Notice (8): Undefined offset: 0 [APP/views/items/view.ctp, line 275]Code | Context} else {echo ' <img src="/img/breadcrumb_arrow.png">';if ($topics[$filters['topic']]['short_pub'] == 'NG' || $topics[$filters['topic']]['short_pub'] == 'RG') {$___viewFn = "/srv/www/assessment/content/app/views/items/view.ctp" $___dataForView = array( "debugToolbarPanels" => array( "history" => array(), "session" => array(), "request" => array(), "sql_log" => array(), "timer" => array(), "log" => array(), "variables" => array() ), "debugToolbarJavascript" => array( "behavior" => "/debug_kit/js/js_debug_toolbar" ), "item" => array( "Item" => array(), "Topic" => array(), "DrawingInput" => array(), "Stat" => array(), "Rubric" => array(), "Post" => array(), "Assessment" => array(), "Project" => array(), "Idea" => array(), "Misconception" => array(), "NgssLink" => array(), "DistractorA" => array(), "DistractorB" => array(), "DistractorC" => array(), "DistractorD" => array(), "DistractorE" => array(), 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array(), array() ), "topic_list" => array( array(), array(), array(), array() ) ) $loadHelpers = true $cached = false $simpleGraph = SimpleGraphHelper SimpleGraphHelper::$helpers = array SimpleGraphHelper::$__defaultSettings = array SimpleGraphHelper::$base = "" SimpleGraphHelper::$webroot = "/" SimpleGraphHelper::$theme = NULL SimpleGraphHelper::$here = "/items/1/BF092004" SimpleGraphHelper::$params = array SimpleGraphHelper::$action = "view" SimpleGraphHelper::$plugin = NULL SimpleGraphHelper::$data = array SimpleGraphHelper::$namedArgs = NULL SimpleGraphHelper::$argSeparator = NULL SimpleGraphHelper::$validationErrors = NULL SimpleGraphHelper::$tags = array SimpleGraphHelper::$__tainted = NULL SimpleGraphHelper::$__cleaned = NULL SimpleGraphHelper::$Html = HtmlHelper object $number = NumberHelper NumberHelper::$_currencies = array NumberHelper::$_currencyDefaults = array NumberHelper::$helpers = NULL NumberHelper::$base = "" NumberHelper::$webroot = "/" NumberHelper::$theme = NULL 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increases as blood passes through the lungs. 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mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> </p> <p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:6.0pt; margin-left:.25in;line-height:normal;tab-stops:27.35pt 45.35pt 1.0in 1.5in"> <i style="mso-bidi-font-style:normal"><span style="font-size:12.0pt;font-family:">Students are expected to know that:</span></i> </p> <p class="MsoListParagraphCxSpFirst" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Polymers are very large molecules that form during chemical reactions that link together smaller molecules (monomers).</span> </p> <p class="MsoListParagraphCxSpMiddle" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Typically, only a few atoms are actually rearranged during chemical reactions that form polymers.</span> </p> <p class="MsoListParagraphCxSpMiddle" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">A wide variety of polymers can be made from a small number of types of monomers by varying the number of each type of monomer, their sequence, and whether or not the chains of monomers have branches. <span style= "mso-spacerun:yes"> </span></span> </p> <p class="MsoListParagraphCxSpMiddle" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">The properties of a polymer depend on the type of monomers the polymer is made up of, the sequence of monomers and whether or not the chains of monomers have branches.</span> </p> <p class="MsoListParagraphCxSpLast" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Water is often a product of the chemical reactions that form polymers.</span> </p> <p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:6.0pt; margin-left:.25in;line-height:normal;tab-stops:27.35pt 45.35pt 1.0in 1.5in"> <i style="mso-bidi-font-style:normal"><span style="font-size:12.0pt;font-family:">Boundaries:</span></i> </p> <p class="MsoListParagraph" style= "margin-top:0in;margin-right:0in;margin-bottom: 6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt;line-height: normal;mso-list:l0 level1 lfo1;tab-stops:27.35pt 45.35pt 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Students are not expected to know the types of bonds formed during polymer formation.</span> </p>", "complexity" => "", "public" => "1", "deleted" => "0" ), array( "id" => "295", "code" => "3", "idea" => "Identify the variable(s) being tested in a given controlled experimental setup. ", "goal_id" => "533", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "279", "code" => "A", "idea" => "All living things are composed of one or more cells. ", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that</em> </p> <ol> <li>All organisms, including animals, plants, fungi and microorganisms, are made up of cells. </li> <li>Cells vary in size, shape, and specialized functions. </li> <li>Living things can be made from just one cell to many millions. </li> <li>Some organisms are made of many types of cells and many of each type. </li> <li>In single-celled organisms such as bacteria, the single cell carries out all of the functions needed for the organism to stay alive; in organisms made of many cells, individual cells work together with (depend on) other cells to carry out their essential life functions. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the terms prokaryote or eukaryote or the differences between these types of cells. </li> <li>Items will not test students’ knowledge of fungi. </li> </ol> <p> <em>Misconceptions:</em> </p> <ul> <li>All cells are the same size and shape, i.e., there is a generic cell. (suspected, GDB 1-07-09) </li> <li>All cells carry out the same function or functions. (suspected, GDB 2-17-09) </li> <li>Some living parts of organisms are not made of cells. (suspected, GDB 1-07-09) </li> <li>Plants are not made of cells. (suspected, DEP 2-13-09) </li> </ul>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "267", "code" => "A", "idea" => "All living things are made of one or more cells.", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that:</em> </p> <ol> <li>All organisms, including animals, plants, and microorganisms, are made up of cells. </li> <li>There are different types of cells that differ in their size, shape, and specialized functions. </li> <li>Some organisms, such as bacteria, consist of a single cell, while others are made up of many types of cells and many of each type. </li> <li>A cell is the smallest living thing and is made up of molecules and atoms, which are much smaller than cells. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the term prokaryote and eukaryote or the differences between these types of cells. </li> <li>Items will not test students' knowledge of fungi. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "268", "code" => "A", "idea" => "All living things are composed of one or more cells.", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that:</em> </p> <ol> <li>All organisms, including animals, plants, and microorganisms, are made up of cells. </li> <li>There are different types of cells that differ in their size, shape, and specialized functions. </li> <li>Some organisms, such as bacteria, consist of a single cell, while others are made up of many types of cells and many of each type. </li> <li>A cell is the smallest living thing and is made up of molecules and atoms, which are smaller than cells. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the terms prokaryote or eukaryote or the difference between these types of cells. </li> <li>Items will not test students' knowledge of fungi. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "280", "code" => "A", "idea" => "All living things are composed of one or more cells.", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that</em>: </p> <ol> <li>All organisms, including animals, plants, fungi and microorganisms, are made up of cells. </li> <li>Cells vary in size, shape, and specialized functions. </li> <li>Living things can be made from just one cell to many millions. </li> <li>Some organisms are made of many types of cells and many of each type. </li> <li>In single-celled organisms such as bacteria, the single cell carries out all of the functions needed for the organism to stay alive; in organisms made of many cells, individual cells work together with (depend on) other cells to carry out their essential life functions. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the terms prokaryote or eukaryote or the differences between these types of cells. </li> <li>Items will not test students’ knowledge of fungi. </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "205", "code" => "B", "idea" => "The earth's plates sit on a hot, slightly softened layer of the earth. ", "goal_id" => "884", "topic_id" => "0", "clarification" => "<ol> <li>Students are expected to know that immediately under the plates is a layer of rock that is hotter and less rigid than the plates. </li> <li>Students are expected to know that this layer of rock is hot enough to be slightly softened (just as wax and metal become softened when they are heated but not yet melted). </li> <li>Students should know that this layer moves very slowly and that it flows in different directions at different places around the earth. </li> </ol> <p> <em>Exclusions:</em> Students are not expected to know that the layer below the plates is called the asthenosphere or the actual temperatures of the plates and the layer below. </p> <p> <em>Note:</em> Because the asthenosphere isn’t exclusively partly melted (e.g., magma flows through the asthenosphere), test items will qualify the description of the slightly softened rock layer by saying, “the layer directly below earth’s plates is mostly…slightly softened,” but students will not be required to know that the layer is not always uniformly partial melt. </p>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "250", "code" => "C", "idea" => "The loose rock material on the surface of the earth broke off from the solid rock layer (bedrock) that makes up the outer portion of the earth. ", "goal_id" => "702", "topic_id" => "0", "clarification" => "<ol> <li>Most of the loose rocks on the surface of the earth originally came from the breaking of the solid rock layer (bedrock) that comprises the outer portion of the earth. </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "275", "code" => "C", "idea" => "Wind", "goal_id" => "0", "topic_id" => "0", "clarification" => "<ol> <li>Wind is moving air. Wind is caused by differences in how much the surface of the earth is heated by the sun in different locations, which leads to differences in the temperature of the air at different locations. </li> <li>When air is heated, the molecules in the air move faster, get farther apart, and the air becomes less dense (fewer molecules in a given volume of air). When air is cooled, the molecules in the air move slower, get closer together, and the air becomes more dense (more molecules in a given volume of air). </li> <li>More dense air tends to move toward areas where the air is less dense. (But not why denser air moves toward areas of less dense air. No discussion of gravity or other forces.) </li> <li>The greater the difference in the density of air in two locations the faster the air moves from one location to the other, which causes greater wind speeds. </li> <li>(Not that wind patterns are shaped by the rotation of the earth (Coriolis effect) or by the land forms that the wind encounters. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "191", "code" => "D", "idea" => "Molecules that result from the digestion of carbohydrates and proteins are small enough to enter the capillaries in the lining of the digestive tract and be carried to cells. ", "goal_id" => "224", "topic_id" => "0", "clarification" => "<p> <em>Sub-Ideas</em>: </p> <ol> <li>Molecules that result from the digestion of carbohydrates and proteins are small enough to enter the capillaries of the circulatory system located in the lining of the digestive tract. </li> <li>To get to cells, the molecules from food leave the circulatory system by moving through capillary walls. </li> </ol> <p> <em>Boundaries</em>: </p> <ol> <li>Not that fatty acids enter the blood stream through the lymphatic system. </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "380", "code" => "F", "idea" => "Graph reading - scatterplot", "goal_id" => "0", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "293", "code" => "I", "idea" => "Given an idea to be tested (hypothesis) and an experimental setup, explain why certain variables are (or should be) kept constant. ", "goal_id" => "533", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "294", "code" => "II", "idea" => "Select an experimental setup to test the effect of a variable on the experimental outcome, when all relevant variables are provided. ", "goal_id" => "533", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "148", "code" => "j", "idea" => "Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from…plate motions.", "goal_id" => "868", "topic_id" => "0", "clarification" => "<p> Students should know that a variety of major geological events are the result of earth’s moving plates. They should know that these events include earthquakes, volcanic eruptions, and mountain building. They should know that because these events are caused by plate motion there are world-wide patterns to the locations of these events that coincide with plate boundaries. Students should know that a majority of earthquakes and volcanoes are concentrated in specific areas around the world and that these areas occur in the places where plates are pressing together and pulling apart. They should know that the locations of actively uprising mountain ranges are associated with places where plates press together or pull apart. Students should know that because the plates are continuously moving, these geological events occur continuously as well. Students should know that these geological events may occur together at the same time, but they are not expected to know the specific relationships between them and the mechanisms that connect them. </p>", "complexity" => null, "public" => "0", "deleted" => "0" ) ) $topics = array( array( "short" => "AE", "short_pub" => "AE", "topic" => "Argumentation and Evolution", "id" => "44", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Argumentation and Evolution", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "AP", "short_pub" => "AP", "topic" => "ASPECt 3D Tasks", "id" => "47", "topic_info" => "<p>ASPECt 3D tasks</p>", "public_pr" => "1", "topic_pub" => "ASPECt-3D", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "AM", "short_pub" => "AM", "topic" => "Atoms, Molecules, and States of Matter", "id" => "5", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory. Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion. Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE: Students are not expected to recognize names or representations of specific atoms or molecules. Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>", "public_pr" => "1", "topic_pub" => "Atoms, Molecules, and States of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "CE", "short_pub" => "CE", "topic" => "Cells: Composition of Organisms, Cell Structure, and Division", "id" => "31", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Cells", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "CV", "short_pub" => "CV", "topic" => "Nature of Science: Control of Variables", "id" => "20", "topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science. It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>", "public_pr" => "0", "topic_pub" => "Control of Variables", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "EC", "short_pub" => "EC", "topic" => "Energy Changes", "id" => "50", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy Changes", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "EB", "short_pub" => "EB", "topic" => "Energy in Biology Curriculum Project", "id" => "41", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy in Biology", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EG", "short_pub" => "EG", "topic" => "Forms of Energy", "id" => "28", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map. The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark). Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution: The emphasis here is not on learning the names of the forms of energy. The labels are used to help us keep track of the energy. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "NG", "short_pub" => "NG", "topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy", "id" => "29", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11). The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks). Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "RG", "short_pub" => "RG", "topic" => "Energy Instrument Development Project", "id" => "35", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "ES", "short_pub" => "ES", "topic" => "Evolution & Shared Biochemistry", "id" => "43", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Evolution & Shared Biochemistry", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EN", "short_pub" => "EN", "topic" => "Natural Selection", "id" => "15", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Evolution and Natural Selection", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "FM", "short_pub" => "FM", "topic" => "Force and Motion", "id" => "9", "topic_info" => "<div> <div> <p>This topic centers on Newton’s Laws of Motion, and in particular, Newton’s 2<sup>nd</sup> Law. Students are expected to apply Newton’s 2<sup>nd</sup> Law to a variety of forces and motions. This topic’s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p> <br/> </div> </div>", "public_pr" => "0", "topic_pub" => "Force and Motion", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "BF", "short_pub" => "BF", "topic" => "Basic Functions in Humans", "id" => "16", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Human Body Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ID", "short_pub" => "IE", "topic" => "Interdependence, Diversity, and Survival", "id" => "11", "topic_info" => "<p class="MsoNormal"> </p> <p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style=""> </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style=""> </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style=""> </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style=""> </span><o:p></o:p></span></font></p> <p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>", "public_pr" => "1", "topic_pub" => "Interdependence in Ecosystems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ME", "short_pub" => "ME", "topic" => "Matter and Energy in Living Systems", "id" => "14", "topic_info" => "<p> </p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\01\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>", "public_pr" => "1", "topic_pub" => "Matter and Energy in Living Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "MO", "short_pub" => "MO", "topic" => "Cross-cutting Themes: Models", "id" => "25", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Models", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "PT", "short_pub" => "PT", "topic" => "Processes that shape the earth/Plate Tectonics Version II", "id" => "27", "topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style=""> </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>", "public_pr" => "1", "topic_pub" => "Plate Tectonics", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "RH", "short_pub" => "RH", "topic" => "Reproduction, Genes, and Heredity", "id" => "12", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Reproduction, Genes, and Heredity", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "SC", "short_pub" => "SC", "topic" => "Substances, Chemical Reactions, and Conservation", "id" => "6", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter. Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed. Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving. Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>", "public_pr" => "1", "topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "WC", "short_pub" => "WC", "topic" => "Weather and Climate I: Basic Elements", "id" => "3", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate I: Basic Elements", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "CL", "short_pub" => "CL", "topic" => "Weather and Climate II: Seasonal Differences", "id" => "32", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate II: Seasonal Differences", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "WE", "short_pub" => "WE", "topic" => "Weathering, Erosion, and Deposition", "id" => "26", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weathering, Erosion, and Deposition", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ) ) $projects = array( array( "id" => "1", "title" => "Original Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "2", "title" => "ASPECt Project", "internal_notes" => "", "description" => "The goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "1", "cluster" => "1", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "3", "title" => "Evolution Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "1", "treatment" => "1", "deleted" => "0" ), array( "id" => "4", "title" => "THSB Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "5", "title" => "MEGA Project", "internal_notes" => "This tab is currently only visible to administrators. <br>", "description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "7", "title" => "Linguistics Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. <br><br> We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them. <br><br> We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance. <br><br> Under this tab, you will find a variety of materials from this study. These include: <br><br> • A final technical report of the study, which describes the study and its results in their entirety. <br><br> • A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students. <br><br> • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. <br><br> • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. <br><br> • Conference presentations made throughout the course of the project", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "8", "title" => "ASPECt 3D", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "1" ) ) $filters = array( "keywords" => null, "project" => "1", "topic" => 0, "idea" => 0 ) $grade_range_lookup = array( "P", "P", "E", "E", "E", "M", "M", "M", "H", "H", "H", "H" ) $meta = array( "description" => "Overview of item BF092004" ) $idea_items_in_project = array() $public_idea_items_in_project = array() $framework_statements = array() $title_for_layout = "Items ~ BF092004" $idea_stats_cr = array( array( "code" => "EN064004", "baseline_correct" => 5460, "baseline_total" => 20421, "control_correct" => 0, "control_total" => 0, "treatment_correct" => 0, "treatment_total" => 0 ), array( "code" => "EN100001", "baseline_correct" => 0, "baseline_total" => 0, "control_correct" => 2796, "control_total" => 9936, "treatment_correct" => 3624, "treatment_total" => 10485 ), array( "code" => "CA043005", "baseline_correct" => 2793, "baseline_total" => 15883, "control_correct" => 1689, "control_total" => 7728, "treatment_correct" => 2050, "treatment_total" => 8155 ), array( "code" => "SB039002", "baseline_correct" => 9, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 114, "treatment_total" => 1512 ), array( "code" => "SB049002", "baseline_correct" => 27, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 362, "treatment_total" => 1512 ), array( "code" => "SC075004", "baseline_correct" => 74, "baseline_total" => 1890, "control_correct" => "", "control_total" => "", "treatment_correct" => 376, "treatment_total" => 1890 ), array( "code" => "EB007003", "baseline_correct" => 109, "baseline_total" => 2675, "control_correct" => "", "control_total" => "", "treatment_correct" => 221, "treatment_total" => 2675 ), array( "code" => "EB078001", "baseline_correct" => 131, "baseline_total" => 3745, "control_correct" => "", "control_total" => "", "treatment_correct" => 227, "treatment_total" => 3745 ) ) $topic_list = array( array( "name" => "Life Science", "topics" => array() ), array( "name" => "Physical Science", "topics" => array() ), array( "name" => "Earth Science", "topics" => array() ), array( "name" => "Nature of Science", "topics" => array() ) ) $user_item_bank = array() $project_id = "1" $idea_items = array() $current_item = null $complexity = null $groups = array() $stats = array( array( "stat" => array(), "item_stats" => array(), "chd" => array(), "chco" => array() ) ) $project_stats = array( array( "id" => "17676", "project_ref" => "1", "group_ref" => null, "parameters" => null, "statr" => null, "data" => "a:10:{s:7:"Correct";i:777;s:5:"Total";i:1689;s:7:"ByGrade";a:8:{i:0;a:2:{s:7:"Correct";i:2;s:5:"Total";i:4;}i:6;a:2:{s:7:"Correct";i:145;s:5:"Total";i:356;}i:7;a:2:{s:7:"Correct";i:130;s:5:"Total";i:288;}i:8;a:2:{s:7:"Correct";i:138;s:5:"Total";i:343;}i:9;a:2:{s:7:"Correct";i:90;s:5:"Total";i:181;}i:10;a:2:{s:7:"Correct";i:149;s:5:"Total";i:291;}i:11;a:2:{s:7:"Correct";i:87;s:5:"Total";i:160;}i:12;a:2:{s:7:"Correct";i:36;s:5:"Total";i:66;}}s:12:"ByGradeRange";a:3:{s:1:"H";a:2:{s:7:"Correct";i:362;s:5:"Total";i:698;}s:1:"M";a:2:{s:7:"Correct";i:413;s:5:"Total";i:987;}s:0:"";a:2:{s:7:"Correct";i:2;s:5:"Total";i:4;}}s:8:"ByGender";a:3:{s:1:"M";a:2:{s:7:"Correct";i:399;s:5:"Total";i:814;}s:1:"F";a:2:{s:7:"Correct";i:371;s:5:"Total";i:851;}s:2:"--";a:2:{s:7:"Correct";i:7;s:5:"Total";i:24;}}s:6:"ByLang";a:4:{s:0:"";a:2:{s:7:"Correct";i:1;s:5:"Total";i:1;}s:2:"--";a:2:{s:7:"Correct";i:12;s:5:"Total";i:37;}s:2:"EN";a:2:{s:7:"Correct";i:711;s:5:"Total";i:1505;}s:2:"OT";a:2:{s:7:"Correct";i:53;s:5:"Total";i:146;}}s:1:"A";a:5:{s:5:"Total";i:333;s:7:"ByGrade";a:8:{i:0;i:1;i:6;i:69;i:7;i:56;i:8;i:60;i:9;i:33;i:10;i:51;i:11;i:44;i:12;i:19;}s:12:"ByGradeRange";a:3:{s:1:"H";i:147;s:1:"M";i:185;s:0:"";i:1;}s:8:"ByGender";a:3:{s:1:"M";i:158;s:1:"F";i:172;s:2:"--";i:3;}s:6:"ByLang";a:3:{s:2:"--";i:6;s:2:"EN";i:298;s:2:"OT";i:29;}}s:1:"B";a:5:{s:5:"Total";i:777;s:7:"ByGrade";a:8:{i:0;i:2;i:6;i:145;i:7;i:130;i:8;i:138;i:9;i:90;i:10;i:149;i:11;i:87;i:12;i:36;}s:12:"ByGradeRange";a:3:{s:1:"H";i:362;s:1:"M";i:413;s:0:"";i:2;}s:8:"ByGender";a:3:{s:1:"M";i:399;s:1:"F";i:371;s:2:"--";i:7;}s:6:"ByLang";a:4:{s:0:"";i:1;s:2:"--";i:12;s:2:"EN";i:711;s:2:"OT";i:53;}}s:1:"C";a:5:{s:5:"Total";i:392;s:7:"ByGrade";a:8:{i:0;i:1;i:6;i:94;i:7;i:71;i:8;i:91;i:9;i:39;i:10;i:66;i:11;i:21;i:12;i:9;}s:12:"ByGradeRange";a:3:{s:1:"H";i:135;s:1:"M";i:256;s:0:"";i:1;}s:8:"ByGender";a:3:{s:1:"M";i:174;s:1:"F";i:206;s:2:"--";i:12;}s:6:"ByLang";a:3:{s:2:"--";i:15;s:2:"EN";i:328;s:2:"OT";i:49;}}s:1:"D";a:5:{s:5:"Total";i:187;s:7:"ByGrade";a:7:{i:6;i:48;i:7;i:31;i:8;i:54;i:9;i:19;i:10;i:25;i:11;i:8;i:12;i:2;}s:12:"ByGradeRange";a:2:{s:1:"H";i:54;s:1:"M";i:133;}s:8:"ByGender";a:3:{s:1:"M";i:83;s:1:"F";i:102;s:2:"--";i:2;}s:6:"ByLang";a:3:{s:2:"--";i:4;s:2:"EN";i:168;s:2:"OT";i:15;}}}", "item_id" => "3153", "idea_id" => "0", "topic_id" => "0", "statn" => "1689", "statp" => "46.00", "fkclass" => "I", "fkid" => "3153" ) ) $i = 1 $stat = array( "id" => "17676", "project_ref" => "1", "group_ref" => null, "parameters" => null, "statr" => null, "data" => "a:10:{s:7:"Correct";i:777;s:5:"Total";i:1689;s:7:"ByGrade";a:8:{i:0;a:2:{s:7:"Correct";i:2;s:5:"Total";i:4;}i:6;a:2:{s:7:"Correct";i:145;s:5:"Total";i:356;}i:7;a:2:{s:7:"Correct";i:130;s:5:"Total";i:288;}i:8;a:2:{s:7:"Correct";i:138;s:5:"Total";i:343;}i:9;a:2:{s:7:"Correct";i:90;s:5:"Total";i:181;}i:10;a:2:{s:7:"Correct";i:149;s:5:"Total";i:291;}i:11;a:2:{s:7:"Correct";i:87;s:5:"Total";i:160;}i:12;a:2:{s:7:"Correct";i:36;s:5:"Total";i:66;}}s:12:"ByGradeRange";a:3:{s:1:"H";a:2:{s:7:"Correct";i:362;s:5:"Total";i:698;}s:1:"M";a:2:{s:7:"Correct";i:413;s:5:"Total";i:987;}s:0:"";a:2:{s:7:"Correct";i:2;s:5:"Total";i:4;}}s:8:"ByGender";a:3:{s:1:"M";a:2:{s:7:"Correct";i:399;s:5:"Total";i:814;}s:1:"F";a:2:{s:7:"Correct";i:371;s:5:"Total";i:851;}s:2:"--";a:2:{s:7:"Correct";i:7;s:5:"Total";i:24;}}s:6:"ByLang";a:4:{s:0:"";a:2:{s:7:"Correct";i:1;s:5:"Total";i:1;}s:2:"--";a:2:{s:7:"Correct";i:12;s:5:"Total";i:37;}s:2:"EN";a:2:{s:7:"Correct";i:711;s:5:"Total";i:1505;}s:2:"OT";a:2:{s:7:"Correct";i:53;s:5:"Total";i:146;}}s:1:"A";a:5:{s:5:"Total";i:333;s:7:"ByGrade";a:8:{i:0;i:1;i:6;i:69;i:7;i:56;i:8;i:60;i:9;i:33;i:10;i:51;i:11;i:44;i:12;i:19;}s:12:"ByGradeRange";a:3:{s:1:"H";i:147;s:1:"M";i:185;s:0:"";i:1;}s:8:"ByGender";a:3:{s:1:"M";i:158;s:1:"F";i:172;s:2:"--";i:3;}s:6:"ByLang";a:3:{s:2:"--";i:6;s:2:"EN";i:298;s:2:"OT";i:29;}}s:1:"B";a:5:{s:5:"Total";i:777;s:7:"ByGrade";a:8:{i:0;i:2;i:6;i:145;i:7;i:130;i:8;i:138;i:9;i:90;i:10;i:149;i:11;i:87;i:12;i:36;}s:12:"ByGradeRange";a:3:{s:1:"H";i:362;s:1:"M";i:413;s:0:"";i:2;}s:8:"ByGender";a:3:{s:1:"M";i:399;s:1:"F";i:371;s:2:"--";i:7;}s:6:"ByLang";a:4:{s:0:"";i:1;s:2:"--";i:12;s:2:"EN";i:711;s:2:"OT";i:53;}}s:1:"C";a:5:{s:5:"Total";i:392;s:7:"ByGrade";a:8:{i:0;i:1;i:6;i:94;i:7;i:71;i:8;i:91;i:9;i:39;i:10;i:66;i:11;i:21;i:12;i:9;}s:12:"ByGradeRange";a:3:{s:1:"H";i:135;s:1:"M";i:256;s:0:"";i:1;}s:8:"ByGender";a:3:{s:1:"M";i:174;s:1:"F";i:206;s:2:"--";i:12;}s:6:"ByLang";a:3:{s:2:"--";i:15;s:2:"EN";i:328;s:2:"OT";i:49;}}s:1:"D";a:5:{s:5:"Total";i:187;s:7:"ByGrade";a:7:{i:6;i:48;i:7;i:31;i:8;i:54;i:9;i:19;i:10;i:25;i:11;i:8;i:12;i:2;}s:12:"ByGradeRange";a:2:{s:1:"H";i:54;s:1:"M";i:133;}s:8:"ByGender";a:3:{s:1:"M";i:83;s:1:"F";i:102;s:2:"--";i:2;}s:6:"ByLang";a:3:{s:2:"--";i:4;s:2:"EN";i:168;s:2:"OT";i:15;}}}", "item_id" => "3153", "idea_id" => "0", "topic_id" => "0", "statn" => "1689", "statp" => "46.00", "fkclass" => "I", "fkid" => "3153" ) $item_stats = array( "Correct" => 777, "Total" => 1689, "ByGrade" => array( array(), array(), array(), array(), array(), array(), array(), array() ), "ByGradeRange" => array( "H" => array(), "M" => array(), "" => array() ), "ByGender" => array( "M" => array(), "F" => array(), "--" => array() ), "ByLang" => array( "" => array(), "--" => array(), "EN" => array(), "OT" => array() ), "A" => array( "Total" => 333, "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "B" => array( "Total" => 777, "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "C" => array( "Total" => 392, "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "D" => array( "Total" => 187, "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ) ) $answers = array( "A", "B", "C", "D" ) $answer_choice = "D" $answer_data = array( "Total" => 187, "ByGrade" => array( 48, 31, 54, 19, 25, 8, 2 ), "ByGradeRange" => array( "H" => 54, "M" => 133 ), "ByGender" => array( "M" => 83, "F" => 102, "--" => 2 ), "ByLang" => array( "--" => 4, "EN" => 168, "OT" => 15 ) ) $chd = array( "A" => 20, "B" => 46, "C" => 23, "D" => 11 ) $chco = array( "A" => "76A4FB", "B" => "339933", "C" => "76A4FB", "D" => "76A4FB" ) $project = "1" $assessment = 0 $item_index = 0Debugger::handleError() - CORE/cake/libs/debugger.php, line 306 include - APP/views/items/view.ctp, line 275 View::_render() - CORE/cake/libs/view/view.php, line 736 DebugView::_render() - APP/plugins/debug_kit/views/debug.php, line 43 View::render() - CORE/cake/libs/view/view.php, line 431 DebugView::render() - APP/plugins/debug_kit/views/debug.php, line 85 Controller::render() - CORE/cake/libs/controller/controller.php, line 909 Dispatcher::_invoke() - CORE/cake/dispatcher.php, line 207 Dispatcher::dispatch() - CORE/cake/dispatcher.php, line 171 [main] - APP/webroot/index.php, line 86
Notice (8): Undefined offset: 0 [APP/views/items/view.ctp, line 278]Human Body SystemsCode | Contextecho $this->Html->link($topics[$item['Item']['topic_id']]['topic_pub'], '/topics/'.$project_id.'/EG'.'#/'.$complexity), '<br>';} else {echo $this->Html->link($topics[$item['Item']['topic_id']]['topic_pub'], '/topics/'.$project_id.'/'.$topics[$filters['topic']]['short_pub'].'#/'.$complexity), '<br>';$___viewFn = "/srv/www/assessment/content/app/views/items/view.ctp" $___dataForView = array( "debugToolbarPanels" => array( "history" => array(), "session" => array(), "request" => array(), "sql_log" => array(), "timer" => array(), "log" => array(), "variables" => array() ), "debugToolbarJavascript" => array( "behavior" => "/debug_kit/js/js_debug_toolbar" ), "item" => array( "Item" => array(), "Topic" => array(), "DrawingInput" => array(), "Stat" => array(), "Rubric" => array(), "Post" => array(), "Assessment" => array(), "Project" => array(), "Idea" => array(), "Misconception" => array(), "NgssLink" => array(), "DistractorA" => array(), "DistractorB" => array(), "DistractorC" => array(), "DistractorD" => array(), "DistractorE" => array(), "DistractorF" => array(), "Distractor" => array() ), "ideas" => array( array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array() ), "topics" => array( array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array() ), "projects" => array( array(), array(), array(), array(), array(), array(), array() ), "filters" => array( "keywords" => null, "project" => "1", "topic" => 0, "idea" => 0 ), "grade_range_lookup" => array( "P", "P", "E", "E", "E", "M", "M", "M", "H", "H", "H", "H" ), "meta" => array( "description" => "Overview of item BF092004" ), "idea_items_in_project" => array(), "public_idea_items_in_project" => array(), "framework_statements" => array(), "title_for_layout" => "Items ~ BF092004", "idea_stats_cr" => array( array(), array(), array(), array(), array(), array(), array(), array() ), "topic_list" => array( array(), array(), array(), array() ) ) $loadHelpers = true $cached = false $simpleGraph = SimpleGraphHelper SimpleGraphHelper::$helpers = array SimpleGraphHelper::$__defaultSettings = array SimpleGraphHelper::$base = "" SimpleGraphHelper::$webroot = "/" SimpleGraphHelper::$theme = NULL SimpleGraphHelper::$here = "/items/1/BF092004" SimpleGraphHelper::$params = array SimpleGraphHelper::$action = "view" SimpleGraphHelper::$plugin = NULL SimpleGraphHelper::$data = array SimpleGraphHelper::$namedArgs = NULL SimpleGraphHelper::$argSeparator = NULL SimpleGraphHelper::$validationErrors = NULL SimpleGraphHelper::$tags = array SimpleGraphHelper::$__tainted = NULL SimpleGraphHelper::$__cleaned = NULL SimpleGraphHelper::$Html = HtmlHelper object $number = NumberHelper NumberHelper::$_currencies = array NumberHelper::$_currencyDefaults = array NumberHelper::$helpers = NULL NumberHelper::$base = "" NumberHelper::$webroot = "/" NumberHelper::$theme = NULL NumberHelper::$here = "/items/1/BF092004" NumberHelper::$params = array NumberHelper::$action = "view" NumberHelper::$plugin = NULL NumberHelper::$data = array NumberHelper::$namedArgs = NULL NumberHelper::$argSeparator = NULL NumberHelper::$validationErrors = NULL NumberHelper::$tags = array NumberHelper::$__tainted = NULL NumberHelper::$__cleaned = NULL $htmlToolbar = HtmlToolbarHelper HtmlToolbarHelper::$helpers = array HtmlToolbarHelper::$settings = array HtmlToolbarHelper::$_cacheEnabled = false HtmlToolbarHelper::$base = "" HtmlToolbarHelper::$webroot = "/" HtmlToolbarHelper::$theme = NULL HtmlToolbarHelper::$here = "/items/1/BF092004" HtmlToolbarHelper::$params = array HtmlToolbarHelper::$action = "view" HtmlToolbarHelper::$plugin = NULL HtmlToolbarHelper::$data = array HtmlToolbarHelper::$namedArgs = NULL HtmlToolbarHelper::$argSeparator = NULL HtmlToolbarHelper::$validationErrors = NULL HtmlToolbarHelper::$tags = array HtmlToolbarHelper::$__tainted = NULL HtmlToolbarHelper::$__cleaned = NULL HtmlToolbarHelper::$_myName = "htmltoolbarhelper" HtmlToolbarHelper::$Html = HtmlHelper object HtmlToolbarHelper::$Form = FormHelper object $toolbar = ToolbarHelper ToolbarHelper::$settings = array ToolbarHelper::$_cacheEnabled = true ToolbarHelper::$helpers = array ToolbarHelper::$base = "" ToolbarHelper::$webroot = "/" ToolbarHelper::$theme = NULL ToolbarHelper::$here = "/items/1/BF092004" ToolbarHelper::$params = array ToolbarHelper::$action = "view" ToolbarHelper::$plugin = NULL ToolbarHelper::$data = array ToolbarHelper::$namedArgs = NULL ToolbarHelper::$argSeparator = NULL ToolbarHelper::$validationErrors = NULL ToolbarHelper::$tags = array ToolbarHelper::$__tainted = NULL ToolbarHelper::$__cleaned = NULL ToolbarHelper::$_myName = "toolbarhelper" ToolbarHelper::$_backEndClassName = "HtmlToolbar" ToolbarHelper::$_cacheKey = "toolbar_cache0ca29adc1571f730c92d322ab2e86f75" ToolbarHelper::$_cacheConfig = "debug_kit" ToolbarHelper::$HtmlToolbar = HtmlToolbarHelper object $drawing = DrawingHelper DrawingHelper::$helpers = array DrawingHelper::$base = "" DrawingHelper::$webroot = "/" DrawingHelper::$theme = NULL DrawingHelper::$here = "/items/1/BF092004" DrawingHelper::$params = array DrawingHelper::$action = "view" DrawingHelper::$plugin = NULL DrawingHelper::$data = array DrawingHelper::$namedArgs = NULL DrawingHelper::$argSeparator = NULL DrawingHelper::$validationErrors = NULL DrawingHelper::$tags = array DrawingHelper::$__tainted = NULL DrawingHelper::$__cleaned = NULL DrawingHelper::$viewVars = array DrawingHelper::$Html = HtmlHelper object $form = FormHelper FormHelper::$helpers = array FormHelper::$fieldset = array FormHelper::$__options = array FormHelper::$fields = array FormHelper::$requestType = NULL FormHelper::$defaultModel = NULL FormHelper::$_inputDefaults = array FormHelper::$_lastAction = "" FormHelper::$base = "" FormHelper::$webroot = "/" FormHelper::$theme = NULL FormHelper::$here = "/items/1/BF092004" FormHelper::$params = array FormHelper::$action = "view" FormHelper::$plugin = NULL FormHelper::$data = array FormHelper::$namedArgs = NULL FormHelper::$argSeparator = NULL FormHelper::$validationErrors = NULL FormHelper::$tags = array FormHelper::$__tainted = NULL FormHelper::$__cleaned = NULL FormHelper::$Html = HtmlHelper object $javascript = JavascriptHelper JavascriptHelper::$useNative = true JavascriptHelper::$enabled = true JavascriptHelper::$safe = false JavascriptHelper::$tags = array JavascriptHelper::$_blockOptions = array JavascriptHelper::$_cachedEvents = array JavascriptHelper::$_cacheEvents = false JavascriptHelper::$_cacheToFile = false JavascriptHelper::$_cacheAll = false JavascriptHelper::$_rules = array JavascriptHelper::$__scriptBuffer = NULL JavascriptHelper::$helpers = NULL JavascriptHelper::$base = "" JavascriptHelper::$webroot = "/" JavascriptHelper::$theme = NULL JavascriptHelper::$here = "/items/1/BF092004" JavascriptHelper::$params = array JavascriptHelper::$action = "view" JavascriptHelper::$plugin = NULL JavascriptHelper::$data = array JavascriptHelper::$namedArgs = NULL JavascriptHelper::$argSeparator = NULL JavascriptHelper::$validationErrors = NULL JavascriptHelper::$__tainted = NULL JavascriptHelper::$__cleaned = NULL $ajax = AjaxHelper AjaxHelper::$helpers = array AjaxHelper::$Html = HtmlHelper object AjaxHelper::$Javascript = JavascriptHelper object AjaxHelper::$callbacks = array AjaxHelper::$ajaxOptions = array AjaxHelper::$dragOptions = array AjaxHelper::$dropOptions = array AjaxHelper::$sortOptions = array AjaxHelper::$sliderOptions = array AjaxHelper::$editorOptions = array AjaxHelper::$autoCompleteOptions = array AjaxHelper::$__ajaxBuffer = array AjaxHelper::$base = "" AjaxHelper::$webroot = "/" AjaxHelper::$theme = NULL AjaxHelper::$here = "/items/1/BF092004" AjaxHelper::$params = array AjaxHelper::$action = "view" AjaxHelper::$plugin = NULL AjaxHelper::$data = array AjaxHelper::$namedArgs = NULL AjaxHelper::$argSeparator = NULL AjaxHelper::$validationErrors = NULL AjaxHelper::$tags = array AjaxHelper::$__tainted = NULL AjaxHelper::$__cleaned = NULL AjaxHelper::$Form = FormHelper object $html = HtmlHelper HtmlHelper::$tags = array HtmlHelper::$_crumbs = array HtmlHelper::$__includedScripts = array HtmlHelper::$_scriptBlockOptions = array HtmlHelper::$__docTypes = array HtmlHelper::$helpers = NULL HtmlHelper::$base = "" HtmlHelper::$webroot = "/" HtmlHelper::$theme = NULL HtmlHelper::$here = "/items/1/BF092004" HtmlHelper::$params = array HtmlHelper::$action = "view" HtmlHelper::$plugin = NULL HtmlHelper::$data = array HtmlHelper::$namedArgs = NULL HtmlHelper::$argSeparator = NULL HtmlHelper::$validationErrors = NULL HtmlHelper::$__tainted = NULL HtmlHelper::$__cleaned = NULL $cache = CacheHelper CacheHelper::$__replace = array CacheHelper::$__match = array CacheHelper::$cacheAction = NULL CacheHelper::$_counter = 0 CacheHelper::$helpers = NULL CacheHelper::$base = "" CacheHelper::$webroot = "/" CacheHelper::$theme = NULL CacheHelper::$here = "/items/1/BF092004" CacheHelper::$params = array CacheHelper::$action = "view" CacheHelper::$plugin = NULL CacheHelper::$data = array CacheHelper::$namedArgs = NULL CacheHelper::$argSeparator = NULL CacheHelper::$validationErrors = NULL CacheHelper::$tags = array CacheHelper::$__tainted = NULL CacheHelper::$__cleaned = NULL $session = SessionHelper SessionHelper::$helpers = array SessionHelper::$__active = true SessionHelper::$valid = false SessionHelper::$error = array SessionHelper::$_userAgent = "0ca29adc1571f730c92d322ab2e86f75" SessionHelper::$path = "/" SessionHelper::$lastError = 2 SessionHelper::$security = "medium" SessionHelper::$time = 1627426486 SessionHelper::$sessionTime = 1627438486 SessionHelper::$cookieLifeTime = false SessionHelper::$watchKeys = array SessionHelper::$id = NULL SessionHelper::$host = NULL SessionHelper::$timeout = NULL SessionHelper::$base = "" SessionHelper::$webroot = "/" SessionHelper::$here = "/items/1/BF092004" SessionHelper::$params = array SessionHelper::$action = "view" SessionHelper::$data = array SessionHelper::$theme = NULL SessionHelper::$plugin = NULL $debugToolbarPanels = array( "history" => array( "content" => array(), "elementName" => "history_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "session" => array( "content" => array(), "elementName" => "session_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "request" => array( "content" => array(), "elementName" => "request_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "sql_log" => array( "content" => array(), "elementName" => "sql_log_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "timer" => array( 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src="/items/user_images/Image/Human%20Basic%20Functions/Item%20BF92-2%20graphs%20rev%20bold.jpg" width="800"> </p>", "version" => "4", "title" => "Carbon dioxide in the blood decreases and oxygen increases as blood passes through the lungs. 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mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> </p> <p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:6.0pt; margin-left:.25in;line-height:normal;tab-stops:27.35pt 45.35pt 1.0in 1.5in"> <i style="mso-bidi-font-style:normal"><span style="font-size:12.0pt;font-family:">Students are expected to know that:</span></i> </p> <p class="MsoListParagraphCxSpFirst" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Polymers are very large molecules that form during chemical reactions that link together smaller molecules (monomers).</span> </p> <p class="MsoListParagraphCxSpMiddle" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Typically, only a few atoms are actually rearranged during chemical reactions that form polymers.</span> </p> <p class="MsoListParagraphCxSpMiddle" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">A wide variety of polymers can be made from a small number of types of monomers by varying the number of each type of monomer, their sequence, and whether or not the chains of monomers have branches. <span style= "mso-spacerun:yes"> </span></span> </p> <p class="MsoListParagraphCxSpMiddle" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">The properties of a polymer depend on the type of monomers the polymer is made up of, the sequence of monomers and whether or not the chains of monomers have branches.</span> </p> <p class="MsoListParagraphCxSpLast" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Water is often a product of the chemical reactions that form polymers.</span> </p> <p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:6.0pt; margin-left:.25in;line-height:normal;tab-stops:27.35pt 45.35pt 1.0in 1.5in"> <i style="mso-bidi-font-style:normal"><span style="font-size:12.0pt;font-family:">Boundaries:</span></i> </p> <p class="MsoListParagraph" style= "margin-top:0in;margin-right:0in;margin-bottom: 6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt;line-height: normal;mso-list:l0 level1 lfo1;tab-stops:27.35pt 45.35pt 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Students are not expected to know the types of bonds formed during polymer formation.</span> </p>", "complexity" => "", "public" => "1", "deleted" => "0" ), array( "id" => "295", "code" => "3", "idea" => "Identify the variable(s) being tested in a given controlled experimental setup. ", "goal_id" => "533", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "279", "code" => "A", "idea" => "All living things are composed of one or more cells. ", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that</em> </p> <ol> <li>All organisms, including animals, plants, fungi and microorganisms, are made up of cells. </li> <li>Cells vary in size, shape, and specialized functions. </li> <li>Living things can be made from just one cell to many millions. </li> <li>Some organisms are made of many types of cells and many of each type. </li> <li>In single-celled organisms such as bacteria, the single cell carries out all of the functions needed for the organism to stay alive; in organisms made of many cells, individual cells work together with (depend on) other cells to carry out their essential life functions. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the terms prokaryote or eukaryote or the differences between these types of cells. </li> <li>Items will not test students’ knowledge of fungi. </li> </ol> <p> <em>Misconceptions:</em> </p> <ul> <li>All cells are the same size and shape, i.e., there is a generic cell. (suspected, GDB 1-07-09) </li> <li>All cells carry out the same function or functions. (suspected, GDB 2-17-09) </li> <li>Some living parts of organisms are not made of cells. (suspected, GDB 1-07-09) </li> <li>Plants are not made of cells. (suspected, DEP 2-13-09) </li> </ul>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "267", "code" => "A", "idea" => "All living things are made of one or more cells.", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that:</em> </p> <ol> <li>All organisms, including animals, plants, and microorganisms, are made up of cells. </li> <li>There are different types of cells that differ in their size, shape, and specialized functions. </li> <li>Some organisms, such as bacteria, consist of a single cell, while others are made up of many types of cells and many of each type. </li> <li>A cell is the smallest living thing and is made up of molecules and atoms, which are much smaller than cells. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the term prokaryote and eukaryote or the differences between these types of cells. </li> <li>Items will not test students' knowledge of fungi. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "268", "code" => "A", "idea" => "All living things are composed of one or more cells.", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that:</em> </p> <ol> <li>All organisms, including animals, plants, and microorganisms, are made up of cells. </li> <li>There are different types of cells that differ in their size, shape, and specialized functions. </li> <li>Some organisms, such as bacteria, consist of a single cell, while others are made up of many types of cells and many of each type. </li> <li>A cell is the smallest living thing and is made up of molecules and atoms, which are smaller than cells. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the terms prokaryote or eukaryote or the difference between these types of cells. </li> <li>Items will not test students' knowledge of fungi. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "280", "code" => "A", "idea" => "All living things are composed of one or more cells.", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that</em>: </p> <ol> <li>All organisms, including animals, plants, fungi and microorganisms, are made up of cells. </li> <li>Cells vary in size, shape, and specialized functions. </li> <li>Living things can be made from just one cell to many millions. </li> <li>Some organisms are made of many types of cells and many of each type. </li> <li>In single-celled organisms such as bacteria, the single cell carries out all of the functions needed for the organism to stay alive; in organisms made of many cells, individual cells work together with (depend on) other cells to carry out their essential life functions. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the terms prokaryote or eukaryote or the differences between these types of cells. </li> <li>Items will not test students’ knowledge of fungi. </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "205", "code" => "B", "idea" => "The earth's plates sit on a hot, slightly softened layer of the earth. ", "goal_id" => "884", "topic_id" => "0", "clarification" => "<ol> <li>Students are expected to know that immediately under the plates is a layer of rock that is hotter and less rigid than the plates. </li> <li>Students are expected to know that this layer of rock is hot enough to be slightly softened (just as wax and metal become softened when they are heated but not yet melted). </li> <li>Students should know that this layer moves very slowly and that it flows in different directions at different places around the earth. </li> </ol> <p> <em>Exclusions:</em> Students are not expected to know that the layer below the plates is called the asthenosphere or the actual temperatures of the plates and the layer below. </p> <p> <em>Note:</em> Because the asthenosphere isn’t exclusively partly melted (e.g., magma flows through the asthenosphere), test items will qualify the description of the slightly softened rock layer by saying, “the layer directly below earth’s plates is mostly…slightly softened,” but students will not be required to know that the layer is not always uniformly partial melt. </p>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "250", "code" => "C", "idea" => "The loose rock material on the surface of the earth broke off from the solid rock layer (bedrock) that makes up the outer portion of the earth. ", "goal_id" => "702", "topic_id" => "0", "clarification" => "<ol> <li>Most of the loose rocks on the surface of the earth originally came from the breaking of the solid rock layer (bedrock) that comprises the outer portion of the earth. </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "275", "code" => "C", "idea" => "Wind", "goal_id" => "0", "topic_id" => "0", "clarification" => "<ol> <li>Wind is moving air. Wind is caused by differences in how much the surface of the earth is heated by the sun in different locations, which leads to differences in the temperature of the air at different locations. </li> <li>When air is heated, the molecules in the air move faster, get farther apart, and the air becomes less dense (fewer molecules in a given volume of air). When air is cooled, the molecules in the air move slower, get closer together, and the air becomes more dense (more molecules in a given volume of air). </li> <li>More dense air tends to move toward areas where the air is less dense. (But not why denser air moves toward areas of less dense air. No discussion of gravity or other forces.) </li> <li>The greater the difference in the density of air in two locations the faster the air moves from one location to the other, which causes greater wind speeds. </li> <li>(Not that wind patterns are shaped by the rotation of the earth (Coriolis effect) or by the land forms that the wind encounters. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "191", "code" => "D", "idea" => "Molecules that result from the digestion of carbohydrates and proteins are small enough to enter the capillaries in the lining of the digestive tract and be carried to cells. ", "goal_id" => "224", "topic_id" => "0", "clarification" => "<p> <em>Sub-Ideas</em>: </p> <ol> <li>Molecules that result from the digestion of carbohydrates and proteins are small enough to enter the capillaries of the circulatory system located in the lining of the digestive tract. </li> <li>To get to cells, the molecules from food leave the circulatory system by moving through capillary walls. </li> </ol> <p> <em>Boundaries</em>: </p> <ol> <li>Not that fatty acids enter the blood stream through the lymphatic system. </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "380", "code" => "F", "idea" => "Graph reading - scatterplot", "goal_id" => "0", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "293", "code" => "I", "idea" => "Given an idea to be tested (hypothesis) and an experimental setup, explain why certain variables are (or should be) kept constant. ", "goal_id" => "533", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "294", "code" => "II", "idea" => "Select an experimental setup to test the effect of a variable on the experimental outcome, when all relevant variables are provided. ", "goal_id" => "533", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "148", "code" => "j", "idea" => "Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from…plate motions.", "goal_id" => "868", "topic_id" => "0", "clarification" => "<p> Students should know that a variety of major geological events are the result of earth’s moving plates. They should know that these events include earthquakes, volcanic eruptions, and mountain building. They should know that because these events are caused by plate motion there are world-wide patterns to the locations of these events that coincide with plate boundaries. Students should know that a majority of earthquakes and volcanoes are concentrated in specific areas around the world and that these areas occur in the places where plates are pressing together and pulling apart. They should know that the locations of actively uprising mountain ranges are associated with places where plates press together or pull apart. Students should know that because the plates are continuously moving, these geological events occur continuously as well. Students should know that these geological events may occur together at the same time, but they are not expected to know the specific relationships between them and the mechanisms that connect them. </p>", "complexity" => null, "public" => "0", "deleted" => "0" ) ) $topics = array( array( "short" => "AE", "short_pub" => "AE", "topic" => "Argumentation and Evolution", "id" => "44", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Argumentation and Evolution", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "AP", "short_pub" => "AP", "topic" => "ASPECt 3D Tasks", "id" => "47", "topic_info" => "<p>ASPECt 3D tasks</p>", "public_pr" => "1", "topic_pub" => "ASPECt-3D", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "AM", "short_pub" => "AM", "topic" => "Atoms, Molecules, and States of Matter", "id" => "5", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory. Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion. Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE: Students are not expected to recognize names or representations of specific atoms or molecules. Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>", "public_pr" => "1", "topic_pub" => "Atoms, Molecules, and States of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "CE", "short_pub" => "CE", "topic" => "Cells: Composition of Organisms, Cell Structure, and Division", "id" => "31", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Cells", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "CV", "short_pub" => "CV", "topic" => "Nature of Science: Control of Variables", "id" => "20", "topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science. It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>", "public_pr" => "0", "topic_pub" => "Control of Variables", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "EC", "short_pub" => "EC", "topic" => "Energy Changes", "id" => "50", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy Changes", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "EB", "short_pub" => "EB", "topic" => "Energy in Biology Curriculum Project", "id" => "41", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy in Biology", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EG", "short_pub" => "EG", "topic" => "Forms of Energy", "id" => "28", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map. The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark). Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution: The emphasis here is not on learning the names of the forms of energy. The labels are used to help us keep track of the energy. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "NG", "short_pub" => "NG", "topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy", "id" => "29", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11). The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks). Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "RG", "short_pub" => "RG", "topic" => "Energy Instrument Development Project", "id" => "35", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "ES", "short_pub" => "ES", "topic" => "Evolution & Shared Biochemistry", "id" => "43", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Evolution & Shared Biochemistry", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EN", "short_pub" => "EN", "topic" => "Natural Selection", "id" => "15", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Evolution and Natural Selection", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "FM", "short_pub" => "FM", "topic" => "Force and Motion", "id" => "9", "topic_info" => "<div> <div> <p>This topic centers on Newton’s Laws of Motion, and in particular, Newton’s 2<sup>nd</sup> Law. Students are expected to apply Newton’s 2<sup>nd</sup> Law to a variety of forces and motions. This topic’s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p> <br/> </div> </div>", "public_pr" => "0", "topic_pub" => "Force and Motion", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "BF", "short_pub" => "BF", "topic" => "Basic Functions in Humans", "id" => "16", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Human Body Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ID", "short_pub" => "IE", "topic" => "Interdependence, Diversity, and Survival", "id" => "11", "topic_info" => "<p class="MsoNormal"> </p> <p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style=""> </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style=""> </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style=""> </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style=""> </span><o:p></o:p></span></font></p> <p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>", "public_pr" => "1", "topic_pub" => "Interdependence in Ecosystems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ME", "short_pub" => "ME", "topic" => "Matter and Energy in Living Systems", "id" => "14", "topic_info" => "<p> </p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\01\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>", "public_pr" => "1", "topic_pub" => "Matter and Energy in Living Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "MO", "short_pub" => "MO", "topic" => "Cross-cutting Themes: Models", "id" => "25", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Models", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "PT", "short_pub" => "PT", "topic" => "Processes that shape the earth/Plate Tectonics Version II", "id" => "27", "topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style=""> </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>", "public_pr" => "1", "topic_pub" => "Plate Tectonics", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "RH", "short_pub" => "RH", "topic" => "Reproduction, Genes, and Heredity", "id" => "12", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Reproduction, Genes, and Heredity", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "SC", "short_pub" => "SC", "topic" => "Substances, Chemical Reactions, and Conservation", "id" => "6", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter. Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed. Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving. Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>", "public_pr" => "1", "topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "WC", "short_pub" => "WC", "topic" => "Weather and Climate I: Basic Elements", "id" => "3", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate I: Basic Elements", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "CL", "short_pub" => "CL", "topic" => "Weather and Climate II: Seasonal Differences", "id" => "32", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate II: Seasonal Differences", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "WE", "short_pub" => "WE", "topic" => "Weathering, Erosion, and Deposition", "id" => "26", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weathering, Erosion, and Deposition", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ) ) $projects = array( array( "id" => "1", "title" => "Original Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "2", "title" => "ASPECt Project", "internal_notes" => "", "description" => "The goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "1", "cluster" => "1", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "3", "title" => "Evolution Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "1", "treatment" => "1", "deleted" => "0" ), array( "id" => "4", "title" => "THSB Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "5", "title" => "MEGA Project", "internal_notes" => "This tab is currently only visible to administrators. <br>", "description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "7", "title" => "Linguistics Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. <br><br> We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them. <br><br> We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance. <br><br> Under this tab, you will find a variety of materials from this study. These include: <br><br> • A final technical report of the study, which describes the study and its results in their entirety. <br><br> • A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students. <br><br> • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. <br><br> • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. <br><br> • Conference presentations made throughout the course of the project", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "8", "title" => "ASPECt 3D", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => 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"treatment_correct" => 2050, "treatment_total" => 8155 ), array( "code" => "SB039002", "baseline_correct" => 9, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 114, "treatment_total" => 1512 ), array( "code" => "SB049002", "baseline_correct" => 27, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 362, "treatment_total" => 1512 ), array( "code" => "SC075004", "baseline_correct" => 74, "baseline_total" => 1890, "control_correct" => "", "control_total" => "", "treatment_correct" => 376, "treatment_total" => 1890 ), array( "code" => "EB007003", "baseline_correct" => 109, "baseline_total" => 2675, "control_correct" => "", "control_total" => "", "treatment_correct" => 221, "treatment_total" => 2675 ), array( "code" => "EB078001", "baseline_correct" => 131, "baseline_total" => 3745, "control_correct" => "", "control_total" => "", "treatment_correct" => 227, "treatment_total" => 3745 ) ) 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Item BF092004: Carbon dioxide in the blood decreases and oxygen increases as blood passes through the lungs. (Version using graphs to show changes in carbon dioxide and oxygen)
A person measures the levels of carbon dioxide and oxygen in the blood before and after the blood passes through the lungs. Which of the following pairs of graphs shows the changes in carbon dioxide and the changes in oxygen in the blood before and after passing through blood vessels in the lungs?
- Topic
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array(), array(), array(), array(), array(), array(), array(), array(), array(), array() ), "topics" => array( array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array(), array() ), "projects" => array( array(), array(), array(), array(), array(), array(), array() ), "filters" => array( "keywords" => null, "project" => "1", "topic" => 0, "idea" => 0 ), "grade_range_lookup" => array( "P", "P", "E", "E", "E", "M", "M", "M", "H", "H", "H", "H" ), "meta" => array( "description" => "Overview of item BF092004" ), "idea_items_in_project" => array(), "public_idea_items_in_project" => array(), "framework_statements" => array(), "title_for_layout" => "Items ~ BF092004", "idea_stats_cr" => array( array(), array(), array(), array(), array(), array(), array(), array() ), "topic_list" => array( array(), array(), array(), array() ) ) $loadHelpers = true $cached = false $simpleGraph = SimpleGraphHelper SimpleGraphHelper::$helpers = array SimpleGraphHelper::$__defaultSettings = array SimpleGraphHelper::$base = "" SimpleGraphHelper::$webroot = "/" SimpleGraphHelper::$theme = NULL SimpleGraphHelper::$here = "/items/1/BF092004" SimpleGraphHelper::$params = array SimpleGraphHelper::$action = "view" SimpleGraphHelper::$plugin = NULL SimpleGraphHelper::$data = array SimpleGraphHelper::$namedArgs = NULL SimpleGraphHelper::$argSeparator = NULL SimpleGraphHelper::$validationErrors = NULL SimpleGraphHelper::$tags = array SimpleGraphHelper::$__tainted = NULL SimpleGraphHelper::$__cleaned = NULL SimpleGraphHelper::$Html = HtmlHelper object $number = NumberHelper NumberHelper::$_currencies = array NumberHelper::$_currencyDefaults = array NumberHelper::$helpers = NULL NumberHelper::$base = "" NumberHelper::$webroot = "/" NumberHelper::$theme = NULL NumberHelper::$here = "/items/1/BF092004" NumberHelper::$params = array NumberHelper::$action = "view" 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FormHelper::$namedArgs = NULL FormHelper::$argSeparator = NULL FormHelper::$validationErrors = NULL FormHelper::$tags = array FormHelper::$__tainted = NULL FormHelper::$__cleaned = NULL FormHelper::$Html = HtmlHelper object $javascript = JavascriptHelper JavascriptHelper::$useNative = true JavascriptHelper::$enabled = true JavascriptHelper::$safe = false JavascriptHelper::$tags = array JavascriptHelper::$_blockOptions = array JavascriptHelper::$_cachedEvents = array JavascriptHelper::$_cacheEvents = false JavascriptHelper::$_cacheToFile = false JavascriptHelper::$_cacheAll = false JavascriptHelper::$_rules = array JavascriptHelper::$__scriptBuffer = NULL JavascriptHelper::$helpers = NULL JavascriptHelper::$base = "" JavascriptHelper::$webroot = "/" JavascriptHelper::$theme = NULL JavascriptHelper::$here = "/items/1/BF092004" JavascriptHelper::$params = array JavascriptHelper::$action = "view" JavascriptHelper::$plugin = NULL JavascriptHelper::$data = array JavascriptHelper::$namedArgs 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array SessionHelper::$theme = NULL SessionHelper::$plugin = NULL $debugToolbarPanels = array( "history" => array( "content" => array(), "elementName" => "history_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "session" => array( "content" => array(), "elementName" => "session_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "request" => array( "content" => array(), "elementName" => "request_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "sql_log" => array( "content" => array(), "elementName" => "sql_log_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "timer" => array( "content" => null, "elementName" => "timer_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "log" => array( "content" => array(), "elementName" => "log_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ), "variables" => array( "content" => array(), "elementName" => "variables_panel", "plugin" => "debug_kit", "title" => null, "disableTimer" => true ) ) $debugToolbarJavascript = array( "behavior" => "/debug_kit/js/js_debug_toolbar" ) $item = array( "Item" => array( "id" => "3153", "code" => "BF92-4", "owner" => "dpollock", "text" => "<p> <font face="Times New Roman" size="3">A person measures the levels of carbon dioxide and oxygen in the blood before and after the blood passes through the lungs.  Which of the following pairs of graphs shows the changes in carbon dioxide and the changes in oxygen in the blood before and after passing through blood vessels in the lungs?</font> </p> <p> <img alt="" height="374" src="/items/user_images/Image/Human%20Basic%20Functions/Item%20BF92-2%20graphs%20rev%20bold.jpg" width="800"> </p>", "version" => "4", "title" => "Carbon dioxide in the blood decreases and oxygen increases as blood passes through the lungs. 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mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} </style> <![endif]--> </p> <p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:6.0pt; margin-left:.25in;line-height:normal;tab-stops:27.35pt 45.35pt 1.0in 1.5in"> <i style="mso-bidi-font-style:normal"><span style="font-size:12.0pt;font-family:">Students are expected to know that:</span></i> </p> <p class="MsoListParagraphCxSpFirst" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Polymers are very large molecules that form during chemical reactions that link together smaller molecules (monomers).</span> </p> <p class="MsoListParagraphCxSpMiddle" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Typically, only a few atoms are actually rearranged during chemical reactions that form polymers.</span> </p> <p class="MsoListParagraphCxSpMiddle" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">A wide variety of polymers can be made from a small number of types of monomers by varying the number of each type of monomer, their sequence, and whether or not the chains of monomers have branches. <span style= "mso-spacerun:yes"> </span></span> </p> <p class="MsoListParagraphCxSpMiddle" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">The properties of a polymer depend on the type of monomers the polymer is made up of, the sequence of monomers and whether or not the chains of monomers have branches.</span> </p> <p class="MsoListParagraphCxSpLast" style= "margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Water is often a product of the chemical reactions that form polymers.</span> </p> <p class="MsoNormal" style="margin-top:0in;margin-right:0in;margin-bottom:6.0pt; margin-left:.25in;line-height:normal;tab-stops:27.35pt 45.35pt 1.0in 1.5in"> <i style="mso-bidi-font-style:normal"><span style="font-size:12.0pt;font-family:">Boundaries:</span></i> </p> <p class="MsoListParagraph" style= "margin-top:0in;margin-right:0in;margin-bottom: 6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt;line-height: normal;mso-list:l0 level1 lfo1;tab-stops:27.35pt 45.35pt 1.0in 1.5in"> <span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style= "font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Students are not expected to know the types of bonds formed during polymer formation.</span> </p>", "complexity" => "", "public" => "1", "deleted" => "0" ), array( "id" => "295", "code" => "3", "idea" => "Identify the variable(s) being tested in a given controlled experimental setup. ", "goal_id" => "533", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "279", "code" => "A", "idea" => "All living things are composed of one or more cells. ", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that</em> </p> <ol> <li>All organisms, including animals, plants, fungi and microorganisms, are made up of cells. </li> <li>Cells vary in size, shape, and specialized functions. </li> <li>Living things can be made from just one cell to many millions. </li> <li>Some organisms are made of many types of cells and many of each type. </li> <li>In single-celled organisms such as bacteria, the single cell carries out all of the functions needed for the organism to stay alive; in organisms made of many cells, individual cells work together with (depend on) other cells to carry out their essential life functions. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the terms prokaryote or eukaryote or the differences between these types of cells. </li> <li>Items will not test students’ knowledge of fungi. </li> </ol> <p> <em>Misconceptions:</em> </p> <ul> <li>All cells are the same size and shape, i.e., there is a generic cell. (suspected, GDB 1-07-09) </li> <li>All cells carry out the same function or functions. (suspected, GDB 2-17-09) </li> <li>Some living parts of organisms are not made of cells. (suspected, GDB 1-07-09) </li> <li>Plants are not made of cells. (suspected, DEP 2-13-09) </li> </ul>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "267", "code" => "A", "idea" => "All living things are made of one or more cells.", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that:</em> </p> <ol> <li>All organisms, including animals, plants, and microorganisms, are made up of cells. </li> <li>There are different types of cells that differ in their size, shape, and specialized functions. </li> <li>Some organisms, such as bacteria, consist of a single cell, while others are made up of many types of cells and many of each type. </li> <li>A cell is the smallest living thing and is made up of molecules and atoms, which are much smaller than cells. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the term prokaryote and eukaryote or the differences between these types of cells. </li> <li>Items will not test students' knowledge of fungi. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "268", "code" => "A", "idea" => "All living things are composed of one or more cells.", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that:</em> </p> <ol> <li>All organisms, including animals, plants, and microorganisms, are made up of cells. </li> <li>There are different types of cells that differ in their size, shape, and specialized functions. </li> <li>Some organisms, such as bacteria, consist of a single cell, while others are made up of many types of cells and many of each type. </li> <li>A cell is the smallest living thing and is made up of molecules and atoms, which are smaller than cells. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the terms prokaryote or eukaryote or the difference between these types of cells. </li> <li>Items will not test students' knowledge of fungi. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "280", "code" => "A", "idea" => "All living things are composed of one or more cells.", "goal_id" => "791", "topic_id" => "0", "clarification" => "<p> <em>Students are expected to know that</em>: </p> <ol> <li>All organisms, including animals, plants, fungi and microorganisms, are made up of cells. </li> <li>Cells vary in size, shape, and specialized functions. </li> <li>Living things can be made from just one cell to many millions. </li> <li>Some organisms are made of many types of cells and many of each type. </li> <li>In single-celled organisms such as bacteria, the single cell carries out all of the functions needed for the organism to stay alive; in organisms made of many cells, individual cells work together with (depend on) other cells to carry out their essential life functions. </li> <li>Most cells are so small that their details can only be seen with a microscope. </li> </ol> <p> <em>Exclusions:</em> </p> <ol> <li>Not the terms prokaryote or eukaryote or the differences between these types of cells. </li> <li>Items will not test students’ knowledge of fungi. </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "205", "code" => "B", "idea" => "The earth's plates sit on a hot, slightly softened layer of the earth. ", "goal_id" => "884", "topic_id" => "0", "clarification" => "<ol> <li>Students are expected to know that immediately under the plates is a layer of rock that is hotter and less rigid than the plates. </li> <li>Students are expected to know that this layer of rock is hot enough to be slightly softened (just as wax and metal become softened when they are heated but not yet melted). </li> <li>Students should know that this layer moves very slowly and that it flows in different directions at different places around the earth. </li> </ol> <p> <em>Exclusions:</em> Students are not expected to know that the layer below the plates is called the asthenosphere or the actual temperatures of the plates and the layer below. </p> <p> <em>Note:</em> Because the asthenosphere isn’t exclusively partly melted (e.g., magma flows through the asthenosphere), test items will qualify the description of the slightly softened rock layer by saying, “the layer directly below earth’s plates is mostly…slightly softened,” but students will not be required to know that the layer is not always uniformly partial melt. </p>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "250", "code" => "C", "idea" => "The loose rock material on the surface of the earth broke off from the solid rock layer (bedrock) that makes up the outer portion of the earth. ", "goal_id" => "702", "topic_id" => "0", "clarification" => "<ol> <li>Most of the loose rocks on the surface of the earth originally came from the breaking of the solid rock layer (bedrock) that comprises the outer portion of the earth. </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "275", "code" => "C", "idea" => "Wind", "goal_id" => "0", "topic_id" => "0", "clarification" => "<ol> <li>Wind is moving air. Wind is caused by differences in how much the surface of the earth is heated by the sun in different locations, which leads to differences in the temperature of the air at different locations. </li> <li>When air is heated, the molecules in the air move faster, get farther apart, and the air becomes less dense (fewer molecules in a given volume of air). When air is cooled, the molecules in the air move slower, get closer together, and the air becomes more dense (more molecules in a given volume of air). </li> <li>More dense air tends to move toward areas where the air is less dense. (But not why denser air moves toward areas of less dense air. No discussion of gravity or other forces.) </li> <li>The greater the difference in the density of air in two locations the faster the air moves from one location to the other, which causes greater wind speeds. </li> <li>(Not that wind patterns are shaped by the rotation of the earth (Coriolis effect) or by the land forms that the wind encounters. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "191", "code" => "D", "idea" => "Molecules that result from the digestion of carbohydrates and proteins are small enough to enter the capillaries in the lining of the digestive tract and be carried to cells. ", "goal_id" => "224", "topic_id" => "0", "clarification" => "<p> <em>Sub-Ideas</em>: </p> <ol> <li>Molecules that result from the digestion of carbohydrates and proteins are small enough to enter the capillaries of the circulatory system located in the lining of the digestive tract. </li> <li>To get to cells, the molecules from food leave the circulatory system by moving through capillary walls. </li> </ol> <p> <em>Boundaries</em>: </p> <ol> <li>Not that fatty acids enter the blood stream through the lymphatic system. </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "380", "code" => "F", "idea" => "Graph reading - scatterplot", "goal_id" => "0", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "293", "code" => "I", "idea" => "Given an idea to be tested (hypothesis) and an experimental setup, explain why certain variables are (or should be) kept constant. ", "goal_id" => "533", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "294", "code" => "II", "idea" => "Select an experimental setup to test the effect of a variable on the experimental outcome, when all relevant variables are provided. ", "goal_id" => "533", "topic_id" => "0", "clarification" => "", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "148", "code" => "j", "idea" => "Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from…plate motions.", "goal_id" => "868", "topic_id" => "0", "clarification" => "<p> Students should know that a variety of major geological events are the result of earth’s moving plates. They should know that these events include earthquakes, volcanic eruptions, and mountain building. They should know that because these events are caused by plate motion there are world-wide patterns to the locations of these events that coincide with plate boundaries. Students should know that a majority of earthquakes and volcanoes are concentrated in specific areas around the world and that these areas occur in the places where plates are pressing together and pulling apart. They should know that the locations of actively uprising mountain ranges are associated with places where plates press together or pull apart. Students should know that because the plates are continuously moving, these geological events occur continuously as well. Students should know that these geological events may occur together at the same time, but they are not expected to know the specific relationships between them and the mechanisms that connect them. </p>", "complexity" => null, "public" => "0", "deleted" => "0" ) ) $topics = array( array( "short" => "AE", "short_pub" => "AE", "topic" => "Argumentation and Evolution", "id" => "44", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Argumentation and Evolution", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "AP", "short_pub" => "AP", "topic" => "ASPECt 3D Tasks", "id" => "47", "topic_info" => "<p>ASPECt 3D tasks</p>", "public_pr" => "1", "topic_pub" => "ASPECt-3D", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "AM", "short_pub" => "AM", "topic" => "Atoms, Molecules, and States of Matter", "id" => "5", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory. Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion. Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE: Students are not expected to recognize names or representations of specific atoms or molecules. Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>", "public_pr" => "1", "topic_pub" => "Atoms, Molecules, and States of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "CE", "short_pub" => "CE", "topic" => "Cells: Composition of Organisms, Cell Structure, and Division", "id" => "31", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Cells", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "CV", "short_pub" => "CV", "topic" => "Nature of Science: Control of Variables", "id" => "20", "topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science. It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>", "public_pr" => "0", "topic_pub" => "Control of Variables", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "EC", "short_pub" => "EC", "topic" => "Energy Changes", "id" => "50", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy Changes", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "EB", "short_pub" => "EB", "topic" => "Energy in Biology Curriculum Project", "id" => "41", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy in Biology", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EG", "short_pub" => "EG", "topic" => "Forms of Energy", "id" => "28", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map. The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark). Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution: The emphasis here is not on learning the names of the forms of energy. The labels are used to help us keep track of the energy. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "NG", "short_pub" => "NG", "topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy", "id" => "29", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11). The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks). Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "RG", "short_pub" => "RG", "topic" => "Energy Instrument Development Project", "id" => "35", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "ES", "short_pub" => "ES", "topic" => "Evolution & Shared Biochemistry", "id" => "43", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Evolution & Shared Biochemistry", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EN", "short_pub" => "EN", "topic" => "Natural Selection", "id" => "15", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Evolution and Natural Selection", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "FM", "short_pub" => "FM", "topic" => "Force and Motion", "id" => "9", "topic_info" => "<div> <div> <p>This topic centers on Newton’s Laws of Motion, and in particular, Newton’s 2<sup>nd</sup> Law. Students are expected to apply Newton’s 2<sup>nd</sup> Law to a variety of forces and motions. This topic’s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p> <br/> </div> </div>", "public_pr" => "0", "topic_pub" => "Force and Motion", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "BF", "short_pub" => "BF", "topic" => "Basic Functions in Humans", "id" => "16", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Human Body Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ID", "short_pub" => "IE", "topic" => "Interdependence, Diversity, and Survival", "id" => "11", "topic_info" => "<p class="MsoNormal"> </p> <p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style=""> </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style=""> </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style=""> </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style=""> </span><o:p></o:p></span></font></p> <p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>", "public_pr" => "1", "topic_pub" => "Interdependence in Ecosystems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ME", "short_pub" => "ME", "topic" => "Matter and Energy in Living Systems", "id" => "14", "topic_info" => "<p> </p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\01\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>", "public_pr" => "1", "topic_pub" => "Matter and Energy in Living Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "MO", "short_pub" => "MO", "topic" => "Cross-cutting Themes: Models", "id" => "25", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Models", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "PT", "short_pub" => "PT", "topic" => "Processes that shape the earth/Plate Tectonics Version II", "id" => "27", "topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style=""> </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>", "public_pr" => "1", "topic_pub" => "Plate Tectonics", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "RH", "short_pub" => "RH", "topic" => "Reproduction, Genes, and Heredity", "id" => "12", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Reproduction, Genes, and Heredity", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "SC", "short_pub" => "SC", "topic" => "Substances, Chemical Reactions, and Conservation", "id" => "6", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter. Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed. Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving. Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>", "public_pr" => "1", "topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "WC", "short_pub" => "WC", "topic" => "Weather and Climate I: Basic Elements", "id" => "3", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate I: Basic Elements", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "CL", "short_pub" => "CL", "topic" => "Weather and Climate II: Seasonal Differences", "id" => "32", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate II: Seasonal Differences", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "WE", "short_pub" => "WE", "topic" => "Weathering, Erosion, and Deposition", "id" => "26", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weathering, Erosion, and Deposition", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ) ) $projects = array( array( "id" => "1", "title" => "Original Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "2", "title" => "ASPECt Project", "internal_notes" => "", "description" => "The goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "1", "cluster" => "1", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "3", "title" => "Evolution Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "1", "treatment" => "1", "deleted" => "0" ), array( "id" => "4", "title" => "THSB Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "5", "title" => "MEGA Project", "internal_notes" => "This tab is currently only visible to administrators. <br>", "description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "7", "title" => "Linguistics Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. <br><br> We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them. <br><br> We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance. <br><br> Under this tab, you will find a variety of materials from this study. These include: <br><br> • A final technical report of the study, which describes the study and its results in their entirety. <br><br> • A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students. <br><br> • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. <br><br> • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. <br><br> • Conference presentations made throughout the course of the project", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "8", "title" => "ASPECt 3D", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => 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"treatment_correct" => 2050, "treatment_total" => 8155 ), array( "code" => "SB039002", "baseline_correct" => 9, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 114, "treatment_total" => 1512 ), array( "code" => "SB049002", "baseline_correct" => 27, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 362, "treatment_total" => 1512 ), array( "code" => "SC075004", "baseline_correct" => 74, "baseline_total" => 1890, "control_correct" => "", "control_total" => "", "treatment_correct" => 376, "treatment_total" => 1890 ), array( "code" => "EB007003", "baseline_correct" => 109, "baseline_total" => 2675, "control_correct" => "", "control_total" => "", "treatment_correct" => 221, "treatment_total" => 2675 ), array( "code" => "EB078001", "baseline_correct" => 131, "baseline_total" => 3745, "control_correct" => "", "control_total" => "", "treatment_correct" => 227, "treatment_total" => 3745 ) ) 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"item_id" => "3153", "idea_id" => "0", "topic_id" => "0", "statn" => "1689", "statp" => "46.00", "fkclass" => "I", "fkid" => "3153" ) $item_stats = array( "Correct" => 777, "Total" => 1689, "ByGrade" => array( array(), array(), array(), array(), array(), array(), array(), array() ), "ByGradeRange" => array( "H" => array(), "M" => array(), "" => array() ), "ByGender" => array( "M" => array(), "F" => array(), "--" => array() ), "ByLang" => array( "" => array(), "--" => array(), "EN" => array(), "OT" => array() ), "A" => array( "Total" => 333, "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "B" => array( "Total" => 777, "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "C" => array( "Total" => 392, "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "D" => array( "Total" => 187, "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ) ) $answers = array( "A", "B", "C", "D" ) $answer_choice = "D" $answer_data = array( "Total" => 187, "ByGrade" => array( 48, 31, 54, 19, 25, 8, 2 ), "ByGradeRange" => array( "H" => 54, "M" => 133 ), "ByGender" => array( "M" => 83, "F" => 102, "--" => 2 ), "ByLang" => array( "--" => 4, "EN" => 168, "OT" => 15 ) ) $chd = array( "A" => 20, "B" => 46, "C" => 23, "D" => 11 ) $chco = array( "A" => "76A4FB", "B" => "339933", "C" => "76A4FB", "D" => "76A4FB" ) $project = "1" $assessment = 0 $item_index = 0Debugger::handleError() - CORE/cake/libs/debugger.php, line 306 include - APP/views/items/view.ctp, line 351 View::_render() - CORE/cake/libs/view/view.php, line 736 DebugView::_render() - APP/plugins/debug_kit/views/debug.php, line 43 View::render() - CORE/cake/libs/view/view.php, line 431 DebugView::render() - APP/plugins/debug_kit/views/debug.php, line 85 Controller::render() - CORE/cake/libs/controller/controller.php, line 909 Dispatcher::_invoke() - CORE/cake/dispatcher.php, line 207 Dispatcher::dispatch() - CORE/cake/dispatcher.php, line 171 [main] - APP/webroot/index.php, line 86
- Correct Answer
- B
- Misconceptions
- Distribution of Responses
Code | Context
092004-dist.png" alt="Chart showing distrubtion of responses for Item 092004" />
if ($projects[$project_id]['multistat'] == FALSE) { ?><dl><dt>Distribution of Responses</dt></dl><img src="http://chart.apis.google.com/chart?chs=265x180&cht=bvg&chf=bg,s,00000000&chco=<?php echo implode('|', $stats[$project_id]['chco']); ?>&chds=0,100&chd=t:<?php echo implode(',',$stats[$project_id]['chd']); ?>&chxl=0:|<?php echo implode('|',array_keys($stats[$project_id]['chd'])); ?>&chxt=x,y&chbh=a&chbw=a&chm=N*f0*%,000000,0,-1,11,,e::5&filename=<?php echo sprintf('%s%03u%03u', $topics[$filters['topic']]['short_pub'], substr($item['Item']['code'], 2, strpos($item['Item']['code'],'-')-2), substr($item['Item']['code'], strpos($item['Item']['code'],'-')+1)); ?>-dist.png" alt="Chart showing distrubtion of responses for Item <?php echo sprintf('%s%03u%03u', $topics[$filters['topic']]['short_pub'], substr($item['Item']['code'], 2, strpos($item['Item']['code'],'-')-2), substr($item['Item']['code'], strpos($item['Item']['code'],'-')+1)); ?>" />
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</p>
<p class="MsoNormal"
style="margin-top:0in;margin-right:0in;margin-bottom:6.0pt; margin-left:.25in;line-height:normal;tab-stops:27.35pt 45.35pt 1.0in 1.5in">
<i style="mso-bidi-font-style:normal"><span style="font-size:12.0pt;font-family:">Students are expected to know that:</span></i>
</p>
<p class="MsoListParagraphCxSpFirst"
style=
"margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in">
<span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style=
"font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Polymers are very large molecules that form during chemical reactions that
link together smaller molecules (monomers).</span>
</p>
<p class="MsoListParagraphCxSpMiddle"
style=
"margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in">
<span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style=
"font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Typically, only a few atoms are actually rearranged during chemical
reactions that form polymers.</span>
</p>
<p class="MsoListParagraphCxSpMiddle"
style=
"margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in">
<span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style=
"font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">A wide variety of polymers can be made from a small number of types of
monomers by varying the number of each type of monomer, their sequence, and whether or not the chains of monomers have branches. <span style=
"mso-spacerun:yes"> </span></span>
</p>
<p class="MsoListParagraphCxSpMiddle"
style=
"margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in">
<span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style=
"font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">The properties of a polymer depend on the type of monomers the polymer is
made up of, the sequence of monomers and whether or not the chains of monomers have branches.</span>
</p>
<p class="MsoListParagraphCxSpLast"
style=
"margin-top:0in;margin-right:0in; margin-bottom:6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt; line-height:normal;mso-list:l1 level1 lfo2;tab-stops:27.35pt list 45.0pt left 1.0in 1.5in">
<span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style=
"font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Water is often a product of the chemical reactions that form
polymers.</span>
</p>
<p class="MsoNormal"
style="margin-top:0in;margin-right:0in;margin-bottom:6.0pt; margin-left:.25in;line-height:normal;tab-stops:27.35pt 45.35pt 1.0in 1.5in">
<i style="mso-bidi-font-style:normal"><span style="font-size:12.0pt;font-family:">Boundaries:</span></i>
</p>
<p class="MsoListParagraph"
style=
"margin-top:0in;margin-right:0in;margin-bottom: 6.0pt;margin-left:45.0pt;mso-add-space:auto;text-indent:-9.0pt;line-height: normal;mso-list:l0 level1 lfo1;tab-stops:27.35pt 45.35pt 1.0in 1.5in">
<span style="font-size:12.0pt;font-family:Symbol;mso-fareast-font-family:Symbol; mso-bidi-font-family:Symbol"><span style="mso-list:Ignore">·<span style=
"font:7.0pt">  </span></span></span> <span style="font-size:12.0pt;font-family:">Students are not expected to know the types of bonds formed during polymer
formation.</span>
</p>",
"complexity" => "",
"public" => "1",
"deleted" => "0"
),
array(
"id" => "295",
"code" => "3",
"idea" => "Identify the variable(s) being tested in a given controlled experimental setup. ",
"goal_id" => "533",
"topic_id" => "0",
"clarification" => "",
"complexity" => null,
"public" => "1",
"deleted" => "0"
),
array(
"id" => "279",
"code" => "A",
"idea" => "All living things are composed of one or more cells. ",
"goal_id" => "791",
"topic_id" => "0",
"clarification" => "<p>
<em>Students are expected to know that</em>
</p>
<ol>
<li>All organisms, including animals, plants, fungi and microorganisms, are made up of cells.
</li>
<li>Cells vary in size, shape, and specialized functions.
</li>
<li>Living things can be made from just one cell to many millions.
</li>
<li>Some organisms are made of many types of cells and many of each type.
</li>
<li>In single-celled organisms such as bacteria, the single cell carries out all of the functions needed for the organism to stay alive; in organisms made of many
cells, individual cells work together with (depend on) other cells to carry out their essential life functions.
</li>
<li>Most cells are so small that their details can only be seen with a microscope.
</li>
</ol>
<p>
<em>Exclusions:</em>
</p>
<ol>
<li>Not the terms prokaryote or eukaryote or the differences between these types of cells.
</li>
<li>Items will not test students’ knowledge of fungi.
</li>
</ol>
<p>
<em>Misconceptions:</em>
</p>
<ul>
<li>All cells are the same size and shape, i.e., there is a generic cell. (suspected, GDB 1-07-09)
</li>
<li>All cells carry out the same function or functions. (suspected, GDB 2-17-09)
</li>
<li>Some living parts of organisms are not made of cells. (suspected, GDB 1-07-09)
</li>
<li>Plants are not made of cells. (suspected, DEP 2-13-09)
</li>
</ul>",
"complexity" => null,
"public" => "0",
"deleted" => "0"
),
array(
"id" => "267",
"code" => "A",
"idea" => "All living things are made of one or more cells.",
"goal_id" => "791",
"topic_id" => "0",
"clarification" => "<p>
<em>Students are expected to know that:</em>
</p>
<ol>
<li>All organisms, including animals, plants, and microorganisms, are made up of cells.
</li>
<li>There are different types of cells that differ in their size, shape, and specialized functions.
</li>
<li>Some organisms, such as bacteria, consist of a single cell, while others are made up of many types of cells and many of each type.
</li>
<li>A cell is the smallest living thing and is made up of molecules and atoms, which are much smaller than cells.
</li>
<li>Most cells are so small that their details can only be seen with a microscope.
</li>
</ol>
<p>
<em>Exclusions:</em>
</p>
<ol>
<li>Not the term prokaryote and eukaryote or the differences between these types of cells.
</li>
<li>Items will not test students' knowledge of fungi.
</li>
</ol>",
"complexity" => null,
"public" => "1",
"deleted" => "0"
),
array(
"id" => "268",
"code" => "A",
"idea" => "All living things are composed of one or more cells.",
"goal_id" => "791",
"topic_id" => "0",
"clarification" => "<p>
<em>Students are expected to know that:</em>
</p>
<ol>
<li>All organisms, including animals, plants, and microorganisms, are made up of cells.
</li>
<li>There are different types of cells that differ in their size, shape, and specialized functions.
</li>
<li>Some organisms, such as bacteria, consist of a single cell, while others are made up of many types of cells and many of each type.
</li>
<li>A cell is the smallest living thing and is made up of molecules and atoms, which are smaller than cells.
</li>
<li>Most cells are so small that their details can only be seen with a microscope.
</li>
</ol>
<p>
<em>Exclusions:</em>
</p>
<ol>
<li>Not the terms prokaryote or eukaryote or the difference between these types of cells.
</li>
<li>Items will not test students' knowledge of fungi.
</li>
</ol>",
"complexity" => null,
"public" => "1",
"deleted" => "0"
),
array(
"id" => "280",
"code" => "A",
"idea" => "All living things are composed of one or more cells.",
"goal_id" => "791",
"topic_id" => "0",
"clarification" => "<p>
<em>Students are expected to know that</em>:
</p>
<ol>
<li>All organisms, including animals, plants, fungi and microorganisms, are made up of cells.
</li>
<li>Cells vary in size, shape, and specialized functions.
</li>
<li>Living things can be made from just one cell to many millions.
</li>
<li>Some organisms are made of many types of cells and many of each type.
</li>
<li>In single-celled organisms such as bacteria, the single cell carries out all of the functions needed for the organism to stay alive; in organisms made of many
cells, individual cells work together with (depend on) other cells to carry out their essential life functions.
</li>
<li>Most cells are so small that their details can only be seen with a microscope.
</li>
</ol>
<p>
<em>Exclusions:</em>
</p>
<ol>
<li>Not the terms prokaryote or eukaryote or the differences between these types of cells.
</li>
<li>Items will not test students’ knowledge of fungi.
</li>
</ol>",
"complexity" => null,
"public" => "0",
"deleted" => "0"
),
array(
"id" => "205",
"code" => "B",
"idea" => "The earth's plates sit on a hot, slightly softened layer of the earth. ",
"goal_id" => "884",
"topic_id" => "0",
"clarification" => "<ol>
<li>Students are expected to know that immediately under the plates is a layer of rock that is hotter and less rigid than the plates.
</li>
<li>Students are expected to know that this layer of rock is hot enough to be slightly softened (just as wax and metal become softened when they are heated but not
yet melted).
</li>
<li>Students should know that this layer moves very slowly and that it flows in different directions at different places around the earth.
</li>
</ol>
<p>
<em>Exclusions:</em> Students are not expected to know that the layer below the plates is called the asthenosphere or the actual temperatures of the plates and the
layer below.
</p>
<p>
<em>Note:</em> Because the asthenosphere isn’t exclusively partly melted (e.g., magma flows through the asthenosphere), test items will qualify the description of
the slightly softened rock layer by saying, “the layer directly below earth’s plates is mostly…slightly softened,” but students will not be required to know that
the layer is not always uniformly partial melt.
</p>",
"complexity" => null,
"public" => "0",
"deleted" => "0"
),
array(
"id" => "250",
"code" => "C",
"idea" => "The loose rock material on the surface of the earth broke off from the solid rock layer (bedrock) that makes up the outer portion of the earth. ",
"goal_id" => "702",
"topic_id" => "0",
"clarification" => "<ol>
<li>Most of the loose rocks on the surface of the earth originally came from the breaking of the solid rock layer (bedrock) that comprises the outer portion of the
earth.
</li>
</ol>",
"complexity" => null,
"public" => "0",
"deleted" => "0"
),
array(
"id" => "275",
"code" => "C",
"idea" => "Wind",
"goal_id" => "0",
"topic_id" => "0",
"clarification" => "<ol>
<li>Wind is moving air. Wind is caused by differences in how much the surface of the earth is heated by the sun in different locations, which leads to differences
in the temperature of the air at different locations.
</li>
<li>When air is heated, the molecules in the air move faster, get farther apart, and the air becomes less dense (fewer molecules in a given volume of air). When air
is cooled, the molecules in the air move slower, get closer together, and the air becomes more dense (more molecules in a given volume of air).
</li>
<li>More dense air tends to move toward areas where the air is less dense. (But not why denser air moves toward areas of less dense air. No discussion of gravity or
other forces.)
</li>
<li>The greater the difference in the density of air in two locations the faster the air moves from one location to the other, which causes greater wind speeds.
</li>
<li>(Not that wind patterns are shaped by the rotation of the earth (Coriolis effect) or by the land forms that the wind encounters.
</li>
</ol>",
"complexity" => null,
"public" => "1",
"deleted" => "0"
),
array(
"id" => "191",
"code" => "D",
"idea" => "Molecules that result from the digestion of carbohydrates and proteins are small enough to enter the capillaries in the lining of the digestive tract and be carried to cells. ",
"goal_id" => "224",
"topic_id" => "0",
"clarification" => "<p>
<em>Sub-Ideas</em>:
</p>
<ol>
<li>Molecules that result from the digestion of carbohydrates and proteins are small enough to enter the capillaries of the circulatory system located in the lining
of the digestive tract.
</li>
<li>To get to cells, the molecules from food leave the circulatory system by moving through capillary walls.
</li>
</ol>
<p>
<em>Boundaries</em>:
</p>
<ol>
<li>Not that fatty acids enter the blood stream through the lymphatic system.
</li>
</ol>",
"complexity" => null,
"public" => "0",
"deleted" => "0"
),
array(
"id" => "380",
"code" => "F",
"idea" => "Graph reading - scatterplot",
"goal_id" => "0",
"topic_id" => "0",
"clarification" => "",
"complexity" => null,
"public" => "1",
"deleted" => "0"
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array(
"id" => "293",
"code" => "I",
"idea" => "Given an idea to be tested (hypothesis) and an experimental setup, explain why certain variables are (or should be) kept constant. ",
"goal_id" => "533",
"topic_id" => "0",
"clarification" => "",
"complexity" => null,
"public" => "1",
"deleted" => "0"
),
array(
"id" => "294",
"code" => "II",
"idea" => "Select an experimental setup to test the effect of a variable on the experimental outcome, when all relevant variables are provided. ",
"goal_id" => "533",
"topic_id" => "0",
"clarification" => "",
"complexity" => null,
"public" => "1",
"deleted" => "0"
),
array(
"id" => "148",
"code" => "j",
"idea" => "Major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from…plate motions.",
"goal_id" => "868",
"topic_id" => "0",
"clarification" => "<p>
Students should know that a variety of major geological events are the result of earth’s moving plates. They should know that these events include earthquakes,
volcanic eruptions, and mountain building. They should know that because these events are caused by plate motion there are world-wide patterns to the locations of
these events that coincide with plate boundaries. Students should know that a majority of earthquakes and volcanoes are concentrated in specific areas around the
world and that these areas occur in the places where plates are pressing together and pulling apart. They should know that the locations of actively uprising
mountain ranges are associated with places where plates press together or pull apart. Students should know that because the plates are continuously moving, these
geological events occur continuously as well. Students should know that these geological events may occur together at the same time, but they are not expected to
know the specific relationships between them and the mechanisms that connect them.
</p>",
"complexity" => null,
"public" => "0",
"deleted" => "0"
)
)
$topics = array(
array(
"short" => "AE",
"short_pub" => "AE",
"topic" => "Argumentation and Evolution",
"id" => "44",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Argumentation and Evolution",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "2",
"Post" => array()
),
array(
"short" => "AP",
"short_pub" => "AP",
"topic" => "ASPECt 3D Tasks",
"id" => "47",
"topic_info" => "<p>ASPECt 3D tasks</p>",
"public_pr" => "1",
"topic_pub" => "ASPECt-3D",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "3",
"Post" => array()
),
array(
"short" => "AM",
"short_pub" => "AM",
"topic" => "Atoms, Molecules, and States of Matter",
"id" => "5",
"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory. Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion. Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE: Students are not expected to recognize names or representations of specific atoms or molecules. Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>",
"public_pr" => "1",
"topic_pub" => "Atoms, Molecules, and States of Matter",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "3",
"Post" => array()
),
array(
"short" => "CE",
"short_pub" => "CE",
"topic" => "Cells: Composition of Organisms, Cell Structure, and Division",
"id" => "31",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Cells",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "2",
"Post" => array()
),
array(
"short" => "CV",
"short_pub" => "CV",
"topic" => "Nature of Science: Control of Variables",
"id" => "20",
"topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science. It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>",
"public_pr" => "0",
"topic_pub" => "Control of Variables",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "4",
"Post" => array()
),
array(
"short" => "EC",
"short_pub" => "EC",
"topic" => "Energy Changes",
"id" => "50",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Energy Changes",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "3",
"Post" => array()
),
array(
"short" => "EB",
"short_pub" => "EB",
"topic" => "Energy in Biology Curriculum Project",
"id" => "41",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Energy in Biology",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "2",
"Post" => array()
),
array(
"short" => "EG",
"short_pub" => "EG",
"topic" => "Forms of Energy",
"id" => "28",
"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map. The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark). Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution: The emphasis here is not on learning the names of the forms of energy. The labels are used to help us keep track of the energy. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>",
"public_pr" => "0",
"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "3",
"Post" => array()
),
array(
"short" => "NG",
"short_pub" => "NG",
"topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy",
"id" => "29",
"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11). The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks). Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>",
"public_pr" => "0",
"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "3",
"Post" => array()
),
array(
"short" => "RG",
"short_pub" => "RG",
"topic" => "Energy Instrument Development Project",
"id" => "35",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "3",
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),
array(
"short" => "ES",
"short_pub" => "ES",
"topic" => "Evolution & Shared Biochemistry",
"id" => "43",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Evolution & Shared Biochemistry",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "2",
"Post" => array()
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array(
"short" => "EN",
"short_pub" => "EN",
"topic" => "Natural Selection",
"id" => "15",
"topic_info" => "",
"public_pr" => "0",
"topic_pub" => "Evolution and Natural Selection",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "2",
"Post" => array()
),
array(
"short" => "FM",
"short_pub" => "FM",
"topic" => "Force and Motion",
"id" => "9",
"topic_info" => "<div>
<div>
<p>This topic centers on Newton’s Laws of Motion, and in particular, Newton’s 2<sup>nd</sup> Law. Students are expected to apply Newton’s 2<sup>nd</sup> Law to a variety of forces and motions. This topic’s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p>
<br/>
</div>
</div>",
"public_pr" => "0",
"topic_pub" => "Force and Motion",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "3",
"Post" => array()
),
array(
"short" => "BF",
"short_pub" => "BF",
"topic" => "Basic Functions in Humans",
"id" => "16",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Human Body Systems",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "2",
"Post" => array()
),
array(
"short" => "ID",
"short_pub" => "IE",
"topic" => "Interdependence, Diversity, and Survival",
"id" => "11",
"topic_info" => "<p class="MsoNormal"> </p>
<p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style=""> </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style=""> </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style=""> </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style=""> </span><o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>",
"public_pr" => "1",
"topic_pub" => "Interdependence in Ecosystems",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "2",
"Post" => array()
),
array(
"short" => "ME",
"short_pub" => "ME",
"topic" => "Matter and Energy in Living Systems",
"id" => "14",
"topic_info" => "<p> </p>
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<p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>",
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"short" => "MO",
"short_pub" => "MO",
"topic" => "Cross-cutting Themes: Models",
"id" => "25",
"topic_info" => "",
"public_pr" => "0",
"topic_pub" => "Models",
"public_items" => "1",
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array(
"short" => "PT",
"short_pub" => "PT",
"topic" => "Processes that shape the earth/Plate Tectonics Version II",
"id" => "27",
"topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style=""> </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>",
"public_pr" => "1",
"topic_pub" => "Plate Tectonics",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "1",
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),
array(
"short" => "RH",
"short_pub" => "RH",
"topic" => "Reproduction, Genes, and Heredity",
"id" => "12",
"topic_info" => "",
"public_pr" => "0",
"topic_pub" => "Reproduction, Genes, and Heredity",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
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array(
"short" => "SC",
"short_pub" => "SC",
"topic" => "Substances, Chemical Reactions, and Conservation",
"id" => "6",
"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter. Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed. Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving. Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>",
"public_pr" => "1",
"topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "3",
"Post" => array()
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"short" => "WC",
"short_pub" => "WC",
"topic" => "Weather and Climate I: Basic Elements",
"id" => "3",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Weather and Climate I: Basic Elements",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "1",
"Post" => array()
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array(
"short" => "CL",
"short_pub" => "CL",
"topic" => "Weather and Climate II: Seasonal Differences",
"id" => "32",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Weather and Climate II: Seasonal Differences",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "1",
"Post" => array()
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"short" => "WE",
"short_pub" => "WE",
"topic" => "Weathering, Erosion, and Deposition",
"id" => "26",
"topic_info" => "",
"public_pr" => "1",
"topic_pub" => "Weathering, Erosion, and Deposition",
"public_items" => "1",
"idea_notes" => null,
"item_notes" => null,
"miscon_notes" => null,
"ngss_notes" => null,
"category_id" => "1",
"Post" => array()
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array(
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"internal_notes" => "",
"description" => "",
"funder" => "",
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array(
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"title" => "ASPECt Project",
"internal_notes" => "",
"description" => "The goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.",
"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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array(
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array(
"id" => "4",
"title" => "THSB Project",
"internal_notes" => "This tab is currently only visible to administrators.",
"description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum.
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains.
<br><br>
The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.",
"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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array(
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"internal_notes" => "This tab is currently only visible to administrators. <br>",
"description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum.
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains.
<br><br>
The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.",
"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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"internal_notes" => "This tab is currently only visible to administrators.",
"description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference.
<br><br>
We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them.
<br><br>
We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance.
<br><br>
Under this tab, you will find a variety of materials from this study. These include:
<br><br>
• A final technical report of the study, which describes the study and its results in their entirety.
<br><br>
• A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students.
<br><br>
• Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics.
<br><br>
• A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items.
<br><br>
• Conference presentations made throughout the course of the project",
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)Debugger::handleError() - CORE/cake/libs/debugger.php, line 306 include - APP/views/items/view.ctp, line 503 View::_render() - CORE/cake/libs/view/view.php, line 736 DebugView::_render() - APP/plugins/debug_kit/views/debug.php, line 43 View::render() - CORE/cake/libs/view/view.php, line 431 DebugView::render() - APP/plugins/debug_kit/views/debug.php, line 85 Controller::render() - CORE/cake/libs/controller/controller.php, line 909 Dispatcher::_invoke() - CORE/cake/dispatcher.php, line 207 Dispatcher::dispatch() - CORE/cake/dispatcher.php, line 171 [main] - APP/webroot/index.php, line 86
- Students Responding Correctly
| Group | Correct | Total | Percent |
|---|---|---|---|
| Overall | 777 | 1689 | 46% |
| Grades | |||
| 6–8 | 413 | 987 | 42% |
| 9–12 | 362 | 698 | 52% |
| Gender | |||
| Male | 399 | 814 | 49% |
| Female | 371 | 851 | 44% |
| Primary Language | |||
| English | 711 | 1505 | 47% |
| Other | 53 | 146 | 36% |
