Sliding Away

Scoring Rubric and Results for Item 5: Write a Conclusion (continued)
Attributes of a Conclusion for Awarding Value Points Note: The italicized print is the part of the “Example” credited for the value point.
Description of Attributes	Value Points
Conclusive statement correctly answers the investigative question (or correctly states whether the hypothesis/prediction was correct): The angle at which silt slides is greater than the angles at which gravel and sand slide. Attribute Notes: 1. A vague conclusive statement (e.g. the type of Earth material did affect the angle at which Earth materials slide) cannot be credited but other value points can be credited. 2. A response with an incorrect conclusive statement or no conclusive statement may not be credited any value points. (E.g. Gravel slid first because the box with gravel is heaviest. OR The material with the lowest total weight pushing on the ramp, silt, slides at the highest angle.)	1
Supporting data should at least be over the entire range of the conditions investigated. Thus, the minimum reported data are the lowest and highest conditions of the manipulated variable for quantitative data (responding variable when the manipulated variable information is descriptive).
Supporting data for gravel: Gravel slid at 20 degrees.	1
Supporting data for silt: Silt didn’t slide until the ramp was at 27 degrees.	1
Explanatory language, separate from the conclusive statement, is used to connect or compare the supporting data to the conclusive statement: Silt slid at a ramp angle 7 degrees greater than gravel. Attribute Notes: 1. This point can only be credited when at least one numeric value (or the text from a descriptive data table) for the manipulated or responding variable is included in the response. 2. A copy of the conclusive statement cannot be credited for explanatory language. However, a re-phrased credited conclusive statement can be credited. 3. Explanatory language comparing the range of the manipulated and/or responding variables may be credited. (E.g. When the Earth material was gravel, the ramp angle for sliding was the lowest, 20 degrees.) 4. If a response misquotes trend data between the highest and lowest conditions, this value point cannot be credited. 5. Transitional words (e.g. however, therefore, because, so, then, clearly, but) cannot be credited as explanatory language even when added to a conclusive statement. 6. A compound sentence as a conclusive statement may be read as two separate sentences.	1
Total Possible Value Points	4

Scoring Rubric for Item 5: Write a Conclusion (continued)

General Notes:

1. Copying the Data Table: If a response just copies the whole data table verbatim, supporting data value points may not be credited even with a correct conclusive statement and explanatory language.

a) For grades 3-5, a translation of the whole data table into sentences is acceptable.

b) For grades 6-8 and high school, a discussion of the whole data table may be acceptable when the data table is minimal with a very small number of data cells.

2. Supporting Data: Responses must give the precise numerical values or precise descriptive language from the data table for both the manipulated and responding variables.

a) Average data (if given) rather than trial data, or data from the end of the investigation, must be included for grades 6-8 and high school.

b) For grades 3-5, consistent trial data, or data before the completion of the investigation when measuring a responding variable over time can be credited.

c) Rounded numerical values cannot be credited.

d) Units and significant figures are not necessary for credit.

e) Minor language differences in descriptive data may be acceptable as decided in range finding
(e.g. not applicable).

f) For grades 3-5, the manipulated variable may be implied.

3. Derived Data: Responses giving their own derived data between conditions can be credited for supporting data and explanatory language (e.g. the gravel slid at a ramp angle 7 degrees less than the angle at which silt slid).

a) When the derived data uses the lowest and/or highest conditions, one or both supporting data points can be credited.

b) Minor arithmetic errors in derived values are acceptable as decided in range finding.

4. Particle or grain size can be synonymous with sand, gravel, and silt, if the response defines or clearly implies the largest particles/grains as gravel and the smallest particles/grains as silt.

5. Responses that refer to easiest to slide or slide before/first for lowest/lower ramp angle and/or hardest to slide or slide after/last for highest/higher ramp angle may be creditable. Speed of sliding (e.g. sliding fast/sliding slow) cannot be credited as ramp angle.

6. References to the weight or mass of the individual Earth materials (e.g. gravel is heaviest/most weight/most mass) may be interpreted as referring particle size and can be credited. A response which indicates the total mass in the box or on the ramp is different for each Earth material may not receive any score points.

Scoring Rubric for Item 8: Plan an Investigation
Performance Description		Value Points

A 4-point response demonstrates the student understands the GLE: Planning and Conducting Safe Investigations IN02e (2.1.2) Understand how to plan and conduct systematic and complex scientific investigations BY constructing a logical plan for a systematic and complex scientific controlled or field investigation.		8-10
A 3-point response demonstrates the student partially understands the GLE.		6-7
A 2-point response demonstrates the student has limited understanding of the GLE.		4-5
A 1-point response demonstrates the student has very little understanding of the GLE.		2-3
A 0-point response demonstrates the student has almost no understanding of the GLE.		0–1

Attributes of a Controlled Investigation for Awarding Value Points
Investigation Attributes	Description of Attributes	Value Points
Prediction	The prediction portion of the hypothesis must answer the given question including the effect of the manipulated variable (weight of sand) on the responding variable (time to slide down a ramp). Attribute Note: Responses identifying the responding variable as speed instead of time to slide may be credited.	1
Prediction Reason	A hypothesis must give a cause-effect reason for the prediction (…because there will be more friction with heavier amounts of sand). Attribute Note: This point cannot be awarded without an attempt at a prediction.	1
Materials	A list of the minimum materials needed to perform the procedure (e.g. ramp, sand, container (if necessary), scale or balance, timer). Attribute Notes: 1. The ‘right’ amount of ingredients (e.g. ‘x’ mL or ‘y’ grams) needed to carry out the procedure does not need to be given in the materials list. 2. A measuring device listed as minimum may not be needed in the materials list if the list includes pre-measured amounts of a material coupled with an appropriate procedure that does not call for using the device. 3. Standard classroom materials do not need to be listed: paper, pencil, and safety equipment (e.g. goggles, aprons, gloves, tongs).	1

Scoring Rubric for Item 8: Plan an Investigation (continued)
Attributes of a Controlled Investigation for Awarding Value Points (continued)
Investigation Attributes	Description of Attributes	Value Points
Procedure	The written or diagrammed procedure is evaluated as follows:	up to 7
Controlled Variables	At least two controlled variables are identified or implied in the procedure or the materials list (length of ramp, container).	1
Manipulated Variable	Only one manipulated variable (weight of sand) is identified or implied in the procedure or data table (if given). The manipulated variable must have at least three conditions to be credited.	1
Responding Variable	The responding variable (time to slide down the ramp) is identified or implied in the procedure or data table (if given).	1
Record Measurements	The procedure states or implies measurements are recorded periodically or gives a data table. Attribute Notes: 1. If artificial data for the responding variable is given, no value point may be awarded. 2. The phrase ‘take measurement’ cannot be used to mean record.	1
Trials are Repeated	More than one trial for all conditions is planned, or implied in a data table, to measure the responding variable.	1
Extra Validity Measure	The procedure includes a validity measure not included in the scenario investigation (e.g. more controlled variables, better measuring technique, increased range of conditions, control for sample bias).	1
Logical Steps	The steps of the procedure are detailed enough to repeat the procedure effectively (examples of illogical steps: no ending time indicated; states Set up as diagrammed, but diagram is inadequate; recording vague data or results).	1
Total Value Points Possible		10

Scoring Rubric for Item 8: Plan an Investigation (continued)

General Notes:

1. Inappropriate Procedures: If the response does not plan an appropriate procedure for the given question, the response may not earn any of the possible procedure value points.

Examples:

a) Repeats the procedure from the scenario

b) Measures only one condition (therefore cannot establish the controlled or manipulated variables)

c) Purposefully changes more than one variable simultaneously

d) Writes a procedure that is too vague to possibly be appropriate

e) Writes a prediction instead of a procedure

2. Naming Attributes: If the response names a bulleted attribute listed after “Procedure that includes:” without including that attribute in the procedure, the attribute point cannot be credited. When a bulleted attribute is named and implied in the response, both must be correct to be credited.

3. Clarifying Vagueness in Procedures:

a) Vague materials used in the procedure (e.g. add 10 g) may be credited if the vagueness is clarified in the materials list (e.g. 10 g, 20 g, and 30 g of sand).

b) Measuring a vague parameter (e.g. different sand instead of weight) may be credited as a manipulated or responding variable. However, a vague parameter is difficult to repeatedly measure, so the logical steps value point cannot be credited.

c) The term “repeat” at the end of a step refers to that step only.

d) The term “repeat” as a separate step (or in a new paragraph) refers to the whole procedure.

e) The term “repeat,” when qualified, cannot be credited for multiple trials (e.g. repeat if necessary, repeat as desired).

f) A vague action that calls for the manipulated variable to be changed (e.g. increase the amount of sand by 50 g) without indicating how many times, gives no end to the investigation so the logical steps value point cannot be credited.

g) At high school, a vague action that calls for the manipulated variable to be changed without indicating how many times cannot be credited for more than two conditions of the manipulated variable.

h) When a procedure conflicts with the labeled diagram, the procedure is too illogical to be effectively repeated. Therefore, the logical steps value point cannot be credited, but the procedure can be scored for attributes that are not in conflict.

Scoring Rubric for Item 14: Analyze an Energy Transformation

Performance Description

A 2-point response demonstrates the student understands the GLE: Energy Transfer and Transformation ST02g (1.2.2) Analyze energy transfers and transformations within a physical system including energy conservation BY describing how a machine transfers work and/or transforms force and distance through a force-distance trade-off (e.g. a small force acting over a long distance can be transformed into a large force acting over a short distance).

The response explains why the lever system allows Heidi’s 500-N weight to lift the 1,500-N box by:

Giving details about the distances Heidi and the box moved

AND

Describing how a 500-N force can become a 1,500-N force in the lever system.

Examples:

· Heidi’s weight acted over a distance of 1.00 meter resulting in an output force acting over a distance of only 0.33 meters, one-third as much. The lever system transformed Heidi’s 500 newtons into a 1500-N output force by trading distance for force.

· Heidi moved three times as much as the box. Her input weight was transformed to a three times greater output force. The lever system did this because Heidi is three times as far from the fulcrum as the box giving her three times the leverage.

A 1-point response demonstrates the student has partial understanding of the GLE.

The response explains why the lever system allows Heidi’s 500-N weight to lift the 1,500-N box by giving details about the distances Heidi and the box moved but the description of how a 500-N force can become a 1,500-N force in the lever system is unclear or demonstrates misconceptions.

The response explains why the lever system allows Heidi’s 500-N weight to lift the 1,500-N box by describing how a 500-N force can become a 1,500-N force in the lever system without misconceptions, but the details about the distances Heidi and the box moved are not included.

A 0-point response demonstrates the student has little or no understanding of the GLE.

General Notes:

1. No points can be credited to responses dealing only with distances.

2. Pressure and weight can be interpreted as force.

3. A response misusing the word work for force, or vice versa, can be credited (e.g. she can exert work on the box or she moved a longer distance than the box making her force equal to the box’s force).

Scoring Rubric for Item 15: Function of a System’s Part

Performance Description

A 2-point response demonstrates the student understands the GLE: Systems Approach ST01a (1.2.1) Analyze how systems function, including the inputs, outputs, transfers, transformations, and feedbacks of a system and subsystems BY describing the function of a system’s parts or subsystems.

The response describes the function of the board in the lever system and the properties of the board that enable the system to work by:

Describing the function of the board in the lever system.

AND

Identifying and giving details about two physical properties of the board that enable the system to lift the box.

Examples:

Describes the function of the board:

· The board in the lever system carries Heidi’s weight as the input force to the output force on the 1500-N box.

· The board transforms Heidi’s 500-N weight downward to a 1500-N force up on the box.

· The board acts as the lever arm to transfer and change the force.

· The board creates enough leverage for Heidi to lift the box.

· The board is the lever which pivots on the fulcrum.

Identifies and gives details about two physical properties of the board that enable the system to lift the box:

· Strong enough to carry the forces.

· Long enough to provide leverage.

· Heavy, so that the board’s weight on Heidi’s side adds to Heidi’s input force/weight.

· Rigid, so the board would not just bend without lifting the box.

A 1-point response demonstrates the student has partial understanding of the GLE.

The response describes the function of the board in the lever system and the properties of the board that enables the system to work by:

Describing the function of the board in the lever system.

Identifying and giving details about two physical properties of the board that enable the system to lift the box.

A 0-point response demonstrates the student has little or no understanding of the GLE.

General Notes:

1. A detail associated with a description of the board may be credited as a detail for a physical property or a description of the board’s function but not both.

Scoring Rubric for Item 16: Design a Solution
Performance Description		Value Points
A 4-point response demonstrates the student understands the GLE: AP02a (3.1.2) Evaluate a scientific design process used to develop and implement solutions to problems or challenge BY documenting the stages of a scientific design process used to solve a problem or challenge		8-10
A 3-point response demonstrates the student partially understands the GLE.		6-7
A 2-point response demonstrates the student has limited understanding of the GLE.		4-5
A 1-point response demonstrates the student has very little understanding of the GLE.		2-3
A 0-point response demonstrates the student has almost no understanding of the GLE.		0-1
Attributes of a Scientific Design Process for Awarding Value Points
Design Process Stage	Description of Stage Attributes	Value Points
Gather Information	Information needed to solve the problem is described or pertinent questions are given (e.g. research ways to attach the boards to each other to make a long and strong lever). Stage Notes: 1. Listing objects given in the prompt or scenario cannot be credited. 2. Repeating an appropriate process from the scenario can be credited.	1
Gather Scientific Information	Related scientific information or how to scientifically collect related data is described. (E.g. How many pulleys are needed to reduce the input force enough so James and Heidi can lift the box? or Investigate how many pulleys are needed for Heidi’s 500-N to lift 1,500-N.) Stage Notes: 1. Scientific information involves general concepts (e.g. research simple machines). 2. Scientific collecting of data involves systematically collecting pertinent data over a period of time.	1
Explore Ideas	More than one idea that could solve the problem is described (e.g. make the lever longer to lift the box higher, make a ramp and push the box up). Stage Notes: 1. Listing objects may not be credited. 2. Ideas may involve materials not given. 3. A sentence should be read as one idea (e.g. Use a container with soil and gravel is one idea, not two or three). Run-on sentences may be read as more than one idea. Sentences containing the term “or” may be read as more than one idea (e.g. use a metal, plastic, or glass container is three ideas).	1

Scoring Rubric for Item 16: Design a Solution (continued)
Attributes of a Scientific Design Process for Awarding Value Points (continued)
Design Process Stage	Description of Stage Attributes		Value Points
Explore Scientific Ideas	An idea includes scientific concept(s) for considering the idea. (E.g. Use a lever/pulley system or Use a ramp or There is a one to three ratio between the distances so make the lever 24 meters long, 6 times longer, to lift the box 6 times higher with the fulcrum 6 meters from the end.) Stage Note: This point may be credited even when only one idea is given.		1
Plan Stage: This stage is divided into three related smaller stages, Plan Summary, Steps to do the Plan, and Labeled Diagram of Solution. Matching Rule: The Plan Summary, Steps to do the Plan, and Diagram of Solution should include the same materials. A point may not be credited for any stage that omits/adds major materials included in credited stage(s). Scoring Technique: When applying the Matching Rule to the Plan Summary, Steps to do the Plan, and Diagram of Solution, award a value point to the first creditable stage then check for matching with the other stages. However, a response should be awarded the maximum possible points so this is not a rule but a technique. Clarifying Vague Terms and Steps: A vague term or step can be clarified by referring to any of the three smaller plan stages (e.g. a step in the plan like Now add all the other materials can be clarified if the other materials are listed in the Plan Summary or clearly labeled in the Diagram of the Solution).
Design Process Stage		Description of Stage Attributes	Value Points
Plan Summary		A simple plan summary is given with at least one scientific reason for selecting one of the solutions/materials. (E.g. Nail the boards together to make a long ramp to slide the box from the ground to the loft.) Stage Notes: 1. The given problem cannot be credited as a reason. 2. A reference to a solution in Explore Ideas may be credited (e.g. I chose all these ideas because …). 3. Responses violating any non-material aspect of the Challenge Rules in any stage except Explore Idea may not be credited for this value point. For materials violations, use general Note 3.	1
Steps to Do the Plan		The steps are clear, logical, and complete. Stage Notes: 1. One-step plans cannot be credited. However, a single step that indicates more than one action can be credited as two or more steps. 2. A copy of the Plan Summary cannot be credited.	1

Scoring Rubric for Item 16: Designing and Testing Solutions (continued)
Attributes of a Scientific Design Process for Awarding Value Points (continued)
Design Process Stage	Description of Stage Attributes	Value Points
Diagram of Solution	A related diagram of the solution or steps to solve the problem is given. Stage Note: The Matching Rule does not apply to an unlabeled diagram.	1
Labeled Diagram of Solution	The diagram is complete and the objects or processes key to carrying-out the plan are labeled. Stage Notes: 1. Diagram does not need to include labels for the loft, ceiling, floor, box, or people. 2. Labels may be measurements rather than the name of the objects if the measurement is associated with the object in the Steps to do Plan or Plan Summary (e.g. 8m label and 8m board in Steps to do Plan).	1
Test Solution	The test describes at least one measurement or observation that relates to the effectiveness of the solution. (E.g. measure how high the long lever lifts the box with Heidi’s weight as the input force.) Stage Notes: 1. This point may not be awarded when the test gives or implies artificial data (e.g. My solution worked). 2. The test may be included in the plan stages.	1
Scientifically Test Solution	The test includes measuring the before-after or input-output of all pertinent variables (e.g. Measure Heidi’s weight and the weight of the box; compare the weights to the distances moved) OR the test includes regularly measuring all pertinent variables in a consistent manner (e.g. measure Heidi’s input force and the pulley’s output force). Stage Note: This point may be credited even if a test gives or implies artificial data.	1
Total Value Points Possible		10
General Notes: 1. Inappropriate Plans: Responses that change the problem or give a plan that cannot possibly solve the problem may only be credited the four value points associated with the Gather Information and Explore Ideas stages. 2. Materials in Plans: Responses that include materials in the plan stages that are not given or allowed in the item, may not receive value points for any of the plan stages in which these materials are included. However responses may include measuring devices (e.g. thermometer), material(s), or changes from the original scenario’s solution; even if the item does not indicate the material(s) or change is a possibility. 3. Copying the Scenario: Responses that copy the whole scenario cannot be credited any value points. However, responses that appropriately copy a stage from the scenario may be credited.