AAAS Science Assessment ~ Topics ~ Matter and Energy in Living Systems ~ Misconception MEM082

Plants make sugars from minerals (Tamir, 1989) or minerals and water (AAAS pilot data 2006).

Items that test for misconception MEM082 in this project (THSB Project) and other key ideas
ME032002	The minerals plants take in from the soil make up a very small amount of the new mass of the growing plant.	40%
ME031003	A growing broccoli head gets bigger by taking in molecules, using them to make glucose, and using the glucose to make larger molecules that become part of the plant’s body.	25%

Request

Cake Params

controllermisconceptions

actionview

project_id4

topicME

idea_id80

idMEM082

named(empty)

pass(empty)

plugin(null)

url

exthtml
urlmisconceptions/4/ME/80/MEM082

form(empty)

isAjax(false)

$_GET

urlmisconceptions/4/ME/80/MEM082

To view Cookies, add CookieComponent to Controller

Current Route

keys

0project_id
1topic
2idea_id
3id

options

project_id\d+
topic\w\w
idea_id.*
id\w\wM\d{3}

defaults

controllermisconceptions
actionview
plugin(null)

template/misconceptions/:project_id/:topic/:idea_id/:id/*

_greedy(true)

_compiledRoute#^/misconceptions(?:/(\d+))(?:/(\w\w))(?:/(.*))(?:/(\w\wM\d{3}))(?:/(?P<_args_>.*))?[/]*$#

__headerMap

typecontent_type
methodrequest_method
serverserver_name

Sql Logs

default

Query	Affected	Num. rows	Took (ms)	Actions
SHOW FULL COLUMNS FROM `aros`	7	7	1	maybe slow
SELECT CHARACTER_SET_NAME FROM INFORMATION_SCHEMA.COLLATIONS WHERE COLLATION_NAME= 'utf8_general_ci';	1	1	0
SHOW FULL COLUMNS FROM `acos`	7	7	8	maybe slow
SHOW FULL COLUMNS FROM `aros_acos`	7	7	3	maybe slow
SHOW FULL COLUMNS FROM `misconceptions`	6	6	1	maybe slow
SHOW FULL COLUMNS FROM `topics`	13	13	1	maybe slow
SHOW FULL COLUMNS FROM `categories`	3	3	3
SHOW FULL COLUMNS FROM `stats`	13	13	1	maybe slow
SHOW FULL COLUMNS FROM `items`	26	26	6	maybe slow
SHOW FULL COLUMNS FROM `answers`	7	7	3	maybe slow
SHOW FULL COLUMNS FROM `packets`	13	13	1	maybe slow
SHOW FULL COLUMNS FROM `students`	8	8	1	maybe slow
SHOW FULL COLUMNS FROM `items_packets`	7	7	1	maybe slow
SHOW FULL COLUMNS FROM `drawing_inputs`	5	5	1	maybe slow
SELECT CHARACTER_SET_NAME FROM INFORMATION_SCHEMA.COLLATIONS WHERE COLLATION_NAME= 'utf8_unicode_ci';	1	1	0
SHOW FULL COLUMNS FROM `drawing_input_options`	57	57	1
SHOW FULL COLUMNS FROM `drawing_input_stamps`	5	5	1	maybe slow
SHOW FULL COLUMNS FROM `rubrics`	8	8	1	maybe slow
SHOW FULL COLUMNS FROM `posts`	8	8	0
SHOW FULL COLUMNS FROM `ideas`	9	9	1	maybe slow
SHOW FULL COLUMNS FROM `goals`	9	9	1	maybe slow
SHOW FULL COLUMNS FROM `projects`	12	12	1	maybe slow
SHOW FULL COLUMNS FROM `project_files`	7	7	1	maybe slow
SHOW FULL COLUMNS FROM `items_projects`	3	3	0
SHOW FULL COLUMNS FROM `projects_topics`	6	6	0
SHOW FULL COLUMNS FROM `ideas_projects`	2	2	4	maybe slow
SHOW FULL COLUMNS FROM `misconceptions_projects`	4	4	3	maybe slow
SHOW FULL COLUMNS FROM `ngss_links`	9	9	3	maybe slow
SHOW FULL COLUMNS FROM `items_ngss_links`	4	4	4
SHOW FULL COLUMNS FROM `ideas_ngss_links`	4	4	3	maybe slow
SHOW FULL COLUMNS FROM `ngss_links_projects`	4	4	4
SHOW FULL COLUMNS FROM `ngss_links_topics`	4	4	2	maybe slow
SHOW FULL COLUMNS FROM `clusters`	4	4	3	maybe slow
SHOW FULL COLUMNS FROM `ideas_items`	4	4	3	maybe slow
SHOW FULL COLUMNS FROM `clusters_ideas`	4	4	0
SHOW FULL COLUMNS FROM `ideas_misconceptions`	6	6	0
SHOW FULL COLUMNS FROM `users`	15	15	0
SHOW FULL COLUMNS FROM `groups`	4	4	3	maybe slow
SHOW FULL COLUMNS FROM `assessments`	13	13	3	maybe slow
SHOW FULL COLUMNS FROM `participants`	15	15	1	maybe slow
SHOW FULL COLUMNS FROM `responses`	9	9	3	maybe slow
SHOW FULL COLUMNS FROM `assessments_items`	7	7	0
SHOW FULL COLUMNS FROM `feedbacks`	10	10	4	maybe slow
SHOW FULL COLUMNS FROM `items_users`	3	3	0
SHOW FULL COLUMNS FROM `forms`	8	8	2	maybe slow
SHOW FULL COLUMNS FROM `forms_items`	4	4	3	maybe slow
SHOW FULL COLUMNS FROM `items_misconceptions`	4	4	0
SELECT `Topic`.`id`, `Topic`.`topic_pub`, `Topic`.`short`, `Topic`.`short_pub`, `Category`.*, `Category`.`id` FROM `topics` AS `Topic` LEFT JOIN `categories` AS `Category` ON (`Topic`.`category_id` = `Category`.`id`) WHERE `Topic`.`public_items` = 1 ORDER BY `Topic`.`topic_pub` ASC	23	23	0
SELECT `Misconception`., `Topic`., `Topic`.`id`, `Misconception`.`id` FROM `misconceptions` AS `Misconception` LEFT JOIN `topics` AS `Topic` ON (`Misconception`.`topic_id` = `Topic`.`id`) WHERE `Misconception`.`code` = 82 AND `Misconception`.`topic_id` = 14	1	1	0
SELECT `Topic`.* FROM `topics` AS `Topic` WHERE `Topic`.`id` = 14	1	1	0
SELECT `Item`.`id`, `Item`.`code`, `Item`.`owner`, `Item`.`text`, `Item`.`version`, `Item`.`title`, `Item`.`date`, `Item`.`topic_id`, `Item`.`notes`, `Item`.`source`, `Item`.`attribution`, `Item`.`answer`, `Item`.`answer_type`, `Item`.`response_count`, `Item`.`locked`, `Item`.`public`, `Item`.`context`, `Item`.`deleted`, `Item`.`img_support`, `Item`.`item_status`, `Item`.`html_check`, `Item`.`ngss_notes`, `Item`.`grade_bands`, `Item`.`scale_score`, `Item`.`stats_file`, `Item`.`n_value`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `items` AS `Item` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`misconception_id` = 661 AND `ItemsMisconception`.`item_id` = `Item`.`id`) WHERE SUBSTRING(`Item`.`item_status`, 1, 1) <> '0' AND SUBSTRING(`Item`.`item_status`, 3, 1) = '1' AND SUBSTRING(`Item`.`item_status`, 4, 1) = '1' AND `Item`.`deleted` = 0 ORDER BY `Item`.`code` ASC	6	6	2	maybe slow
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 14	1	1	3	maybe slow
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 14	1	1	4	maybe slow
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 14	1	1	4	maybe slow
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 14	1	1	4	maybe slow
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 14	1	1	0
SELECT `Topic`.`short`, `Topic`.`short_pub`, `Topic`.`topic`, `Topic`.`id`, `Topic`.`topic_info`, `Topic`.`public_pr`, `Topic`.`topic_pub`, `Topic`.`public_items`, `Topic`.`idea_notes`, `Topic`.`item_notes`, `Topic`.`miscon_notes`, `Topic`.`ngss_notes`, `Topic`.`category_id` FROM `topics` AS `Topic` WHERE `Topic`.`id` = 14	1	1	0
SELECT `Stat`.`id`, `Stat`.`project_ref`, `Stat`.`group_ref`, `Stat`.`parameters`, `Stat`.`statr`, `Stat`.`data`, `Stat`.`item_id`, `Stat`.`idea_id`, `Stat`.`topic_id`, `Stat`.`statn`, `Stat`.`statp`, `Stat`.`fkclass`, `Stat`.`fkid` FROM `stats` AS `Stat` WHERE `Stat`.`topic_id` = 0 AND `Stat`.`idea_id` = 0 AND `Stat`.`parameters` IS NULL AND `Stat`.`item_id` IN (1595, 1821, 1822, 1823, 4173, 4032)	8	8	6	maybe slow
SELECT `Project`.`id`, `Project`.`title`, `Project`.`internal_notes`, `Project`.`description`, `Project`.`funder`, `Project`.`complexity`, `Project`.`cluster`, `Project`.`multistat`, `Project`.`baseline`, `Project`.`control`, `Project`.`treatment`, `Project`.`deleted`, `ItemsProject`.`id`, `ItemsProject`.`project_id`, `ItemsProject`.`item_id` FROM `projects` AS `Project` JOIN `items_projects` AS `ItemsProject` ON (`ItemsProject`.`item_id` IN (1595, 1821, 1822, 1823, 4173, 4032) AND `ItemsProject`.`project_id` = `Project`.`id`) ORDER BY `Project`.`id` ASC	6	6	3	maybe slow
SELECT `Idea`.`id`, `Idea`.`idea`, `IdeasItem`.`id`, `IdeasItem`.`item_id`, `IdeasItem`.`idea_id`, `IdeasItem`.`deleted` FROM `ideas` AS `Idea` JOIN `ideas_items` AS `IdeasItem` ON (`IdeasItem`.`item_id` IN (1595, 1821, 1822, 1823, 4173, 4032) AND `IdeasItem`.`idea_id` = `Idea`.`id`) WHERE `Idea`.`deleted` = 0 AND `IdeasItem`.`deleted` = 0 ORDER BY `Idea`.`code` ASC	7	7	0
SELECT `DistractorA`.`id`, `DistractorA`.`code`, `DistractorA`.`idea`, `DistractorA`.`topic_id`, `DistractorA`.`public`, `DistractorA`.`deleted`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `misconceptions` AS `DistractorA` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`item_id` IN (1595, 1821, 1822, 1823, 4173, 4032) AND `ItemsMisconception`.`misconception_id` = `DistractorA`.`id`) WHERE `ItemsMisconception`.`selection` = 'A' ORDER BY `code` ASC	5	5	0
SELECT `DistractorB`.`id`, `DistractorB`.`code`, `DistractorB`.`idea`, `DistractorB`.`topic_id`, `DistractorB`.`public`, `DistractorB`.`deleted`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `misconceptions` AS `DistractorB` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`item_id` IN (1595, 1821, 1822, 1823, 4173, 4032) AND `ItemsMisconception`.`misconception_id` = `DistractorB`.`id`) WHERE `ItemsMisconception`.`selection` = 'B' ORDER BY `code` ASC	3	3	0
SELECT `DistractorC`.`id`, `DistractorC`.`code`, `DistractorC`.`idea`, `DistractorC`.`topic_id`, `DistractorC`.`public`, `DistractorC`.`deleted`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `misconceptions` AS `DistractorC` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`item_id` IN (1595, 1821, 1822, 1823, 4173, 4032) AND `ItemsMisconception`.`misconception_id` = `DistractorC`.`id`) WHERE `ItemsMisconception`.`selection` = 'C' ORDER BY `code` ASC	3	3	5	maybe slow
SELECT `DistractorD`.`id`, `DistractorD`.`code`, `DistractorD`.`idea`, `DistractorD`.`topic_id`, `DistractorD`.`public`, `DistractorD`.`deleted`, `ItemsMisconception`.`id`, `ItemsMisconception`.`item_id`, `ItemsMisconception`.`misconception_id`, `ItemsMisconception`.`selection` FROM `misconceptions` AS `DistractorD` JOIN `items_misconceptions` AS `ItemsMisconception` ON (`ItemsMisconception`.`item_id` IN (1595, 1821, 1822, 1823, 4173, 4032) AND `ItemsMisconception`.`misconception_id` = `DistractorD`.`id`) WHERE `ItemsMisconception`.`selection` = 'D' ORDER BY `code` ASC	3	3	3
SELECT `Idea`.`id`, `Idea`.`code`, `Idea`.`idea`, `Idea`.`goal_id`, `Idea`.`topic_id`, `Idea`.`clarification`, `Idea`.`complexity`, `Idea`.`public`, `Idea`.`deleted`, `IdeasMisconception`.`id`, `IdeasMisconception`.`misconception_id`, `IdeasMisconception`.`idea_id`, `IdeasMisconception`.`item_id`, `IdeasMisconception`.`selection`, `IdeasMisconception`.`deleted` FROM `ideas` AS `Idea` JOIN `ideas_misconceptions` AS `IdeasMisconception` ON (`IdeasMisconception`.`misconception_id` = 661 AND `IdeasMisconception`.`idea_id` = `Idea`.`id`) WHERE `IdeasMisconception`.`deleted` = 0 AND `Idea`.`deleted` = 0	12	12	0
SELECT `Idea`.* FROM `ideas` AS `Idea` WHERE `Idea`.`id` IN (80) ORDER BY `Idea`.`code` ASC	1	1	4	maybe slow
SELECT `Project`.* FROM `projects` AS `Project` WHERE 1 = 1 ORDER BY `Project`.`id` ASC	7	7	0

Query Explain:

Click an "Explain" link above, to see the query explanation.

Message	Memory use
Component initialization	2.53 MB
Controller action start	2.58 MB
Controller render start	2.87 MB
View render complete	3.12 MB

Message

Memory use

Component initialization

2.53 MB

Controller action start

2.58 MB

Controller render start

2.87 MB

View render complete

3.12 MB

Timers

Total Request Time: 266 (ms)

Message	Time in ms	Graph
Core Processing (Derived)	146.13
Component initialization and startup	3.30
Controller action	54.03
Render Controller Action	5.03
» Rendering View	3.36
» » Rendering APP/views/misconceptions/view.ctp	2.18
» » Rendering APP/views/layouts/default.ctp	0.94

Message

Time in ms

Graph

Core Processing (Derived)

146.13

Component initialization and startup

3.30

Controller action

54.03

Render Controller Action

5.03

» Rendering View

3.36

» » Rendering APP/views/misconceptions/view.ctp

2.18

» » Rendering APP/views/layouts/default.ctp

0.94

View Variables

topicME

misconception

Misconception
- id661
- code82
- ideaPlants make sugars from minerals (Tamir, 1989) or minerals and water (AAAS pilot data 2006).
- topic_id14
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Topic
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- topicMatter and Energy in Living Systems
- id14
- topic_info  <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><style type="text/css">  </style></meta> </meta> </meta> </meta> 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.<o:p></o:p>
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- miscon_notes(null)
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Item
- 0
 - id1823
 - codeME95-6
 - ownerndubois
 - text Which of the following is TRUE about the sugar molecules in plants? <ol class="itemAnswers" type="A"> <li>The sugar molecules come from the soil. </li> <li>The sugar molecules are one of many sources of food for plants. </li> <li>The sugar molecules are made from molecules of water and minerals. </li> <li>The sugar molecules are made of carbon atoms linked to other carbon atoms. </li> </ol>
 - version6
 - titleThe sugar molecules in plants are made of carbon atoms linked to other carbon atoms.
 - date2019-05-19 11:13:02
 - topic_id14
 - notesFor research purposes only New item approved 1-29-08 [GDB] Ready for editing/discussed edits w/MK 2-21-08 [no changes] Ready for field testing Updated misconception assignments 6-13-08 NSD
 - sourceND
 - attribution
 - answerD
 - answer_typeS
 - response_count4
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 - contextTRUE sugar molecules-3
 - deleted0
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 - shortME
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 - topicMatter and Energy in Living Systems
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 - topic_info  <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><style type="text/css">  </style></meta> </meta> </meta> </meta> 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.<o:p></o:p>
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 - topic_pubMatter and Energy in Living Systems
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 - dataa:10:{s:7:"Correct";i:294;s:5:"Total";i:1325;s:7:"ByGrade";a:7:{i:0;a:2:{s:7:"Correct";i:0;s:5:"Total";i:9;}i:7;a:2:{s:7:"Correct";i:32;s:5:"Total";i:176;}i:8;a:2:{s:7:"Correct";i:37;s:5:"Total";i:102;}i:9;a:2:{s:7:"Correct";i:54;s:5:"Total";i:269;}i:10;a:2:{s:7:"Correct";i:79;s:5:"Total";i:333;}i:11;a:2:{s:7:"Correct";i:60;s:5:"Total";i:298;}i:12;a:2:{s:7:"Correct";i:32;s:5:"Total";i:138;}}s:12:"ByGradeRange";a:3:{s:1:"M";a:2:{s:7:"Correct";i:69;s:5:"Total";i:278;}s:1:"H";a:2:{s:7:"Correct";i:225;s:5:"Total";i:1038;}s:0:"";a:2:{s:7:"Correct";i:0;s:5:"Total";i:9;}}s:8:"ByGender";a:5:{s:3:"M|F";a:2:{s:7:"Correct";i:0;s:5:"Total";i:1;}s:1:"M";a:2:{s:7:"Correct";i:161;s:5:"Total";i:639;}s:1:"F";a:2:{s:7:"Correct";i:125;s:5:"Total";i:653;}s:2:"--";a:2:{s:7:"Correct";i:6;s:5:"Total";i:24;}s:0:"";a:2:{s:7:"Correct";i:2;s:5:"Total";i:8;}}s:6:"ByLang";a:4:{s:0:"";a:2:{s:7:"Correct";i:2;s:5:"Total";i:8;}s:2:"--";a:2:{s:7:"Correct";i:6;s:5:"Total";i:27;}s:2:"EN";a:2:{s:7:"Correct";i:267;s:5:"Total";i:1178;}s:2:"OT";a:2:{s:7:"Correct";i:19;s:5:"Total";i:112;}}s:1:"A";a:5:{s:5:"Total";i:129;s:7:"ByGrade";a:7:{i:0;i:2;i:7;i:21;i:8;i:9;i:9;i:30;i:10;i:30;i:11;i:27;i:12;i:10;}s:12:"ByGradeRange";a:3:{s:1:"M";i:30;s:1:"H";i:97;s:0:"";i:2;}s:8:"ByGender";a:4:{s:1:"M";i:63;s:1:"F";i:64;s:2:"--";i:1;s:0:"";i:1;}s:6:"ByLang";a:4:{s:0:"";i:1;s:2:"--";i:5;s:2:"EN";i:112;s:2:"OT";i:11;}}s:1:"B";a:5:{s:5:"Total";i:485;s:7:"ByGrade";a:7:{i:0;i:2;i:7;i:75;i:8;i:34;i:9;i:95;i:10;i:110;i:11;i:120;i:12;i:49;}s:12:"ByGradeRange";a:3:{s:1:"M";i:109;s:1:"H";i:374;s:0:"";i:2;}s:8:"ByGender";a:4:{s:1:"M";i:225;s:1:"F";i:251;s:2:"--";i:6;s:0:"";i:3;}s:6:"ByLang";a:4:{s:0:"";i:2;s:2:"--";i:4;s:2:"EN";i:433;s:2:"OT";i:46;}}s:1:"C";a:5:{s:5:"Total";i:417;s:7:"ByGrade";a:7:{i:0;i:5;i:7;i:48;i:8;i:22;i:9;i:90;i:10;i:114;i:11;i:91;i:12;i:47;}s:12:"ByGradeRange";a:3:{s:1:"M";i:70;s:1:"H";i:342;s:0:"";i:5;}s:8:"ByGender";a:5:{s:3:"M|F";i:1;s:1:"M";i:190;s:1:"F";i:213;s:2:"--";i:11;s:0:"";i:2;}s:6:"ByLang";a:4:{s:0:"";i:3;s:2:"--";i:12;s:2:"EN";i:366;s:2:"OT";i:36;}}s:1:"D";a:5:{s:5:"Total";i:294;s:7:"ByGrade";a:6:{i:7;i:32;i:8;i:37;i:9;i:54;i:10;i:79;i:11;i:60;i:12;i:32;}s:12:"ByGradeRange";a:2:{s:1:"M";i:69;s:1:"H";i:225;}s:8:"ByGender";a:4:{s:1:"M";i:161;s:1:"F";i:125;s:2:"--";i:6;s:0:"";i:2;}s:6:"ByLang";a:4:{s:0:"";i:2;s:2:"--";i:6;s:2:"EN";i:267;s:2:"OT";i:19;}}}
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 - ItemsProject
 id1697
 project_id1
 item_id1823
 - Idea
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 - id80
 - ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
 - IdeasItem
 id2171
 item_id1823
 idea_id80
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 - clarification Students are expected to know that: <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> Boundaries: <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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 - text What is true about plants and the minerals in the soil where they grow? <ol class="itemAnswers item-answers" type="A"> <li>Plants take in minerals from the soil and those minerals make up most of the new mass of the growing plant. </li> <li>Plants take in minerals from the soil, but those minerals make up only a very small amount of the new mass of the growing plant. </li> <li>Plants do not take in minerals from the soil because they make all the minerals they need inside their own bodies. </li> <li>Plants do not take in minerals from the soil because all they need to grow is carbon dioxide, water, and access to sunlight. </li> </ol>
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 - titleThe minerals plants take in from the soil make up a very small amount of the new mass of the growing plant.
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 - descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 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. The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
 - funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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 - text A student is growing broccoli in his garden. The broccoli head is the part of the broccoli plant that humans usually eat. When the broccoli first started growing, the broccoli head was only about an inch wide. A few weeks later, it had grown to be as large as the broccoli heads you usually see in the grocery store. <table align="center" style="margin: 1em auto;"> <tbody> <tr align="center" valign="top"> <td> <img alt="" src="/items/media/uploads/Small%20broccoli%20-%20InspireKelly%20-%20Flickr.jpg" style="width: 356px; height: 237px;"> Young broccoli. Photo (CC) by InsipireKelly on Flickr. </td> <td> <img alt="" src="/items/media/uploads/Large%20broccoli%20-%20Yogita%20Mehra%20-%20Flickr.jpg" style="width: 323px; height: 238px;"> Fully-grown broccoli. Photo(CC) by Yogita Mehra on Flickr. </td> </tr> </tbody> </table> What explains how the broccoli head got so much bigger? <ol start="1" style="list-style-type: upper-alpha;"> <li>The broccoli plant took in a lot of minerals from the soil and added them to the growing broccoli head. </li> <li>The broccoli plant took in a lot of water, which caused the existing cells in the broccoli head to get bigger. </li> <li>The broccoli plant made glucose molecules from molecules it took in and used the glucose to make larger molecules that became part of the growing broccoli head. </li> <li>The broccoli plant’s cells were dividing all the time to increase the number of cells and no additional matter was needed. </li> </ol>
 - version3
 - titleA growing broccoli head gets bigger by taking in molecules, using them to make glucose, and using the glucose to make larger molecules that become part of the plant’s body.
 - date2019-07-07 16:13:54
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 - notesRevised answer choice C to include the idea that the plant took in molecules. CHA Photo of young broccoli by InspireKelly on Flickr, Creative Commons (CC) re-use with attribution license; Photo of fully-grown broccoli by Yogita Mehra on Flickr, Creative Commons (CC) re-use with attribution license.
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 - descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 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. The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
 - funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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 - clarification Students are expected to know that: <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> Boundaries: <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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2
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- titleASPECt Project
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- descriptionThe goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.
- funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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3
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- titleEvolution Project
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4
- id4
- titleTHSB Project
- internal_notesThis tab is currently only visible to administrators.
- descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 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. The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
- funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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5
- id5
- titleMEGA Project
- internal_notesThis tab is currently only visible to administrators. 
- descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 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. The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
- funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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7
- id7
- titleLinguistics Project
- internal_notesThis tab is currently only visible to administrators.
- descriptionIn 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. 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. 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. Under this tab, you will find a variety of materials from this study. These include: • A final technical report of the study, which describes the study and its results in their entirety. • 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. • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. • Conference presentations made throughout the course of the project
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8
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idea_id80

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descriptionMisconception MEM082: Plants make sugars from minerals (Tamir, 1989) or minerals and water (AAAS pilot data 2006).

title_for_layoutTopics ~ Matter and Energy in Living Systems ~ Misconception MEM082

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    - topic_pubHuman Body Systems
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  - 6
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    - topic_pubInterdependence in Ecosystems
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  - 7
    - id14
    - topic_pubMatter and Energy in Living Systems
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  - 8
    - id12
    - topic_pubReproduction, Genes, and Heredity
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- namePhysical Science
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    - topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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    - topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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  - 5
    - id35
    - topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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  - 6
    - id9
    - topic_pubForce and Motion
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  - 7
    - id6
    - topic_pubSubstances, Chemical Reactions, and Conservation of Matter
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3
- nameEarth Science
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    - id32
    - topic_pubWeather and Climate II: Seasonal Differences
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  - 3
    - id26
    - topic_pubWeathering, Erosion, and Deposition
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4
- nameNature of Science
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Science Assessment

Plants make sugars from minerals (Tamir, 1989) or minerals and water (AAAS pilot data 2006).

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