Post on 28-Apr-2023
Item 1 Alignment: HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain
relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new
ecosystem.
• SEP: Engaging in Argument from Evidence
• DCI: LS2.C: Ecosystem Dynamics, Functioning, and Resilience
• CCC: Stability and Change
Item 2 Alignment: HS-LS1-3: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain
homeostasis.
• SEP: Planning and Carrying out Investigations
• DCI: LS1.A: Structure and Function
• CCC: Stability and Change
Options:
• Subject:
o A
o B
o C
• Measurement Time:
o 8:30 a.m.
o 9:30 a.m.
o 10:30 a.m.
o 11:30 a.m.
o 12:30 p.m.
o 1:30 p.m.
o 2:30 p.m.
Answer:
May vary, depending on student selections.
Possible points:
(1 point) The student tested all three subjects.
(1 point) The student selected at least one measurement time immediately before the meal (10:30 a.m. or 11:30 a.m.).
(1 point) The student selected one measurement time immediately before the meal for two or three subjects (example:
the student tested subject C at 10:30 a.m. and subject B at 10:30 a.m.)
(1 point) The student selected at least one measurement right after the meal (12:30 p.m.).
(1 point) The student selected one measurement time immediately after the meal for two or three subjects (example:
the student tested subject C at 12:30 p.m. and subject B at 12:30 p.m.)
(1 point) The student selected at least one measurement later in the day or earlier before the meal (8:30 a.m., 9:30 a.m.,
1:30 p.m., 2:30 p.m.).
(1 point) The student selected at least one measurement later in the day or earlier before the meal for two or three
subjects (example: the student tested subject C at 2:30 p.m. and subject B at 2:30 p.m.).
(1 point) The student tested one subject at three different time points: one immediately before the meal, one
immediately after the meal (12:30 p.m.) and one later after the meal or well earlier before the meal.
This is an example of an output table that would receive all points:
Answer:
Answers will vary based on the student’s trials in part A.
Item 3 Alignment: HS-LS1-6: Construct explanations and revise, as needed, based on evidence for: 1) how carbon, hydrogen,
and oxygen may combine with other elements to form amino acids and/or other large carbon-based molecules, and 2)
how other hydrocarbons may also combine to form large carbon-based molecules.
• SEP: Constructing Explanations and Designing Solutions
• DCI: LS1.C: Organization for Matter and Energy Flow in Organisms
• CCC: Energy and Matter
Answer: D
Answers:
Answers:
Options:
• Tick consumes the blood of a guinea pig.
• Chains of amino acids are linked and folded.
• Proteins in the blood are broken down into smaller molecules and atoms.
• Amino acids are attached in long chains according to the mRNA sequence.
• Elements from the sugar molecules in the blood are rearranged into amino acids.
• Sugar molecules in the blood are broken down into smaller molecules and atoms.
• Elements from the protein molecules in the blood are rearranged into amino acids.
Item 4 Alignment: HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the
environment and biodiversity.
• SEP: Constructing Explanations and Designing Solutions
• DCI: LS2.C: Ecosystem Dynamics, Functioning, and Resilience
• CCC: Stability and Change
Answer:
Options:
• Solution Combinations:
o Catch restrictions and restore seagrass beds
o Catch restrictions and natural predator removal
o Restore seagrass beds and natural predator removal
• Explanation:
o Increased nutrients, habitat diversity and biodiversity
o Increased nutrients and biodiversity; decreased predators
o Increased habitat availability and biodiversity; decreased predators
Answer:
Item 5 Alignment: HS-ESS2-7: Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems
and life on Earth.
• SEP: Engaging in Argument from Evidence
• DCI: ESS2.E: Biogeology
• CCC: Stability and Change
Answer:
Item 6 Alignment: HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of
populations.
• SEP: Constructing Explanations and Designing Solutions
• DCI: LS4.C: Adaptation
• CCC: Cause and Effect
Options:
• Years
o 1996
o 1997
o 2000
o 2001
o 2002
o 2003
• Average Annual Precipitation:
o Precipitation was consistently above average in Days 1 – 50.
o Precipitation was consistently above average in Days 51 – 100.
o Precipitation was consistently below average in Days 1 – 50.
o Precipitation was consistently below average in Days 51 – 100.
Answer: Answers may vary, depending on the years chosen.
Example:
Answer: C
Options:
• “After a multiyear drought in California starting in the year 200, some wild mustard plants begin to flower earlier
in the season.”
• “Flowering mustard plants and their young offspring plants need plenty of water to grow.”
• “Table 1 shows the difference in average seasonal precipitation in the first and last 50 days of a typical growing
season.”
• “Table 1. Difference in Precipitation Compared to the Long-Term Seasonal Averages”
• “The scientists also planted seeds collected in 1997 and 2004 in identical greenhouse conditions.”
• “Table 2 shows the number of days from germination to first flowering for all the seeds planted.”
• “Table 2. Days to First Flowering”
Answer: Answer may vary, depending on selection in part B.
Example:
If student selected C in part B, then they can earn a point by selecting one of the following:
• “Flowering mustard plants and their young offspring plants need plenty of water to grow.”
• “Table 1 shows the difference in average seasonal precipitation in the first and last 50 days of a typical growing
season.”
• “Table 1. Difference in Precipitation Compared to the Long-Term Seasonal Averages”
Options:
1st dropdown:
• seed dispersal
• maturation rate
• plant flowering time
• absorption of precipitation by soil
2nd dropdown:
• time of germination
• individual plant genes
• wider area covered by plants
• distribution of genes in the population
Answers:
1st dropdown: plant flowering time
2nd dropdown: distribution of genes in the population
Answer: B