Science Assessment ~ Items ~ AP034006

Details
Performance
NGSS

Topic: 3D Energy Tasks
Scoring Rubric: Q1; Student describes the pattern in the data

Carbon dioxide intake first decreases (until the sun was completely blocked by the moon) and then begins to increase (after the sun was no longer completely covered).

Note: The important thing here is the pattern. Students should describe the change in carbon dioxide intake throughout the eclipse.; Q2; Student describes the pattern in the data

The amount of energy transferred to the trees first decreases (until the sun was completely blocked by the moon) and then begins to increase (after the sun was no longer completely covered).

Note: The important thing here is the pattern. Students should describe the change in energy transferred throughout the eclipse.; Q3; Student selects answer choice A

A. The amount of carbon dioxide that was taken in by the trees increased as the amount of energy transferred to the trees increased.; Q4; Student selects answer choice E

E. The difference in the heights of the bars for the initial and intermediate configurations; Q5; Student selects answer choice A

A. Taken in; Q6; 1. Student cites evidence

The molecular model shows that carbon dioxide is a reactant of the energy-requiring chemical reaction occuring in the trees (i.e., carbon dioxide is a reactant).

Note: Explicitly stating that this is from the model is not required. It is more important that they are stating that the carbon dioxide is a reactant in the chemical reaction.

The potential energy model shows that the intermediate and/or final configurations are higher in energy than the initial configuration.

2. Student states or uses a general science idea

Energy is required to break bonds between the atoms of the reactant molecules (i.e., energy from the sun is used to break the bonds between the carbon and oxygen atoms). [links energy and bond breaking]

The process of photosynthesis converts light energy to stored chemical energy (i.e., photosynthesis requires an input of energy from the sun to occur). [photosynthesis is energy-requiring]

3. Student uses reasoning to link the evidence to the science ideas

Having less energy transferred from the sun to the tree results in fewer bonds being broken because an input of energy is required to break the bonds of the reactant. This means less carbon dioxide will be taken up by the tree because carbon dioxide is a reactant in this reaction.

Note: If a student uses the phrase "activation energy" and they are using it as a proxy for the energy needed to break bonds, they can receive this point. Additionally, if the student uses the phrase "break and make bonds" as in "there will be less energy to break and make bonds," that is ok for this point.

Having less energy transferred from the sun to the tree results in less photosynthesis occuring because an input of energy is required for photosynthesis to occur. If less photosynthesis occurs, less carbon dioxide will be taken up by the tree because carbon dioxide is a reactant.

Note: This line of reasoning is at a middle school level as opposed to the first bullet which is at a high school level.

Note: Students receive one or the other reasoning point. If they use "bond breaking requires energy" reasoning, they get that point.

Percent of Points Earned

Chart showing distrubtion of responses for Item AP034006

Points Earned

	Avg. Earned	Possible	Percent
Q1	0.43	1	43%
Q2	0.36	1	36%
Q3	0.42	1	42%
Q4	0.15	1	15%
Q5	0.42	1	42%
Q6	0.22	3	7%

Overall Task Difficulty

	Total Points Earned	Total Points Possible	Total Percent
	1.99	8	25%

n = 207

Note: The total percent is a weighted average based on the total number of points earned divided by the total number of points possible.

Science and Engineering Practices: SEP2 Use a model to predict the relationships between systems or between components of a system.
SEP4 Construct, analyze, and/or interpret graphical displays of data and/or large data sets to identify linear and nonlinear relationships.
SEP6 Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students' own investigations, models, theories, simulations, peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future
Crosscutting Concepts: CC1 Graphs, charts, and images can be used to identify patterns in data.
CC2 Empirical evidence is required to differentiate between cause and correlation and make claims about specific causes and effects.
CC2 Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system.
Disciplinary Core Ideas: PS1.A A stable molecule has less energy than the same set of atoms separated; one must provide at least this energy in order to take the molecule apart.
PS1.B Chemical processes, their rates, and whether or not energy is stored or released can be understood in terms of the collisions of molecules and the rearrangements of atoms into new molecules, with consequent changes in the sum of all bond energies in the set of molecules that are matched by changes in kinetic energy.
LS1.C As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

Science Assessment

Item AP034006: Explain the changes in carbon dioxide uptake of a tree observed during a solar eclipse using a model of atom rearrangement during photosynthesis.