Transcript How to Answer Extended Response and Short Questions

Get Ready
Ohio Graduation Tests
March 11 – 15, 2013
for 10th graders
OHVA holds local testing locations
throughout Ohio
You will receive more information about your testing location
On the OGT :
• You will be tested in a variety of
science areas with emphasis
on Physical Science & Biology
• You will have many multiple
choice and several short
answer
• You need to answer EVERY
question… leave nothing blank!
Want a little more practice
before the OGT?
• Click on the
hyperlink below this
announcement or
copy the manual
address into your
browser
• Then click on Take
a Test without
Logging In
• Choose the subject
you would like
• Several practice
tests are available
for each subject
Click Here
Manual Site Address:
http://ogt.success-ode-state-ohus.info/Profile/Login.aspx?ReturnUrl=%2fpracticetest%2ftestworkbook.aspx%3fnav%3
dstudent&nav=student
OGT Science Performance
Verbs
Why do I need to know these verbs?
 Commonly found in short answer and
extended response questions.
 The exact instructions for what you are
supposed to do will usually be a
“performance verb”.
 The performance verbs ask you to present
information in a certain way.
Science Performance Verbs
Performance Verb:
Definition:
ANALYZE
To think about the different parts of a problem or situation to figure out the traits of
the whole.
COMPARE
To look at traits or qualities to find out what is alike and what is different.
DESCRIBE
To represent a thought or an idea, such as noting changes taking place over time.
EVALUATE
To determine the value of something for a given purpose based on certain standards
or criteria
EXPLAIN
To make clear or give reason for something
FORMULATE
To express a thought or an idea based on the review of information
INFER
To extend information beyond what is directly stated
PREDICT
To use what is already known to make a statement about what will happen in the
future.
SUMMARIZE
To condense information
SUPPORT
To show evidence to back a conclusion or argument
TRACE
To describe a path or sequence
How to Answer
Extended Response and
Short Questions
Activity #3
How many, what kind?
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4 Short Answer
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2 from Life, Earth/Space, or Physical Sciences
2 from Nature of Science & Technology
2 Extended Response
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1 from Life, Earth/Space, or Physical Sciences
1 from Nature of Science & Technology
Steps to Answering Short Answer
and Extended Response
Analyze and Plan
1.
1.
2.
3.
Look carefully at directions
Underline exact instructions
Jot down ideas
Write Your Answer
2.
1.
2.
3.
“Echo” the question
Answer exact instructions
Write paragraphs or lists
Review & Revise
3.
1.
2.
Did I complete all parts in the question?
Did I provide enough details, examples, and reasons to
support my answers?
Example Extended Response
Question
QUESTION: Identify two important scientific
theories and provide one example of
evidence supporting each theory.
Example Extended Response
Question
QUESTION: Identify two important scientific
theories and provide one example of
evidence supporting each theory.
How does this break down as points?
1. List one theory
2. List another theory
3. Provide example of evidence for theory #1
4. Provide example of evidence for theory #2
Scoring Guidelines
4 Points – The student identifies two important scientific theories and
provides one example of evidence supporting each theory.
3 points – The student identifies two important scientific theories and
provides an example of evidence supporting one theory.
2 points – The students identifies two major scientific theories but fails
to or incorrectly provides evidence supporting each theory.
- OR The student identifies one major theory and provides an example of
evidence supporting this theory.
1 point – The student identifies one major theory.
0 points – The student response does not meet the criteria to earn one
point. The response indicates inadequate or no understanding of
the task. It may only repeat information from the prompt or provide
incorrect or irrelevant information. The student may have written on
another topic or written, “I Don’t Know”
Example 4 point answer

Scientists often develop theories to explain what
they observe. Two important scientific theories are
the atomic theory and the germ theory of disease.
Atomic theory states that all matter is composed of
tiny particles called atoms. Atomic theory is
supproted by experiments in which scientists aimed
radiation at atoms to discover their parts. The germ
theory of disease states that many diseases are
caused by microscopic organisms in the air. This
theory was supported by the fact that the same
organism can always be seen under a microscope
when a person is affected by a particular disease.
Example 2 point answer
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Two important scientific theories are plate
tectonics and the “Big Bang” theory.
Example 1 point answer
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Newton’s Theory of Gravity – all things fall.
Cell Theory – all living things are made of
cells.
Example 0 point answer
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The “Big Bang” theory is supported by
evidence from many different scientists that
proves that cells create a big bang when they
hit into one another.
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Uhhh…..NO!!!
Temperature Experiment
Students pour 250.0 g of water into an open insulated container. The initial
temperature of the water inside the container is recorded. The temperature of the
contents of the container is recorded every 3.0 minutes. When 73.0 g of ice (at
melting point) is added to the container, the students continue to collect
temperature data and the mixture is gently stirred. The data from Experiment 1
are listed in the chart below. The data are also plotted on the following graph.
In a proposed experiment using twice as much ice and half as much
water as in Experiment 1, a student predicts the values shown in the
graph below.
Compare the shapes of the graphed lines
from Experiment 1 and the proposed
experiment and explain why the predicted
values are probable. (2pt short answer
question)
In a proposed experiment using twice as much
ice (146 g) and half as much water (125.0 g) as
in Experiment 1, a student predicts the values
shown in the graph below.
Compare the shapes of the graphed lines from Experiment
1 and the proposed experiment and explain why the
predicted values are probable.
Check your answer:
2pts = If you correctly compared the shapes of each graph AND explained why
the predicted values are probable.
1pt = If you did only compared the graphs OR explained why predicted values are
probable.
0pt = IDK
In a proposed experiment using twice as much
ice (146 g) and half as much water (125.0 g) as
in Experiment 1, a student predicts the values
shown in the graph below.
Compare the shapes of the graphed lines from Experiment
1 and the proposed experiment and explain why the
predicted values are probable.
ANSWER SAMPLES
2pts The graph is the same basic shape between the proposed graph as it is in the experiment 1 graph.
Both follow relatively the same curve, with the proposed curve being a little deeper. This makes sense
because there is more ice, so the water should cool faster, but the data will show the same trend.
1pt The predicted values are probable because the temperature lowered quicker. OR The temperature in
the proposed experiment went down faster than in the first experiment.
0pt The results are probable because each graph has the same shape, began at the same time, and show
the same temperature.
Remember….
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Read the question carefully
Answer all parts of the question
Use correct scientific information
Include vocabulary to help answer the questions