May 2002
ITEM SAMPLER
RELEASED ITEMS
FOR
SCIENCE
Grades 4 and 6
Delaware Department of Education
Document Number 95-01/02/05/05
© 2002 Delaware Department of Education
SCIENCE
Delaware Student Testing Program (DSTP)
The Science DSTP
The purpose of this sampler is to provide Delaware teachers and educators with
information about the science test administered in the 4th and 6th grades. It contains
examples of questions that represent the range of difficulty and type of item that appear
on the science portion of the Delaware Student Testing Program (DSTP).
Items on the Science portion of the DSTP:
Measure all eight (8) content standards:
Nature and Application of Science and Technology
Materials and Their Properties
Energy and Its Effects
Earth in Space
Earth’s Dynamic Systems
Life Processes
Diversity and Continuity of Living Things
Ecology
Measure the standard at the grade cluster level
Item Types
The science test includes 32 multiple choice items, which are scored on a scale point
range of 1-0, and 18 short answer (constructed response) items, which are scored on a
scale point range of 2-1-0.
The science test assesses scientific capabilities, knowledge, and understanding. Students
are asked to interpret or create charts, graphs, tables, and simple diagrams or other visual
representations. In some instances, stud ents are asked to group, sort, and classify objects
or organisms based on similarities or physical properties. In other instances, they are
asked to provide or identify evidence, interpret a simple model, describe or identify an
event or sequence of events, draw conclusions from data, and generate an explanation.
One-word responses do not constitute a full explanation. Students who produce
incomplete descriptions or vague explanations do not receive full credit for their
responses. Appropriate vocabulary, while desirable, is not essential provided that
students show conceptual understanding in their written response. Every item on the test
is coded to the Delaware science content standards. All items have been written and
edited by Delaware teachers and educators and have been approved by a Bias Committee
and Science Content Advisory Committee.
Science Item Sampler Grades 4 and 6
Page 2 of 64
SCIENCE
Item Sampler
In the benchmarking process, Delaware teachers read each short answer question and
rubric and then examine a range of student responses to the question. The result is the
compilation of anchor papers that are used in conjunction with the scoring tool by
Harcourt Educational Measurement to score Delaware responses to the DSTP in science.
Delaware teachers select anchor papers for each possible score point, i.e., 2-1-0 points.
The following set of released items from the 2001 DSTP include the question, the scoring
criteria, and anchor papers for each score point.
Science Item Sampler Grades 4 and 6
Page 3 of 64
Grade 4
Item #1—Standard 6: Life Processes - Characteristics of Living Things
Plants and animals are alive and have characteristics that make
them different from each other and non-living things.
In this released item, students are presented with a picture of a pond and are asked to
identify both living and non- living components. Its content overlaps with the Ecology
standard that also requires students to understand that the earth consists of both living and
non- living things. One of the aims of this kind of question is to make sure that
elementary students are leaving the grade cluster with an ability to identify both living
and non- living things in various environments. In addition, this kind of question sets the
stage for more significant understanding of the relationship between living and nonliving—a theme that is continued in the 4-5 Cluster with a focus on Land and Water and
Ecosystems.
Science Item Sampler Grades 4 and 6
Page 4 of 64
Two -point responses:
In this two-point response, the student correctly identified three living things and three
non- living things found in the picture.
Science Item Sampler Grades 4 and 6
Page 5 of 64
Two -point responses:
The second example demonstrates another correct categorization of living and non- living
things using items found in the picture. Correct spelling is not essential for full credit.
Science Item Sampler Grades 4 and 6
Page 6 of 64
Two -point respons es:
A third example of a two-point response shows another selection of objects that can be
correctly classified in the living and non- living groups.
Science Item Sampler Grades 4 and 6
Page 7 of 64
One-point responses:
This one-point response indicates a flaw in the student’s understanding. What is
interesting is that the student has correctly identified seaweed as living but incorrectly
identifies grass as a non- living thing. This response suggests that the student needs
further work with plants and the variety of organisms (grasses, seaweed, trees, etc., that
constitute members of the category).
Science Item Sampler Grades 4 and 6
Page 8 of 64
One-point responses:
In this example of a one-point response, the student added organisms “dog, horse” that
were not actually in the picture and introduced a non- living object “shose” (sic) not found
in the picture. This kind of response indicates a need to focus the student on the elements
within a particular context and to learn to check his or her work to make sure instructions
in the question are followed correctly.
Science Item Sampler Grades 4 and 6
Page 9 of 64
One-point responses:
The third one-point response reveals a major misconception held by an elementary
student that clouds constitute living things. This misconception is typical of the kind that
has been documented in the research and teachers need to be aware that a student who
does identify clouds as a living thing often thinks that anything that “moves” is alive.
Science Item Sampler Grades 4 and 6
Page 10 of 64
Zero-point responses:
In this example of a zero-point response, the student introduced three living organisms
not pictured in the scene and three organisms that are no longer found on Earth and
grouped them into the non- living category. To receive one point, the student needed to
focus on the elements in the picture. The “non-living” things in the picture included the
air, water, clouds, soils, sun, and rocks that the student could have correctly selected for
examples. Instead, this student appears to have interpreted the “non-living” category to
indicate organisms that are extinct.
Science Item Sampler Grades 4 and 6
Page 11 of 64
Zero-point responses:
Zero-point responses like this one show that some students did not limit themselves to the
context depicted and identified living things not found in the pond ecosystem and added
non- living things found more likely in a school or home environment.
Science Item Sampler Grades 4 and 6
Page 12 of 64
Zero-point responses:
This last zero-point response reveals apparent misconceptions about living and non-living
things and possible confusion about ho w to organize data in a chart since nearly all the
data was not recorded under the proper group headings.
Science Item Sampler Grades 4 and 6
Page 13 of 64
Grade 4
Item #2--Standard 8: Ecology – Interactions Within the World Around
Us
The Earth consists of living and non-living things. All living things
interact with each other and the non-living parts of their
surroundings-air, water, soil, and sun.
This item targets understanding that organic matter from living things breaks down,
decomposes and changes into soil in a compost pile. In addition, students must bring
knowledge of the function of earthworms in making soil from organic material. Finally,
students are required to understand and predict changes that occur over a long period of
time, such as a year.
A compost pile has dead leaves, an apple core, a newspaper,
earthworms, and a plastic bottle. Describe at least two changes
that will occur over a year’s time. Explain why.
Science Item Sampler Grades 4 and 6
Page 14 of 64
Two -point responses:
This two-point response identifies two changes that will occur, citing both the function of
the earthworm (and its eventual demise) along with the breakdown of the newspaper
(made from organic material).
Science Item Sampler Grades 4 and 6
Page 15 of 64
Two -point responses:
In this two-point response, the student attends to the breakdown of the apple core within
the limits of an elementary understanding of the process. The student explains the
transformation of matter: “the apple core will grow mold.” At this age, students are not
expected to understand the role of decomposers. The second correct idea in the response
is the idea that the dead leaves will become soil. The study of soil is one of the few areas
where elementary students can start to build an understanding of the conservation of
matter—a major concept that spirals throughout the curriculum.
Science Item Sampler Grades 4 and 6
Page 16 of 64
Two -point responses:
In this two-point response, the student separates objects (newspaper and dead leaves),
which are made of organic matter and disintegrate on their own (as far as the student is
concerned), and become soil. The second correct idea focuses on the fact that the apple
core is eaten away, implying that it is a source of food for something in the compost pile.
Science Item Sampler Grades 4 and 6
Page 17 of 64
One-point responses:
The student has explained that earthworms “will eat the leaves” which earned one point
for a correct change over time. However, the student did not fully explain that the result
of the earthworms’ action is the production of soil built from the decomposition of
organic material in the compost pile. This lack of a connection to the formation of soil
and the suggestion that matter will disappear - “it will be halfway gone” - is an indicator
for teachers that this student will need to focus on the ways that soil is formed and that
matter constantly cycles. The response strongly indicates the need for the student to
observe long-term changes in organic matter into soil and the function of earthworms in
this process. Finally, the question requires students to provide two changes that would
occur over time. This student offered only one.
Science Item Sampler Grades 4 and 6
Page 18 of 64
One-point responses:
The student provides a very good one-point response by indicating one change that will
occur: the worm will eat the organic matter and it will turn into soil—“the worm will eat
the leaves, apple core and newpaper (sic) and will then it drit” (sic). For the second idea,
though, it is difficult to know what the student meant by the “skin can come off.”
Perhaps the student is thinking that the peel of the apple can be removed some way, but
without further clarification, it is not possible to make a valid inference of the student’s
knowledge based on what is written. Practice with writing clear explanations with
appropriate details would have helped this student.
Science Item Sampler Grades 4 and 6
Page 19 of 64
One-point responses:
In this one-point response, the student correctly identifies the organic matter that will
change and suggests a chemical process—“disolve” (sic). Students are not expected to
understand decomposition at this age, and no points were lost for their misunderstanding
of the difference between decomposition and dissolving. However, the student does not
explain that the material will become soil. The second idea offered really misses the
point of “change over time” inherent in the question. Instead, the student merely suggests
what might happen to any material left outside on a windy day. Therefore, no points
were awarded for the second statement.
Science Item Sampler Grades 4 and 6
Page 20 of 64
Zero-point responses:
In the first sentence of this zero-point response, the student did not clearly indicate any
kind of organism responsible for eating the dead leaves; had the student suggested a
plausible consumer, he or she could have received one point for that idea. Nor does the
student appear to understand that the leaves would become soil and not merely “be
gone.” Again, had the student mentioned that the leaves would become soil he or she
could have received one point. The second sentence appears to contain a misconception
that “soil will eat” newspaper. Perhaps the student meant something in the soil, but as
written, the response contains inaccurate information.
Science Item Sampler Grades 4 and 6
Page 21 of 64
Zero-point responses:
A second response that received no points simply mentioned that the items would age,
get torn apart, or not last long. Here the student did not offer any concrete suggestions
for what changes would occur or suggest how they would come about. The response
exhibits no understanding of “change over time,” nor does it appear that the student had
any prior knowledge to draw upon in answering the question correctly. Finally, this
response reveals the vagueness of a response that can occur from a use of pronouns rather
than nouns to explain ideas clearly.
Science Item Sampler Grades 4 and 6
Page 22 of 64
Zero-point responses:
A third kind of flawed knowledge is demonstrated in this zero-point response where the
student stated that the items will be gone because the “earthworm will eat them.” There
are a few problems with this response. First, it suggests that the earthworm will eat all
the material (both organic and inorganic) in the compost pile. Had the student limited the
food source to the organic materials, as other students did, he or she would have earned a
point. As written, however, the response includes the plastic bottle, which an earthworm
does not consume. Second, the response shows no evidence of understanding the change
of materials into a new material—soil. Instead, the student asserts the materials will
disappear once the earthworm eats them.
Science Item Sampler Grades 4 and 6
Page 23 of 64
Grade 4
Item # 3--Standard 2: Materials & Their Properties – Material
Technology
The properties of a material or an object influence how the material
or object is used. Some materials are more suitable than others for
making a particular product or device.
This question requires students to compare the physical properties of wood and an earth
material and then apply their knowledge in a real world context. In addition, this item
shares a conceptual underpinning with the previous question for both are looking for
some sense of “change over time.” In this case, the question challenges students to
consider the suitable properties of materials and how they may be altered due to time,
use, and environmental conditions.
Science Item Sampler Grades 4 and 6
Page 24 of 64
Two -point responses:
In this two-point response, the student correctly compared the physical properties of both
materials to explain why stone would outlast wood over time. In this case, the student
noted that stone is hard and does not break and does not burn the way that wood does.
Correctly comparing key physical properties of each material met the criteria in the
rubric.
Science Item Sampler Grades 4 and 6
Page 25 of 64
Two -point responses:
In this two-point response, the student identified the rela tive hardness of stone compared
to wood as one key physical property related to its longevity. The student then contrasted
the breakability of each material and determined that stone was less likely to break apart
than wood and more difficult to penetrate than wood. This student also thought about
wood as a potential food source for termites and reasoned that the wooden fence might
not last long.
Science Item Sampler Grades 4 and 6
Page 26 of 64
Two -point responses:
In this response, the student is thinking about the material substance of the two fences,
noting the stone fence is composed of “hard minerals.” Comparing the breakability
properties of the two materials constituted a second line of thinking that satisfied the twopoint rubric.
Science Item Sampler Grades 4 and 6
Page 27 of 64
One-point responses:
The student earned one point for identifying a relevant physical property of wood
“something could break the wooden fence.” In order to receive two points, the student
needed to discuss a second physical property related to stone. The question required
students to consider the properties of each material.
Science Item Sampler Grades 4 and 6
Page 28 of 64
One-point responses:
In this response, the student noted that “it”—referring to the stone fence—is composed of
“hard” stone. That response was deemed sufficient for partial knowledge of a relevant
physical property and received one point; however, the student did not discuss any
physical properties of wood in the answer. Again, the question and rubric required
students to discuss both materials.
Science Item Sampler Grades 4 and 6
Page 29 of 64
One-point responses:
Here the student confined the response to one relevant property—hardness—and earned
one point as a consequence. Had the student identified some other property of wood, he
or she could have earned two points.
Science Item Sampler Grades 4 and 6
Page 30 of 64
Zero-point responses:
In this zero-point response, the student writes that the stone fence “is” longer. As written,
it appears that the student is comparing the size of the two fences. Had the student meant
to write “lasts” longer, that still would not have earned a point. The loss of points in this
response stems from the failure to connect longevity to a relevant physical property such
as the stone’s strength or durability. Nor does the student discuss any relevant physical
properties of the wood that render it less likely to endure over a long period of time.
Science Item Sampler Grades 4 and 6
Page 31 of 64
Zero-point responses:
In this zero-point response, the student seems to focus on the function of a fence,
concentrating on the apparent spaces between the fence rails that presumably would
enable things to get out and not “keep things behind it.” The physical properties of the
materials are not discussed at all.
Science Item Sampler Grades 4 and 6
Page 32 of 64
Zero-point responses:
Basically, this response provides a definition of longevity—“it will be their” (sic).
Unfortunately, the student did not continue this line of thinking and relate the physical
properties of both stone and wood to their respective longevities. The student has
responded to a “why” question that requires a reason by providing only an assertion
rather than an explanation and receives no points.
Science Item Sampler Grades 4 and 6
Page 33 of 64
Grade 6
Item #4--Standard 1: The Nature of Science and Technology - Science
as Inquiry
Collaboration, communication, and comparison are important parts of
science. Graphs, charts, maps, equations, and oral and written reports
can be used to share the results of a scientific investigation and
facilitate discussion about it.
Ability to communicate ideas through the organization and interpretation of data is a
critical component of Science as Inquiry. While a range of representations reflect
acceptable graphing displays, it is essential that students be able to obtain raw data from
an observation or investigation and be able to correctly graph that data. In this item,
students were given data on rainfall amounts for seven days and asked to represent the
results in a graph.
Science Item Sampler Grades 4 and 6
Page 34 of 64
Two -point responses:
The student earned two points for correctly graphing the height of the bars for the
histogram, providing accurate labels of the axes with units, and including an appropriate
title. This rubric does not penalize the student for minor flaws in the histogram intervals.
Science Item Sampler Grades 4 and 6
Page 35 of 64
Two -point responses:
In this graph, the student earned two points for providing accurate bar heights, an
appropriate title, and correctly labeled axes and units in the histogram.
Science Item Sampler Grades 4 and 6
Page 36 of 64
Two -point responses:
This student received two points for constructing a correct graph with an appropriate title,
and correct labels for the axes and units. Although the “lines” in the histogram are
narrow, the heights are accurate.
Science Item Sampler Grades 4 and 6
Page 37 of 64
One-point responses:
The student received one point (partial credit) for constructing an accurate bar graph with
units, but lost a point for the omission of a label for the y-axis and a missing title.
Graphing capabilities are required in science as a form of communication, and this
response suggests the need for the student to learn that graphs must convey labeled data
so others could interpret the findings and draw conclusions based on the data.
Science Item Sampler Grades 4 and 6
Page 38 of 64
One-point responses:
In this response, the student earned one point for accurately reading the amounts of
rainfall in the gauges and constructing a graph with the appropriate data points and units.
However, the student lost a point for the missing title. The response suggests the need to
understand the communicative purpose of a graph.
Science Item Sampler Grades 4 and 6
Page 39 of 64
One-point responses:
Even though the x and y-axes were reversed, this student was awarded one point for the
depiction of the correct data points and the inclusion of an appropriate title. The student
lost a point for the failure to label the y-axis. The inclusion of amounts of rainfall for
Days 3 and 4 indicates a minor difficulty in knowing how to represent zero on a graph for
which no points were lost.
Science Item Sampler Grades 4 and 6
Page 40 of 64
Zero-point responses:
Although some attempt was made to construct a graph with the x-axis labeled correctly
with units and a partial title, the student did not depict the data for the seven-day period.
This zero-point response represents rudimentary graphing skills and suggests significant
assistance is needed in collecting, recording, and displaying data.
Science Item Sampler Grades 4 and 6
Page 41 of 64
Zero-point responses:
In this zero-point response, the student shows a bar graph with intervals for both the x
and y-axes. A close look at the graph reveals a difficulty with zero. Day 1 should be 3
(cm) of rainfall, but this student has filled in 4 blocks identified as 3 on the y-axes. This
kind of error stems from the student’s attempt to figure out where and how to depict zero
in a graph. The student also lost points for neglecting to include a title, labels for axes,
and appropriate units (cm) for the amount of rainfall.
Science Item Sampler Grades 4 and 6
Page 42 of 64
Zero-point responses:
This student received a zero for making a copy of artwork in the question that showed
seven glass tubes containing different amounts of rainfall in each tube. The student
merely drew the amount of rainfall in each tube as seen in the picture. He or she did not
re-represent that data in a histogram, with x and y-axes labeled correctly, or include a
complete title.
Science Item Sampler Grades 4 and 6
Page 43 of 64
Grade 6
Item # 5—Standard 3: Energy and Its Effects – Forms/Sources of
Energy
Electricity in circuits can produce light, heat, sound, and magnetic
effects. Electrical circuits require a complete loop through which
the electrical current can pass.
After studying electricity, students are expected to be able to identify common objects as
conductors or insulators, and possess the knowledge that an object is classified as a
conductor or insulator because it allows electricity to flow or travel through the material.
This idea of electricity is strengthened in middle school when students investigate series
and parallel circuits, magnetism and electricity in motors and generators, and energy
transfer.
#37 Scoring Tool:
2
Student clearly indicates an understanding of using a “conductor” (the metal
paper clip) (does not need to use word but describes the properties) to
complete the circuit or any other scientifically accurate response.
1
Recognizes that a “conductor” is needed but does not explain the complete
circuit.
0
Incorrect, inappropriate, or incomplete response.
Science Item Sampler Grades 4 and 6
Page 44 of 64
Two -point responses:
Given a diagram of a simple circuit with a gap, the student needed to select an object
based on its ability to conduct electricity and explain the reason for his or her choice in
terms of the flow of electricity. This student’s response earns two points for correctly
choosing the metal paper clip and providing a sufficient explanation, “because the
electricity wouldn’t make it through any other item.”
Science Item Sampler Grades 4 and 6
Page 45 of 64
Two -point responses:
In a variation of a completely correct response, this student selected the metal paper clip
and provided an accurate reason, “metal paper clip because it conducts electricty (sic)
beter (sic).”
Science Item Sampler Grades 4 and 6
Page 46 of 64
Two -point responses:
This student earned two points for choosing the metal paper clip and providing a
scientifically accurate reason, “because it is metal and electricity travles (sic) through
metal which will make the light bulb light up.”
Science Item Sampler Grades 4 and 6
Page 47 of 64
One-point responses:
This response earned one point for selecting the correct object, but the reason cited is
flawed. The student stated that, “metal attracts electricity.” This is not the reason that
the light bulb will light. Attraction denotes the relationship between magnets and objects
with magnetic properties. It is important for a student not to confuse the properties of
magnetic attraction with electrical conduction. Had the student written that it conducts
electricity, he or she would have received full credit.
Science Item Sampler Grades 4 and 6
Page 48 of 64
One-point responses:
In this one-point response, the student correctly identified that the object needed to be
made of metal. From this reasoning, he or she correctly selected the paper clip.
However, the response fell short of an explanation that metal would be needed to conduct
electricity and make a complete circuit.
Science Item Sampler Grades 4 and 6
Page 49 of 64
One-point responses:
At the very least, a student could earn one point for simply identifying that a metal paper
clip was needed. As this response shows, the student did not provide a scientific reason
to explain why their choice would work. Instead, the student cited past experience—
“because I did it in first grade”—as the scientific explanation for why the paper clip
would complete the circuit.
Science Item Sampler Grades 4 and 6
Page 50 of 64
Zero-point responses:
In this zero-point response, the student did not choose a correct conductor nor did he or
she provide a scientific reason to explain why it would work. It appears that the student
merely looked at the various objects and selected the one that resembled a wire to fill the
gap.
Science Item Sampler Grades 4 and 6
Page 51 of 64
Zero-point responses:
In this zero-point response, the student did not select the correct object or appear to
examine any of the objects in terms of the relevant physical property, electrical
conduction. Instead, the student attended to combustive properties or cutting properties
of the other objects, “chalk because cotton is easy to charn (sic) on fire and wood and
also metal can shatch (sic) you.” The response suggests that the student needs more
experience constructing simple circuits and testing various conductors or insulators.
Science Item Sampler Grades 4 and 6
Page 52 of 64
Zero-point responses:
This zero-point response reveals a misconception about the complete circuit and the role
of the filament in a bulb. The response is indicative of a student who needs further work
with simple circuits when he or she writes, “I would use the cotton string because as soon
as the electric charge comes through it will catch on fire and go into the lightbulb to make
a lite (sic).” It would be interesting to ask this student how a bulb normally lights when
there is no cotton string available. The response points to the need to learn the path of
electricity in a complete circuit and work with various conductors.
Science Item Sampler Grades 4 and 6
Page 53 of 64
Zero-point responses:
This zero-point response demonstrates a misconception that a complete circuit is not
required to produce electricity. The student would appear to think that the wire coming
from the positive end of the battery and going to the bulb makes the bulb light.
Apparently the needed string is for turning the light on, “A cotton string so you can pull it
down to turn on the light bulb.” The response suggests that the student has little
experience with completing circuits or understanding switches.
Science Item Sampler Grades 4 and 6
Page 54 of 64
Grade 6
Item #6—Standard 3: Energy & Its Effects – Forms/Sources of Energy
When an object is set in motion by a force, its position is defined with
reference to the distance it travels and the period of time it takes to
travel that distance. Speed is the measure of the distance traveled by
a moving object in a given period of time (distance divided by time).
Force must be applied to change the speed or direction of a moving
object. The greater the force, the greater the change in motion.
This item represents the understanding of forces expected by students at the end of the 5th
grade. Students are just beginning to realize that forces are required to make things move
and this idea builds through the middle school. In this item, students are exp laining the
role of “elastic” forces (a term not to be used in the classroom) in the number of twists of
the rubber band that provide the energy for the toy plane to move a particular distance.
Increasing the number of twists of the rubber band will provide additional energy to the
force of the plane that ultimately results in the plane traveling a greater distance. The
question presents students with a problem to solve by manipulating critical variables.
#31 Scoring Tool:
2
Exp lains that the turned elastic band is a source of force (or power or energy –
vocabulary not being tested) that causes the plane to move (fly) AND suggests
more turns of the propeller will wind the band more, allowing it to provide
more force (hence travel greater distance – a greater change in motion).
Student may also suggest reducing the mass (weight) of the plane to increase
the distance.
1
Partially correct, provides a correct method to increase the flight distance but
with a flaw in the explanation, e.g., turn the rubber band more to make it
tighter OR states a method to increase the flight distance but never explains
why.
0
Incorrect, inappropriate, incomplete, e.g., provides a method with no attempt
at explanation, e.g., turn the rubber band tighter OR explanation is incorrect,
OR method is incorrect.
Science Item Sampler Grades 4 and 6
Page 55 of 64
Two -point responses:
The student earned two points for providing a solution that traced the force or energy
source back to the turns of the rubber band. Although the student described the force in
terms of pressure, he or she did possess an adequate idea that increasing the force will
ultimately increase the distance, “He could turn the propeller more. So the rubber band
will have more prssure (sic) to turn the propeller.” The student’s understanding of the
exact way that a propeller works was not essential in earning full credit based on the
rubric.
Science Item Sampler Grades 4 and 6
Page 56 of 64
Two -point responses:
In this two-point response, the student correctly associates an increase in the turns of the
rubber band with increasing the force and, therefore, ultimately the distance that the plane
will travel, “the student can twist the rubber band even more.” This will work, because it
gives the thing [the propeller] in the front energy. The force of energy that causes the
plane to move is the rubberband (sic).”
Science Item Sampler Grades 4 and 6
Page 57 of 64
Two -point responses:
This two-point response shows how well the student is able to connect the energy to the
motion and distance of the plane. “In order for the plane to go farther the student would
have to twist the propeller more because the more twists in the rubberband (sic) the more
energy it gets. The more energy it gets the more force it will have to push the plane
forward.” This student clearly has linked the components into a long chain of “if-then”
rules that will serve the student well when he or she enters middle school.
Science Item Sampler Grades 4 and 6
Page 58 of 64
One-point responses:
The student earned one point for identifying one aspect of the force/distance relationship
measured by this item. The student knows that increasing the force will increase the
distance, “to create more force that will kept (sic) the plane going farther.” However, the
student lost one point for incorrectly identifying that the turns of the propeller are the
source of the force or energy. Rather, it is the increase in the number of twists of the
rubber band that are increasing the force or energy that will then increase the turns of the
propeller.
Science Item Sampler Grades 4 and 6
Page 59 of 64
One-point responses:
In this response, the student earned one point for realizing that increasing the force or
energy will increase the distance, “The plane will build energy and power so the force
would go a farther distance.” Like the previous example, however, this student also
identified the turning of the propeller as the source of increased force or energy. It is the
increase in the number of twists of the rubber band that is responsible for increasing the
force that allows the plane to travel a greater distance.
Science Item Sampler Grades 4 and 6
Page 60 of 64
One-point responses:
A student who thought about increasing the distance by varying the mass also could
receive one point under this rubric. In this response, the student posits that the removal
of some of the parts of the plane (implying the mass) will have an effect on the distance.
A student at this age is not expected to understand the forces (gravity, lift, thrust, and
drag) involved in flight. The student was awarded partial credit for identifying one
critical variable, “Maybe this student could take off some of the parts the reason is
because, it may be too heavy.” Unfortunately, the student neglected to address the forces
or energy as prompted by the question.
Science Item Sampler Grades 4 and 6
Page 61 of 64
Zero-point responses:
While a student is not expected to understand air pressure differences responsible for lift,
this student does not address any variable that could be altered to increase the distance of
the plane. The zero-point response represents a solution devoid of scientific knowledge
required by the question that directs them to respond in terms of force or energy. The
student appears to need more experience manipulating forces and investigating the
subsequent effects on distance.
Science Item Sampler Grades 4 and 6
Page 62 of 64
Zero-point responses:
This response appears to be headed in the right direction with a focus on the rubber
bands. Unfortunately, the student does not discuss how those rubber bands function as a
force that could be manipulated to increase the distance traveled. Had the student stated
that more turns of the rubber band would make more force, the response would have
qualified for one point under the rubric.
Science Item Sampler Grades 4 and 6
Page 63 of 64
Zero-point responses:
In this zero-point response, the student resorted to invention as a way to respond to the
question, “What he can do is form another turner and put it on the back of the plan (sic).”
This student seems to have no idea how the toy plane is propelled forward, how or why
this new idea would work, or how motion and distance are related to forces. The student
does not understand the science involved in the question and appears to need more
instruction focused on force, motion, and design.
Science Item Sampler Grades 4 and 6
Page 64 of 64