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Administration Procedures
Contributed by: Assessment of Performance Unit 1985 Administration


Students compare and contrast the visible structures of three insects based on photographs. They then apply simple classification techniques.

The task assesses students' abilities to make simple observations and make generalized inferences from their observations.

This task is designed to take students approximately 10-15 minutes to complete.

Overall Task Content Area:

Life Science

Specific Knowledge Areas:

Not Available

Performance Expectations:

  • conducting investigations
  • applying scientific principles to develop explanations and solve new problems

National Science Education Standards:

12 C LS 3: Chemical reactions: Grades 9-12
3.5 Catalysts, such as metal surfaces, accelerate chemical reactions. Chemical reactions in living systems are catalyzed by protein molecules called enzymes.

12 A SI 1: Abilities necessary to do scientific inquiry: Grades 9-12
1.4 Formulate and revise scientific explanations and models using logic and evidence. Student inquiries should culminate in formulating an explanation or model. Models should be physical, conceptual, and mathematical. In the process of answering the questions, the students should engage in discussions and arguments that result in the revision of their explanations. These discussions should be based on scientific knowledge, the use of logic, and evidence from their investigation.

(Use the "hot" link on the PALS home page to check the full text of related National Science Education Standards, if desired.)

National Council of Teachers of Mathematics:

DAP1: Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer them:
Grades 9-12 k. know the characteristics of well-designed studies, including the role of randomization in surveys and experiments

DAP3: Develop and evaluate inferences and predictions that are based on data:
Grades 9-12 l g. understand how sample statistics reflect the values of population parameters and use sampling distributions as the basis for informal inference

DAP4: Understand and apply basic concepts of probability:
Grades 9-12 j. understand the concepts of conditional probability and independent events
Grades 9-12 k. understand how to compute the probability of a compound event

PS2: Solve problems that arise in mathematics and other contexts:
Grades 9-12

CNX3: Recognize and apply mathematics in contexts outside of mathematics:
Grades 9-12

General Instructions to the Teacher:

This task is designed to take students approximately 10-15 minutes to complete.

Students will be working individually during this exercise.

Students should be ready to work as soon as the period begins. The materials should be set out at each lab station, if possible. All supplies should be clearly labeled.

Materials for Anofasp:

At this station students should have:

  • Three photographs mounted on index cards:
    • Crane fly photo, labeled P
    • Ant photo, labeled Q
    • Wasp photo, labeled R

Advance Preparation

  • Mount photos on index cards with tape or glue.
  • Label as indicated above.


  • Be careful.
  • Teachers and students should always exercise appropriate safety precautions and utilize appropriate laboratory safety procedures and equipment when working on science performance tasks.


  • N/A


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