The following 8 Anchor Papers represent a range of score points and are used in conjunction with the rubric to assess student responses.

Score for Anchor Paper #1: Rubric Score 1

Annotation: This response demonstrates some understanding of the question. The student minimally explains the importance of using a control in the experiment (so that you can tell if there was a change; it is something to compare the results to). The description of the control for this experiment (the water in flask A) and the comparison between the control and the experimental setup (The control is just water and yeast with glucose added later on, but the experimental setup includes test solution so that it will show the change when adding glucose) are incorrect. The supporting details are minimally effective.

Score for Anchor Paper #2: Rubric Score 1

Annotation: This response demonstrates some understanding of the question. The student explains the importance of using a control in the experiment (It could help show that the bubbles might appear anyway without glucose being added to yeast, or the solution might turn yellow just from sitting there). A general description of the control for this experiment (the same setup, except flask A would contain only pure water, [no glucose] and flask b would have the original flask b’s contents [test solution]) is established, but does not account for the yeast. Thus, supporting details remain minimally effective.

Score for Anchor Paper #3: Rubric Score 2

Annotation: This response demonstrates a basic understanding of the question. The importance of a control is explained (Since this control will not give off any gases you can compare it to the amount of gases that flask A gives off when glucose is added; will be able to see the total affect the glucose had on the yeast & water mixture in Flask A). The control for this experiment (the regular water & yeast mixture without any glucose added) is clearly described. The comparison between the control and the original experimental setup is not addressed, but overall the supporting details are adequate.

Score for Anchor Paper #4: Rubric Score 2

Annotation: This response demonstrates a basic understanding of the question. The student demonstrates some synthesis of information in explaining the importance of a control (If you do not use a control, you have no way of knowing that the solution turned yellow because of the gas released, or if it turned yellow for another reason; need a control to compare it to). A control for this experiment (Flask A containing only yeast & water, and Flask B containing only the Test Solution) is described with clear details. The comparison between the control and the experimental setup (different from the original experimental set up because no glucose is added) is provided. The supporting details are adequate.

Score for Anchor Paper #5: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. The importance of a control (If you do not test what would normally occur or happen in an experiment like this, there will be no evidence to show how changes would occur in this experiment) is explained. The control for this experiment (add yeast cells to water without adding glucose) is clearly described. Synthesis is demonstrated in explaining why the control, without glucose, is important for this experiment (you can test if the test solution that is being used would turn yellow anyways if yeast & water were mixed; also test if the yeast mixed with water released some type of gas in this experiment). The comparison between the control and the original experimental setup (only difference is that you do not add any amount of glucose to the solution of yeast cells and water) is provided while adding more details about the setup of the control (same setup with two beakers, one with test solution and the other with yeast & water). Overall, the supporting details are generally complete.

Score for Anchor Paper #6: Rubric Score 3

Annotation: This response demonstrates a good understanding of the question. A synthesis of ideas (because you always need a standard to compare your results to; if you don’t have a control, you have no idea whether the results are any different without the variable you tested in the experiment; helps you see exactly what changes resulted in adding a variable to the experiment) is used to explain the importance of a control. A description of a control for this experiment (look exactly like the experimental setup, but there would be no glucose added to Flask A; two flasks with stoppers in them, and with a hose connecting them through the stoppers; Flask A there would only be yeast and water; Flask B there would be the test solution) uses clear and specific details. Synthesis is used to provide a comparison and explain why the exclusion of glucose is important (exactly the same … except it wouldn’t contain glucose because we need to see what the results are before we add the variable [glucose]). The use of accurate scientific terminology (standard to compare; variable) strengthens the response and the supporting details are generally complete.

Score for Anchor Paper #7: Rubric Score 4

Annotation: This response demonstrates a full and complete understanding of the question by providing full and pertinent details. The importance of using a control (so that if the solution in Flask B does change any color slightly or dramatically, it will be able to be compared to the control flask for a definite change) is explained. Using clear and specific details, a control for this experiment (a flask setup where glucose was not added to the yeast solution; Flask A would contain .5 g yeast and 100 mL water as usual and Flask B would still contain the same test solution; The tube would be connecting the two flasks but instead of adding any glucose, nothing will be added to Flask A) is described. In comparing the control to the experimental setup, the student integrates all aspects of the response (With Flask A not receiving any of the independent factor, glucose, it will not have a chance to create gas; can be compared to the experimental group with glucose; If the Flask B in the experimental group were to go through a color change because of the dependent factor … could be compared to the control … no chemical was added). The use of accurate scientific terminology (independent; dependent) enhances the response.

Score for Anchor Paper #8: Rubric Score 4

Annotation: This response demonstrates a full and complete understanding of the question by providing full and pertinent details. Synthesis is shown (the students presume that the yeast on its own won’t already produce a gas; in the current experimental setup, the students really can not make sure; the use of a control would allow the students to establish a baseline and … establish whether or not the glucose caused the gas) in the explanation of the importance of a control. A clear description of the control (replace the glucose and yeast solution with just a yeast solution) is provided. The student continues to integrate the importance of using a control by explaining the relevance of excluding the glucose (Then if the test solution turns yellow, then the yeast does release a gas on its own). A reference to controlling outside variables (setup is extremely similar; helps to ensure that the same variables that affect the experiment also affects the control) is used to compare the control to the experimental setup. The use of accurate scientific terminology (baseline; experimental design) enhances the response.