Study Guide

Field 110: Biological Sciences 
Sample Constructed-Response Assignment

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The following materials contain:

• Test directions for the constructed-response assignment
• A sample constructed-response assignment
• An example of a strong and weak response to the assignment, and a rationale for each
• The performance characteristics and scoring scale

Test Directions for the Constructed-Response Assignment

This section of the test consists of one constructed-response assignment. You are to prepare a written response of approximately 300–to600 words on the assigned topic. You should use your time to plan, write, review, and edit your response to the assignment.

Read the assignment carefully before you begin to write. Think about how you will organize your response.

As a whole, your response must demonstrate an understanding of the knowledge and skills of the field. In your response to the assignment, you are expected to demonstrate the depth of your understanding of the content area through your ability to apply your knowledge and skills rather than merely to recite factual information.

Your response to the assignment will be evaluated on the basis of the following criteria:

 start bold PURPOSE: end bold  the extent to which the response achieves the purpose of the assignment
 start bold SUBJECT MATTER KNOWLEDGE: end bold  accuracy and appropriateness in the application of subject matter knowledge
 start bold SUPPORT: end bold  quality and relevance of supporting details
 start bold RATIONALE: end bold  soundness of argument and degree of understanding of the subject matter

The constructed-response assignment is intended to assess subject matter knowledge and skills, not writing ability. However, your response must be communicated clearly enough to permit valid judgment of the scoring criteria. Your response should be written for an audience of educators in this field. The final version of your response should conform to the conventions of edited American English. Your written response must be your original work, written in your own words, and not copied or paraphrased from some other work.

Be sure to write about the assigned topic. You may not use any reference materials during the test. Remember to review what you have written and make any changes you think will improve your response.

Sample Constructed-Response Assignment

Competency 0011 
Analyze a lesson plan and student work sample for a learning standard in the Oklahoma Academic Standards for Science or the Next Generation Science Standards and describe differentiated instructional strategies that address student needs.

 start bold Use the data provided to complete the task that follows. end bold 

Using your knowledge of standards-based learning goals and scientific investigations, prepare a response of approximately 300–to600 words in which you:

• describe how well the content standards are achieved in this lesson, citing specific evidence to support your position;
• analyze student work samples from this biology lesson, citing specific evidence to identify strengths and needs;
• describe differentiated instructional strategies based on identified strengths and needs; and
• describe the potential impacts of this analysis on future instruction for specific students, for specific units of study, and for a teacher's general instructional practice.

Be sure to utilize  start bold all end bold  of the exhibits in your response.

Exhibit 1: Class Context

In a high school biology class, students have been learning about cellular respiration and the sources and flow of energy in various organisms. Students are familiar with the chemical reactions associated with cellular respiration and have experience with basic laboratory procedures. This investigation will focus specifically on anaerobic respiration and the use of different carbohydrate substrates by baker's yeast (Saccharomyces cerevisiae). Fermentation tubes will be used to compare the relative amounts of carbon dioxide produced as the result of alcoholic fermentation by the yeast.

Exhibit 2: Lesson Plan

The following is an excerpt from a high school biology lesson plan.

Unit Subject: Cellular respiration

Subject of the Lesson: Respiration in yeast

Student Content Standard: B.LS1.7 Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.

Lesson Objective:

• Students will design and carry out an investigation to determine the validity of a hypothesis about the fermentation of different carbohydrates by yeast.
• Students will demonstrate an understanding of the characteristics of anaerobic respiration and the differences between aerobic and anaerobic respiration.
• Students will demonstrate an understanding of proper lab techniques, including use of fermentation tubes, measurement tools, and data collection and analysis.

Materials:

• solutions of fructose, glucose, lactose, sucrose, flour
• solution of baker's yeast in water
• multiple fermentation tubes (in the image shown)
• cotton
• water bath at 37°C
• ruler

Procedure:

• Label fermentation tubes, include control tubes.
• To each tube, add the 7 mL of one of the carbohydrate solutions and 5 mL of yeast solution.
• Tip fermentation tubes so that the straight vertical portion is filled.
• Block opening of tube with a cotton plug.
• Place all tubes in the water bath and record the start time.
• After 20 min, remove tubes and measure the amount of gas produced at the top of each vertical tube.
• Record all data.

The diagram used in this item is of a piece of glassware called a fermentation tube. This fermentation tube consists of an upright closed arm which is connected by a curved piece of glass to a glass bulb that is open on one end. This glass bulb and arm are connected to a glass stand, which provides support.

Assessment: Students will be assessed based on observations and data collected during the investigation and their analysis of these data, and answers to specific questions.

Exhibit 3: Student Assignment

The following is the sample student lab assignment.

Fermentation Data Table

Table depicting the results of a student lab assignment

Tube #	Contents	Type of Sugar	Total Time	Volume of CO2C O 2 (mLmilliliters)	Fermentation Rate (mL CO2/minmilliliters of C O 2 per minute)
1	yeast, water	none	20	0	0
2	glucose, water	monosaccharide	20	0	0
3	glucose, yeast	monosaccharide	20	4	.2
4	fructose, yeast	monosaccharide	20	3	.15
5	lactose, yeast	disaccharide	20	1	.05
6	sucrose, yeast	disaccharide	20	6	.3
7	flour, yeast	carbohydrate mix	20	.5	.03

Graph of Data

Graph consists of an x axis and y axis and vertical bars rising vertically from the x axis. The y axis is labeled with numbers one through 7, all equally spaced. The x axis is labeled with numbers 3, 4, 5, 6, and 7, all equally spaced. Reading across the x axis from left to right, the first vertical bar is centered over the number 3 and ends at number 4 on the y axis. The second vertical bar is centered over the number 4 and ends at number 3 on the y axis. The third vertical bar is centered over the number 5 and ends at number 1 on the y axis. The fourth vertical bar is centered over the number 6 and ends at number 6 on the y axis. The fifth and final vertical bar is centered over the number 7 on the x axis and ends at approximately point five on the y axis.

Exhibit 4: Student Responses

The following are student responses to the analysis section of investigation.

1. What was the hypothesis you tested in this investigation?

More carbon dioxide will be produced by yeast using monosaccharides for respiration compared to using disaccharides because monosaccharides can be used directly by the yeast.

2. Discuss the results you obtained. Was the hypothesis supported by the data?

No, the hypothesis was not really supported by the data because respiration using sucrose (a disaccharide) produced more carbon dioxide than respiration using glucose or fructose (which are both monosaccharides). In this investigation, yeast using sucrose as a food source produced more carbon dioxide, followed by glucose, fructose, and lactose. There was hardly any respiration using flour as a food source.

3. What are the control treatments and the independent and dependent variables in this experiment?

The control treatments were test tubes #1 and #2. Test tube #1 had just yeast and water and test tube #2 had glucose and water. As expected, no respiration was observed in either of these tubes. The independent variable was the type of carbohydrate the yeast was using, and the dependent variable was the amount of carbon dioxide that was produced.

4. Provide an explanation for the difference in the respiration rates of lactose and sucrose.

Both sugars are disaccharides, so we expected to see a similar rate of respiration. However, yeast was able to use sucrose more efficiently. Sucrose is made up of the monosaccharides glucose and fructose and lactose is formed from glucose and galactose. Yeast must be able to break down both disaccharides but for some reason can use sucrose more easily.

5. What is the overall equation for anaerobic respiration?

The overall equation of anaerobic respiration (fermentation) is C₆H₁₂O₆ → C₂H₅OH + CO₂ + energy  C 6 H 12 O 6 yields C 2 H 5 O H plus C O 2 plus energy , where C₂H₅OH C 2 H 5 O H  represents ethanol, the other product of anaerobic respiration.

6. List some similarities and differences of anaerobic respiration (fermentation) compared to aerobic respiration.

Some differences:

• aerobic respiration uses oxygen while anaerobic respiration is used by organisms when not much oxygen is available
• the products of aerobic respiration are water, carbon dioxide, and energy, while anaerobic respiration produces carbon dioxide, alcohol, and energy
• 38 ATP are made in aerobic respiration and 2 ATP are made in anaerobic respiration

Some similarities:

• both processes produce energy
• both processes use glucose as a reactant
• both processes take place in mitochondria in cells

Sample Strong Response to the Constructed-Response Assignment

 start bold The sample response provided below is for review purposes only and should not be used in a response on an operational exam. Use of the exact words and phrases presented in this sample response will result in a score of "U" (Unscorable) due to lack of original work. end bold 

Rationale for the Sample Strong Response

Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.

The response adequately addresses the purpose of the assignment (refer to the instructions of the assignment) by generally addressing all bullet points of the prompt. The response specifically addresses how objectives relate to standards (i.e., breaking and reforming of bonds and differences between aerobic and anaerobic respiration) and uses specific supporting evidence to respond to each bullet. Not only does the writer correctly identify several strengths, the strengths are also related to the assignment (e.g., how the different sugars affect the results). Weaknesses are appropriately identified (e.g., missing data on the graph, lack of labels on the graph, and factual errors in the free responses), and support was provided as to why they are weaknesses in the work sample. Strategies indicated relate to the assignment (e.g., molecular models and manipulatives) and describe why they are appropriate (e.g., using models to rearrange molecules and using other learning modalities). Future instruction connects this activity to real life situations (e.g., cost efficiency) and ways to modify the experiment (e.g., different temperatures or pH), which provide students a more complete understanding of conditions that might affect enzyme activity. Overall, this response generally addresses the prompt and cites specific examples with appropriate support.

Sample Weak Response to the Constructed-Response Assignment

Rationale for the Sample Weak Response

Please note that the response is evaluated based upon the four performance characteristics of Purpose, Subject Matter Knowledge, Support, and Rationale. Please also note how the score point descriptions are based upon how the examinee attends to the performance characteristics. You should be very familiar with the CEOE performance characteristics and score scale and refer to them when reviewing this rationale.

The purpose of this assignment (please refer to the instructions for the assignment) is only partially achieved. While connections are made to the standards, the support for the connections is weak (e.g., answers on worksheet and no broken glassware). Strengths of the activity are identified. However, the strengths mentioned (e.g., complete sentences, neat/easy to read) are overly general and not specific to this activity. Filling out a data sheet and transferring data to a graph are not skills related to anaerobic respiration or this experiment. While the lack of labels is a reasonable criticism, this alone cannot complete the task. Additionally, proposing changing the times indicates a fundamental lack of understanding of respiration rates and changes the experiment. More practice with graphs may be a good idea, but there is no indication as to how to address the issue identified (i.e., lack of labels). Balancing equations is not going to improve student understanding of the process of respiration. The recommendations for future instruction lack specificity and direct connection to this activity. The weak subject matter knowledge demonstrated in this response combined with a lack of supporting evidence reflects a poorly reasoned response and limited understanding of the topic.

Performance Characteristics

The following characteristics guide the scoring of responses to the constructed-response assignment.

Characteristics that guide the scoring of responses

Purpose	The extent to which the response achieves the purpose of the assignment
Subject Matter Knowledge	The accuracy and appropriateness in the application of subject matter knowledge
Support	The quality and relevance of supporting details
Rationale	The soundness of argument and degree of understanding of the subject matter

Scoring Scale

Scores will be assigned to each response to the constructed-response assignment according to the following scoring scale.

Score Scale with description for each score point.

Score Point	Score Point Description
4	start bold The "4" response reflects a thorough knowledge and understanding of the subject matter. end bold  The purpose of the assignment is fully achieved. There is a substantial, accurate, and appropriate application of subject matter knowledge. The supporting evidence is sound; there are high-quality, relevant examples. The response reflects an ably reasoned, comprehensive understanding of the topic.
3	start bold The "3" response reflects a general knowledge and understanding of the subject matter. end bold  The purpose of the assignment is largely achieved. There is a generally accurate and appropriate application of subject matter knowledge. The supporting evidence generally supports the discussion; there are some relevant examples. The response reflects a general understanding of the topic.
2	start bold The "2" response reflects a partial knowledge and understanding of the subject matter. end bold  The purpose of the assignment is partially achieved. There is a limited, possibly inaccurate or inappropriate application of subject matter knowledge. The supporting evidence is limited; there are few relevant examples. The response reflects a limited, poorly reasoned understanding of the topic.
1	start bold The "1" response reflects little or no knowledge and understanding of the subject matter. end bold  The purpose of the assignment is not achieved. There is little or no appropriate or accurate application of subject matter knowledge. The supporting evidence, if present, is weak; there are few or no relevant examples. The response reflects little or no reasoning about or understanding of the topic.
U	The response is unscorable because it is illegible, not written to the assigned topic, written in a language other than English, or lacking a sufficient amount of original work to score.
B	There is no response to the assignment.

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