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  • Item
    • id5329
    • codeRH23-9
    • ownerjhardcastle
    • text<p> Because the traits of organisms depends on the proteins they produce, evolutionary biologists study the proteins that organisms make. Which of the following describes ways that protein molecules are important to an organism? </p> <ol class="itemAnswers" type="A"> <li>Proteins play a part in the development of an organism's physical characteristics and in the function of the organism's cells. </li> <li>Proteins play a part in the development of an organism's physical characteristics but not in the functions of the organism's cells. </li> <li>Proteins play a part in the function of the organism's cells but not in the development of the organism's physical characteristics. </li> <li>Proteins do not play a part in the development of an organism's physical characteristics nor in the function of the organism's cells. </li> </ol>
    • version9
    • titleBoth an organism's physical characteristics and the function of the organism's cells could be influenced by the actions of protein molecules in an organism's cells (no specific organism identified).
    • date2019-05-19 11:13:02
    • topic_id12
    • notesEdited 08/2017
    • sourceP2061
    • attribution
    • answerA
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    • response_count4
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    • contextProteins: characteristics & cell functions
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    • topic_pubReproduction, Genes, and Heredity
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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.
      • 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>
      • goal_id897
      • IdeasItem
        • id6528
        • item_id5329
        • idea_id418
        • deleted0
      • Goal
        • codeNA
        • goal_textThis goal is meant to be selected for key ideas that are not sub-ideas of a particular goal.
    • 1
      • id304
      • ideaThe protein molecules an organism makes affect the organism’s physical traits, physiology, and behaviors.
      • clarification<p> <i>Students are expected to know that</i>: </p> <ol start="1" type="1"> <li>The presence, amount, type, or actions of protein molecules made in an organism’s cells are reflected in an organism’s traits. </li> <li>Protein molecules are involved in chemical reactions that are responsible for an organism’s body functions. </li> </ol> <p> <i>Boundaries</i>: </p> <ol start="1" type="1"> <li>Students are not expected to know any of the specific reactions that link proteins to traits. </li> </ol>
      • goal_id832
      • IdeasItem
        • id6090
        • item_id5329
        • idea_id304
        • deleted0
      • Goal
        • code5F/H4
        • goal_textHeritable characteristics can be observed at molecular and whole-organism levels—in structure, chemistry, or behavior. These characteristics strongly influence what capabilities an organism will have and how it will react, and therefore influence how likely it is to survive and reproduce.
  • Misconception
    • 1493
      • id1493
      • code68
      • ideaThe actions of protein molecules do not affect the basic functions of cells (AAAS Project 2061, n.d.).
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        • id6317
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      • Topic
        • 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)
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      • id1496
      • code71
      • ideaThe actions of protein molecules do not affect an organism's physical characteristics (AAAS Project 2061, n.d.).
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        • 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
  • NgssLink
    • 0
      • id419
      • sort419
      • codeLS3.A-M.1
      • sectionInheritance of Traits
      • textGenes are located in the chromosomes of cells, with each chromosome pair containing two variants of each of many distinct genes. Each distinct gene chiefly controls the production of specific proteins, which in turn affects the traits of the individual. Changes (mutations) to genes can result in changes to proteins, which can affect the structures and functions of the organism and thereby change traits.
      • primaryMS-LS3-1
      • secondaryNone
      • addresshttp://www.nextgenscience.org/dci-arrangement/ms-ls3-heredity-inheritance-and-variation-traits
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        • id1790
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      • ideaThe actions of protein molecules do not affect the basic functions of cells (AAAS Project 2061, n.d.).
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      • ideaThe actions of protein molecules do not affect an organism's physical characteristics (AAAS Project 2061, n.d.).
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    • 0
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      • ideaThe actions of protein molecules do not affect the basic functions of cells (AAAS Project 2061, n.d.).
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      • id1496
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      • ideaThe actions of protein molecules do not affect an organism's physical characteristics (AAAS Project 2061, n.d.).
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      • id1496
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      • ideaThe actions of protein molecules do not affect an organism's physical characteristics (AAAS Project 2061, n.d.).
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• ideas
  • 230
    • id230
    • code1
    • idea"Theme 1" Genetic information is encoded in DNA molecules.
    • goal_id783
    • topic_id12
    • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <ol> <li>Genetic information passed from parents to offspring is coded in DNA molecules (not in other types of molecules such as fat molecules, protein molecules, or carbohydrate molecules). </li> <li>DNA molecules are transmitted from parents to offspring during reproduction. </li> <li>DNA molecules contain genetic information. Genes and chromosomes (being composed of DNA) also contain hereditary information. Each chromosome is made of a single DNA molecule. </li> <li>DNA molecules are made up of four different types of subunits (nucleotides) that are linked together. </li> <li>The sequence of subunits in a DNA molecule encodes genetic information. </li> </ol> <p> [NOTE: originally we used "hereditary information" for this theme, but "genetic information" for later themes. For consistency among items we decided to use "genetic information" where possible.] </p> <p> Updated 6-27-08 NSD </p>
    • complexity(null)
    • public0
    • deleted0
  • 231
    • id231
    • code2
    • idea"Theme 2" Every body cell in an individual (excluding sex cells) contains an identical set of DNA molecules and therefore contains identical genetic information.
    • goal_id779
    • topic_id12
    • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <ol> <li>DNA molecules (and therefore chromosomes and genes) are located inside all cells and all types of cells in the body. [Exclude red blood cells.] </li> <li>DNA molecules are smaller than (fit inside) cells. </li> <li>Every body cell in an individual contains the same set of genetic information (for all traits) in its DNA molecules. </li> <li>New cells are formed from existing cells. When a single body cell forms two body cells, the resulting body cells each contain the same number of DNA molecules (chromosomes) as the original body cell. {This will be the link to ideas about the cell cycle and systematic duplication of the information in DNA molecules occurs (5C/H4c).} </li> <li>The genetic information contained in DNA molecules in the resulting body cells in the same as the genetic information in the DNA molecules of the original body cell. </li> </ol> <p> Updated 6-27-08 NSD </p>
    • complexity(null)
    • public0
    • deleted0
  • 232
    • id232
    • code3a
    • idea"Theme 3: Reproduction" In some kinds of organisms, reproduction occurs without the merging of two sex cells. As a result, all of the information in the parent's DNA molecules is passed to offspring [Asexual reproduction].
    • goal_id778
    • topic_id12
    • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <ol> <li>In some kinds of organisms, all of the genetic information comes from a single parent and all of the information in the parent's DNA molecules is passed to offspring. This type of reproduction occurs without the merging of two sex cells. The offspring's DNA molecules (and therefore genes and chromosomes) contain the same (identical) information as that of the parent. </li> </ol> <p> Continued in RH "3b" </p> <p> Updated 6-27-08 NSD </p>
    • complexity(null)
    • public0
    • deleted0
  • 233
    • id233
    • code3b
    • idea"Theme 3: Reproduction" Sexual reproduction requires the merging of two different specialized cells, one from each parent. As a result, offspring receive half of their genetic information from each parent.
    • goal_id779
    • topic_id12
    • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <ol start="2"> <li>In other kinds of organisms [sexually reproducing organisms], the information in the offspring’s DNA molecules is not identical to that of the parents. Sexual reproduction requires the merging of two different specialized cells. Students are only expected to be aware of cases in which each specialized cell comes from one of two parents (at least for middle school) </li> <li>These specialized cells (sex cells) contain half of the number of DNA molecules compared to the number of DNA molecules found in the “body cells,” one of each pair of DNA molecules found in the body cells. </li> <li>The two specialized cells merge to form a new cell (fertilized egg cell) that has twice as many DNA molecules (chromosomes) as the specialized cells from each parent (and the same number of DNA molecules as the body cells of the parents). This process results in offspring receiving half of their genetic information from each parent . </li> <li>Offspring originate from the single cell that was formed from the combination of the two specialized cells. </li> </ol> <p> Continued in RH "3c" </p> <p> Updated 6-27-08 NSD </p>
    • complexity(null)
    • public0
    • deleted0
  • 234
    • id234
    • code3c
    • idea"Theme 3: Reproduction" Only mutations in the DNA molecules of the specialized cells for reproduction can be passed on to offspring.
    • goal_id785
    • topic_id12
    • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <ol start="6"> <li>Only mutations in the DNA molecules of the specialized cells for reproduction (not body cells) can be passed on to offspring. Changes to the DNA molecules of other cells in the parental organism or to the physical features of an organism (i.e., environmentally acquired characteristics with no genetic component) cannot be passed on to offspring. </li> </ol> <p> Updated 6-27-08 NSD </p>
    • complexity(null)
    • public0
    • deleted0
  • 235
    • id235
    • code4a
    • idea"Theme 4" DNA molecules provide instructions for assembling protein molecules.
    • goal_id798
    • topic_id12
    • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <p> Knowledge targeted by items: </p> <ol> <li>DNA molecules provide instructions for assembling protein molecules from amino acids. [The particular sequences of nucleotides in a DNA molecule that provide instructions for assembling protein molecules are called genes.] </li> <li>Protein molecules are assembled by linking amino acids together. Three nucleotides code for one amino acid. </li> <li>Twenty different types of amino acids are used to make protein molecules. </li> <li>Students should know the relationships between DNA molecules, amino acids, and proteins. </li> </ol> <p> Continues in RH "4b" </p> <p> Updated 6-27-08 NSD </p>
    • complexity(null)
    • public0
    • deleted0
  • 237
    • id237
    • code4b
    • idea"Theme 4" Mutations in a DNA molecule can change the protein that is produced.
    • goal_id784
    • topic_id12
    • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <p> ...Continued from 4a... </p> <ol start="5"> <li>Insertions, deletions, or substitutions of the subunits in a DNA molecule can alter the instructions encoded in genes, thereby changing the proteins that is produced. </li> <li>Mutations are insertions, deletions or substitution of the subunits in a DNA molecule.<br> </li> </ol>
    • complexity(null)
    • public0
    • deleted0
  • 238
    • id238
    • code5
    • idea"Theme 5" Actions of proteins are reflected in an organism's traits.
    • goal_id832
    • topic_id12
    • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <ol> <li>Some protein molecules assist in helping other molecules get in or out of the cell, and catalyzing and regulating molecular interactions. </li> <li>The actions of protein molecules affect an organism's traits including its physical traits, its physiology, and its behaviors. </li> </ol> <p> Updated 6-27-08 NSD </p>
    • complexity(null)
    • public0
    • deleted0
  • 239
    • id239
    • code7
    • ideaGenetic information is found in all living organisms.
    • goal_id798
    • topic_id12
    • clarification<p> Piloting S08, no clarification or key ideas: </p> <p> Knowledge targeted by items [THIS IS NOT A CLARIFICATION] </p> <ol> <li>Genetic information is found in all living organisms. </li> </ol> <p> [Will need to work out what "living organisms" includes as well as the wording for the exclusions regarding RNA and viruses] </p> <p> Updated 6-24-08 NSD </p>
    • complexity(null)
    • public0
    • deleted0
  • 300
    • id300
    • codeA
    • ideaGenetic information is encoded in DNA molecules.
    • goal_id798
    • topic_id12
    • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Genetic (hereditary) information is the set of instructions that specifies the physical and behavioral characteristics of organisms. </li> <li>Genetic information is found in all living organisms. </li> <li>The instructions that specify the physical and behavioral characteristics of organisms are coded in DNA molecules (not in protein, carbohydrate, or fat molecules). </li> <li>DNA molecules are made up of four different types of subunits called nucleotides that are linked together in long chains. </li> <li>The sequence of subunits in a DNA molecule is what encodes the genetic information. </li> <li>DNA is packaged as chromosomes in the cells of organisms. </li> <li>Each chromosome is made of a single DNA molecule. </li> <li>A gene is one or more segments of a DNA molecule that contributes to one or more particular physical and behavioral characteristics. </li> <li>Each chromosome is made of many different genes. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know the names of the nucleotide subunits. </li> <li>Students are not expected to know that DNA is bound to histones and other proteins in chromosomes. </li> </ol>
    • complexity(null)
    • public1
    • deleted0
  • 301
    • id301
    • codeB
    • ideaEvery body cell of an individual organism (with a few exceptions) contains an identical set of DNA molecules and, therefore, contains identical genetic information.
    • goal_id779
    • topic_id12
    • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>DNA molecules are smaller than cells and, therefore, can fit inside cells. </li> <li>DNA, and the chromosomes and genes that are made of DNA, are located inside almost all types of cells in the body. </li> <li>Every body cell (not a sex cell) that contains DNA in a multi-cellular organism contains identical DNA molecules to every other body cell because every body cell is descended from a single fertilized egg cell, and the DNA in each cell is duplicated every time a cell divides. </li> <li>In all organisms, whenever a single body cell forms two body cells, the resulting body cells each contain the same number of DNA molecules (and, therefore, the same number of chromosomes) as the original body cell. </li> <li>Each DNA molecule in a body cell is a member of a pair of DNA molecules. With the exception of the sex-determining DNA molecules, the two DNA molecules that make up a pair contain instructions affecting the same traits. The two DNA molecules making up a pair contain similar sequences of subunits and are similar in length. </li> <li>One member of each pair of DNA molecules contains genetic information from the mother and the other member of the pair contains genetic information from the father. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that some cells in the body may not have an identical set of DNA molecules, because some cells may have DNA that has mutated. </li> <li>Students are not expected to know that some cells in the body (e.g. red blood cells) do not have DNA.. </li> <li>Students are not expected to know specifically where in a cell the DNA is located (e.g., nucleus, mitochondria). </li> <li>Students are not expected to know anything about DNA in viruses, bacteria, plasmids, or polyploidy. </li> </ol>
    • complexity(null)
    • public1
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  • 302
    • id302
    • codeC
    • ideaGenetic information in the form of DNA molecules is transferred from parents to offspring during reproduction.
    • goal_id779
    • topic_id12
    • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>In sexually reproducing organisms, only half of the genetic information of each parent is passed to each of its offspring. </li> <li>During sexual reproduction, parents produce specialized cells called sex cells (e.g., eggs, sperm, pollen) that contain half as many DNA molecules (and, therefore, chromosomes) as are found in the other cells of the organism (body cells). </li> <li>A sex cell from one parent merges with a sex cell from the other parent in a process called fertilization, and the fertilized egg cell has twice as many DNA molecules as the sex cell and the same number of DNA molecules (and, therefore, chromosomes) as the body cells of each parent. </li> <li>The offspring that develop from the single cell that was formed from the combination of the two sex cells have traits of both parents because they have DNA from both parents. </li> <li>In sexually reproducing organisms, traits that are acquired during the lifetime of an organism and affect its body cells (e.g. due to injuries, malnutrition, mutation, weight training) cannot be passed from parent to offspring. Only changes in the DNA of the sex cells of an organism can be inherited by offspring. </li> <li>In asexually reproducing organisms (uni-cellular or multi-cellular), all of the inherited genetic information comes from one parent cell. The offspring’s DNA molecules (and therefore the offspring’s genes and chromosomes) contain the same information as the DNA molecules of the parent. </li> <li>Following asexual reproduction, the genetic information contained in the DNA molecules in the resulting cells is the same as the genetic information in the DNA molecules of the original cell. </li> <li>In both sexually and asexually reproducing organisms, there is no other mechanism by which genetic information is passed to offspring other than by the transfer of DNA. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know that sexual reproduction can involve self-fertilization by a single parent having both male and female sex cells. </li> <li>Students are not expected to know that the amount of genetic material in a sex cell is not exactly half of that found in a body cell due to differences in the sizes of the different sex chromosomes and/or the transmission of the entire mitochondrial DNA molecule. </li> <li>Students are not expected to know that environmental factors interact with DNA at the molecular level to affect the genetic information that is expressed. </li> </ol>
    • complexity(null)
    • public1
    • deleted0
  • 303
    • id303
    • codeD
    • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
    • goal_id798
    • topic_id12
    • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>Protein molecules are made up of amino acid subunits linked together in a specific sequence. </li> <li>DNA molecules provide instructions for linking and ordering amino acids to form protein molecules. </li> <li>Each sequence of three nucleotides in a molecule of DNA codes for an amino acid. </li> <li>The set of nucleotides in a DNA molecule that provide instructions for assembling a particular protein molecule from amino acids is called a gene. </li> <li>20 different types of amino acids are used to make protein molecules. </li> <li>A change to the sequence of nucleotides in a gene within a molecule of DNA can alter the protein that is produced. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA can come from insertions, deletions, or substitutions of one or more nucleotide subunits in a DNA molecule. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA are called mutations.<br> </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know the terms: transcription, translation, messenger RNA, transfer RNA, codons, or anticodons. </li> </ol>
    • complexity(null)
    • public1
    • deleted0
  • 304
    • id304
    • codeE
    • ideaThe protein molecules an organism makes affect the organism’s physical traits, physiology, and behaviors.
    • goal_id832
    • topic_id12
    • clarification<p> <i>Students are expected to know that</i>: </p> <ol start="1" type="1"> <li>The presence, amount, type, or actions of protein molecules made in an organism’s cells are reflected in an organism’s traits. </li> <li>Protein molecules are involved in chemical reactions that are responsible for an organism’s body functions. </li> </ol> <p> <i>Boundaries</i>: </p> <ol start="1" type="1"> <li>Students are not expected to know any of the specific reactions that link proteins to traits. </li> </ol>
    • complexity(null)
    • public1
    • deleted0
  • 228
    • id228
    • codeX
    • ideaXXXXX Placeholder
    • goal_id783
    • topic_id12
    • clarification<p> There are no formal key ideas for the heredity topic for piloting spring 2008, although items have been developed and piloted that will inform the clarification statements. Therefore, all items for Spring 2008 are coded under "key idea" X. </p>
    • complexity(null)
    • public0
    • deleted0
  • 170
    • id170
    • codea
    • ideaThe information [for specifying characteristics of an organism] passed from parents to offspring is coded in DNA molecules.
    • goal_id783
    • topic_id12
    • clarification<p> This idea links “hereditary information” to DNA molecules (rather than proteins, carbohydrates, or fats). Students should know that DNA contains the information for specifying the characteristics (traits) of an organism. Organisms with similar DNA have similar characteristics whereas organisms who’s DNA differs more from one another have more different characteristics. Students should also know that DNA is what gets passed from one generation to the next (and hence accounts for the similarity between offspring and their parents). It is important that students understand that what is being passed on are actual physical entities, DNA molecules. Students should also know that proteins, carbohydrates, and fats do not contain information for specifying characteristics or pass information from one generation to the next. Students are not expected to know <em>how</em> DNA passes information from one generation to the next (although the presentation of a simple mechanism during instruction might help make this idea more concrete). </p>
    • complexity(null)
    • public0
    • 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
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  • 7M
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  • 10H
  • 11H
  • 12H
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    • id5329
    • codeRH23-9
    • titleBoth an organism's physical characteristics and the function of the organism's cells could be influenced by the actions of protein molecules in an organism's cells (no specific organism identified).
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    • sort53.90
    • id5320
    • codeRH22-7
    • titleProtein molecules help cells carry out many of their functions, and they are part of body structures such as hair and nails.
  • 2
    • sort39.50
    • id5318
    • codeRH22-6
    • titleProtein molecules help other molecules get in and out of cells and speed up chemical reactions in cells.
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    • nameLife Science
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      • 0
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        • topic_pubArgumentation and Evolution
        • shortAE
        • short_pubAE
      • 1
        • id31
        • topic_pubCells
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        • id41
        • topic_pubEnergy in Biology
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        • id43
        • topic_pubEvolution & Shared Biochemistry
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        • id15
        • topic_pubEvolution and Natural Selection
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      • 5
        • id16
        • topic_pubHuman Body Systems
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        • short_pubBF
      • 6
        • id11
        • topic_pubInterdependence in Ecosystems
        • shortID
        • short_pubIE
      • 7
        • id14
        • topic_pubMatter and Energy in Living Systems
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        • short_pubME
      • 8
        • id12
        • topic_pubReproduction, Genes, and Heredity
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  • 2
    • namePhysical Science
    • topics
      • 0
        • id47
        • topic_pubASPECt-3D
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      • 1
        • id5
        • topic_pubAtoms, Molecules, and States of Matter
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        • short_pubAM
      • 2
        • id50
        • topic_pubEnergy Changes
        • shortEC
        • short_pubEC
      • 3
        • id28
        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
        • shortEG
        • short_pubEG
      • 4
        • id29
        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
        • shortNG
        • short_pubNG
      • 5
        • id35
        • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
        • shortRG
        • short_pubRG
      • 6
        • id9
        • topic_pubForce and Motion
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        • short_pubFM
      • 7
        • id6
        • topic_pubSubstances, Chemical Reactions, and Conservation of Matter
        • shortSC
        • short_pubSC
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    • nameEarth Science
    • topics
      • 0
        • id27
        • topic_pubPlate Tectonics
        • shortPT
        • short_pubPT
      • 1
        • id3
        • topic_pubWeather and Climate I: Basic Elements
        • shortWC
        • short_pubWC
      • 2
        • id32
        • topic_pubWeather and Climate II: Seasonal Differences
        • shortCL
        • short_pubCL
      • 3
        • id26
        • topic_pubWeathering, Erosion, and Deposition
        • shortWE
        • short_pubWE
  • 4
    • nameNature of Science
    • topics
      • 0
        • id20
        • topic_pubControl of Variables
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        • short_pubCV
      • 1
        • id25
        • topic_pubModels
        • shortMO
        • short_pubMO
• $this->data
  • Search
    • keywords(null)
    • project3
    • topic12
    • idea304
• $this->validationErrors(empty)
• Loaded Helpers
  • 0simpleGraph
  • 1number
  • 2htmlToolbar
  • 3toolbar
  • 4drawing
  • 5form
  • 6javascript
  • 7ajax
  • 8html
  • 9cache
  • 10session