AAAS Science Assessment ~ Topics ~ Substances, Chemical Reactions, and Conservation of Matter ~ Misconception SCM083

New atoms are created during chemical reactions (AAAS Project 2061, n.d.).

Items that test for misconception SCM083 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
ME049002	When a sea star regrows lost arms, most of the additional mass comes from atoms that made up the food the sea star ate.	11%

Items that test for misconception SCM083 in this project (THSB Project) and other key ideas
SC043005	When baking soda and lemon juice react in a sealed plastic bag, the weight will not change because the number of each kind of atom does not change.	42%
ME022001	Matter is not created when living organisms grow. The matter added to their bodies comes from atoms that were outside the organism.	33%
ME062001	When kelp grows, it takes in atoms from the environment that become part of the kelp.	14%
SB002002	During a reaction where a reactant enters the system and no products leave, the mass of the system increases because the system now contains more atoms.	12%
ME041001	The solid wood of a tree comes mostly from carbon dioxide gas molecules from the air.	0%

Request

Cake Params

controllermisconceptions

actionview

project_id4

topicME

idea_id83

idSCM083

named(empty)

pass(empty)

plugin(null)

url

exthtml
urlmisconceptions/4/ME/83/SCM083

form(empty)

isAjax(false)

$_GET

urlmisconceptions/4/ME/83/SCM083

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	0
SHOW FULL COLUMNS FROM `aros_acos`	7	7	0
SHOW FULL COLUMNS FROM `misconceptions`	6	6	9	maybe slow
SHOW FULL COLUMNS FROM `topics`	13	13	1	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	9	maybe slow
SHOW FULL COLUMNS FROM `packets`	13	13	1	maybe slow
SHOW FULL COLUMNS FROM `students`	8	8	0
SHOW FULL COLUMNS FROM `items_packets`	7	7	1	maybe slow
SHOW FULL COLUMNS FROM `drawing_inputs`	5	5	6	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	5	maybe slow
SHOW FULL COLUMNS FROM `ideas`	9	9	1	maybe slow
SHOW FULL COLUMNS FROM `goals`	9	9	3	maybe slow
SHOW FULL COLUMNS FROM `projects`	12	12	1	maybe slow
SHOW FULL COLUMNS FROM `project_files`	7	7	3	maybe slow
SHOW FULL COLUMNS FROM `items_projects`	3	3	0
SHOW FULL COLUMNS FROM `projects_topics`	6	6	5	maybe slow
SHOW FULL COLUMNS FROM `ideas_projects`	2	2	1	maybe slow
SHOW FULL COLUMNS FROM `misconceptions_projects`	4	4	1	maybe slow
SHOW FULL COLUMNS FROM `ngss_links`	9	9	1	maybe slow
SHOW FULL COLUMNS FROM `items_ngss_links`	4	4	2	maybe slow
SHOW FULL COLUMNS FROM `ideas_ngss_links`	4	4	0
SHOW FULL COLUMNS FROM `ngss_links_projects`	4	4	4
SHOW FULL COLUMNS FROM `ngss_links_topics`	4	4	0
SHOW FULL COLUMNS FROM `clusters`	4	4	2	maybe slow
SHOW FULL COLUMNS FROM `ideas_items`	4	4	0
SHOW FULL COLUMNS FROM `clusters_ideas`	4	4	2	maybe slow
SHOW FULL COLUMNS FROM `ideas_misconceptions`	6	6	0
SHOW FULL COLUMNS FROM `users`	15	15	6	maybe slow
SHOW FULL COLUMNS FROM `groups`	4	4	3	maybe slow
SHOW FULL COLUMNS FROM `assessments`	13	13	0
SHOW FULL COLUMNS FROM `participants`	15	15	4	maybe slow
SHOW FULL COLUMNS FROM `responses`	9	9	0
SHOW FULL COLUMNS FROM `assessments_items`	7	7	0
SHOW FULL COLUMNS FROM `feedbacks`	10	10	5	maybe slow
SHOW FULL COLUMNS FROM `items_users`	3	3	0
SHOW FULL COLUMNS FROM `forms`	8	8	5	maybe slow
SHOW FULL COLUMNS FROM `forms_items`	4	4	3	maybe slow
SHOW FULL COLUMNS FROM `items_misconceptions`	4	4	1	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	8	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` = 83 AND `Misconception`.`topic_id` = 6	1	1	2	maybe slow
SELECT `Topic`.* FROM `topics` AS `Topic` WHERE `Topic`.`id` = 6	1	1	8	maybe slow
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` = 1694 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	7	7	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` = 34	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 `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 `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` = 6	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` = 6	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 (4026, 3998, 4017, 4171, 4177, 1873)	13	13	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 (4026, 3998, 4017, 4171, 4177, 1873) AND `ItemsProject`.`project_id` = `Project`.`id`) ORDER BY `Project`.`id` ASC	7	7	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 (4026, 3998, 4017, 4171, 4177, 1873) AND `IdeasItem`.`idea_id` = `Idea`.`id`) WHERE `Idea`.`deleted` = 0 AND `IdeasItem`.`deleted` = 0 ORDER BY `Idea`.`code` ASC	10	10	3	maybe slow
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 (4026, 3998, 4017, 4171, 4177, 1873) AND `ItemsMisconception`.`misconception_id` = `DistractorA`.`id`) WHERE `ItemsMisconception`.`selection` = 'A' ORDER BY `code` ASC	4	4	2	maybe slow
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 (4026, 3998, 4017, 4171, 4177, 1873) AND `ItemsMisconception`.`misconception_id` = `DistractorB`.`id`) WHERE `ItemsMisconception`.`selection` = 'B' ORDER BY `code` ASC	2	2	3	maybe slow
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 (4026, 3998, 4017, 4171, 4177, 1873) AND `ItemsMisconception`.`misconception_id` = `DistractorC`.`id`) WHERE `ItemsMisconception`.`selection` = 'C' ORDER BY `code` ASC	1	1	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 (4026, 3998, 4017, 4171, 4177, 1873) AND `ItemsMisconception`.`misconception_id` = `DistractorD`.`id`) WHERE `ItemsMisconception`.`selection` = 'D' ORDER BY `code` ASC	7	7	0
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` = 1694 AND `IdeasMisconception`.`idea_id` = `Idea`.`id`) WHERE `IdeasMisconception`.`deleted` = 0 AND `Idea`.`deleted` = 0	20	20	0
SELECT `Idea`.* FROM `ideas` AS `Idea` WHERE `Idea`.`id` IN (83) ORDER BY `Idea`.`code` ASC	1	1	0
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	2.92 MB
View render complete	3.17 MB

Message

Memory use

Component initialization

2.53 MB

Controller action start

2.58 MB

Controller render start

2.92 MB

View render complete

3.17 MB

Timers

Total Request Time: 288 (ms)

Message	Time in ms	Graph
Core Processing (Derived)	165.38
Component initialization and startup	10.32
Controller action	43.57
Render Controller Action	5.89
» Rendering View	4.18
» » Rendering APP/views/misconceptions/view.ctp	2.91
» » Rendering APP/views/layouts/default.ctp	1.01

Message

Time in ms

Graph

Core Processing (Derived)

165.38

Component initialization and startup

10.32

Controller action

43.57

Render Controller Action

5.89

» Rendering View

4.18

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

2.91

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

1.01

View Variables

topicME

misconception

Misconception
- id1694
- code83
- ideaNew atoms are created during chemical reactions (AAAS Project 2061, n.d.).
- topic_id6
- public0
- deleted0
Topic
- shortSC
- short_pubSC
- topicSubstances, Chemical Reactions, and Conservation
- id6
- topic_infoThis 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).
- public_pr1
- topic_pubSubstances, Chemical Reactions, and Conservation of Matter
- public_items1
- idea_notes(null)
- item_notes(null)
- miscon_notes(null)
- ngss_notes(null)
- category_id3
Item
- 0
 - id4171
 - codeSB49-2
 - ownercabell
 - text Sea stars are animals that live on the seashore.  They eat smaller animals like mussels and snails.  They normally have five arms.  A sea star lost two arms while trying to escape from an animal that was trying to eat it. Without the two arms, the sea star weighed 1.1 pounds. A month later, the sea star's body grew two new arms. The sea star now weighs 1.5 pounds. <table align="center" style="margin: 1em auto;"> <tbody> <tr align="center" valign="top"> <td style="vertical-align: bottom; text-align: center;"> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/seastar_2arms.bmp" style="width: 225px; height: 150px;"> A sea star growing two new arms.  Photo (CC) by Dean Franklin on Flickr. </td> <td> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/whole_sea_star.jpg" style="height: 200px; width: 300px;"> A sea star with all five arms. Photo(CC) by Brianne on Flickr. </td> </tr> </tbody> </table> Where did most of the additional mass come from that the sea star's body used to grow the new arms? <ol class="itemAnswers item-answers" type="A"> <li>Most of the additional mass came from atoms that made up the food the sea star ate. </li> <li>Most of the additional mass came from atoms that made up the water the sea star drank. </li> <li>Most of the additional mass came from atoms that made up other parts of the sea star's body. </li> <li>Most of the additional mass came from atoms that were created as the sea star's cells divided. </li> </ol> For the answer choice you selected, describe the process by which the atoms become part of the sea star’s arms.* 
 - version2
 - titleWhen a sea star regrows lost arms, most of the additional mass comes from atoms that made up the food the sea star ate.
 - date2019-07-07 16:18:06
 - topic_id14
 - notesThe unit uses a lizard loosing its tail as a context so we changed the context of the items to a sea star to be more distal. Photos: http://www.flickr.com/photos/deanfranklin/4699571838/ http://www.flickr.com/photos/biodork/6099255532/
 - source
 - attribution
 - answerA
 - answer_typeO
 - response_count4
 - locked0
 - public0
 - contextSea star mass for repair
 - deleted0
 - img_support1
 - item_status3111
 - html_check0
 - ngss_notes
 - grade_bandsM
 - scale_score
 - stats_file(null)
 - n_value(null)
 - ItemsMisconception
 - id7060
 - item_id4171
 - misconception_id1694
 - 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
 - id20213
 - 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.
 - 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 places some baking soda and a jar of lemon juice in a plastic bag and seals the bag. She weighs the bag and everything in it. She shakes the bag so that the lemon juice spills out of the jar and mixes with the baking soda inside the bag. The student observes that bubbles form, and the bag expands. <img alt="" height="210" src="/items/user_images/Image/Substance,%20Chem%20Reactions,%20Conservatio/sc43-5.jpg" width="642"> If the student weighs the bag and everything in it after the bubbling stops and compares the final weight to the starting weight, what will she find out? <ol class="itemAnswers item-answers" type="A"> <li>The final weight will be greater than the starting weight because new atoms are produced during the experiment. </li> <li>The final weight will be less than the starting weight because some of the atoms are destroyed during the experiment. </li> <li>The final weight will be the same as the starting weight because the number of each kind of atom does not change during the experiment. </li> <li>The final weight will be the same as the starting weight because some atoms are destroyed, but new ones are created during the experiment. </li> </ol>
 - version5
 - titleWhen baking soda and lemon juice react in a sealed plastic bag, the weight will not change because the number of each kind of atom does not change.
 - date2020-04-08 12:31:19
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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 Is matter created when living organisms grow? <ol class="itemAnswers item-answers" type="A"> <li>Yes, when living organisms grow, matter is created because new atoms are created. </li> <li>Yes, when living organisms grow, matter is created through cell division, and no additional atoms are needed. </li> <li>No, when living organisms grow, the matter that is added to their bodies comes from atoms that were outside the organism. </li> <li>No, when living organisms grow, atoms from the environment are turned into new types of atoms for the growing organism. </li> </ol>
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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 Kelp is a type of algae. Algae are living things that are neither plants nor animals. Kelp live underwater, near the seashore. Like plants, kelp can make glucose through chemical reactions. When kelp grows, it gains mass. <div style="text-align: center;"> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/Kelp.jpg" style="height: 250px; width: 166px;"> </div> <div style="text-align: center;"> Kelp. Photo (CC) by NOAA on Flickr. </div> Which of the following explains how kelp grows? <ol start="1" style="list-style-type: upper-alpha;"> <li>When kelp grows, new atoms are created, which become part of the kelp. </li> <li>When kelp grows, it takes in atoms from its environment that become part of the kelp. </li> <li>When kelp grows, it turns atoms from its environment into new types of atoms that become part of the kelp. </li> <li>When kelp grows, its cells divide and no additional atoms are needed. </li> </ol>
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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 scientist is investigating changes in mass that may occur during chemical reactions. First, she pours a colorless liquid into a test tube and measures the mass of the liquid. Then she puts a straw in her mouth and blows air into the liquid through the straw. A chemical reaction occurs and a white solid forms in the liquid, which makes the liquid look cloudy. No gas is produced. The scientist measures the mass of the cloudy liquid and compares it to the mass of the liquid before she blew air into it. <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB%20Chemistry/limewater%20test.jpg" style="width: 283px; height: 300px;"> Will the mass of the cloudy liquid be more than or the same as the mass of the liquid before the scientist blew air into it? Why? The mass of the cloudy liquid will be more than the mass of the liquid before the scientist blew into it… <input name="q[SB2]" type="radio" value="A">A. because new atoms are created in the test tube when the scientist blows into the liquid. <input name="q[SB2]" type="radio" value="B">B. because molecules from the scientist's breath reacted with molecules in the liquid to form a solid substance that stayed in the test tube, so the number of atoms in the test tube increased. The mass of the cloudy liquid will be the same as the mass of the liquid before the scientist blew into it… <input name="q[SB2]" type="radio" value="C">C. because the molecules from the scientist's breath passed through the liquid and left the test tube, so the number of atoms in the test tube does not change. <input name="q[SB2]" type="radio" value="D">D. because the scientist's breath does not have mass and does not add atoms to the test tube. 
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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 says that a tree gets most of its mass through a series of chemical reactions that starts with a gas in the air and then makes the solid wood of the tree. Do you agree or disagree with him, and why? <div class="itemAnswers item-answers"> I agree that the solid wood of a tree comes mostly from a gas in the air… <ol type="A"> <li>because the molecules that make up the solid wood of trees are made from glucose, and the carbon atoms in glucose come from carbon dioxide molecules in the air. </li> <li>because the molecules that make up the solid wood of trees are made from glucose, and the oxygen atoms in glucose come from oxygen molecules in the air. </li> <li>because trees grow by trapping gas inside the cells that make up the solid wood of the tree, which causes the wood to expand. </li> </ol> I disagree that the solid wood of a tree comes mostly from a gas in the air… <ol start="4" type="A"> <li>because a gas could never be massive enough to account for the mass of the solid wood of trees. </li> <li>because trees make their own food, which means that new atoms are made inside the trees so that they do not need to take in anything from the air. </li> <li>because non-living substances, such as the gasses that make up the air, cannot be transformed into parts of living things. </li> </ol> </div>
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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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- 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.
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- 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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- titleASPECt 3D
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idea_id83

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descriptionMisconception SCM083: New atoms are created during chemical reactions (AAAS Project 2061, n.d.).

title_for_layoutTopics ~ Substances, Chemical Reactions, and Conservation of Matter ~ Misconception SCM083

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1
- nameLife Science
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  - 0
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    - topic_pubArgumentation and Evolution
    - shortAE
    - short_pubAE
  - 1
    - id31
    - topic_pubCells
    - shortCE
    - short_pubCE
  - 2
    - id41
    - topic_pubEnergy in Biology
    - shortEB
    - short_pubEB
  - 3
    - id43
    - topic_pubEvolution & Shared Biochemistry
    - shortES
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  - 4
    - id15
    - topic_pubEvolution and Natural Selection
    - shortEN
    - short_pubEN
  - 5
    - id16
    - topic_pubHuman Body Systems
    - shortBF
    - short_pubBF
  - 6
    - id11
    - topic_pubInterdependence in Ecosystems
    - shortID
    - short_pubIE
  - 7
    - id14
    - topic_pubMatter and Energy in Living Systems
    - shortME
    - short_pubME
  - 8
    - id12
    - topic_pubReproduction, Genes, and Heredity
    - shortRH
    - short_pubRH
2
- namePhysical Science
- topics
  - 0
    - id47
    - topic_pubASPECt-3D
    - shortAP
    - short_pubAP
  - 1
    - id5
    - topic_pubAtoms, Molecules, and States of Matter
    - shortAM
    - short_pubAM
  - 2
    - id50
    - topic_pubEnergy Changes
    - shortEC
    - short_pubEC
  - 3
    - id28
    - topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    - shortEG
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  - 4
    - id29
    - topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
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  - 5
    - id35
    - topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    - shortRG
    - short_pubRG
  - 6
    - id9
    - topic_pubForce and Motion
    - shortFM
    - short_pubFM
  - 7
    - id6
    - topic_pubSubstances, Chemical Reactions, and Conservation of Matter
    - shortSC
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3
- nameEarth Science
- topics
  - 0
    - id27
    - topic_pubPlate Tectonics
    - shortPT
    - short_pubPT
  - 1
    - id3
    - topic_pubWeather and Climate I: Basic Elements
    - shortWC
    - short_pubWC
  - 2
    - id32
    - topic_pubWeather and Climate II: Seasonal Differences
    - shortCL
    - short_pubCL
  - 3
    - id26
    - topic_pubWeathering, Erosion, and Deposition
    - shortWE
    - short_pubWE
4
- nameNature of Science
- topics
  - 0
    - id20
    - topic_pubControl of Variables
    - shortCV
    - short_pubCV
  - 1
    - id25
    - topic_pubModels
    - shortMO
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Science Assessment

New atoms are created during chemical reactions (AAAS Project 2061, n.d.).

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