Science Assessment

1. Student's model includes the relevant components

• Oxygen molecules as a reactant of the overall reaction

AND

• Glucose molecules as a reactant of the overall reaction

AND

• Carbon dioxide molecules as a product of the overall reaction
• Water molecules as a product of the overall reaction
  • Note: This point is optional, since water is not explicitly included as a product in the DCI

Note: Any molecule at the beginning of an arrow can be considered a reactant and any molecule at the end of an arrow can be considered a product.

2. Student's model shows the interactions between components

• The model shows atoms in molecules rearranging to form different molecules by showing that the reactant molecules are different than the product molecules, typically by using an arrow that points from the reactants to the products.

3. Student's model illustrates a crosscutting concept

• The type of atoms is conserved in the chemical reaction (i.e., both the starting and ending molecules are made up of carbon, hydrogen, and oxygen).

AND

• The number of each type of atoms are conserved in the chemical reaction (i.e., if the reactants are made up of 6 carbon atoms then the products must be made up of 6 carbon atoms).
  • Note: The student's model must show the same number of each type of atom they use in the reaction.

Student either states or uses a crosscutting concept

• Atoms are conserved during chemical processes (i.e., the number of each type of atom stays the same).

Student selects answer choice B

• B. No, bees cannot get energy by drinking plain water without any sugar in it.

1. Student either states or uses a general science idea

• Within organisms, carbon-containing molecules (such as carbohydrates [glucose], fats, and/or proteins) are used as fuel (i.e., bees need molecules that have carbon atoms to get energy or bees need glucose to get energy).
  • Note: "bees need sugar" is not enough. They must mention glucose or carbohydrates.
• Fuels (such as carbohydrates [glucose], fats, and/or proteins) are used in a process that releases energy (i.e., bees react glucose and oxygen to release the energy they need to survive, or bees need glucose in order to start the process to release energy).

Note: The student's model can be used to clarify their explanation if they mention it in their writing.

2. Student uses reasoning to link the science ideas to the claim

• Water molecules are not made up of carbon atoms and/or are not carbohydrates (glucose), fats, or proteins, so the bees cannot get energy from drinking water.

Student does not refer to carbon atoms in their response but uses productive ideas related to food [not scored]

• Organisms require food to get the energy they need to survive (i.e., glucose and other sugars are food for bees, sugar gives the bees energy, or bees need sugar to survive).
• Water is not a food so the bees cannot get energy from drinking water.

Student selects answer choice A

• A. Yes, bees can get energy from the other sugar molecules in honey.

1. Student cites evidence

• Sucrose and fructose are made up of the same types of atoms as glucose (i.e., carbon) or they can be converted to glucose.

2. Student either staes or uses a general science idea

• Within organisms, certain carbon-containing molecules (such as carbohydrates [glucose], fats, and/or proteins) are used as a fuel in a process that releases energy (i.e., bees need molecules like sugars to use in cellular respiration).

3. Student uses reasoning to link the evidence and/or science ideas to the claim

• Bees can get energy from fructose and sucrose because they contain
  • the same atoms needed in the process of cellular respiration (i.e., carbon) OR
  • the same types of atoms as glucose (i.e., carbon)

Student does not refer to carbon atoms in their response but uses productive ideas related to food [not scored]

• Organisms require food to get the energy they need to survive (i.e., glucose and other sugars are food for bees or bees need glucose and other sugars to survive).