Item 37 Anchor Papers    

HSA 2008 Biology Item 37

CID
CID4ab0eeef6f7b1498dc7682041a45a55e
itemNum
37
initialLetter
itemType
BCR
itemAnswerKey
N/A
itemMaxScorePoints
4
origNum
55

Students are building an exhibit of an East African food web for a science fair. The food web they are using is shown below.

Analyze the roles of the organisms and the flow of energy in the East African food web. In your response, be sure to

  • identify the role of each organism in the food web
  • describe the relationship among the organisms in the ecosystem
  • explain how a pyramid can be used to show the relationship among the organisms in the food web
  • explain how the organisms in this food web would best fit in a pyramid model

Write your answer in your Answer Book.


Score Level 1 Anchor Paper

 

This response demonstrates some understanding of the problem. A description of the relationships among the organisms is provided (grass which gives all the organisms eating it energy; Zebra and the Gazelle that eat the grass; lion who is getting energy … by eating the Zebra and Gazelle; vulture who feeds off the dead animals). However, despite the mention of energy, the student fails to explain how a pyramid model can be used to show the relationship and flow of energy between the organisms. Overall, the supporting details are minimally effective.

image of student response

Score Level 1 Anchor Paper

 

This response demonstrates some understanding of the problem. The ecological roles of most of the organisms in the food web are identified (grass is the producer; zebra and the gazelle are the consumer; lion is the secondary consumer), but the role of the vulture is incorrect (decomposer). Although the student uses accurate scientific terminology (producer; secondary consumer), the response does not address the relationships among the organisms or how a pyramid can be used to show those relationships, making the supporting details minimally effective.

image of student response

Score Level 2 Anchor Paper

 

This response demonstrates a basic understanding of the problem by providing adequate supporting details. The role of each organism in the East African food web is identified using accurate scientific terminology (grass is the producer; Zebra and Gazelle are the 1st Level Consumers; lion is the 2nd level consumer; vulture is a scavenger). Although the attempt to describe the relationship among the organisms in the ecosystem is inaccurate (all of them eat each other), the explanation of how the organisms in this food web best fit into a pyramid model is adequate (grass at the bottom; Gazelle and Zebra … level higher; Lion would be one more higher).

image of student response

Score Level 2 Anchor Paper

 

This response demonstrates a basic understanding of the problem. The student correctly identifies the role of the vulture (scavanger) and describes the relationships among the organisms in the ecosystem (grass is to provide food for the gazelle and zebra; zebra and the gazelle eat the grass; lion eats the zebra and gazelle; vulture eats the remains of the zebra and gazelle; lion dies, the vulture will eat the remains). An explanation of how the organisms in this food web best fit in a pyramid model (grass … bottom; Then ... zebra and gazelle; lastly the lion) is accurate, except for the vulture (Then the vulture). Overall, the supporting details are adequate.

image of student response

Score Level 3 Anchor Paper

 

This response demonstrates a good understanding of the problem. The analysis of the roles of the organisms in the food web reflects some synthesis in describing the relationships (grasses in this food web is the producer; zebra and Gazelle are 1 level consumers or herbavores because they eat only the grasses; vulture and the lion are 2nd level consumers … eat the 1st level; Vulture is also a 3rd level consumer because he eats the lion who is a 2nd level consumer). An explanation of how a pyramid can be used to show the relationships (can show the energy need lost in each relationship) is provided and addresses the flow of energy in the food web. The student continues to show synthesis, as the explanation of how the organisms in this ecosystem would best fit in a pyramid model is given with respect to the role of each organism and the flow of energy (producers [Grasses] have the most energy and as you rise each level energy is lost; the vulture has the least amount; Energy depends on the animals role). The use of accurate scientific terminology (producer; 1 level consumers; herbavores; 2nd level; 3rd level) strengthens the response, and supporting details are generally complete.

image of student response

Score Level 3 Anchor Paper

 

This response demonstrates a good understanding of the problem. The student correctly identifies the role of each organism in the food web (grasses are the 1° producer; zebras and gazelles are both 1° consumers; lions are 2° consumers; vultures … consumers). A description of the relationships among the organisms (zebras and gazelles eat the grass, the lions in turn eat them, and the vultures eat all of the other consumers) is provided, and an explanation of how a pyramid can be used to show these relationships (show trophic levels) is given. The explanation of how the organisms best fit into this model addresses the biomass of each level (grasses would be in the lowest, but largest section; zebra and gazelle would go to the next section up and then the lion would be right above them) as well as the flow of energy (highest, but smallest section would be the vulture, because there is the least amount of energy in that section) demonstrating a synthesis of ideas. The use of accurate scientific terminology (producer; 1° consumers; 2° consumers) strengthens the response, and the supporting details are generally complete.

image of student response

Score Level 4 Anchor Paper

 

This response demonstrates a full and complete understanding of the problem. Using scientific terminology accurately, the student identifies the roles of organisms in the food web (Grasses – producers; Zebra, Gazelle – Primary cons. … herbivores; Lion – secondary cons. … carnivore) and describes some relationships accurately (There is a predator-prey relationship between each trophic level … Gazelle + Lion; Zebra + Lion). The drawing reflects a complete synthesis of information about how a pyramid can be used to show the relationships among organisms in the food web, and the student integrates full and pertinent supporting details about the flow of energy in the food web (pyramid shows how energy is distributed; Grasses have the most energy; Only 10% of an organism’s energy is passed onto the next trophic level; 90% is either used by the organism, or is released into the environment) and about biomass (producers have the largest population).

image of student response

Score Level 4 Anchor Paper

 

This response demonstrates a full and complete understanding of the problem. The roles (producers; herbavores; scavenger; top-order consumer) and relationships of each organism in the food web are identified and described using pertinent and complete supporting details (grasses … transfer the sun’s energy; herbavores, that eat the producers, such as the gazelle or zebra; vulture … eats dead + decaying animal matter). A full synthesis of information is present as these relationships and the flow of energy are analyzed in order to describe how a pyramid model is used (organisms are interconnected as food sources; represent an energy pyramid; show how both the numbers of organisms, and the amount of energy decreases as energy is passed along via consumption). The student continues to integrate the flow of energy, as well as biomass, into a full explanation of how the organisms in this food web best fit into a pyramid model (grasses are at the bottom of the trophic pyramid … most plentiful, and are the beginning source of energy, as photosynthetic producers; energy is passed along to the herbavores, who are smaller in numbers … receive less of the available energy; consumed by carnivores … fewest in numbers, and farthest away from the original energy source). The use of accurate scientific terminology (producers; herbavores; scavenger; top-order; photosynthetic; carnivores) enhances the response and the supporting details are pertinent and complete.

image of student response
 

Anchor Papers ~ Biology ~ Item 37

HSA 2008 Biology Item 37

CID
CID4ab0eeef6f7b1498dc7682041a45a55e
itemNum
37
initialLetter
itemType
BCR
itemAnswerKey
N/A
itemMaxScorePoints
4
origNum
55

Students are building an exhibit of an East African food web for a science fair. The food web they are using is shown below.

Analyze the roles of the organisms and the flow of energy in the East African food web. In your response, be sure to

  • identify the role of each organism in the food web
  • describe the relationship among the organisms in the ecosystem
  • explain how a pyramid can be used to show the relationship among the organisms in the food web
  • explain how the organisms in this food web would best fit in a pyramid model

Write your answer in your Answer Book.

 

Score Level 1 Anchor Paper

 

This response demonstrates some understanding of the problem. A description of the relationships among the organisms is provided (grass which gives all the organisms eating it energy; Zebra and the Gazelle that eat the grass; lion who is getting energy … by eating the Zebra and Gazelle; vulture who feeds off the dead animals). However, despite the mention of energy, the student fails to explain how a pyramid model can be used to show the relationship and flow of energy between the organisms. Overall, the supporting details are minimally effective.

image of student response

 

Score Level 1 Anchor Paper

 

This response demonstrates some understanding of the problem. The ecological roles of most of the organisms in the food web are identified (grass is the producer; zebra and the gazelle are the consumer; lion is the secondary consumer), but the role of the vulture is incorrect (decomposer). Although the student uses accurate scientific terminology (producer; secondary consumer), the response does not address the relationships among the organisms or how a pyramid can be used to show those relationships, making the supporting details minimally effective.

image of student response

 

Score Level 2 Anchor Paper

 

This response demonstrates a basic understanding of the problem by providing adequate supporting details. The role of each organism in the East African food web is identified using accurate scientific terminology (grass is the producer; Zebra and Gazelle are the 1st Level Consumers; lion is the 2nd level consumer; vulture is a scavenger). Although the attempt to describe the relationship among the organisms in the ecosystem is inaccurate (all of them eat each other), the explanation of how the organisms in this food web best fit into a pyramid model is adequate (grass at the bottom; Gazelle and Zebra … level higher; Lion would be one more higher).

image of student response

 

Score Level 2 Anchor Paper

 

This response demonstrates a basic understanding of the problem. The student correctly identifies the role of the vulture (scavanger) and describes the relationships among the organisms in the ecosystem (grass is to provide food for the gazelle and zebra; zebra and the gazelle eat the grass; lion eats the zebra and gazelle; vulture eats the remains of the zebra and gazelle; lion dies, the vulture will eat the remains). An explanation of how the organisms in this food web best fit in a pyramid model (grass … bottom; Then ... zebra and gazelle; lastly the lion) is accurate, except for the vulture (Then the vulture). Overall, the supporting details are adequate.

image of student response

 

Score Level 3 Anchor Paper

 

This response demonstrates a good understanding of the problem. The analysis of the roles of the organisms in the food web reflects some synthesis in describing the relationships (grasses in this food web is the producer; zebra and Gazelle are 1 level consumers or herbavores because they eat only the grasses; vulture and the lion are 2nd level consumers … eat the 1st level; Vulture is also a 3rd level consumer because he eats the lion who is a 2nd level consumer). An explanation of how a pyramid can be used to show the relationships (can show the energy need lost in each relationship) is provided and addresses the flow of energy in the food web. The student continues to show synthesis, as the explanation of how the organisms in this ecosystem would best fit in a pyramid model is given with respect to the role of each organism and the flow of energy (producers [Grasses] have the most energy and as you rise each level energy is lost; the vulture has the least amount; Energy depends on the animals role). The use of accurate scientific terminology (producer; 1 level consumers; herbavores; 2nd level; 3rd level) strengthens the response, and supporting details are generally complete.

image of student response

 

Score Level 3 Anchor Paper

 

This response demonstrates a good understanding of the problem. The student correctly identifies the role of each organism in the food web (grasses are the 1° producer; zebras and gazelles are both 1° consumers; lions are 2° consumers; vultures … consumers). A description of the relationships among the organisms (zebras and gazelles eat the grass, the lions in turn eat them, and the vultures eat all of the other consumers) is provided, and an explanation of how a pyramid can be used to show these relationships (show trophic levels) is given. The explanation of how the organisms best fit into this model addresses the biomass of each level (grasses would be in the lowest, but largest section; zebra and gazelle would go to the next section up and then the lion would be right above them) as well as the flow of energy (highest, but smallest section would be the vulture, because there is the least amount of energy in that section) demonstrating a synthesis of ideas. The use of accurate scientific terminology (producer; 1° consumers; 2° consumers) strengthens the response, and the supporting details are generally complete.

image of student response

 

Score Level 4 Anchor Paper

 

This response demonstrates a full and complete understanding of the problem. Using scientific terminology accurately, the student identifies the roles of organisms in the food web (Grasses – producers; Zebra, Gazelle – Primary cons. … herbivores; Lion – secondary cons. … carnivore) and describes some relationships accurately (There is a predator-prey relationship between each trophic level … Gazelle + Lion; Zebra + Lion). The drawing reflects a complete synthesis of information about how a pyramid can be used to show the relationships among organisms in the food web, and the student integrates full and pertinent supporting details about the flow of energy in the food web (pyramid shows how energy is distributed; Grasses have the most energy; Only 10% of an organism’s energy is passed onto the next trophic level; 90% is either used by the organism, or is released into the environment) and about biomass (producers have the largest population).

image of student response

 

Score Level 4 Anchor Paper

 

This response demonstrates a full and complete understanding of the problem. The roles (producers; herbavores; scavenger; top-order consumer) and relationships of each organism in the food web are identified and described using pertinent and complete supporting details (grasses … transfer the sun’s energy; herbavores, that eat the producers, such as the gazelle or zebra; vulture … eats dead + decaying animal matter). A full synthesis of information is present as these relationships and the flow of energy are analyzed in order to describe how a pyramid model is used (organisms are interconnected as food sources; represent an energy pyramid; show how both the numbers of organisms, and the amount of energy decreases as energy is passed along via consumption). The student continues to integrate the flow of energy, as well as biomass, into a full explanation of how the organisms in this food web best fit into a pyramid model (grasses are at the bottom of the trophic pyramid … most plentiful, and are the beginning source of energy, as photosynthetic producers; energy is passed along to the herbavores, who are smaller in numbers … receive less of the available energy; consumed by carnivores … fewest in numbers, and farthest away from the original energy source). The use of accurate scientific terminology (producers; herbavores; scavenger; top-order; photosynthetic; carnivores) enhances the response and the supporting details are pertinent and complete.

image of student response