacteria and viruses using genetic engineering D The ability to see inside the body with X-rays A Correct answer B Having a patient’s records will not cure an infectious

disease. C Modification of bacteria and viruses has not yet lead to cures for infectious diseases. D X-rays are of little use in curing infectious diseases.


3


07.II.II.II.02

Content of Science: Content Standard II: LIFE SCIENCE: Benchmark II: Performance Standard 2: Reproduction: Identify the differences between sexual and asexual reproduction.

175151.000 D Common

4. Which process results in offspring that are the most genetically different from their parents? A Division of bacteria cells B Mitosis in human skin cells C Budding in hydra cells D Fertilization of sex cells A The division of bacteria cells produces two

genetically identical offspring. B Mitosis produces two genetically identical cells. C Budding produces an offspring that is genetically identical to the parent. D Correct answer


4


07.II.II.I.06

Content of Science: Content Standard II: LIFE SCIENCE: Benchmark I: Performance Standard 6: Biodiversity: Understand how diverse species fill all niches in an ecosystem.

175208.000 C Common

5. Centipedes are important organisms in temperate forest ecosystems. They live under decaying materials and hunt for small insects at night. What is most likely the role of the centipede in the temperate forest ecosystem? A Decomposer B Herbivore C Predator D Producer A Decomposers break down organic material to get

energy. B Herbivores eat plant material to get energy. C Correct answer D Producers use photosynthesis to get energy.


5


07.II.III.I.01

Content of Science: Content Standard III: EARTH AND SPACE SCIENCE: Benchmark I: Performance Standard 1: Explain why Earth is unique in our solar system in its ability to support life.

160380.000 Common, CMN

6. Other planets in the solar system, such as Venus, have an atmosphere and orbit the sun. However, Earth is the only planet in the solar system that can sustain life as we know it. Identify two factors that allow organisms to live on Earth.

Scoring Guide Score

Description The student correctly identifies two factors that allow Earth to sustain life. • Breathable oxygen (1 point)

2

• Fresh water (1 point) The student explains that organisms need oxygen to survive or water is essential for the survival of organisms.

1

The student answers the question partially correct. (1 point)

0

Response is incorrect or contains some correct work that is irrelevant to the skill or concept being measured.

Blank

No response.


6


Score Point 2 6.

Be sure to answer the entire question.

Score Point 1 6.


Score Point 0 6.



7


07.II.II.III.04

Content of Science: Content Standard II: LIFE SCIENCE: Benchmark III: Performance Standard 4: Function of Cells: Compare the structure and processes of plant cells and animal cells.

160383.001 160384 Common, CMN

7. The illustration shows an animal cell and a plant cell.

Describe 1 difference and 1 similarity between animal cells and plant cells.


8


Scoring Guide Score

Description The student provides a scientifically correct description, e.g.,

2

Animal and plant cells are similar in that they both have a nucleus, mitochondrion, ribosomes, and smooth endoplasmic reticulum. They both also have a plasma membrane. (1 point) One difference between animal cells and plant cells is that plant cells have a cell wall, chloroplast, and a central vacuole and animal cells do not. (1 point) The student provides a partially correct response, e.g.,

1

Animal and plant cells are similar in that they both have a nucleus, mitochondrion, ribosomes, and smooth endoplasmic reticulum. They both also have a plasma membrane. (1 point) OR One difference between animal cells and plant cells is that plant cells have a cell wall, chloroplast, and a central vacuole and animal cells do not. (1 point)

0 Blank

Response is incomplete or contains some correct work that is irrelevant to the skill or concept being measured. No response.


9


Score Point 2 7.


Score Point 1 7.


Score Point 0 7.



10


07.I.I.II.02

Scientific Thinking and Practice: Content Standard I: Benchmark II: Performance Standard 2: Critique procedures used to investigate a hypothesis.

160451.001 160452 Common, CMN

8. A student hypothesizes that greenhouse gases cause global warming. The student records the average high temperature for each month. The data collected are shown in the table. Monthly Temperatures for Northern Alaska Month

Average High Temperature (°C)

January

1.9

February

4.2

March

5.4

April

11.0

May

12.0

June

18.9

July

19.5

August

17.4

September

15.8

October

12.7

November

10.3

December

2.4

Identify 2 other things the student can do to investigate his hypothesis.


11


Scoring Guide Score

Description

2

The student demonstrates a thorough understanding of procedures used to investigate a hypothesis. The student correctly identifies two additional things the student can do to investigate the hypothesis that greenhouse gases cause global warming.

1

The student demonstrates a partial understanding of procedures used to investigate a hypothesis. The student correctly identifies one additional thing the student can do to investigate the hypothesis that greenhouse gases cause global warming.

0

The response is incorrect or irrelevant.

Blank

No response.

Scoring Information: Other things the student can do to investigate his hypothesis could include: • Measure the amount of greenhouse gases during the same months in northern Alaska. • Get the monthly temperatures in past years in northern Alaska. • Get the monthly amounts of greenhouse gases in past years in northern Alaska. • Compare the data between the years. • Any other plausible thing the student can do to investigate the hypothesis.


12


Score Point 2 8.


Score Point 1 8.



13


Score Point 0 8.



14


07.II.II.II.05

Content of Science: Content Standard II: LIFE SCIENCE: Benchmark II: Performance Standard 5: Heredity: Understand that some characteristics are passed from parent to offspring as inherited traits and others are acquired from interactions with the environment.

175241.000 Matrix (Field/Pilot)

9. The list below shows several traits of an individual. • Bone structure • Plays guitar • Ability to taste • Eye color • Uses a tool Identify which of the traits listed are inherited traits and which are learned traits. You may use a chart to display your answer.

Scoring Guide Score

Description

2

The student demonstrates thorough understanding of the relevant scientific concepts and/or procedures. The student completes the task correctly, using scientifically sound procedures and provides clear and complete explanations and interpretations. The response may contain minor flaws that do not detract from the demonstration of thorough understanding.

1

The student demonstrates partial understanding of the relevant scientific concepts and/ or procedures. The response includes some correct information, but indicates a lack of essential understanding of the scientific concepts and/or procedures. Explanations and/or interpretations are incomplete or only partially supported. The response may contain flaws that indicate misunderstanding of the task or of the scientific concepts and/or procedures.

0

The student demonstrates no understanding of the relevant scientific concepts and/or procedures. The response is incorrect or irrelevant to the skill or concept being measured.

Blank

No response.


15


07.II.II.I.06

Content of Science: Content Standard II: LIFE SCIENCE: Benchmark I: Performance Standard 6: Biodiversity: Understand how diverse species fill all niches in an ecosystem.

166640.001 166641 Common, CMN

10. The illustration shows a food chain of an ecosystem found in the Sandia Mountains. Forest Food Chain

Pine Cone

Field Mouse

Red-tailed Hawk

Mushroom

Select 2 organisms from the food chain shown and describe their niche in the ecosystem. Scoring Guide Score

Description

2


1

The student demonstrates partial understanding of the relevant scientific concepts and/or procedures. The response includes some correct information, but indicates a lack of essential understanding of the scientific concepts and/or procedures. Explanations and/or interpretations are incomplete or only partially supported. The response may contain flaws that indicate misunderstanding of the task or of the scientific concepts and/or procedures.

0


Blank

No response.


16


07.II.II.II.04

Content of Science: Content Standard II: LIFE SCIENCE: Benchmark II: Performance Standard 4: Reproduction: Know that organisms that sexually reproduce fertile offspring are members of the same species.

175296.000 Matrix (Field/Pilot)

11. Cardinals are a species of bird. A population of cardinals has been isolated on an island. While living in the new environment, the population developed adaptations over time that helped the cardinals survive. A. Predict 1 way that this population could be different from the original population of cardinals and describe what would have caused the change. B. Explain how to determine, without using DNA analysis, whether these cardinals have become a different species.


17


Scoring Guide Score

Description

4


3

The student demonstrates an understanding of the relevant scientific concepts and/or procedures. The student completes most of the task correctly, but the scientific procedures, explanations, and/or interpretations are incomplete or only partially supported. The response may contain minor flaws that indicate some misunderstanding of the scientific concepts and/or procedures.

2

The student demonstrates partial understanding of the relevant scientific concepts and/ or procedures. The response includes some correct information, but indicates a lack of essential understanding of the scientific concepts and/or procedures. Explanations and/or interpretations are incomplete or only partially supported. The response may contain flaws that indicate misunderstanding of the task or of the scientific concepts and/or procedures.

1

The student demonstrates a minimal understanding of the relevant scientific concepts and/or procedures. The student has reached an inadequate conclusion and/or provided reasoning that is faulty or incomplete. The response is incomplete and exhibits many flaws, but does contain some correct work that addresses the task.

0


Blank

No response.


18


07.I.I.II.01

Scientific Thinking and Practice: Content Standard I: Benchmark II: Performance Standard 1: Describe how bias can affect scientific investigation and conclusions.

160416.001 160417 Common, CMN

12. Researchers at a toothpaste company wanted to do a study to find out whether their brand of toothpaste would be recommended by dentists. • The researchers asked their own dentists to give out samples of the toothpaste to their clients. • Both the dentists and their clients filled out questionnaires concerning the quality of the toothpaste. • The dentists and their clients were paid for filling out the questionnaires. The results were revealed in the advertisement below. Brush with X! Kids love the taste!

X!

Fights cavities Freshens breath

Studies show that four out of five dentists recommend X!

A. Identify a source of bias in this investigation and explain why it is a bias. B. Describe 2 ways to improve the investigation that will eliminate sources of bias.


19


Scoring Guide Score

Description

4

The student investigation investigation investigation

3

The student demonstrates an understanding of how bias can affect scientific investigation and conclusions. The student correctly does any three of these: identifies a source of bias in the investigation, explains why it is bias, or describes one or two ways to improve the investigation that will eliminate sources of bias.

2

The student demonstrates a partial understanding of how bias can affect scientific investigation and conclusions. The student correctly does any two of these: identifies a source of bias in the investigation, explains why it is bias, or describes one or two ways to improve the investigation that will eliminate sources of bias.

1

The student demonstrates an understanding of how bias can affect scientific investigation and conclusions. The student correctly does any one of these: identifies a source of bias in the investigation, explains why it is bias, or describes one way to improve the investigation that will eliminate sources of bias.

0

The response is incorrect or irrelevant.

Blank

demonstrates a thorough understanding of how bias can affect scientific and conclusions. The student correctly identifies a source of bias in the and explains why it is bias. The student describes two ways to improve the that will eliminate sources of bias.

No response.

Scoring Information: (A) A source of bias is the researchers asking their own dentists to be part of the study. It is bias because the dentists know the researchers and might be favorable in their responses to the questionnaire.

OR

A source of bias is giving money to the dentists and their clients for filling out the questionnaire. It is bias because the dentists and clients might be favorable in their responses to the questionnaire because they are receiving payment. (B) Ways to improve the investigation that will eliminate sources of bias include: • researchers ask a random sample of dentists to test the toothpaste • researchers do not pay the dentists or clients for filling out the questionnaire • any other plausible improvement to the investigation to eliminate sources of bias


20


Score Point 4 12.


Score Point 3 12.



21


Score Point 2 12.



22


Score Point 1 12.



23


Score Point 0 12.



24


25

I III 1 2 MC D 1

Strand1

Benchmark

Performance Standard

Depth of Knowledge

Item Type2

Answer Key

Total Possible Points

2Item

1

B

MC

2

3a

I

II

2

1

A

MC

2

2

I

III

3

1

D

MC

1

2

II

II

4

1

C

MC

2

6

I

II

5

2

SA

2

1

I

II

6

2

SA

2

4

III

II

7

2

SA

3

2

II

I

8

2

SA

1

5

II

II

9

I = Scientific Thinking and Practice; II = Content of Science; III = Science and Society Type: MC = Multiple Choice, SA = Short Answer, OE = Open Ended

1Strand:

1

Released Item Number

Grade 7 Science Released Item Information

2

SA

2

6

I

II

10

4

OE

3

4

II

II

11

4

OE

3

1

II

I

12

Science GRADE Released Test Questions 2010 7

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