Reporting Category Earth & Space Science Standard Earth Structures Benchmark Number SC.912.E.6.6 – Marine Science 2 Honors ONLY Benchmark Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. Also Assesses SC.912.N.1.7 Recognize the role of creativity in constructing scientific questions, methods and explanations. Item Types Multiple Choice; Short Answer Cognitive Complexity Level High Benchmark Clarification Students will analyze past, present, and potential future consequences to the environment resulting from various energy production technologies. Students will recognize the role of creativity in constructing scientific questions, methods, and explanations. Content Limits Items will not assess the conservation of natural resources. Items will not assess how natural resources are formed. Stimulus Attributes Illustrations or diagrams may be used. Response Attributes None Specified Content Focus renewable resources, nonrenewable resources, sustainability, ocean thermal energy conversion, anthropogenic impacts, ocean acidification, pollution, eutrophication, anoxic conditions, hypoxic zones, stormwater runoff, sewage, sludge, dispersant, biological magnification, dioxins, polychlorinated biphenyls (PCBs), heavy metals, thermal pollution, extinction, endangered, threatened, conservation, Exclusive Economic Zones (EEZs), marine protected areas, habitat restoration, artificial reefs
Reporting Category Earth & Space Science Standard Earth Systems & Patterns Benchmark Number SC.912.E.7.9 Benchmark Cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water. Also Assesses LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information. Item Types Multiple Choice; Short Answer Cognitive Complexity Level High Benchmark Clarification Students will cite evidence that the ocean has had a significant influence on climate change by absorbing, storing, and moving heat, carbon, and water. Students will identify the impacts of surface currents, deep ocean circulation, and the ocean conveyor belt. Content Limits Items will not assess how to measure heat capacity. Items will not assess the heat capacity of substances other than water. Items will not assess how climate change is measured. Items will not assess the effects of climate change. Stimulus Attributes None Specified Response Attributes None Specified Content Focus hydrogen bonds, covalent bonds, polarity, density, solvent, climate change, thermocline, pycnocline, latent heat, evaporation, condensation, melting, freezing, sublimation, heat capacity, climate, absorption, atmosphere, ocean conveyor belt, deep ocean circulation, currents, greenhouse effect, upwelling, downwelling, Ekman spiral, gyre Sample Item How does carbon absorption by the ocean affect global climate? A) Carbon absorption does not have any effect. B) Carbon absorption increases global temperature. C) Carbon absorption increases the warming of the atmosphere. D) Carbon absorption decreases the warming of the atmosphere. Correct Answer: D
Reporting Category Nature of Science Standard Characteristics of Scientific Knowledge Benchmark Number SC.912.N.2.1 Benchmark Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). Also Assesses None Specified Item Types Multiple Choice; Short Answer Cognitive Complexity Level High Benchmark Clarification Students will identify what is science. Students will identify what is not science. Students will identify what superficially resembles science. Content Limits Items will not have students defining science. Stimulus Attributes None Specified Response Attributes None Specified Content Focus science, evidence, hypothesis, theory, law, problem, observation, information, source, empirical, investigation, analysis, interpretation, reasoning, data Sample Item Old stories tell of gigantic cartilaginous fish, possibly ancient sharks called Megalodon. To prove that Megalodon still exist, what would be the most useful scientific evidence? A) unexplained bite marks on fish B) good photographs of the creature C) a fresh carcass of the ancient shark D) reliable eye witness accounts of seeing the creatures Correct Answer: C