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• meta
  • descriptionStudent performance charts for item EN055001: Most species living today did not exist at the time life began.
• title_for_layoutTopics ~ Evolution and Natural Selection ~ Item EN055001 ~ Student Performance
• item
  • Item
    • id3434
    • codeEN55-1
    • ownerjflanaga
    • text<p> <span style="font-size: 12pt;">Which of the following is TRUE about the species that are living on earth today?</span> </p> <ol type="A"> <li> <span style="font-size: 12pt;">All species living today have existed since the time life began.</span> </li> <li> <span style="font-size: 12pt;">Most species living today have existed since the time life began, but a few have appeared more recently.</span> </li> <li> <span style="font-size: 12pt;">Most species living today did not exist at the time life began.</span> </li> <li> <span style="font-size: 12pt;">There is no way of finding out whether all, most, or only a few species living today existed since the time life began.</span> </li> </ol>
    • version1
    • titleMost species living today did not exist at the time life began.
    • date2019-05-19 11:13:02
    • topic_id15
    • notesApproved for field testing 2-3-10
    • sourceJCF/GDB/JER
    • attribution
    • answerC
    • answer_typeS
    • response_count4
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    • public0
    • contextHow long living species have existed
    • deleted0
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    • topic_pubEvolution and Natural Selection
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      • ideaThere are similarities and differences between organisms living today, and between organisms living today and those that lived in the past, both within the same species and between species.
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Although many species have undergone little change for many millions of years, and a few appear to have changed very little since the early history of life, most species living today did not exist when life first began on earth. </li> <li>Extinctions have occurred throughout the history of life and continue to occur. </li> <li>Fossils can be used to study the anatomical features of extinct species, and to compare their features with those of existing species. </li> <li>Fossils include the remains of, or impressions left by, organisms that lived in the past and that have been preserved in rock or gradually replaced by rock. </li> <li>If available, DNA can be analyzed to learn about species from the past. </li> <li>Scientists have found similarities and differences among existing species, among extinct species, and between existing and extinct species. </li> <li>Traits can vary between different species and between organisms of the same species. </li> </ol> <p> Students should be able to: </p> <ol> <li>Read a bar graph that shows variation in a trait within a population. </li> </ol> <p> <i>Boundaries</i>: </p> <ol> <li>Students are not expected to know the different kinds of fossils. </li> <li>Students are not expected to know the fossilization process. </li> </ol>
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        • goal_textSimilarities among organisms are found in internal anatomical features, which can be used to infer the degree of relatedness among organisms. In classifying organisms, biologists consider details of internal and external structures to be more important than behavior or general appearance.
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        • topicNatural Selection
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        • topic_pubEvolution and Natural Selection
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    • ideaThere are similarities and differences between organisms living today, and between organisms living today and those that lived in the past, both within the same species and between species.
    • goal_id771
    • topic_id15
    • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Although many species have undergone little change for many millions of years, and a few appear to have changed very little since the early history of life, most species living today did not exist when life first began on earth. </li> <li>Extinctions have occurred throughout the history of life and continue to occur. </li> <li>Fossils can be used to study the anatomical features of extinct species, and to compare their features with those of existing species. </li> <li>Fossils include the remains of, or impressions left by, organisms that lived in the past and that have been preserved in rock or gradually replaced by rock. </li> <li>If available, DNA can be analyzed to learn about species from the past. </li> <li>Scientists have found similarities and differences among existing species, among extinct species, and between existing and extinct species. </li> <li>Traits can vary between different species and between organisms of the same species. </li> </ol> <p> Students should be able to: </p> <ol> <li>Read a bar graph that shows variation in a trait within a population. </li> </ol> <p> <i>Boundaries</i>: </p> <ol> <li>Students are not expected to know the different kinds of fossils. </li> <li>Students are not expected to know the fossilization process. </li> </ol>
    • complexity
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    • ideaAll living things contain genes made of DNA, and those genes code for proteins that are responsible for an organism's traits.
    • goal_id897
    • topic_id15
    • clarification<p style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="line-height:115%"><span style= "font-family:">Students are expected to know that:</span></span></span></i></span></span></span> </p> <ol> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:"><i><span style="font-size:12.0pt"><span style= "line-height:115%"><span style="font-family:">DNA is present in all organisms.</span></span></span></i></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">DNA is made of a 4-letter code: A, C, G, T.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">A, C, T, G pair together in a specific and predictable way to form a DNA molecule.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Genes are made of DNA molecules.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Genes are responsible for both an organism's physical characteristics and the functions of its cells.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">A core set of genes is required for basic life functions; these are common to all types/domains of organisms.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Genes code for proteins.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Cells make specific proteins by reading the genetic code in specific genes.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:"><i><span style="font-size:12.0pt"><span style= "line-height:115%"><span style="font-family:">Proteins underlie the structure and function of all living things.</span></span></span></i></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Proteins build and operate an organism, working at the molecular, cellular, tissue, and organismal level.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Proteins are made from amino acids, which are the building blocks of proteins.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Different combinations of amino acids make different proteins.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">The sequence of amino acids in a protein determines its structure and function.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">The arrangement of DNA building blocks in a gene specifies the types of amino acids and the order of amino acids in the protein it codes for.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Vastly different organisms make similar proteins.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">All organisms make proteins the same way.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">All cells in an organism contain the same genes, but not all of those genes are used (expressed) by every cell.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Organisms can decode the information in each other's genes to build identical proteins.</span></span></span></i></span></span></span></span> </li> </ol> <p> &#160; </p>
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  • 419
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    • ideaGenetic variation results from mutations and allele shuffling during reproduction, which leads to variation in proteins and, finally, to variation in traits.
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    • topic_id15
    • clarification<p style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Students are expected to know that:</span></span></i></span></span></span> </p> <ol> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">During reproduction, genetic information (DNA) passes from parent to offspring.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Heritable traits pass by way of genes (made of DNA) from parent to offspring.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Variation in DNA sequences leads to variation in proteins, which leads to variation in traits.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Heritability can be determined by comparing traits in parents and offspring. If a trait is heritable, offspring tend to resemble parents.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">During sexual reproduction, individuals inherit two copies of each gene, one from each parent. Each copy is called an allele.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Alleles of the same gene have some nucleotide sequences in common and some that are different.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Alleles are shuffled during sexual reproduction (recombination, independent assortment, and fertilization), which produces new allele combinations.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Allele shuffling during reproduction contributes to genetic variation in a population.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Mutation is a natural process that generates variation in DNA sequences, i.e., new alleles.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">DNA variations that arise through mutation can be beneficial, harmful, or neutral (to the organism). DNA variations that decrease viability or reproduction are not propagated, so they are eliminated from the population. Most DNA variations have no effect on viability or reproduction, and through random chance many are maintained in the population.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Only when it happens in sex cells can mutation generate new alleles that can be passed to offspring. Mutations that occur in body cells cannot be passed on to offspring.</span></span></i></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Mutations can occur in sex cells at any time.</span></span></i></span></span></span> </li> </ol>
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  • 263
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    • ideaEnvironmental conditions have changed in the past and continue to change today.
    • goal_id897
    • topic_id15
    • clarification<p> <i>Students are expected to know:</i> </p> <ol> <li>Environmental conditions on earth (such as temperature and amount of rainfall) fluctuate over time, and have changed throughout the history of the earth. </li> <li>Environmental changes can occur abruptly (such as changes caused by volcanic eruptions, asteroids striking the earth, or a new organism entering an ecosystem), or gradually (such as changes caused by the movement of continents, erosion, or sedimentation). </li> <li>Over long periods of time, small changes in environmental conditions can add up, resulting in large overall changes in environmental conditions. Examples of this include changes in temperature, precipitation, and concentration of CO2 in the atmosphere. This can lead to significant changes in the environment such as a rise in sea level, a decrease in the size of glaciers, and expansion of deserts. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>In writing test items, changes in environmental conditions may include changes in the physical environment (climate, geography), or conditions in the living community (which species are present and how many of each species are present), but students will not be tested on whether they know that the term “environmental conditions” includes both living and non-living factors. </li> </ol>
    • complexity
    • public1
    • deleted0
  • 264
    • id264
    • codeF
    • ideaWhen inherited traits are favorable to individual organisms, the proportion of individuals in a population that have those traits will tend to increase over successive generations.
    • goal_id897
    • topic_id15
    • clarification<p> <i>Students are expected to know that</i>: </p> <ol start="1" type="1"> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">There is variation in the inherited traits of organisms of the same species, including traits that affect their ability to find food, avoid predators, and attract mates.</span></span></span></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">Some inherited traits (e.g. bacterial resistance to antibiotics, skin pigmentation in some organisms) may give individuals of a species an advantage in surviving and reproducing in their environment compared to other individuals of the same species (e.g. increased ability to find food or nesting sites, avoid predators, attract mates, resist diseases). Conversely, the individuals that do not have advantageous trait(s) are more likely to be unable to survive and reproduce.</span></span></span></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">An organism’s survival influences its reproductive success. Usually, the longer an organism lives (during its reproductive years), the more chances it has to reproduce; therefore, traits that improve chances of survival (such as finding food or avoiding predators) also increase chances of success in reproduction.</span></span></span></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">Changes in environmental conditions (such as the appearance of a new predator, a slight change in temperature, or changes due to the eruption of a volcano) can change which traits are more advantageous (or less detrimental) in the new environment.</span></span></span></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">Because more of the individuals with favorable inherited traits survive and reproduce than those that do not have them, and because the favorable traits are passed on to the offspring, the proportion of individuals with the favorable inherited traits increases in each subsequent generation. This process is called <b>natural selection</b>.</span></span></span></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">Natural selection acts on existing heritable variations that confer a reproductive advantage.</span></span></span></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">Natural selection requires variability, heritability, and reproductive advantage.</span></span></span></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">The process of natural selection does not lead to changes in the characteristics of individual organisms. It only changes the characteristics of populations (i.e. the proportion of individuals in the population having certain inherited traits) over time.</span></span></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt">Adaptation is a process by which populations become well-suited to their environments through natural selection acting on many traits over many generations. </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">An adaptive trait evolves when increasingly advantageous variants repeatedly arise and become more common in subsequent generations through natural selection.</span></span></span></span></span></span> </li> <li style="margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="tab-stops:list .5in"><span style="font-family:"><span style= "font-size:12.0pt"><span style="font-family:">Even though organisms can be very different in both appearance and behavior from their ancestors of many generations ago, they retain some of the inherited traits of those early ancestors.</span></span></span></span></span></span> </li> </ol> <p> <i>Boundaries</i>: </p> <ol> <li>Students are not expected to know the many ways speciation can occur in a population. </li> <li>Students are not expected to know the origin of variation among individuals in a population (i.e. how genetic mutations happen). </li> </ol>
    • complexity
    • public1
    • deleted0
  • 422
    • id422
    • codeH
    • ideaNew species can arise when barriers to reproduction within a population lead to two populations that over time experience different environmental conditions.
    • goal_id897
    • topic_id15
    • clarification<p style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Students are expected to know that:</span></span></i></span></span></span> </p> <ol> <li style="margin-top:0in; margin-right:0in; margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Speciation begins when barriers to reproduction within a population lead to two reproductively isolated populations whose alleles are no longer mixing.</span></span></i></span></span></span> </li> <li style="margin-top:0in; margin-right:0in; margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style= "font-family:">Reproductively isolated populations may independently gain or lose alleles through mutation, allele shuffling, and natural selection.</span></span></i></span></span></span> </li> <li style="margin-top:0in; margin-right:0in; margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Over time, reproductive isolation may lead to differences between populations and to new species.</span></span></i></span></span></span> </li> <li style="margin-top:0in; margin-right:0in; margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">One way to define species is a group that includes individuals capable of reproducing with each other.</span></span></i></span></span></span> </li> <li style="margin-top:0in; margin-right:0in; margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:normal"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="font-family:">Because individuals from two different species cannot reproduce with each other, their alleles cannot mix.</span></span></i></span></span></span> </li> </ol>
    • complexity
    • public1
    • deleted0
  • 265
    • id265
    • codeI
    • ideaSimilarities and differences in inherited characteristics of organisms alive today or in the past can be used to infer the relatedness of any two species, changes in species over time, and lines of evolutionary descent.
    • goal_id897
    • topic_id15
    • clarification<p> <i>Students are expected to know that</i>: </p> <ol> <li>The similarities among living things suggest relatedness. </li> <li>The fact that organisms retain some of the inherited characteristics and DNA of their ancestors from many generations ago makes it possible for scientists to identify both recent and past ancestors of those organisms. </li> <li>Inherited characteristics (both internal and external) of species alive today, including their DNA and the proteins needed to carry out basic life functions, can be compared to determine how similar the species are. Organisms with more similarities are usually more closely related to each other than organisms with fewer similarities, i.e., organisms that have more similarities tend to have a more recent common ancestor than those with fewer similarities. </li> <li>Inherited characteristics (both internal and external) of species alive today can be compared to the characteristics of species that lived in the past, including their DNA if available and , to determine how similar they are. Organisms with more similarities are usually more closely related to each other than organisms with fewer similarities, i.e., organisms that have more similarities tend to have a more recent common ancestor than those with fewer similarities. </li> <li>Some structures that do not seem similar in gross structure and function (e.g. the hand of a human and the front flipper of a whale) may after closer analysis of the detailed anatomy and their DNA sequences be shown to have the same origin. A comparison of these homologous structures and the embryonic structures from which they arise can help to infer lines of evolutionary descent. </li> <li>Many of the same genes code for homologous structures across different species. </li> <li>The relative ages of fossils can be used to help infer lines of evolutionary descent. Relative ages of fossils are determined by their relative positions in the earth's rock layers. </li> <li>Fossils, anatomy, and embryos provide corroborative lines of evidence for common ancestry. DNA underlies the similarities and differences in fossils, anatomy, and embryos. </li> <li>Cladograms and tree diagrams can be used to represent lines of evolutionary descent and to organize hypotheses about the relationships among living things. </li> <li>Evidence for common ancestry across a wide variety of species provides support for the idea that all multi-cellular organisms (including humans) share a common ancestor. Evidence also indicates that life began as single-celled organisms and that complex multi-cellular organisms evolved from them. </li> <li>The similarities and differences in all living organisms are explained by their evolution from common ancestors. </li> <li>Because all organisms share an ancient common ancestor, all organisms, no matter how different they appear to be, have some features in common. </li> </ol> <p> <i>Boundaries</i>: </p> <ol start="1" type="1"> <li>Students are not expected to know about convergent evolution. </li> <li>Students are not expected to know about Archae bacteria and the possible multiple origins of life. </li> <li>Students are not expected to know methods of dating. </li> <li>Students are not expected to know the approximate date of the origin of life or when any particular species or type of organism originated. </li> </ol>
    • complexity
    • public1
    • deleted0
• topics
  • 44
    • shortAE
    • short_pubAE
    • topicArgumentation and Evolution
    • id44
    • topic_info
    • public_pr1
    • topic_pubArgumentation and Evolution
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
    • Post
      • 0
        • id(null)
        • content
  • 47
    • shortAP
    • short_pubAP
    • topicASPECt 3D Tasks
    • id47
    • topic_info<p>ASPECt 3D tasks</p>
    • public_pr1
    • topic_pubASPECt-3D
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
    • Post
      • 0
        • id(null)
        • content
  • 5
    • shortAM
    • short_pubAM
    • topicAtoms, Molecules, and States of Matter
    • id5
    • 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_pr1
    • topic_pubAtoms, Molecules, and States of Matter
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
    • Post
      • 0
        • id50
        • content<p>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. The ideas presented here are based on Chapter 4, Section D of <cite>Benchmarks for Science Literacy</cite> (BSL) and Physical Science Content Standard B of <cite>National Science Education Standards</cite> (NSES), and they are consistent with the Physical Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the physical science standards in The College Board Standards for College Success.</p> <p>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.&nbsp;</p>
        • modified2011-02-05 12:13:50
        • user_id0
        • created2010-03-31 12:24:30
        • fkclassT
        • fkid5
        • post_typeoverview
  • 31
    • shortCE
    • short_pubCE
    • topicCells: Composition of Organisms, Cell Structure, and Division
    • id31
    • topic_info
    • public_pr1
    • topic_pubCells
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
    • Post
      • 0
        • id142
        • content<p>The ideas presented here are drawn from the text of Chapter 5 of <cite>Science for All Americans</cite>, Chapter 5&nbsp; Section C of <cite>Benchmarks for Science Literacy</cite>, and from Content Standard C of the <cite>National Science Education Standards</cite>, and they are consistent with the Life Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the life science standards in The College Board Standards for College Success.</p>
        • modified2011-02-05 12:11:37
        • user_id0
        • created2011-02-04 13:46:16
        • fkclassT
        • fkid31
        • post_typeoverview
  • 20
    • shortCV
    • short_pubCV
    • topicNature of Science: Control of Variables
    • id20
    • 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_pr0
    • topic_pubControl of Variables
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id4
    • Post
      • 0
        • id57
        • content<p>This topic deals with the ideas that in an experimental study, if you vary more than one variable at a time it is not possible to determine the relationship between those variables and the outcome of the experiment, and by changing one variable at a time and holding all other relevant variables constant it is possible to determine whether that one variable is related to the outcome or not.</p> <p>Students are not tested on their knowledge of which variables out of all possible variables could be related to the outcome. Nor are they tested on the idea that it may not be possible to control or even identify all relevant variables.&nbsp; However, when given the set of variables that they should take into account, students are expected to know that in order to determine if there is a relationship between a particular variable and an outcome, all other variables in the set must remain constant.</p> <p>The items probe student understanding of this fundamental basis for making claims in science using four different types of items. These four types of items are listed below as A1 to A4, subcategories of the main idea.</p> <p>The ideas that were tested are based on benchmarks and standards from Chapters 1 and 12 of <cite>Science for All Americans</cite>, Chapter 1 Section B and Chapter 12 Section E of <cite>Benchmarks for Science Literacy</cite>, and Content Standard A of the <cite>National Science Education Standards</cite>.</p>
        • modified2011-01-27 11:06:21
        • user_id0
        • created2010-04-08 15:35:08
        • fkclassT
        • fkid20
        • post_typeoverview
  • 50
    • shortEC
    • short_pubEC
    • topicEnergy Changes
    • id50
    • topic_info
    • public_pr1
    • topic_pubEnergy Changes
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
    • Post
      • 0
        • id(null)
        • content
  • 41
    • shortEB
    • short_pubEB
    • topicEnergy in Biology Curriculum Project
    • id41
    • topic_info
    • public_pr1
    • topic_pubEnergy in Biology
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
    • Post
      • 0
        • id(null)
        • content
  • 28
    • shortEG
    • short_pubEG
    • topicForms of Energy
    • id28
    • 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 &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES). Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; 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 &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>
    • public_pr0
    • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
    • Post
      • 0
        • id55
        • content<p>This energy topic deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy and ideas about energy transformations, energy transfer, and conservation of energy.&nbsp; The ideas presented here are based on the Energy Transformations map in <i>Atlas of Science Literacy, Volume 2</i> (AAAS, 2007), and they are consistent with the Physical Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the physical science standards in The College Board Standards for College Success.</p> <p>Although we recognize that there is a difference of opinion in the field about whether students should be taught that there are multiple forms of energy or only one form that is manifested in a variety of contexts, we have chosen to use the language of &ldquo;forms&rdquo; because it is so widely used in school instruction and because it provides a useful way to organize the various contexts in which energy is observed. The emphasis is not on learning the names of the forms of energy, but rather on what each particular form of energy is associated with. For example, we expect students to know that motion energy is associated with the speed and mass of an object.&nbsp;</p>
        • modified2011-02-05 12:14:50
        • user_id0
        • created2010-04-07 15:56:45
        • fkclassT
        • fkid28
        • post_typeoverview
  • 29
    • shortNG
    • short_pubNG
    • topicEnergy Transformations, Energy Transfer, and Conservation of Energy
    • id29
    • 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 &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES). Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; 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 &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>
    • public_pr0
    • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
    • Post
      • 0
        • id(null)
        • content
  • 35
    • shortRG
    • short_pubRG
    • topicEnergy Instrument Development Project
    • id35
    • topic_info
    • public_pr1
    • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
    • Post
      • 0
        • id(null)
        • content
  • 43
    • shortES
    • short_pubES
    • topicEvolution & Shared Biochemistry
    • id43
    • topic_info
    • public_pr1
    • topic_pubEvolution & Shared Biochemistry
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
    • Post
      • 0
        • id(null)
        • content
  • 15
    • shortEN
    • short_pubEN
    • topicNatural Selection
    • id15
    • topic_info
    • public_pr0
    • topic_pubEvolution and Natural Selection
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
    • Post
      • 0
        • id136
        • content<p>The ideas presented here are drawn from the text of Chapter 5 of <cite>Science for All Americans</cite>, Chapter 5 Section F of <cite>Benchmarks for Science Literacy</cite>, and from Content Standard C of the <cite>National Science Education Standards</cite>, and they are consistent with the Life Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the life science standards in The College Board Standards for College Success.</p>
        • modified2011-02-05 12:10:26
        • user_id0
        • created2010-09-30 12:03:50
        • fkclassT
        • fkid15
        • post_typeoverview
  • 9
    • shortFM
    • short_pubFM
    • topicForce and Motion
    • id9
    • topic_info<div> <div> <p>This topic centers on Newton&rsquo;s Laws of Motion, and in particular, Newton&rsquo;s 2^nd Law. Students are expected to apply Newton&rsquo;s 2^nd Law to a variety of forces and motions.&nbsp; This topic&rsquo;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_pr0
    • topic_pubForce and Motion
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
    • Post
      • 0
        • id56
        • content<p>This topic deals with ideas related to forces and the motion of objects: (1) the idea that forces are due to interactions between objects, not contained within objects; (2) the idea that the magnitude of two forces can be added together; and (3) certain basic ideas from Newton&rsquo;s First and Second Laws of Motion. Specifically, students are tested on the idea that objects stay at rest or stay in motion unless acted on by a force, and that when a force does operate, the object that is acted upon moves faster and faster or slower and slower depending on the direction of the force. The topic does not include the part of Newton&rsquo;s Second Law that describes the relationship between the change in motion of an object and the mass of the object, and it does not include Newton&rsquo;s Third Law, i.e., that whenever one object exerts a force on another object, a force of equal magnitude is exerted back on the first object. Nor does the topic deal with changes in direction, except for the case in which a force that acts to slow an object down may cause the object to stop and then move in a straight line in the opposite direction.</p> <p>We assume that students are already familiar with the idea of forces as pushes and pulls between objects, either in direct contact with each other or that operate at a distance such as gravitational, magnetic, and electrostatic forces, so these ideas are not tested directly here. We also assume that students are already familiar with the idea that friction is a force that operates in the direction opposite the direction of motion. There are no test items in this set to assess whether students do or do not already have these prior ideas, so if they do not have them, failure to correctly answer items within this item set may be due to not knowing these prior ideas about forces.</p> <p>The ideas that were tested are based on benchmarks and standards from Chapter 4 of <cite>Science for All Americans</cite> (SFAA), Chapter 4, Section F of <cite>Benchmarks for Science Literacy</cite> (BSL), and Content Standard B of the <cite>National Science Education Standards</cite> (NSES), and they are consistent with the Physical Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the physical science standards in The College Board Standards for College Success.</p>
        • modified2011-02-05 12:14:19
        • user_id0
        • created2010-04-08 14:42:14
        • fkclassT
        • fkid9
        • post_typeoverview
  • 16
    • shortBF
    • short_pubBF
    • topicBasic Functions in Humans
    • id16
    • topic_info
    • public_pr1
    • topic_pubHuman Body Systems
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
    • Post
      • 0
        • id43
        • content<p>This topic deals with the role of organ systems in supplying materials to cells so that energy and building materials can be obtained from food.&nbsp;It addresses how food is broken down into smaller molecules in the digestive tract, how oxygen is absorbed in the lungs, and how these needed substances are then supplied to cells through the circulatory system.</p> <p>It is expected that students already know that the body is made of cells and that cells are organized into organs and tissues that function to serve the needs of the organism.&nbsp;They should also already know that food provides molecules that serve as fuel and building materials for all organisms and that organisms get energy from food through reactions involving oxygen.&nbsp;</p> <p>Humans are the focus of this topic, but students should also know that the body systems of other animals serve similar functions.&nbsp;</p> <p>The ideas presented here are drawn from the text of Chapter 6 of <cite>Science for All Americans</cite>, and Chapter 5 Section C and Chapter 6 Section C of <cite>Benchmarks for Science Literacy</cite>.</p>
        • modified2011-02-04 13:59:13
        • user_id0
        • created2009-12-30 17:53:26
        • fkclassT
        • fkid16
        • post_typeoverview
  • 11
    • shortID
    • short_pubIE
    • topicInterdependence, Diversity, and Survival
    • id11
    • 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="">&nbsp; </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style="">&nbsp; </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="">&nbsp; </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="">&nbsp; </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_pr1
    • topic_pubInterdependence in Ecosystems
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
    • Post
      • 0
        • id53
        • content<p>The topic of Interdependence, Diversity, and Survival focuses on three central themes: the interconnectedness of all organisms around their need for food, the competition that exists among organisms for resources that are essential for their survival, and the limits that exist to the growth of populations of organisms because resources are limited. These themes are summarized in three key ideas listed below.</p> <p>Students are not tested on matter and energy transformations that occur in ecosystems (either at the substance or the molecular level). These ideas are tested under the topic Matter and Energy in Living Systems.</p> <p>The ideas presented here are drawn from the text of Chapter 5 of <cite>Science for All Americans</cite>, Chapter 5, Section D of <cite>Benchmarks for Science Literacy</cite>, and from Content Standard C of the <cite>National Science Education Standards</cite> (NSES), and they are consistent with the Life Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the life science standards in The College Board Standards for College Success.</p>
        • modified2011-02-05 12:12:08
        • user_id0
        • created2010-04-05 16:02:19
        • fkclassT
        • fkid11
        • post_typeoverview
  • 14
    • shortME
    • short_pubME
    • topicMatter and Energy in Living Systems
    • id14
    • topic_info<p>&nbsp;</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\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_pr1
    • topic_pubMatter and Energy in Living Systems
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
    • Post
      • 0
        • id76
        • content<p>The topic of Matter and Energy in Living Systems is about the transformation of matter and energy between living organisms and between living organisms and the 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 of Interdependence of Life.</p> <p>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5, Section E of Benchmarks for Science Literacy and Content Standard C of the National Science Education Standards, and they are consistent with the Life Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the life science standards in The College Board Standards for College Success.</p>
        • modified2011-02-05 12:09:39
        • user_id0
        • created2010-05-04 14:35:57
        • fkclassT
        • fkid14
        • post_typeoverview
  • 25
    • shortMO
    • short_pubMO
    • topicCross-cutting Themes: Models
    • id25
    • topic_info
    • public_pr0
    • topic_pubModels
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id4
    • Post
      • 0
        • id147
        • content<p>&nbsp;</p> <p>The topic of Models deals with the nature of models as representations of objects, events, and processes in the real world.&nbsp; The topic focuses on the ideas that a model of something is similar to but not exactly the same as the thing it is modeling; that models can take many forms including oral and written descriptions, graphs, diagrams, and number sequences, as well as physical objects; that models can help someone think about, as well as communicate to someone else about, real-world objects, events, and processes; and that there is no guarantee that the ideas one gets from models about how the real world works are necessarily correct.</p> <p>The ideas presented here are drawn from the text of Chapter 11 of Science for All Americans and Chapter 11 and Section B of Benchmarks for Science Literacy .</p> <p>&nbsp;</p>
        • modified2011-03-01 15:41:47
        • user_id0
        • created2011-02-22 12:38:25
        • fkclassT
        • fkid25
        • post_typeoverview
  • 27
    • shortPT
    • short_pubPT
    • topicProcesses that shape the earth/Plate Tectonics Version II
    • id27
    • 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="">&nbsp; </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_pr1
    • topic_pubPlate Tectonics
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
    • Post
      • 0
        • id44
        • content<p>The topic of Plate Tectonics deals with the motion of earth&rsquo;s plates and how that motion contributes to the formation of landforms, especially mountains. The focus of the topic is on the nature of plates, the rate and direction of plate motion, the folding and bending of plate material that occurs when plates press against each other, and the subduction of more dense plate material under less dense plate material. The primary consequence of plate motion that the topic addresses is mountain building.</p> <p>The ideas presented here are drawn from the text of Chapter 4 of Science for All Americans, Chapter 4, Section C of Benchmarks for Science Literacy and Content Standard D of the National Science Education Standards, and they are consistent with the Earth Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the Earth Science standards in The College Board Standards for College Success.</p> <br /> <br /> <p>&nbsp;</p>
        • modified2011-02-18 13:13:37
        • user_id0
        • created2009-12-30 18:05:57
        • fkclassT
        • fkid27
        • post_typeoverview
  • 12
    • shortRH
    • short_pubRH
    • topicReproduction, Genes, and Heredity
    • id12
    • topic_info
    • public_pr0
    • topic_pubReproduction, Genes, and Heredity
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
    • Post
      • 0
        • id52
        • content<p>The topic of Sexual Reproduction, Genes, and Heredity deals with the role of genetic information in determining the traits of organisms and the transmission of that genetic information from parent to offspring during reproduction. In particular, it addresses the idea that genetic information is embodied in a sequence of subunits that make up molecules of DNA and that this sequence of subunits codes for the sequence of amino acids that are linked together to form proteins.&nbsp; These proteins play a part in both the structural organization of an organism and the essential life functions that the organism carries out.</p> <p>A number of items assume that students already know that living things are composed of cells and that cells repeatedly divide to make more cells for growth and repair. Those ideas are tested under the Cells topic, not here.</p> <p>The ideas presented here are drawn from the text of Chapter 5 of <cite>Science for All Americans</cite>, Chapter 5&nbsp; Section B of <cite>Benchmarks for Science Literacy</cite>, and from Content Standard C of the <cite>National Science Education Standards</cite>, and they are consistent with the Life Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the life science standards in The College Board Standards for College Success.</p>
        • modified2011-02-05 12:12:46
        • user_id0
        • created2010-04-02 09:16:16
        • fkclassT
        • fkid12
        • post_typeoverview
  • 6
    • shortSC
    • short_pubSC
    • topicSubstances, Chemical Reactions, and Conservation
    • id6
    • 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_pr1
    • topic_pubSubstances, Chemical Reactions, and Conservation of Matter
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
    • Post
      • 0
        • id54
        • content<p>This topic deals with characteristic properties of substances, chemical reactions, and conservation of mass. 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. Before studying this topic, students should gain an understanding of atoms, molecules, and states of matter. Students should 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 mass is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving.</p> <p>The ideas presented here are based on Chapter 4, Section D, of <cite>Benchmarks for Science Literacy</cite> (BSL) and Physical Science Content Standard B of the <cite>National Science Education Standards</cite> (NSES), and they are consistent with the Physical Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the physical science standards in The College Board Standards for College Success.</p>
        • modified2011-02-05 12:15:23
        • user_id0
        • created2010-04-07 15:48:32
        • fkclassT
        • fkid6
        • post_typeoverview
  • 3
    • shortWC
    • short_pubWC
    • topicWeather and Climate I: Basic Elements
    • id3
    • topic_info
    • public_pr1
    • topic_pubWeather and Climate I: Basic Elements
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
    • Post
      • 0
        • id(null)
        • content
  • 32
    • shortCL
    • short_pubCL
    • topicWeather and Climate II: Seasonal Differences
    • id32
    • topic_info
    • public_pr1
    • topic_pubWeather and Climate II: Seasonal Differences
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
    • Post
      • 0
        • id(null)
        • content
  • 26
    • shortWE
    • short_pubWE
    • topicWeathering, Erosion, and Deposition
    • id26
    • topic_info
    • public_pr1
    • topic_pubWeathering, Erosion, and Deposition
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
    • Post
      • 0
        • id66
        • content<p>This topic focuses on the idea that the surface of the earth is changed as rock material is broken, carried, and dropped in new locations and that this breaking and moving of rock can add up to large changes to the earth's surface over very long periods of time.&nbsp; The factors responsible for the breaking and moving of rock include wind, moving water (including glaciers), the freezing and thawing of water in the cracks of rocks, the growth of plant roots in the cracks in rocks, and minerals in rocks that are dissolved and then carried and deposited in new locations.&nbsp; The topic also includes the idea that the loose rocks on the surface of the earth were at one time part of earth's solid rock layer and that smaller loose rocks could have broken off from larger rocks that were at one time part of earth's solid rock layer.</p> <p>The focus of the topic is on changes to rock material, including loose rocks and the solid rock layer.&nbsp; Students are not tested on the wearing away, moving, and dropping of soil (as distinct from rock material).&nbsp; The factors responsible for the breaking and moving of rock are limited to the ones listed above and do not include the chemical changes that are also associated with weathering.</p> <p>The ideas presented here are drawn from the text of Chapter 4 of Science for All Americans, Chapter 4, Section C of Benchmarks for Science Literacy and Content Standard D of the National Science Education Standards, and they are consistent with the Earth Science Content Statements in the 2009 National Assessment of Educational Progress (NAEP) Science Framework and the Earth Science standards in The College Board Standards for College Success.</p>
        • modified2011-02-18 13:17:48
        • user_id0
        • created2010-04-25 14:29:39
        • fkclassT
        • fkid26
        • post_typeoverview
• projects
  • 1
    • id1
    • titleOriginal Project
    • internal_notes
    • description
    • funder
    • complexity0
    • cluster0
    • multistat0
    • baseline0
    • control0
    • treatment0
    • deleted0
  • 2
    • id2
    • titleASPECt Project
    • internal_notes
    • descriptionThe 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.
    • funderThe 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.
    • complexity1
    • cluster1
    • multistat0
    • baseline0
    • control0
    • treatment0
    • deleted0
  • 3
    • id3
    • titleEvolution Project
    • internal_notes
    • description
    • funder
    • complexity0
    • cluster0
    • multistat1
    • baseline1
    • control1
    • treatment1
    • deleted0
  • 4
    • id4
    • titleTHSB Project
    • internal_notesThis tab is currently only visible to administrators.
    • descriptionThe 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.
    • funderThe 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.
    • complexity0
    • cluster0
    • multistat1
    • baseline1
    • control0
    • treatment1
    • deleted0
  • 5
    • id5
    • titleMEGA Project
    • internal_notesThis tab is currently only visible to administrators. <br>
    • descriptionThe 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.
    • funderThe 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.
    • complexity0
    • cluster0
    • multistat1
    • baseline1
    • control0
    • treatment1
    • deleted0
  • 7
    • id7
    • titleLinguistics Project
    • internal_notesThis tab is currently only visible to administrators.
    • descriptionIn 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
    • complexity0
    • cluster0
    • multistat0
    • baseline0
    • control0
    • treatment0
    • deleted0
  • 8
    • id8
    • titleASPECt 3D
    • internal_notes
    • description
    • funder
    • complexity0
    • cluster0
    • multistat0
    • baseline0
    • control0
    • treatment0
    • deleted1
• filters
  • keywords(null)
  • project1
  • topic15
  • idea262
• grade_range_lookup
  • 1P
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    • codeEN53-1
    • titleThere are both similarities and differences between extinct and existing species.
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    • sort70.40
    • id3428
    • codeEN51-1
    • titleFossils can be used to study the anatomical features of extinct species and to compare the features of extinct species with those of existing species.
  • 2
    • sort58.90
    • id3363
    • codeEN15-2
    • titleScientists can use both fossils and DNA to study organisms that lived in the past.
  • 3
    • sort54.50
    • id3429
    • codeEN52-1
    • titleA scientist studying the fossils of an extinct species of fish could discover what anatomical features the extinct species had, and he could discover similarities and differences between the features of the extinct fish and those of currently existing fish.
  • 4
    • sort52.00
    • id3362
    • codeEN14-2
    • titleMany species have become extinct throughout the history of life on earth.
  • 5
    • sort50.60
    • id3361
    • codeEN13-2
    • titleThe term 'fossil' can refer to both a bone in which the original matter has been replaced by rock and an impression left by a bone in rock.
  • 6
    • sort48.10
    • id3433
    • codeEN54-3
    • titleThere are both similarities and differences between a cow and a Tyrannosaurus rex.
  • 7
    • sort48.00
    • id3434
    • codeEN55-1
    • titleMost species living today did not exist at the time life began.
  • 8
    • sort40.70
    • id3431
    • codeEN54-1
    • titleThere are both similarities and differences between cats and worms.
• framework_statements
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    • FrameworkStatements
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      • item_ref3434
      • framework_chapter6
      • framework_page161
      • framework_text LS4: Over multiple generations, [evolution] can lead to the emergence of new species.
      • deleted0
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    • codeEN064004
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• topic_list
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    • nameLife Science
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        • id15
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        • id14
        • topic_pubMatter and Energy in Living Systems
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        • id12
        • topic_pubReproduction, Genes, and Heredity
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  • 2
    • namePhysical Science
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        • id5
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        • id50
        • topic_pubEnergy Changes
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        • id28
        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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        • id29
        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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        • id6
        • topic_pubSubstances, Chemical Reactions, and Conservation of Matter
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    • nameEarth Science
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        • id3
        • topic_pubWeather and Climate I: Basic Elements
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        • id32
        • topic_pubWeather and Climate II: Seasonal Differences
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        • id26
        • topic_pubWeathering, Erosion, and Deposition
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    • nameNature of Science
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        • topic_pubControl of Variables
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        • id25
        • topic_pubModels
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