AAAS Science Assessment ~ Topics ~ Human Body Systems ~ Misconception BFM013

The carbohydrates, fats, and proteins from the food people eat are used by the body unchanged; they are not broken down into smaller molecules (AAAS Project 2061, n.d.).

Items that test for misconception BFM013 in this project (THSB Project) and key idea (Animals use carbon-containing molec…)
Item ID Number	Item Description	How Often the Misconception was Chosen	Select This Item for My Item Bank
ME020002	When a wolf hunts and eats a deer, some of the deer meat goes through chemical reactions in the wolf’s digestive system and then becomes part of the wolf’s body.	2%
ME021003	When a student eats a chicken sandwich, some of the proteins from the chicken meat go through chemical reactions to make new proteins that become part of the student’s body.	0%

Request

Cake Params

controllermisconceptions

actionview

project_id4

topicME

idea_id83

idBFM013

named(empty)

pass(empty)

plugin(null)

url

exthtml
urlmisconceptions/4/ME/83/BFM013

form(empty)

isAjax(false)

$_GET

urlmisconceptions/4/ME/83/BFM013

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	1
SHOW FULL COLUMNS FROM `acos`	7	7	0
SHOW FULL COLUMNS FROM `aros_acos`	7	7	3	maybe slow
SHOW FULL COLUMNS FROM `misconceptions`	6	6	3	maybe slow
SHOW FULL COLUMNS FROM `topics`	13	13	3	maybe slow
SHOW FULL COLUMNS FROM `categories`	3	3	0
SHOW FULL COLUMNS FROM `stats`	13	13	1	maybe slow
SHOW FULL COLUMNS FROM `items`	26	26	1
SHOW FULL COLUMNS FROM `answers`	7	7	1	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	0
SHOW FULL COLUMNS FROM `misconceptions_projects`	4	4	0
SHOW FULL COLUMNS FROM `ngss_links`	9	9	1	maybe slow
SHOW FULL COLUMNS FROM `items_ngss_links`	4	4	0
SHOW FULL COLUMNS FROM `ideas_ngss_links`	4	4	0
SHOW FULL COLUMNS FROM `ngss_links_projects`	4	4	0
SHOW FULL COLUMNS FROM `ngss_links_topics`	4	4	0
SHOW FULL COLUMNS FROM `clusters`	4	4	1	maybe slow
SHOW FULL COLUMNS FROM `ideas_items`	4	4	0
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	1	maybe slow
SHOW FULL COLUMNS FROM `assessments`	13	13	1	maybe slow
SHOW FULL COLUMNS FROM `participants`	15	15	4	maybe slow
SHOW FULL COLUMNS FROM `responses`	9	9	3	maybe slow
SHOW FULL COLUMNS FROM `assessments_items`	7	7	2	maybe slow
SHOW FULL COLUMNS FROM `feedbacks`	10	10	4	maybe slow
SHOW FULL COLUMNS FROM `items_users`	3	3	3
SHOW FULL COLUMNS FROM `forms`	8	8	2	maybe slow
SHOW FULL COLUMNS FROM `forms_items`	4	4	4
SHOW FULL COLUMNS FROM `items_misconceptions`	4	4	2	maybe slow
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	6	maybe slow
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` = 13 AND `Misconception`.`topic_id` = 16	1	1	8	maybe slow
SELECT `Topic`.* FROM `topics` AS `Topic` WHERE `Topic`.`id` = 16	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` = 738 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	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` = 16	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` = 41	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` = 41	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` = 41	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 `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 (3106, 5241, 5242, 5370, 4169, 4179)	11	11	8	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 (3106, 5241, 5242, 5370, 4169, 4179) AND `ItemsProject`.`project_id` = `Project`.`id`) ORDER BY `Project`.`id` ASC	6	6	0
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 (3106, 5241, 5242, 5370, 4169, 4179) AND `IdeasItem`.`idea_id` = `Idea`.`id`) WHERE `Idea`.`deleted` = 0 AND `IdeasItem`.`deleted` = 0 ORDER BY `Idea`.`code` ASC	6	6	6
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 (3106, 5241, 5242, 5370, 4169, 4179) AND `ItemsMisconception`.`misconception_id` = `DistractorA`.`id`) WHERE `ItemsMisconception`.`selection` = 'A' ORDER BY `code` ASC	4	4	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 (3106, 5241, 5242, 5370, 4169, 4179) 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 (3106, 5241, 5242, 5370, 4169, 4179) AND `ItemsMisconception`.`misconception_id` = `DistractorC`.`id`) WHERE `ItemsMisconception`.`selection` = 'C' ORDER BY `code` ASC	2	2	0
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 (3106, 5241, 5242, 5370, 4169, 4179) AND `ItemsMisconception`.`misconception_id` = `DistractorD`.`id`) WHERE `ItemsMisconception`.`selection` = 'D' ORDER BY `code` ASC	5	5	9	maybe slow
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` = 738 AND `IdeasMisconception`.`idea_id` = `Idea`.`id`) WHERE `IdeasMisconception`.`deleted` = 0 AND `Idea`.`deleted` = 0	7	7	0
SELECT `Idea`.* FROM `ideas` AS `Idea` WHERE `Idea`.`id` IN (83) ORDER BY `Idea`.`code` ASC	1	1	2	maybe slow
SELECT `Project`.* FROM `projects` AS `Project` WHERE 1 = 1 ORDER BY `Project`.`id` ASC	7	7	4	maybe slow

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	2.86 MB
View render complete	3.11 MB

Message

Memory use

Component initialization

2.53 MB

Controller action start

2.58 MB

Controller render start

2.86 MB

View render complete

3.11 MB

Timers

Total Request Time: 242 (ms)

Message	Time in ms	Graph
Core Processing (Derived)	123.75
Component initialization and startup	8.26
Controller action	52.24
Render Controller Action	5.02
» Rendering View	3.38
» » Rendering APP/views/misconceptions/view.ctp	2.20
» » Rendering APP/views/layouts/default.ctp	0.94

Message

Time in ms

Graph

Core Processing (Derived)

123.75

Component initialization and startup

8.26

Controller action

52.24

Render Controller Action

5.02

» Rendering View

3.38

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

2.20

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

0.94

View Variables

topicME

misconception

Misconception
- id738
- code13
- ideaThe carbohydrates, fats, and proteins from the food people eat are used by the body unchanged; they are not broken down into smaller molecules (AAAS Project 2061, n.d.).
- topic_id16
- public1
- deleted0
Topic
- shortBF
- short_pubBF
- topicBasic Functions in Humans
- id16
- topic_info
- public_pr1
- topic_pubHuman Body Systems
- public_items1
- idea_notes(null)
- item_notes(null)
- miscon_notes(null)
- ngss_notes(null)
- category_id2
Item
- 0
 - id4169
 - codeSB20-2
 - ownercabell
 - text A wolf hunts and eats a deer. What happens to the deer meat once it is inside the wolf's body? <table align="center" style="margin: 1em auto;"> <tbody> <tr align="center" valign="top"> <td> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/wolf.jpg" style="width: 270px; height: 200px;"> Wolf. Photo (CC) by Robert Dewar on Flickr. </td> <td> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/Deer.jpg" style="width: 267px; height: 200px;"> Deer. Photo (CC) by Brokinhrt2 on Flickr. </td> </tr> </tbody> </table> <ol class="itemAnswers item-answers" type="A"> <li>All of the deer meat is broken down in the wolf's digestive system to smaller and smaller pieces until all of the matter is gone. </li> <li>All of the deer meat passes through the wolf's digestive system and leaves the wolf's body as waste. </li> <li>Some of the deer meat goes though chemical reactions in the wolf's digestive system and then becomes part of the wolf's body. </li> <li>Some of the deer meat passes through the wolf's digestive system and gets added to the wolf's body without going through any chemical reactions. </li> </ol>
 - version2
 - titleWhen a wolf hunts and eats a deer, some of the deer meat goes through chemical reactions in the wolf’s digestive system and then becomes part of the wolf’s body.
 - date2019-07-07 16:16:58
 - topic_id14
 - notesrevised based on meeting with JER and CHA Photos:http://www.flickr.com/photos/fremlin/2384478345/sizes/z/in/photostream/ http://www.flickr.com/photos/dq090702/2675527004/sizes/z/in/photostream/
 - sourceJF Photos by Fremlin and Brokinhrt2 on Flickr, Creative Commons (CC) re-use with attribution license.
 - attribution
 - answerC
 - answer_typeS
 - response_count4
 - locked0
 - public0
 - contextwolves eat deer
 - deleted0
 - img_support1
 - item_status3111
 - html_check0
 - ngss_notes
 - grade_bandsM
 - scale_score
 - stats_file(null)
 - n_value(null)
 - ItemsMisconception
 - id7056
 - item_id4169
 - misconception_id738
 - selectionD
 - Topic
 - shortME
 - short_pubME
 - 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>
 - public_pr1
 - topic_pubMatter and Energy in Living Systems
 - public_items1
 - idea_notes(null)
 - item_notes(null)
 - miscon_notes(null)
 - ngss_notes(null)
 - category_id2
 - Stat
 - 0
 - id20201
 - project_ref4
 - group_reftreatment
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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.
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 - text A student eats a chicken sandwich. Do any of the proteins from the chicken meat become part of the student’s body? Explain <ol start="1" style="list-style-type: upper-alpha;"> <li>No, all of the proteins from the chicken meat are broken down in the student's digestive system to smaller and smaller pieces until all the matter is gone. </li> <li>No, all of the proteins from the chicken meat pass through the student’s digestive system and leave the student’s body as waste. </li> <li>No, all of the proteins from the chicken meat pass through the student's digestive system and are used for energy. </li> <li>No, all of the proteins from the chicken meat are either used for energy or leave the student’s body as waste. </li> <li>Yes, some of the proteins from the chicken meat go through chemical reactions in the student's digestive system to make new proteins that become part of the student’s body. </li> <li>Yes, some of the proteins from the chicken meat pass through the digestive system and get added to the student’s body without going through any chemical reactions. </li> </ol>
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 - titleWhen a student eats a chicken sandwich, some of the proteins from the chicken meat go through chemical reactions to make new proteins that become part of the student’s body.
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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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 - 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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 - ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
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 - text During digestion, what happens to the protein, complex carbohydrate, and fat molecules in food? <ol type="A"> <li> They are broken down into other protein, complex carbohydrate, and fat molecules. </li> <li> They are broken down into carbon dioxide and water. </li> <li> They are broken down into smaller molecules (subunits). </li> <li> Nothing happens to them.  Other molecules are broken down during digestion but not protein, complex carbohydrate, or fat molecules. </li> </ol>
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 - titleDuring digestion, protein, complex carbohydrate, and fat molecules in the food we eat are broken down into smaller subunits.
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 - 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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 - ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
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 - text A hen lays a fertilized egg that will develop into a chick. The egg shell has tiny holes in it that allow gases to enter and leave the egg. (For these questions, assume that oxygen, carbon dioxide, and water vapor are the only gases that enter and leave the egg). The yolk inside the egg is a source of energy and building materials for the growing chick. Therefore, as the chick grows bigger, the yolk gets smaller. <img alt="" src="http://test.p2061.org/items/media/uploads/image/THSB_Biology/chick.jpg" style="width: 540px; height: 275px;"> Why does the yolk get smaller as the chick grows? <ol class="itemAnswers" type="A"> <li>The yolk gets smaller because some of the molecules from the yolk are added unchanged to the chick’s body. </li> <li>The yolk gets smaller because some of the molecules from the yolk are broken down and assembled into new molecules that become part of the chick's body. </li> <li>The yolk gets smaller because all of the molecules from the yolk are broken down and leave the chick’s body as waste. Nothing from the yolk becomes part of the chick’s body. </li> <li>The yolk gets smaller because all of the molecules from the yolk are used by the chick as a source of energy. Nothing from the yolk becomes part of the chick’s body. </li> </ol>
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 - titleThe egg yolk gets smaller as a 5-day old chick grows inside an egg into a 10-day chick because some of the molecules from the yolk are broken down and assembled into new molecules that become part of the chick’s body.
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 - 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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 - ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
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 - clarification Students are expected to know that: <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures involves using carbon-containing molecules (carbohydrates, fats, and proteins) from food to make other carbohydrate, fat, and protein molecules that become part of their body structures. </li> <li>Growth of animals requires the addition of molecules made up of linked carbon atoms to body structures, and this is the only way that body structures can grow. </li> <li>The processes by which molecules from food become part of an animal’s body structures involve chemical reactions in which the atoms of the molecules from food (carbohydrates, fats, and proteins) are rearranged to form new molecules of carbohydrates, fats, and proteins that make up the body structures. The carbohydrates, fats, and proteins that animals eat do not get incorporated into body structures without first going through a chemical reaction. </li> <li>Unlike plants, animals cannot link carbon atoms from carbon dioxide to make sugars or any other molecule made of linked carbon atoms. </li> </ol> Boundaries: <ol start="1" type="1"> <li> “Body structures” include any organ, tissue, or part of an organism with which students are likely to be familiar. </li> <li> Students are not expected to know that muscles are made largely of protein molecules, fat tissue is made largely of fat molecules, or that the skeletons of insects, lobsters, and crabs are made largely of carbohydrate molecules. </li> <li>Students are not expected to know the chemical or structural formulas of carbohydrates, proteins, or fats. </li> <li>This idea does not include the synthesis of carbohydrates, fat, and proteins from their sub-units. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats are covered in Benchmark 6C/M2 (which is about digestion), not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> <li>Students are not expected to know the identity of atoms other than carbon that are contributed by carbohydrates, fats, and proteins from food to the molecules that make up body structures. </li> </ol>
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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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- 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.
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- 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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descriptionMisconception BFM013: The carbohydrates, fats, and proteins from the food people eat are used by the body unchanged; they are not broken down into smaller molecules (AAAS Project 2061, n.d.).

title_for_layoutTopics ~ Human Body Systems ~ Misconception BFM013

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Science Assessment

The carbohydrates, fats, and proteins from the food people eat are used by the body unchanged; they are not broken down into smaller molecules (AAAS Project 2061, n.d.).

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