THSB Project
Substances, Chemical Reactions, and Conservation of Matter
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charts for item SC069007: When a chemical reaction occurs, the characteristic properties of the products are different than the characteristic properties of the reactants. (This item used a table to show the properties of the substances.)" ) $title_for_layout = "Topics ~ Substances, Chemical Reactions, and Conservation of Matter ~ Item SC069007 ~ Student Performance" $item = array( "Item" => array( "id" => "1840", "code" => "SC69-7", "owner" => "cabell", "text" => "<p> A student determines the density, solubility, and boiling point of two liquids, Liquid 1 and Liquid 2. Then he stirs the two liquids together and heats them. After stirring and heating the liquids, two different liquids form, Liquid 3 and Liquid 4. Then the student determines the density, solubility, and boiling point of Liquids 3 and 4. He concludes that a chemical reaction occurred. Here are his results: </p> <table align="center" border="1" cellpadding="2" cellspacing="0" style="border: 2px solid #333333; margin: 1em auto;" width="400"> <tbody> <tr> <td align="center" colspan="2" valign="middle">   </td> <td align="center" valign="middle"> Density (g/mL) </td> <td align="center" valign="middle"> Soluble in Water </td> <td align="center" valign="middle"> Boiling Point (°C) </td> </tr> <tr> <td align="center" colspan="5" style="height: .5em; font-size: 50%;" valign="middle">   </td> </tr> <tr> <td align="center" rowspan="2" valign="middle"> Before stirring and heating </td> <td align="center" nowrap="nowrap" valign="middle"> Liquid 1 </td> <td align="center" valign="middle"> 0.96 </td> <td align="center" valign="middle"> Yes </td> <td align="center" valign="middle"> 164 </td> </tr> <tr> <td align="center" nowrap="nowrap" valign="middle"> Liquid 2 </td> <td align="center" valign="middle"> 0.81 </td> <td align="center" valign="middle"> Yes </td> <td align="center" valign="middle"> 118 </td> </tr> <tr> <td align="center" colspan="5" style="height: .5em; font-size: 50%;" valign="middle">   </td> </tr> <tr> <td align="center" rowspan="2" valign="middle"> After stirring and heating </td> <td align="center" nowrap="nowrap" valign="middle"> Liquid 3 </td> <td align="center" valign="middle"> 0.87 </td> <td align="center" valign="middle"> Yes </td> <td align="center" valign="middle"> 166 </td> </tr> <tr> <td align="center" nowrap="nowrap" valign="middle"> Liquid 4 </td> <td align="center" valign="middle"> 1.00 </td> <td align="center" valign="middle"> Yes </td> <td align="center" valign="middle"> 100 </td> </tr> </tbody> </table> <p> How does the student know that a chemical reaction has occurred? </p> <ol class="itemAnswers" type="A"> <li>The student knows that a chemical reaction has occurred because<br> Liquid 3 has different properties than Liquid 4. </li> <li>The student knows that a chemical reaction has occurred because<br> Liquid 1 has different properties than Liquid 2. </li> <li>The student knows that a chemical reaction has occurred because<br> Liquids 3 and 4 have different properties than Liquids 1 and 2. </li> <li>The student knows that a chemical reaction has occurred because<br> a chemical reaction always occurs when two liquids are mixed together. </li> </ol>", "version" => "7", "title" => "When a chemical reaction occurs, the characteristic properties of the products are different than the characteristic properties of the reactants. (This item used a table to show the properties of the substances.)", "date" => "2019-05-19 11:13:02", "topic_id" => "6", "notes" => "Approved for editing - 10-09-07 Edited by MK and ready for field testing 2-15-08 add line breaks so the different part of the answer choice is on the second line (CHA 3-21-08).", "source" => "IQWST Stuff unit", "attribution" => "(Modified from IQWST)", "answer" => "C", "answer_type" => "S", "response_count" => "4", "locked" => "0", "public" => "0", "context" => "Table of reactants and products", "deleted" => "0", "img_support" => "1", "item_status" => "3111", "html_check" => "0", "ngss_notes" => "", "grade_bands" => "M", "scale_score" => "", "stats_file" => null, "n_value" => null ), "Topic" => array( "id" => "6", "topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter", "short_pub" => "SC" ), "DrawingInput" => array(), "Stat" => array( array(), array(), array() ), "Rubric" => array(), "Post" => array( array() ), "Assessment" => array(), "Project" => array( array(), array() ), "Idea" => array( array() ), "Misconception" => array( array() ), "NgssLink" => array( array() ), "DistractorA" => array(), "DistractorB" => array(), "DistractorC" => array(), "DistractorD" => array( array() ), "DistractorE" => array(), "DistractorF" => array(), "Distractor" => array( array() ) ) $ideas = array( array( "id" => "100", "code" => "A", "idea" => "A pure substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the substance and can be used to identify it.", "goal_id" => "858", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that:</i> </p> <ol> <li>Note: The term “characteristic property” is used to emphasize that these properties are defining attributes that are independent of the amount of the sample, regardless of time, location, size, or shape. </li> <li>The term “substance” means a pure material that is made of the same matter throughout. This is in contrast to the common definition that equates substance with matter that could be made of either a single substance or a mixture of more than one substance. To make this explicit, the phrase “pure substance” is used in assessment items. </li> <li>A substance can be a solid, a liquid, or a gas. </li> <li>Every substance has a set of characteristic properties that are always the same for that substance, regardless of time, location, shape, or size. </li> <li>Furthermore, characteristic properties are consistent throughout a sample of a substance. </li> <li>Characteristic properties with which students should be familiar are boiling point, melting and freezing point, solubility (i.e. how much of the substance can dissolve in water), flammability (i.e. the ease with which a substance will catch on fire), odor, color, and density (i.e., that equal volumes of different substances have different masses). </li> <li>Weight, mass, volume, shape, length/width, texture, and temperature are not characteristic properties of substances and may change. </li> <li>The characteristic properties of a substance do not change when temperature and pressure remain the same. </li> <li>No two substances can have the same set of characteristic properties under the same conditions and that if two materials have even one different characteristic property, they are different substances. </li> <li>The characteristic properties of a given substance result from the types and number of atoms that make up its molecules and the way in which the atoms are arranged into molecules. Two different substances can have the same number of the same types of atoms and still be different substances because of the way the atoms are arranged. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that the properties of substance can be different at the nanoscale. </li> <li>They are not expected to know the formula for density (density = mass/volume). </li> <li>Students are not expected to know that the atomic mass of a substance is a characteristic property. </li> <li>They are not expected to know whether specific materials are or are not pure substances. </li> <li>Because some properties do change with changing conditions (e.g., changing atmospheric pressure affects boiling point) all assessment items will make comparisons between substances where it is clear that the conditions, such as temperature and pressure, are constant. </li> </ol>", "complexity" => "", "public" => "1", "deleted" => "0" ), array( "id" => "101", "code" => "B", "idea" => "Because different substances have different characteristic properties, a mixture of substances can often be separated into the original substances using one or more of these characteristic properties.", "goal_id" => "858", "topic_id" => "6", "clarification" => "<p> <em>The clarification of this idea is still in the development stage.</em> </p> <p> <em>Students are expected to know that:</em> </p> <ol> <li>A mixture is a combination of two or more substances that do not react chemically, and that when these substances are mixed together the substances retain their original identity. </li> <li>Because no <strong>two substances have exactly the same combination of characteristic properties under the same conditions,</strong> substances in a mixture can often be separated from each other by taking advantage of the differences in their characteristic properties. </li> <li>The characteristic properties of substances that are mixed and then separated will be the same as the characteristic properties of the substances before they were mixed. </li> <li>The identities of the substances in a mixture do not change and no new substances are formed. </li> <li>Mixtures do not have to exist in any particular ratio of one substance to the other. </li> <li> <strong>Students should be familiar with the following methods of separation: distillation, magnets, filters, dissolving...</strong> </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "102", "code" => "C", "idea" => "Many substances react chemically in predictable ways with other substances to form new substances with different characteristic properties. ", "goal_id" => "861", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that:</i> </p> <ol> <li>When substances react chemically one or more new substances are formed. </li> <li>If a new substance does not appear, a chemical reaction did not occur. </li> <li>The products of a chemical reaction can be identified as new substances because each product has different characteristic properties from the original substances under the same conditions. </li> <li>Liquids, solids, or gases can be reactants or products in chemical reactions. </li> <li>It is possible for a single substance to undergo a chemical reaction, such as when the substance is heated or an electrical current flows through the substance. </li> <li>It is not true that all chemical reactions are irreversible. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that chemical reactions involve the rearrangement of atoms into new molecules. This idea is addressed in a later idea (Idea D). </li> <li>Students are also not expected to know that nuclear reactions are not chemical reactions nor why nuclear reactions are not chemical reactions. Nuclear reactions are addressed in later ideas (4E/H6* and 4G/H6*) </li> <li>By “predictable ways,” we mean that the same products will be formed when the same reactants are combined regardless of location and experimental set-up. Students are not expected to predict what the products of a reaction will be. </li> <li>Students are expected to know that the original substances in a chemical reaction are called reactants and the resulting substances are called products but they will not be assessed on these definitions. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "99", "code" => "D", "idea" => "When substances interact to form new substances, the atoms that make up the molecules of the original substances rearrange into new molecules. ", "goal_id" => "865", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that:</i> </p> <ol> <li>During a chemical reaction the atoms that are linked together in molecules (or arranged in other patterns such as arrays and crystals) rearrange to make new molecules. </li> <li>If the atoms are not rearranged, then a chemical reaction has not occurred. </li> <li>New substances are made of the same kinds of atoms as the original substances (i.e., the atoms themselves did not change during the reaction). </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>The idea that the number of each kind of atom stays the same will be assessed under Idea H (conservation of matter). </li> <li>Students are not expected to know the term “bond” or how chemical bonds are formed or broken during chemical reactions. </li> <li>They are not expected to know that during chemical reactions, atoms are not turned into energy. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "65", "code" => "E", "idea" => "The rate of reactions among atoms and molecules depends on how often they encounter one another, which is affected by the concentration, pressure, and temperature of the reacting materials.", "goal_id" => "720", "topic_id" => "6", "clarification" => "<p> <em>The clarification of this idea is still in the development stage. (Note: we are considering adding surface area to this idea.)</em> </p> <p> Students should know that some chemical reactions occur very rapidly while others occur much more slowly over longer periods of time. Students should know that chemical reactions can occur only when atoms or molecules interact with each other. They should know that the rate of a reaction is related to how often the atoms or molecules encounter one another or collide with one another. Students should know that more interactions in a given amount of time usually means a faster reaction while fewer interactions in a given amount of time usually means a slower reaction. As concentration increases, there are now more atoms in the same space, which increases the frequency of encounters/collisions and causes the reaction to speed up. As concentration decreases, there are fewer atoms, which results in fewer encounters/collisions and causes the reaction to slow down. As temperature increases, the atoms move faster and encounter/collide with each other more often, which makes the reaction speed up. As temperature decreases, the atoms move more slowly and encounter/collide with each other less often, which makes the reaction slow down. For gases, as pressure increases, the atoms get closer together so they encounter/collide with one another more often, which makes the reaction speed up. As pressure decreases, the atoms spread out so they do not encounter/collide with one another as often, which makes the reaction slow down. Pressure does not affect how quickly solids and liquids react. </p> <p> Students should also know that rate refers to the speed of a reaction, but they do not need to know that rate is the change in the concentration of a substance over time. Similarly, students should know that concentration refers to the number of atoms or molecules of a substance in a given amount of space, but they do not need to know concentration units (e.g., molarity) or calculations (e.g., molarity = moles of solute per liter of solution). Students do not need to know about rate laws. </p>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "66", "code" => "F", "idea" => "Some atoms and molecules are highly effective in encouraging the interaction of others.", "goal_id" => "720", "topic_id" => "6", "clarification" => "<p> <em>Clarification for this idea is currently being written.</em> </p>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "125", "code" => "G", "idea" => "Whenever substances within a closed system interact with one another, the total mass of the system remains the same.", "goal_id" => "711", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that:</i> </p> <ol type="1" start="1"> <li>When substances mix, undergo chemical reactions, change state, or dissolve, or when objects are cut or broken into smaller pieces, the total mass of all the matter will always remain the same. </li> <li>Regardless of the form that the products of these processes may take (for example, when a sugar cube dissolves in water or a chemical reaction produces a gas), the mass will always stay the same. </li> <li>If it appears that the mass has changed, it is because some material has not been accounted for. </li> <li>Because light is not matter, its presence or absence does not affect the mass of the matter. </li> </ol> <p> <i>Boundaries:</i> </p> <ol type="1" start="1"> <li>Students are not expected to know that mass is not conserved in energy-mass conversions such as nuclear reactions or other subatomic interactions. </li> <li>Note: The words “weight,” “weigh,” and “mass” are used appropriately in the assessment items. The students are not expected to know the difference between “weight” and “mass.” </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "126", "code" => "H", "idea" => "Whenever atoms interact with each other, regardless of how they are arranged or rearranged, the total mass stays the same.", "goal_id" => "711", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that</i><em>:</em> </p> <ol start="1" type="1"> <li>Atoms are not created or destroyed when substances mix, undergo chemical reactions, change state, or dissolve, or when objects are cut or broken into smaller pieces. </li> <li>The total number of each kind of atom always remains the same regardless of what happens to the matter (mixing, chemical reactions, changes of state, dissolving, or objects being cut or broken into smaller pieces). </li> <li>The mass of an atom does not change. </li> <li>If the measured mass has changed, it is because some atoms have not been accounted for. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know that mass is not conserved in energy-mass conversions such as nuclear reactions or other subatomic interactions. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), "99-126" => array( "id" => "99-126", "ids" => array(), "code" => "D+H", "idea" => "When substances interact to form new substances, the atoms that make up the molecules of the original substances rearrange into new molecules. -AND- Whenever atoms interact with each other, regardless of how they are arranged or rearranged, the total mass stays the same.", "clarification" => "<div class="clarContainer"><ul><li><p>When substances interact to form new substances, the atoms that make up the molecules of the original substances rearrange into new molecules. </p><div class="clarification"><p> <i>Students are expected to know that:</i> </p> <ol> <li>During a chemical reaction the atoms that are linked together in molecules (or arranged in other patterns such as arrays and crystals) rearrange to make new molecules. </li> <li>If the atoms are not rearranged, then a chemical reaction has not occurred. </li> <li>New substances are made of the same kinds of atoms as the original substances (i.e., the atoms themselves did not change during the reaction). </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>The idea that the number of each kind of atom stays the same will be assessed under Idea H (conservation of matter). </li> <li>Students are not expected to know the term “bond” or how chemical bonds are formed or broken during chemical reactions. </li> <li>They are not expected to know that during chemical reactions, atoms are not turned into energy. </li> </ol></div></li> <li><p>Whenever atoms interact with each other, regardless of how they are arranged or rearranged, the total mass stays the same.</p><div class="clarification"><p> <i>Students are expected to know that</i><em>:</em> </p> <ol start="1" type="1"> <li>Atoms are not created or destroyed when substances mix, undergo chemical reactions, change state, or dissolve, or when objects are cut or broken into smaller pieces. </li> <li>The total number of each kind of atom always remains the same regardless of what happens to the matter (mixing, chemical reactions, changes of state, dissolving, or objects being cut or broken into smaller pieces). </li> <li>The mass of an atom does not change. </li> <li>If the measured mass has changed, it is because some atoms have not been accounted for. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know that mass is not conserved in energy-mass conversions such as nuclear reactions or other subatomic interactions. </li> </ol></div></li></ul></div>", "complexity" => "", "public" => "1", "deleted" => "0" ) ) $topics = array( array( "short" => "AP", "short_pub" => "AP", "topic" => "ASPECt 3D Tasks", "id" => "47", "topic_info" => "<p>ASPECt 3D tasks</p>", "public_pr" => "1", "topic_pub" => "3D Energy Tasks", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "AE", "short_pub" => "AE", "topic" => "Argumentation and Evolution", "id" => "44", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Argumentation and Evolution", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "AM", "short_pub" => "AM", "topic" => "Atoms, Molecules, and States of Matter", "id" => "5", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory. Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion. Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE: Students are not expected to recognize names or representations of specific atoms or molecules. Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>", "public_pr" => "1", "topic_pub" => "Atoms, Molecules, and States of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "CE", "short_pub" => "CE", "topic" => "Cells: Composition of Organisms, Cell Structure, and Division", "id" => "31", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Cells", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "CV", "short_pub" => "CV", "topic" => "Nature of Science: Control of Variables", "id" => "20", "topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science. It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>", "public_pr" => "0", "topic_pub" => "Control of Variables", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "EC", "short_pub" => "EC", "topic" => "Energy Changes", "id" => "50", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy Changes", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "EB", "short_pub" => "EB", "topic" => "Energy in Biology Curriculum Project", "id" => "41", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy in Biology", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EG", "short_pub" => "EG", "topic" => "Forms of Energy", "id" => "28", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map. The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark). Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution: The emphasis here is not on learning the names of the forms of energy. The labels are used to help us keep track of the energy. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "NG", "short_pub" => "NG", "topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy", "id" => "29", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11). The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks). Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "RG", "short_pub" => "RG", "topic" => "Energy Instrument Development Project", "id" => "35", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "ES", "short_pub" => "ES", "topic" => "Evolution & Shared Biochemistry", "id" => "43", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Evolution & Shared Biochemistry", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EN", "short_pub" => "EN", "topic" => "Natural Selection", "id" => "15", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Evolution and Natural Selection", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "FM", "short_pub" => "FM", "topic" => "Force and Motion", "id" => "9", "topic_info" => "<div> <div> <p>This topic centers on Newton’s Laws of Motion, and in particular, Newton’s 2<sup>nd</sup> Law. Students are expected to apply Newton’s 2<sup>nd</sup> Law to a variety of forces and motions. This topic’s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p> <br/> </div> </div>", "public_pr" => "0", "topic_pub" => "Force and Motion", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "BF", "short_pub" => "BF", "topic" => "Basic Functions in Humans", "id" => "16", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Human Body Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ID", "short_pub" => "IE", "topic" => "Interdependence, Diversity, and Survival", "id" => "11", "topic_info" => "<p class="MsoNormal"> </p> <p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style=""> </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style=""> </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style=""> </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style=""> </span><o:p></o:p></span></font></p> <p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>", "public_pr" => "1", "topic_pub" => "Interdependence in Ecosystems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ME", "short_pub" => "ME", "topic" => "Matter and Energy in Living Systems", "id" => "14", "topic_info" => "<p> </p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\01\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>", "public_pr" => "1", "topic_pub" => "Matter and Energy in Living Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "MO", "short_pub" => "MO", "topic" => "Cross-cutting Themes: Models", "id" => "25", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Models", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "PT", "short_pub" => "PT", "topic" => "Processes that shape the earth/Plate Tectonics Version II", "id" => "27", "topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style=""> </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>", "public_pr" => "1", "topic_pub" => "Plate Tectonics", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "RH", "short_pub" => "RH", "topic" => "Reproduction, Genes, and Heredity", "id" => "12", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Reproduction, Genes, and Heredity", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "SC", "short_pub" => "SC", "topic" => "Substances, Chemical Reactions, and Conservation", "id" => "6", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter. Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed. Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving. Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>", "public_pr" => "1", "topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "WC", "short_pub" => "WC", "topic" => "Weather and Climate I: Basic Elements", "id" => "3", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate I: Basic Elements", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "CL", "short_pub" => "CL", "topic" => "Weather and Climate II: Seasonal Differences", "id" => "32", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate II: Seasonal Differences", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "WE", "short_pub" => "WE", "topic" => "Weathering, Erosion, and Deposition", "id" => "26", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weathering, Erosion, and Deposition", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ) ) $projects = array( array( "id" => "1", "title" => "Original Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "2", "title" => "ASPECt Project", "internal_notes" => "", "description" => "The goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "1", "cluster" => "1", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "3", "title" => "Evolution Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "1", "treatment" => "1", "deleted" => "0" ), array( "id" => "4", "title" => "THSB Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "5", "title" => "MEGA Project", "internal_notes" => "This tab is currently only visible to administrators. <br>", "description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "7", "title" => "Linguistics Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. <br><br> We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them. <br><br> We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance. <br><br> Under this tab, you will find a variety of materials from this study. These include: <br><br> • A final technical report of the study, which describes the study and its results in their entirety. <br><br> • A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students. <br><br> • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. <br><br> • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. <br><br> • Conference presentations made throughout the course of the project", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "8", "title" => "ASPECt 3D", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => 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array( "code" => "SB039002", "baseline_correct" => 9, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 114, "treatment_total" => 1512 ), array( "code" => "SB049002", "baseline_correct" => 27, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 362, "treatment_total" => 1512 ), array( "code" => "SC075004", "baseline_correct" => 74, "baseline_total" => 1890, "control_correct" => "", "control_total" => "", "treatment_correct" => 376, "treatment_total" => 1890 ), array( "code" => "EB007003", "baseline_correct" => 109, "baseline_total" => 2675, "control_correct" => "", "control_total" => "", "treatment_correct" => 221, "treatment_total" => 2675 ), array( "code" => "EB078001", "baseline_correct" => 131, "baseline_total" => 3745, "control_correct" => "", "control_total" => "", "treatment_correct" => 227, "treatment_total" => 3745 ) ) $topic_list = array( array( "name" => "Life Science", "topics" => 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"item_id" => "1840", "idea_id" => "0", "topic_id" => "0", "statn" => "362", "statp" => "71.80", "fkclass" => "I", "fkid" => "1840" ) $item_stats = array( "Correct" => "260", "Total" => "362", "ByGrade" => array( array(), array(), array(), array(), array(), array(), array(), array(), array(), array() ), "ByGradeRange" => array( "E" => array(), "M" => array(), "H" => array(), "" => array() ), "ByGender" => array( "M|F" => array(), "M" => array(), "F" => array(), "--" => array() ), "ByLang" => array( "" => array(), "--" => array(), "EN" => array(), "OT" => array() ), "A" => array( "Total" => "33", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "B" => array( "Total" => "43", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "C" => array( "Total" => "260", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "D" => array( "Total" => "26", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "E" => array( "Total" => "0", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "F" => array( "Total" => "0", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ) ) $answer_choice = "D" $answer_data = array( "Total" => "26", "ByGrade" => array( "0", "0", "0", "0", "0", "26", "0", "0", "0", "0" ), "ByGradeRange" => array( "E" => "0", "M" => "26", "H" => "0", "" => "0" ), "ByGender" => array( "M|F" => "", "M" => "11", "F" => "15", "--" => "0" ), "ByLang" => array( "" => "0", "--" => "", "EN" => "23", "OT" => "3" ) ) $chd = array( "A" => 9, "B" => 12, "C" => 72, "D" => 7 ) $chco = array( "A" => "76A4FB", "B" => "76A4FB", "C" => "339933", "D" => "76A4FB" ) $project = "4" $group = "baseline"Debugger::handleError() - CORE/cake/libs/debugger.php, line 306 include - APP/views/items/view-breakdown.ctp, line 152 View::_render() - CORE/cake/libs/view/view.php, line 736 DebugView::_render() - APP/plugins/debug_kit/views/debug.php, line 43 View::render() - CORE/cake/libs/view/view.php, line 431 DebugView::render() - APP/plugins/debug_kit/views/debug.php, line 85 Controller::render() - CORE/cake/libs/controller/controller.php, line 909 ItemsController::view() - APP/controllers/items_controller.php, line 918 Dispatcher::_invoke() - CORE/cake/dispatcher.php, line 204 Dispatcher::dispatch() - CORE/cake/dispatcher.php, line 171 [main] - APP/webroot/index.php, line 86
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array( array(), array(), array(), array(), array(), array(), array() ), "filters" => array( "keywords" => null, "project" => "4", "topic" => "6", "idea" => 0 ), "grade_range_lookup" => array( "P", "P", "E", "E", "E", "M", "M", "M", "H", "H", "H", "H" ), "idea_items_in_project" => array(), "public_idea_items_in_project" => array(), "framework_statements" => array( array() ), "idea_stats_cr" => array( array(), array(), array(), array(), array(), array(), array(), array() ), "topic_list" => array( array(), array(), array(), array() ) ) $loadHelpers = true $cached = false $simpleGraph = SimpleGraphHelper SimpleGraphHelper::$helpers = array SimpleGraphHelper::$__defaultSettings = array SimpleGraphHelper::$base = "" SimpleGraphHelper::$webroot = "/" SimpleGraphHelper::$theme = NULL SimpleGraphHelper::$here = "/items/4/SC/SC069007/breakdown:true" SimpleGraphHelper::$params = array SimpleGraphHelper::$action = "view" SimpleGraphHelper::$plugin = NULL SimpleGraphHelper::$data = array 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charts for item SC069007: When a chemical reaction occurs, the characteristic properties of the products are different than the characteristic properties of the reactants. (This item used a table to show the properties of the substances.)" ) $title_for_layout = "Topics ~ Substances, Chemical Reactions, and Conservation of Matter ~ Item SC069007 ~ Student Performance" $item = array( "Item" => array( "id" => "1840", "code" => "SC69-7", "owner" => "cabell", "text" => "<p> A student determines the density, solubility, and boiling point of two liquids, Liquid 1 and Liquid 2. Then he stirs the two liquids together and heats them. After stirring and heating the liquids, two different liquids form, Liquid 3 and Liquid 4. Then the student determines the density, solubility, and boiling point of Liquids 3 and 4. He concludes that a chemical reaction occurred. Here are his results: </p> <table align="center" border="1" cellpadding="2" cellspacing="0" style="border: 2px solid #333333; margin: 1em auto;" width="400"> <tbody> <tr> <td align="center" colspan="2" valign="middle">   </td> <td align="center" valign="middle"> Density (g/mL) </td> <td align="center" valign="middle"> Soluble in Water </td> <td align="center" valign="middle"> Boiling Point (°C) </td> </tr> <tr> <td align="center" colspan="5" style="height: .5em; font-size: 50%;" valign="middle">   </td> </tr> <tr> <td align="center" rowspan="2" valign="middle"> Before stirring and heating </td> <td align="center" nowrap="nowrap" valign="middle"> Liquid 1 </td> <td align="center" valign="middle"> 0.96 </td> <td align="center" valign="middle"> Yes </td> <td align="center" valign="middle"> 164 </td> </tr> <tr> <td align="center" nowrap="nowrap" valign="middle"> Liquid 2 </td> <td align="center" valign="middle"> 0.81 </td> <td align="center" valign="middle"> Yes </td> <td align="center" valign="middle"> 118 </td> </tr> <tr> <td align="center" colspan="5" style="height: .5em; font-size: 50%;" valign="middle">   </td> </tr> <tr> <td align="center" rowspan="2" valign="middle"> After stirring and heating </td> <td align="center" nowrap="nowrap" valign="middle"> Liquid 3 </td> <td align="center" valign="middle"> 0.87 </td> <td align="center" valign="middle"> Yes </td> <td align="center" valign="middle"> 166 </td> </tr> <tr> <td align="center" nowrap="nowrap" valign="middle"> Liquid 4 </td> <td align="center" valign="middle"> 1.00 </td> <td align="center" valign="middle"> Yes </td> <td align="center" valign="middle"> 100 </td> </tr> </tbody> </table> <p> How does the student know that a chemical reaction has occurred? </p> <ol class="itemAnswers" type="A"> <li>The student knows that a chemical reaction has occurred because<br> Liquid 3 has different properties than Liquid 4. </li> <li>The student knows that a chemical reaction has occurred because<br> Liquid 1 has different properties than Liquid 2. </li> <li>The student knows that a chemical reaction has occurred because<br> Liquids 3 and 4 have different properties than Liquids 1 and 2. </li> <li>The student knows that a chemical reaction has occurred because<br> a chemical reaction always occurs when two liquids are mixed together. </li> </ol>", "version" => "7", "title" => "When a chemical reaction occurs, the characteristic properties of the products are different than the characteristic properties of the reactants. (This item used a table to show the properties of the substances.)", "date" => "2019-05-19 11:13:02", "topic_id" => "6", "notes" => "Approved for editing - 10-09-07 Edited by MK and ready for field testing 2-15-08 add line breaks so the different part of the answer choice is on the second line (CHA 3-21-08).", "source" => "IQWST Stuff unit", "attribution" => "(Modified from IQWST)", "answer" => "C", "answer_type" => "S", "response_count" => "4", "locked" => "0", "public" => "0", "context" => "Table of reactants and products", "deleted" => "0", "img_support" => "1", "item_status" => "3111", "html_check" => "0", "ngss_notes" => "", "grade_bands" => "M", "scale_score" => "", "stats_file" => null, "n_value" => null ), "Topic" => array( "id" => "6", "topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter", "short_pub" => "SC" ), "DrawingInput" => array(), "Stat" => array( array(), array(), array() ), "Rubric" => array(), "Post" => array( array() ), "Assessment" => array(), "Project" => array( array(), array() ), "Idea" => array( array() ), "Misconception" => array( array() ), "NgssLink" => array( array() ), "DistractorA" => array(), "DistractorB" => array(), "DistractorC" => array(), "DistractorD" => array( array() ), "DistractorE" => array(), "DistractorF" => array(), "Distractor" => array( array() ) ) $ideas = array( array( "id" => "100", "code" => "A", "idea" => "A pure substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the substance and can be used to identify it.", "goal_id" => "858", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that:</i> </p> <ol> <li>Note: The term “characteristic property” is used to emphasize that these properties are defining attributes that are independent of the amount of the sample, regardless of time, location, size, or shape. </li> <li>The term “substance” means a pure material that is made of the same matter throughout. This is in contrast to the common definition that equates substance with matter that could be made of either a single substance or a mixture of more than one substance. To make this explicit, the phrase “pure substance” is used in assessment items. </li> <li>A substance can be a solid, a liquid, or a gas. </li> <li>Every substance has a set of characteristic properties that are always the same for that substance, regardless of time, location, shape, or size. </li> <li>Furthermore, characteristic properties are consistent throughout a sample of a substance. </li> <li>Characteristic properties with which students should be familiar are boiling point, melting and freezing point, solubility (i.e. how much of the substance can dissolve in water), flammability (i.e. the ease with which a substance will catch on fire), odor, color, and density (i.e., that equal volumes of different substances have different masses). </li> <li>Weight, mass, volume, shape, length/width, texture, and temperature are not characteristic properties of substances and may change. </li> <li>The characteristic properties of a substance do not change when temperature and pressure remain the same. </li> <li>No two substances can have the same set of characteristic properties under the same conditions and that if two materials have even one different characteristic property, they are different substances. </li> <li>The characteristic properties of a given substance result from the types and number of atoms that make up its molecules and the way in which the atoms are arranged into molecules. Two different substances can have the same number of the same types of atoms and still be different substances because of the way the atoms are arranged. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that the properties of substance can be different at the nanoscale. </li> <li>They are not expected to know the formula for density (density = mass/volume). </li> <li>Students are not expected to know that the atomic mass of a substance is a characteristic property. </li> <li>They are not expected to know whether specific materials are or are not pure substances. </li> <li>Because some properties do change with changing conditions (e.g., changing atmospheric pressure affects boiling point) all assessment items will make comparisons between substances where it is clear that the conditions, such as temperature and pressure, are constant. </li> </ol>", "complexity" => "", "public" => "1", "deleted" => "0" ), array( "id" => "101", "code" => "B", "idea" => "Because different substances have different characteristic properties, a mixture of substances can often be separated into the original substances using one or more of these characteristic properties.", "goal_id" => "858", "topic_id" => "6", "clarification" => "<p> <em>The clarification of this idea is still in the development stage.</em> </p> <p> <em>Students are expected to know that:</em> </p> <ol> <li>A mixture is a combination of two or more substances that do not react chemically, and that when these substances are mixed together the substances retain their original identity. </li> <li>Because no <strong>two substances have exactly the same combination of characteristic properties under the same conditions,</strong> substances in a mixture can often be separated from each other by taking advantage of the differences in their characteristic properties. </li> <li>The characteristic properties of substances that are mixed and then separated will be the same as the characteristic properties of the substances before they were mixed. </li> <li>The identities of the substances in a mixture do not change and no new substances are formed. </li> <li>Mixtures do not have to exist in any particular ratio of one substance to the other. </li> <li> <strong>Students should be familiar with the following methods of separation: distillation, magnets, filters, dissolving...</strong> </li> </ol>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "102", "code" => "C", "idea" => "Many substances react chemically in predictable ways with other substances to form new substances with different characteristic properties. ", "goal_id" => "861", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that:</i> </p> <ol> <li>When substances react chemically one or more new substances are formed. </li> <li>If a new substance does not appear, a chemical reaction did not occur. </li> <li>The products of a chemical reaction can be identified as new substances because each product has different characteristic properties from the original substances under the same conditions. </li> <li>Liquids, solids, or gases can be reactants or products in chemical reactions. </li> <li>It is possible for a single substance to undergo a chemical reaction, such as when the substance is heated or an electrical current flows through the substance. </li> <li>It is not true that all chemical reactions are irreversible. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that chemical reactions involve the rearrangement of atoms into new molecules. This idea is addressed in a later idea (Idea D). </li> <li>Students are also not expected to know that nuclear reactions are not chemical reactions nor why nuclear reactions are not chemical reactions. Nuclear reactions are addressed in later ideas (4E/H6* and 4G/H6*) </li> <li>By “predictable ways,” we mean that the same products will be formed when the same reactants are combined regardless of location and experimental set-up. Students are not expected to predict what the products of a reaction will be. </li> <li>Students are expected to know that the original substances in a chemical reaction are called reactants and the resulting substances are called products but they will not be assessed on these definitions. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "99", "code" => "D", "idea" => "When substances interact to form new substances, the atoms that make up the molecules of the original substances rearrange into new molecules. ", "goal_id" => "865", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that:</i> </p> <ol> <li>During a chemical reaction the atoms that are linked together in molecules (or arranged in other patterns such as arrays and crystals) rearrange to make new molecules. </li> <li>If the atoms are not rearranged, then a chemical reaction has not occurred. </li> <li>New substances are made of the same kinds of atoms as the original substances (i.e., the atoms themselves did not change during the reaction). </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>The idea that the number of each kind of atom stays the same will be assessed under Idea H (conservation of matter). </li> <li>Students are not expected to know the term “bond” or how chemical bonds are formed or broken during chemical reactions. </li> <li>They are not expected to know that during chemical reactions, atoms are not turned into energy. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "65", "code" => "E", "idea" => "The rate of reactions among atoms and molecules depends on how often they encounter one another, which is affected by the concentration, pressure, and temperature of the reacting materials.", "goal_id" => "720", "topic_id" => "6", "clarification" => "<p> <em>The clarification of this idea is still in the development stage. (Note: we are considering adding surface area to this idea.)</em> </p> <p> Students should know that some chemical reactions occur very rapidly while others occur much more slowly over longer periods of time. Students should know that chemical reactions can occur only when atoms or molecules interact with each other. They should know that the rate of a reaction is related to how often the atoms or molecules encounter one another or collide with one another. Students should know that more interactions in a given amount of time usually means a faster reaction while fewer interactions in a given amount of time usually means a slower reaction. As concentration increases, there are now more atoms in the same space, which increases the frequency of encounters/collisions and causes the reaction to speed up. As concentration decreases, there are fewer atoms, which results in fewer encounters/collisions and causes the reaction to slow down. As temperature increases, the atoms move faster and encounter/collide with each other more often, which makes the reaction speed up. As temperature decreases, the atoms move more slowly and encounter/collide with each other less often, which makes the reaction slow down. For gases, as pressure increases, the atoms get closer together so they encounter/collide with one another more often, which makes the reaction speed up. As pressure decreases, the atoms spread out so they do not encounter/collide with one another as often, which makes the reaction slow down. Pressure does not affect how quickly solids and liquids react. </p> <p> Students should also know that rate refers to the speed of a reaction, but they do not need to know that rate is the change in the concentration of a substance over time. Similarly, students should know that concentration refers to the number of atoms or molecules of a substance in a given amount of space, but they do not need to know concentration units (e.g., molarity) or calculations (e.g., molarity = moles of solute per liter of solution). Students do not need to know about rate laws. </p>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "66", "code" => "F", "idea" => "Some atoms and molecules are highly effective in encouraging the interaction of others.", "goal_id" => "720", "topic_id" => "6", "clarification" => "<p> <em>Clarification for this idea is currently being written.</em> </p>", "complexity" => null, "public" => "0", "deleted" => "0" ), array( "id" => "125", "code" => "G", "idea" => "Whenever substances within a closed system interact with one another, the total mass of the system remains the same.", "goal_id" => "711", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that:</i> </p> <ol type="1" start="1"> <li>When substances mix, undergo chemical reactions, change state, or dissolve, or when objects are cut or broken into smaller pieces, the total mass of all the matter will always remain the same. </li> <li>Regardless of the form that the products of these processes may take (for example, when a sugar cube dissolves in water or a chemical reaction produces a gas), the mass will always stay the same. </li> <li>If it appears that the mass has changed, it is because some material has not been accounted for. </li> <li>Because light is not matter, its presence or absence does not affect the mass of the matter. </li> </ol> <p> <i>Boundaries:</i> </p> <ol type="1" start="1"> <li>Students are not expected to know that mass is not conserved in energy-mass conversions such as nuclear reactions or other subatomic interactions. </li> <li>Note: The words “weight,” “weigh,” and “mass” are used appropriately in the assessment items. The students are not expected to know the difference between “weight” and “mass.” </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), array( "id" => "126", "code" => "H", "idea" => "Whenever atoms interact with each other, regardless of how they are arranged or rearranged, the total mass stays the same.", "goal_id" => "711", "topic_id" => "6", "clarification" => "<p> <i>Students are expected to know that</i><em>:</em> </p> <ol start="1" type="1"> <li>Atoms are not created or destroyed when substances mix, undergo chemical reactions, change state, or dissolve, or when objects are cut or broken into smaller pieces. </li> <li>The total number of each kind of atom always remains the same regardless of what happens to the matter (mixing, chemical reactions, changes of state, dissolving, or objects being cut or broken into smaller pieces). </li> <li>The mass of an atom does not change. </li> <li>If the measured mass has changed, it is because some atoms have not been accounted for. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know that mass is not conserved in energy-mass conversions such as nuclear reactions or other subatomic interactions. </li> </ol>", "complexity" => null, "public" => "1", "deleted" => "0" ), "99-126" => array( "id" => "99-126", "ids" => array(), "code" => "D+H", "idea" => "When substances interact to form new substances, the atoms that make up the molecules of the original substances rearrange into new molecules. -AND- Whenever atoms interact with each other, regardless of how they are arranged or rearranged, the total mass stays the same.", "clarification" => "<div class="clarContainer"><ul><li><p>When substances interact to form new substances, the atoms that make up the molecules of the original substances rearrange into new molecules. </p><div class="clarification"><p> <i>Students are expected to know that:</i> </p> <ol> <li>During a chemical reaction the atoms that are linked together in molecules (or arranged in other patterns such as arrays and crystals) rearrange to make new molecules. </li> <li>If the atoms are not rearranged, then a chemical reaction has not occurred. </li> <li>New substances are made of the same kinds of atoms as the original substances (i.e., the atoms themselves did not change during the reaction). </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>The idea that the number of each kind of atom stays the same will be assessed under Idea H (conservation of matter). </li> <li>Students are not expected to know the term “bond” or how chemical bonds are formed or broken during chemical reactions. </li> <li>They are not expected to know that during chemical reactions, atoms are not turned into energy. </li> </ol></div></li> <li><p>Whenever atoms interact with each other, regardless of how they are arranged or rearranged, the total mass stays the same.</p><div class="clarification"><p> <i>Students are expected to know that</i><em>:</em> </p> <ol start="1" type="1"> <li>Atoms are not created or destroyed when substances mix, undergo chemical reactions, change state, or dissolve, or when objects are cut or broken into smaller pieces. </li> <li>The total number of each kind of atom always remains the same regardless of what happens to the matter (mixing, chemical reactions, changes of state, dissolving, or objects being cut or broken into smaller pieces). </li> <li>The mass of an atom does not change. </li> <li>If the measured mass has changed, it is because some atoms have not been accounted for. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know that mass is not conserved in energy-mass conversions such as nuclear reactions or other subatomic interactions. </li> </ol></div></li></ul></div>", "complexity" => "", "public" => "1", "deleted" => "0" ) ) $topics = array( array( "short" => "AP", "short_pub" => "AP", "topic" => "ASPECt 3D Tasks", "id" => "47", "topic_info" => "<p>ASPECt 3D tasks</p>", "public_pr" => "1", "topic_pub" => "3D Energy Tasks", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "AE", "short_pub" => "AE", "topic" => "Argumentation and Evolution", "id" => "44", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Argumentation and Evolution", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "AM", "short_pub" => "AM", "topic" => "Atoms, Molecules, and States of Matter", "id" => "5", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory. Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion. Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE: Students are not expected to recognize names or representations of specific atoms or molecules. Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>", "public_pr" => "1", "topic_pub" => "Atoms, Molecules, and States of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "CE", "short_pub" => "CE", "topic" => "Cells: Composition of Organisms, Cell Structure, and Division", "id" => "31", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Cells", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "CV", "short_pub" => "CV", "topic" => "Nature of Science: Control of Variables", "id" => "20", "topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science. It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>", "public_pr" => "0", "topic_pub" => "Control of Variables", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "EC", "short_pub" => "EC", "topic" => "Energy Changes", "id" => "50", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy Changes", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "EB", "short_pub" => "EB", "topic" => "Energy in Biology Curriculum Project", "id" => "41", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy in Biology", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EG", "short_pub" => "EG", "topic" => "Forms of Energy", "id" => "28", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map. The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark). Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution: The emphasis here is not on learning the names of the forms of energy. The labels are used to help us keep track of the energy. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "NG", "short_pub" => "NG", "topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy", "id" => "29", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11). The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks). Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases “kinetic energy” or “potential energy,” which are covered under a later idea, 4E/H9** (NSES). Although the term “kinetic energy” will appear in parentheses whenever “motion energy” appears, and the term “potential energy” will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>", "public_pr" => "0", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "RG", "short_pub" => "RG", "topic" => "Energy Instrument Development Project", "id" => "35", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "ES", "short_pub" => "ES", "topic" => "Evolution & Shared Biochemistry", "id" => "43", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Evolution & Shared Biochemistry", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "EN", "short_pub" => "EN", "topic" => "Natural Selection", "id" => "15", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Evolution and Natural Selection", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "FM", "short_pub" => "FM", "topic" => "Force and Motion", "id" => "9", "topic_info" => "<div> <div> <p>This topic centers on Newton’s Laws of Motion, and in particular, Newton’s 2<sup>nd</sup> Law. Students are expected to apply Newton’s 2<sup>nd</sup> Law to a variety of forces and motions. This topic’s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p> <br/> </div> </div>", "public_pr" => "0", "topic_pub" => "Force and Motion", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "BF", "short_pub" => "BF", "topic" => "Basic Functions in Humans", "id" => "16", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Human Body Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ID", "short_pub" => "IE", "topic" => "Interdependence, Diversity, and Survival", "id" => "11", "topic_info" => "<p class="MsoNormal"> </p> <p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style=""> </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style=""> </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style=""> </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style=""> </span><o:p></o:p></span></font></p> <p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>", "public_pr" => "1", "topic_pub" => "Interdependence in Ecosystems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "ME", "short_pub" => "ME", "topic" => "Matter and Energy in Living Systems", "id" => "14", "topic_info" => "<p> </p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\01\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>", "public_pr" => "1", "topic_pub" => "Matter and Energy in Living Systems", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "MO", "short_pub" => "MO", "topic" => "Cross-cutting Themes: Models", "id" => "25", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Models", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "4", "Post" => array() ), array( "short" => "PT", "short_pub" => "PT", "topic" => "Processes that shape the earth/Plate Tectonics Version II", "id" => "27", "topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style=""> </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>", "public_pr" => "1", "topic_pub" => "Plate Tectonics", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "RH", "short_pub" => "RH", "topic" => "Reproduction, Genes, and Heredity", "id" => "12", "topic_info" => "", "public_pr" => "0", "topic_pub" => "Reproduction, Genes, and Heredity", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "2", "Post" => array() ), array( "short" => "SC", "short_pub" => "SC", "topic" => "Substances, Chemical Reactions, and Conservation", "id" => "6", "topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter. Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed. Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving. Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>", "public_pr" => "1", "topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "3", "Post" => array() ), array( "short" => "WC", "short_pub" => "WC", "topic" => "Weather and Climate I: Basic Elements", "id" => "3", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate I: Basic Elements", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "CL", "short_pub" => "CL", "topic" => "Weather and Climate II: Seasonal Differences", "id" => "32", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weather and Climate II: Seasonal Differences", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ), array( "short" => "WE", "short_pub" => "WE", "topic" => "Weathering, Erosion, and Deposition", "id" => "26", "topic_info" => "", "public_pr" => "1", "topic_pub" => "Weathering, Erosion, and Deposition", "public_items" => "1", "idea_notes" => null, "item_notes" => null, "miscon_notes" => null, "ngss_notes" => null, "category_id" => "1", "Post" => array() ) ) $projects = array( array( "id" => "1", "title" => "Original Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "2", "title" => "ASPECt Project", "internal_notes" => "", "description" => "The goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "1", "cluster" => "1", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "3", "title" => "Evolution Project", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "1", "treatment" => "1", "deleted" => "0" ), array( "id" => "4", "title" => "THSB Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "5", "title" => "MEGA Project", "internal_notes" => "This tab is currently only visible to administrators. <br>", "description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.", "funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.", "complexity" => "0", "cluster" => "0", "multistat" => "1", "baseline" => "1", "control" => "0", "treatment" => "1", "deleted" => "0" ), array( "id" => "7", "title" => "Linguistics Project", "internal_notes" => "This tab is currently only visible to administrators.", "description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. <br><br> We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them. <br><br> We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance. <br><br> Under this tab, you will find a variety of materials from this study. These include: <br><br> • A final technical report of the study, which describes the study and its results in their entirety. <br><br> • A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students. <br><br> • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. <br><br> • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. <br><br> • Conference presentations made throughout the course of the project", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "0" ), array( "id" => "8", "title" => "ASPECt 3D", "internal_notes" => "", "description" => "", "funder" => "", "complexity" => "0", "cluster" => "0", "multistat" => "0", "baseline" => "0", "control" => "0", "treatment" => "0", "deleted" => "1" ) ) $filters = array( "keywords" => null, "project" => "4", "topic" => "6", "idea" => 0 ) $grade_range_lookup = array( "P", "P", "E", "E", "E", "M", "M", "M", "H", "H", "H", "H" ) $idea_items_in_project = array() $public_idea_items_in_project = array() $framework_statements = array( array( "FrameworkStatements" => array() ) ) $idea_stats_cr = array( array( "code" => "EN064004", "baseline_correct" => 5460, "baseline_total" => 20421, "control_correct" => 0, "control_total" => 0, "treatment_correct" => 0, "treatment_total" => 0 ), array( "code" => "EN100001", "baseline_correct" => 0, "baseline_total" => 0, "control_correct" => 2796, "control_total" => 9936, "treatment_correct" => 3624, "treatment_total" => 10485 ), array( "code" => "CA043005", "baseline_correct" => 2793, "baseline_total" => 15883, "control_correct" => 1689, "control_total" => 7728, "treatment_correct" => 2050, "treatment_total" => 8155 ), array( "code" => "SB039002", "baseline_correct" => 9, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 114, "treatment_total" => 1512 ), array( "code" => "SB049002", "baseline_correct" => 27, "baseline_total" => 1512, "control_correct" => "", "control_total" => "", "treatment_correct" => 362, "treatment_total" => 1512 ), array( "code" => "SC075004", "baseline_correct" => 74, "baseline_total" => 1890, "control_correct" => "", "control_total" => "", "treatment_correct" => 376, "treatment_total" => 1890 ), array( "code" => "EB007003", "baseline_correct" => 109, "baseline_total" => 2675, "control_correct" => "", "control_total" => "", "treatment_correct" => 221, "treatment_total" => 2675 ), array( "code" => "EB078001", "baseline_correct" => 131, "baseline_total" => 3745, "control_correct" => "", "control_total" => "", "treatment_correct" => 227, "treatment_total" => 3745 ) ) $topic_list = array( array( "name" => "Life Science", "topics" => array() ), array( "name" => "Physical Science", "topics" => array() ), array( "name" => "Earth Science", "topics" => array() ), array( "name" => "Nature of Science", "topics" => array() ) ) $user_item_bank = array() $complexity = null $project_id = "4" $idea_items = array() $current_item = null $answers = array( "A", "B", "C", "D" ) $stats = array( array( "" => array() ), array( "treatment" => array(), "baseline" => array() ) ) $i = 3 $stat = array( "id" => "20192", "project_ref" => "4", "group_ref" => "baseline", "parameters" => null, "statr" => null, "data" => 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"item_id" => "1840", "idea_id" => "0", "topic_id" => "0", "statn" => "362", "statp" => "71.80", "fkclass" => "I", "fkid" => "1840" ) $item_stats = array( "Correct" => "260", "Total" => "362", "ByGrade" => array( array(), array(), array(), array(), array(), array(), array(), array(), array(), array() ), "ByGradeRange" => array( "E" => array(), "M" => array(), "H" => array(), "" => array() ), "ByGender" => array( "M|F" => array(), "M" => array(), "F" => array(), "--" => array() ), "ByLang" => array( "" => array(), "--" => array(), "EN" => array(), "OT" => array() ), "A" => array( "Total" => "33", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "B" => array( "Total" => "43", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "C" => array( "Total" => "260", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "D" => array( "Total" => "26", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "E" => array( "Total" => "0", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ), "F" => array( "Total" => "0", "ByGrade" => array(), "ByGradeRange" => array(), "ByGender" => array(), "ByLang" => array() ) ) $answer_choice = "D" $answer_data = array( "Total" => "26", "ByGrade" => array( "0", "0", "0", "0", "0", "26", "0", "0", "0", "0" ), "ByGradeRange" => array( "E" => "0", "M" => "26", "H" => "0", "" => "0" ), "ByGender" => array( "M|F" => "", "M" => "11", "F" => "15", "--" => "0" ), "ByLang" => array( "" => "0", "--" => "", "EN" => "23", "OT" => "3" ) ) $chd = array( "A" => 9, "B" => 12, "C" => 72, "D" => 7 ) $chco = array( "A" => "76A4FB", "B" => "76A4FB", "C" => "339933", "D" => "76A4FB" ) $project = "4" $group = "baseline"Debugger::handleError() - CORE/cake/libs/debugger.php, line 306 include - APP/views/items/view-breakdown.ctp, line 153 View::_render() - CORE/cake/libs/view/view.php, line 736 DebugView::_render() - APP/plugins/debug_kit/views/debug.php, line 43 View::render() - CORE/cake/libs/view/view.php, line 431 DebugView::render() - APP/plugins/debug_kit/views/debug.php, line 85 Controller::render() - CORE/cake/libs/controller/controller.php, line 909 ItemsController::view() - APP/controllers/items_controller.php, line 918 Dispatcher::_invoke() - CORE/cake/dispatcher.php, line 204 Dispatcher::dispatch() - CORE/cake/dispatcher.php, line 171 [main] - APP/webroot/index.php, line 86
Item SC069007: When a chemical reaction occurs, the characteristic properties of the products are different than the characteristic properties of the reactants. (This item used a table to show the properties of the substances.)
A student determines the density, solubility, and boiling point of two liquids, Liquid 1 and Liquid 2. Then he stirs the two liquids together and heats them. After stirring and heating the liquids, two different liquids form, Liquid 3 and Liquid 4. Then the student determines the density, solubility, and boiling point of Liquids 3 and 4. He concludes that a chemical reaction occurred. Here are his results:
| Density (g/mL) | Soluble in Water | Boiling Point (°C) | ||
| Before stirring and heating | Liquid 1 | 0.96 | Yes | 164 |
| Liquid 2 | 0.81 | Yes | 118 | |
| After stirring and heating | Liquid 3 | 0.87 | Yes | 166 |
| Liquid 4 | 1.00 | Yes | 100 | |
How does the student know that a chemical reaction has occurred?
- The student knows that a chemical reaction has occurred because
Liquid 3 has different properties than Liquid 4. - The student knows that a chemical reaction has occurred because
Liquid 1 has different properties than Liquid 2. - The student knows that a chemical reaction has occurred because
Liquids 3 and 4 have different properties than Liquids 1 and 2. - The student knows that a chemical reaction has occurred because
a chemical reaction always occurs when two liquids are mixed together.
(Modified from IQWST)
Pre-Test
Answer Choice |
Overall |
Grades |
Gender |
Primary Language |
||||
|---|---|---|---|---|---|---|---|---|
| n = 362 |
6–8 n = 362 |
9–12 n = 0 |
Male n = 201 |
Female n = 161 |
English n = 335 |
Other n = 27 |
||
| A. | The student knows that a chemical reaction has occurred because Liquid 3 has different properties than Liquid 4. |
9% | 9% | Warning (2): Division by zero [APP/views/items/view-breakdown.ctp, line 489]0% |
11% | 6% | 9% | 15% |
| B. | The student knows that a chemical reaction has occurred because Liquid 1 has different properties than Liquid 2. |
12% | 12% | 0% | 11% | 12% | 11% | 19% |
| C. | The student knows that a chemical reaction has occurred because Liquids 3 and 4 have different properties than Liquids 1 and 2. |
72% | 72% | 0% | 72% | 72% | 73% | 56% |
| D. | The student knows that a chemical reaction has occurred because a chemical reaction always occurs when two liquids are mixed together. |
7% | 7% | 0% | 5% | 9% | 7% | 11% |
Post-Test
Answer Choice |
Overall |
Grades |
Gender |
Primary Language |
||||
|---|---|---|---|---|---|---|---|---|
| n = 361 |
6–8 n = 361 |
9–12 n = 0 |
Male n = 197 |
Female n = 164 |
English n = 333 |
Other n = 28 |
||
| A. | The student knows that a chemical reaction has occurred because Liquid 3 has different properties than Liquid 4. |
6% | 6% | 0% | 6% | 5% | 5% | 11% |
| B. | The student knows that a chemical reaction has occurred because Liquid 1 has different properties than Liquid 2. |
7% | 7% | 0% | 9% | 6% | 6% | 21% |
| C. | The student knows that a chemical reaction has occurred because Liquids 3 and 4 have different properties than Liquids 1 and 2. |
80% | 80% | 0% | 77% | 83% | 81% | 61% |
| D. | The student knows that a chemical reaction has occurred because a chemical reaction always occurs when two liquids are mixed together. |
7% | 7% | 0% | 8% | 5% | 7% | 7% |
