OHVA holds local testing locations throughout Ohio 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 Tests are begin at 9:30am or 6:30pm the week of March 11 Site Proctors (teachers) are calling to double check and confirm testing informaiton

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 Practice tests are free and worthwhile especially if you have never experience state testing. Click Here Manual Site Address: http://ogt.success-ode-state-oh-us.info/Profile/Login.aspx?ReturnUrl=%2fpracticetest%2ftestworkbook.aspx%3fnav%3dstudent&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 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? 4 Short Answer 2 Extended Response 2 from Life, Earth/Space, or Physical Sciences 2 from Nature of Science & Technology 2 Extended Response 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 Look carefully at directions Underline exact instructions Jot down ideas Write Your Answer “Echo” the question Answer exact instructions Write paragraphs or lists Review & Revise 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? List one theory List another theory Provide example of evidence for theory #1 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 Two important scientific theories are plate tectonics and the “Big Bang” theory.

Example 1 point answer Newton’s Theory of Gravity – all things fall. Cell Theory – all living things are made of cells.

Example 0 point answer 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. 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 The graph would be steeper (or have a greater slope) as more cooling occurred in the same amount of time (may also note that the surface area of the ice increased and that the proposed experiment results in a lesser area under the curve graphed). AND The proposed experiment uses more ice in relation to water, may also note that the surface area of the ice increased so the 0.0°C temperature would be reached sooner. OR There is less water in the container so it will reach 0.0°C sooner.

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. The graph would be steeper (or have a greater slope) as more cooling occurred in the same amount of time (may also note that the surface area of the ice increased and that the proposed experiment results in a lesser area under the curve graphed). AND The proposed experiment uses more ice in relation to water, may also note that the surface area of the ice increased so the 0.0°C temperature would be reached sooner. OR There is less water in the container so it will reach 0.0°C sooner.

Remember…. Read the question carefully Answer all parts of the question Use correct scientific information Include vocabulary to help answer the questions