Interpreting Free Response Questions:
Helping Students Write Good Responses
Free Response Questions (FRQs) are written to contain several related parts. They are normally constructed so that even if a student does not have the knowledge to answer all parts of the question, they may have some relevant knowledge or are able to use the format of the question to answer other parts, at least earning some credit for their response.
There are three FRQs on each APES exam:
- Question #1: Design an investigation presents students with an authentic environmental scenario accompanied by either a model/visual representation or quantitative data and may assess student ability to:
- Describe and/or explain environmental concepts, processes, and models presented in written format.
- Analyze visual representations or data.
- Analyze research studies that test environmental principles.
- Describe environmental problems and/or potential responses.
- Question #2: Analyze an environmental problem and propose a solution presents students with an authentic environmental scenario accompanied by either a model/visual representation or quantitative data and may assess student ability to:
- Describe and/or explain environmental concepts, processes, and models presented in written format.
- Analyze visual representations or data.
- Propose and justify solutions to environmental problems.
- Question #3: Analyze an environmental problem and propose a solution doing calculations presents students with an authentic environmental scenario and may assess student ability to:
- Describe and/or explain environmental concepts, processes, and models presented in written format.
- Apply quantitative methods to address environmental concepts.
- Propose and justify solutions to environmental problems.
Students can be more successful in scoring points if they utilize the following tips:
- Read the entire question at least twice before answering. There may be information in the question itself that will help in constructing an answer.
- Look for keywords and use them to inform your response.
Identify | Indicate or provide information about a specified topic, without elaboration or explanation.
In the context of FRQs, identify means to simply state an answer(s) to a posed question. For example, if you are asked to identify 2 greenhouse gases you could simply state: “Water vapor and methane are two greenhouse gases” and move on to receive full credit. You would NOT be required to explain how these gases contribute to the greenhouse effect, their relative abundance, their major sources or any such details. |
Describe | Provide the relevant characteristics of a specified topic.
When asked to describe something for an FRQ, you must provide context for the response and explain your answer and rationale in full detail. Responding to a “describe question” is more detailed, intensive and exhaustive than an “identification” question. For example, if you were asked to describe why there are always fewer individual predator organisms compared to their prey, you would need to provide a full response that included the second law of thermodynamics, trophic levels, 90% heat loss and other vital details needed to provide a thorough response. Such a response would be on the order of a paragraph compared to the single sentence response provided above for the “identify question.” |
Explain | Provide information about how or why a relationship, process, pattern, position, situation or outcome occurs, using evidence and/or reasoning to support or qualify a claim. Explain “how” typically requires analyzing the relationship, process, pattern, position, situation or outcome; whereas, explaining “why” typically requires analysis of motivations or reasons for the relationship, process, pattern, position, situation or outcome. Also phrased as “give one reason.” |
Calculate | Perform mathematical steps to arrive at a final answer, including algebraic expressions, properly substituted numbers and correct labeling of units. Showing work is required. |
Predict | Predict the causes or effects of a change in, or disruption to, one or more components in a relationship, pattern, process, or system. |
Justify | Provide evidence to support, qualify or defend a claim and/or provide reasoning to explain how that evidence supports or qualifies the claim. |
Make a Claim | Make an assertion that is based on evidence or knowledge. |
Propose a Solution | Provide a proposed solution to a problem based on evidence or knowledge. |
- Begin sentences by restating the question. For example, "One example of primary sewage treatment is...”
- Use bullet points (but complete sentences) to ensure you answer each portion of the question. Keep your answer as short and focused as possible while still fully addressing the prompt. Make it as easy as possible for the reader to give you the points you deserve!
- Know the difference between ecological and economic, as well as the difference between physical, biological and chemical.
- When evaluating trends in graphical data, use adjectives like “rapidly” or “significantly”. It is often insufficient to just say a trend is increasing or decreasing.
- Look for linking words that serve as directives such as “and” and “or”.
- Make sure to answer all parts of the question; all parts are weighted differently.
- If a question requests a specific number of reasons, rationales etc. then the reader will read only the first answer given and award points accordingly, even if a correct answer appears later in the response.
- When asked to describe an impact, effect, etc., be specific in your answer. Avoid vague language/phrases such as “pollutes” or “has an adverse effect”, poses a threat, etc. Students should use very specific terminology such as: "SO2 emissions cause acid precipitation” rather than "air pollution has an adverse effect on the environment.”
- Don't give examples unless asked.
- When asked to explain the effects of a particular impact, students should make sure to explain fully, including all the steps involved.
- For example, when explaining the impact of agricultural runoff, students should explain that nutrients enter the water and cause an algal bloom, cutting off light and reducing photosynthesis. The impact of this is that the amount of dissolved O2 in the water is reduced, causing death to organisms, which further robs the water of oxygen due to decomposition and causes a shift in the food web.
Before answering any questions
- Read the question twice.
- Underline (highlight, outline, etc.) what the question is asking for.
- Begin answering the question in the order it is written; DO NOT restate the question or write an introductory paragraph!
If the question says to ‘compare and contrast’
- Clearly state what the items have in common
- Clearly state how items are different
If the question asks for a graph to be made
- Label each axis with a name and with units
- Title the graph
- Scale and number the axes correctly
- Use the correct type of graph
If the question asks a mathematical problem
- Show every single step of all work
- Set up problems so that labels cancel out (dimensional analysis)
- Write answers with labels
- If numbers are very large or very small, use scientific notation if at all possible
If the question asks for lab design
- State a hypothesis in the “If, then, because” format
- Describe each step of a planned experiment in detail
- Clearly identify and control group
- Include replicates of varying degrees of treatment
- Describe expected results