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<p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE: Students are not expected to recognize names or representations of specific atoms or molecules. Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>",
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<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between “weight” and “mass.” </span></span></p>",
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<p>This topic centers on Newton’s Laws of Motion, and in particular, Newton’s 2<sup>nd</sup> Law. Students are expected to apply Newton’s 2<sup>nd</sup> Law to a variety of forces and motions. This topic’s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p>
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<p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>",
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"topic" => "Cross-cutting Themes: Models",
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"topic" => "Processes that shape the earth/Plate Tectonics Version II",
"id" => "27",
"topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style=""> </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>",
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array(
"short" => "RH",
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"topic" => "Reproduction, Genes, and Heredity",
"id" => "12",
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"topic_pub" => "Reproduction, Genes, and Heredity",
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"short" => "SC",
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"topic" => "Substances, Chemical Reactions, and Conservation",
"id" => "6",
"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter. Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed. Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving. Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>",
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"short" => "WC",
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"topic" => "Weather and Climate I: Basic Elements",
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"topic_pub" => "Weather and Climate I: Basic Elements",
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array(
"short" => "CL",
"short_pub" => "CL",
"topic" => "Weather and Climate II: Seasonal Differences",
"id" => "32",
"topic_info" => "",
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"topic_pub" => "Weather and Climate II: Seasonal Differences",
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"topic" => "Weathering, Erosion, and Deposition",
"id" => "26",
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"description" => "The goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.",
"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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"title" => "THSB Project",
"internal_notes" => "This tab is currently only visible to administrators.",
"description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum.
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains.
<br><br>
The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.",
"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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"id" => "5",
"title" => "MEGA Project",
"internal_notes" => "This tab is currently only visible to administrators. <br>",
"description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum.
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains.
<br><br>
The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.",
"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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"id" => "7",
"title" => "Linguistics Project",
"internal_notes" => "This tab is currently only visible to administrators.",
"description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference.
<br><br>
We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them.
<br><br>
We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance.
<br><br>
Under this tab, you will find a variety of materials from this study. These include:
<br><br>
• A final technical report of the study, which describes the study and its results in their entirety.
<br><br>
• A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students.
<br><br>
• Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics.
<br><br>
• A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items.
<br><br>
• Conference presentations made throughout the course of the project",
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"section" => "Evidence of Common Ancestry and Diversity",
"text" => "Genetic information, like the fossil record, provides evidence of evolution. DNA sequences vary among species, but there are many overlaps; in fact, the ongoing branching that produces multiple lines of descent can be inferred by comparing the DNA sequences of different organisms. Such information is also derivable from the similarities and differences in amino acid sequences and from anatomical and embryological evidence.",
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"short_pub" => "WE",
"topic" => "Weathering, Erosion, and Deposition",
"id" => "26",
"topic_info" => "",
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"public_items" => "1",
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array(
"id" => "4869",
"code" => "CA12-1",
"owner" => "bkoch",
"text" => "<p>
If the DNA of lizards and dogs is more similar than the DNA of lizards and toads, which diagram most likely depicts the ancestry of these three groups? 
</p>
<p>
<strong><span style="font-size: 17.3333px;">Choose the diagram which most likely depicts the ancestry of these three groups by clicking its letter at the bottom of
the screen.</span></strong>
</p>
<p>
<img alt=""
src="http://flora.p2061.org/items/media/uploads/image/Common_Ancestry/LizardsDogsToads.gif"
style="width: 500px; height: 359px;">
</p>",
"version" => "1",
"title" => "Identify the diagram that most likely depicts the ancestry of lizards, toads, and dogs if the DNA of lizards and dogs is more similar than the DNA of lizards and toads.",
"date" => "2019-06-02 12:07:58",
"topic_id" => "39",
"notes" => "",
"source" => "",
"attribution" => null,
"answer" => "A",
"answer_type" => "S",
"response_count" => "4",
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"context" => "Similarities DNA Evidence of CA + Tree Reading",
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array(
"id" => "4993",
"code" => "CA6-2",
"owner" => "jhardcastle",
"text" => "<p>
<em>Chikungunya</em> is a disease that is transmitted to humans by infected mosquitoes. The disease, which causes fevers, rashes, and joint pain for years after
infection, is caused by the Chikungunya virus.
</p>
<p>
In 2006, a new outbreak of <em>Chikungunya</em> infected many more people than usual. To understand why the disease was spreading, scientists collected samples of
the virus from people infected in 2006 and found that three new strains of the virus had developed. They labeled these virus strains X, Y, and Z.  Then they
compared the DNA sequences of these three new strains to the 2005 virus. They assumed that these new 2006 strains were all descended from the 2005 virus and were
caused by a series of mutations in the DNA sequence of the 2005 virus. (The DNA sequence of each strain is represented by the letters ATGC.)
</p>
<p>
Key differences between the 2005 virus and the three new 2006 strains that the scientists found are highlighted below. For the following question, assume that each
mutation happened only once and then was inherited by all descendants of the strain in which it occurred. You should also assume that once a mutation occurred in
the DNA sequence, it did not mutate back to the original sequence.
</p>
<div style="clear:both;">
<table align="center"
border="1"
cellpadding="0"
cellspacing="0">
<tbody>
<tr>
<td style="width: 216px;">
<p align="center">
<strong>Virus Strain</strong>
</p>
</td>
<td style="width: 160px;">
<p align="center">
<strong>DNA Sequence</strong>
</p>
</td>
</tr>
<tr>
<td style="width: 216px;">
<p align="center">
2005 Virus
</p>
</td>
<td style="width: 160px;">
<p align="center">
CGTTTGGCATCGC
</p>
</td>
</tr>
<tr>
<td style="width: 216px; height: 14px;">
<p align="center">
2006 Virus Strain X
</p>
</td>
<td style="width: 160px; height: 14px;">
<p align="center">
<span style="background-color: rgb(255, 0, 0);">T</span>G<span style="background-color: rgb(255, 255, 0);">AA</span>T<span style=
"background-color:#EE82EE;">AA</span>CAT<span style="background-color: rgb(0, 102, 255);">T</span>GC
</p>
</td>
</tr>
<tr>
<td style="width: 216px; height: 14px;">
<p align="center">
2006 Virus Strain Y
</p>
</td>
<td style="width: 160px; height: 14px;">
<p align="center">
CGT<span style="background-color:#00FFFF;">C</span>TGGCAT<span style="background-color: rgb(0, 102, 255);">T</span>GC
</p>
</td>
</tr>
<tr>
<td style="width: 216px;">
<p align="center">
2006 Virus Strain Z
</p>
</td>
<td style="width: 160px;">
<p align="center">
C<span style="background-color: rgb(0, 255, 0);">A</span>TTT<span style="background-color:#EE82EE;">AA</span>CA<span style=
"color: rgb(255, 240, 245);"><span style="background-color: rgb(0, 0, 0);">C</span></span><span style=
"background-color: rgb(0, 102, 255);">T</span>G<span style="color: rgb(255, 240, 245);"><span style="background-color: rgb(75, 0, 130);">T</span></span>
</p>
</td>
</tr>
</tbody>
</table>
</div>
<div style="clear:both;">
 
</div>
<div style="clear:both;">
Which sequence likely represents the most recent common ancestor of Virus X and Virus Z?
</div>
<div style="clear:both;">
 
</div>
<ol class="itemAnswers"
type="A">
<li>
<span style="text-align: -webkit-center; background-color: rgb(255, 0, 0);">T</span><span style="text-align: -webkit-center;">G</span><span style=
"text-align: -webkit-center; background-color: rgb(255, 255, 0);">AA</span><span style="text-align: -webkit-center;">T</span><span style=
"text-align: -webkit-center;"><span style="background-color:#EE82EE;">AA</span></span><span style="text-align: -webkit-center;">CAT</span><span style=
"text-align: -webkit-center; background-color: rgb(0, 102, 255);">T</span><span style="text-align: -webkit-center;">GC</span>
</li>
<li>
<span style="text-align: -webkit-center;">CGT</span><span style="text-align: -webkit-center;"><span style="background-color:#00FFFF;">C</span></span><span style=
"text-align: -webkit-center;">TGGCAT</span><span style="text-align: -webkit-center; background-color: rgb(0, 102, 255);">T</span><span style=
"text-align: -webkit-center;">GC</span>
</li>
<li>
<span style="text-align: -webkit-center;">C</span><span style="text-align: -webkit-center; background-color: rgb(0, 255, 0);">A</span><span style=
"text-align: -webkit-center;">TTT</span><span style="text-align: -webkit-center;"><span style="background-color:#EE82EE;">AA</span></span><span style=
"text-align: -webkit-center;">CA</span><span style="text-align: -webkit-center; color: rgb(255, 240, 245);"><span style=
"background-color: rgb(0, 0, 0);">C</span></span><span style="text-align: -webkit-center; background-color: rgb(0, 102, 255);">T</span><span style=
"text-align: -webkit-center;">G</span><span style="text-align: -webkit-center; color: rgb(255, 240, 245);"><span style=
"background-color: rgb(75, 0, 130);">T</span></span>
</li>
<li>
<span>CGTTT</span><span style="background-color:#EE82EE;">AA</span><span>CAT</span><span style="background-color: rgb(0, 102, 255);">T</span><span>GC</span>
</li>
</ol>",
"version" => "2",
"title" => "Comparing DNA sequences of new strains of the Chikungunya virus to the original strain can be used to determine the DNA sequence of their most recent common ancestor.",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "Revised August 2016",
"source" => "",
"attribution" => "",
"answer" => "D",
"answer_type" => "S",
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"context" => "Chikungunya ",
"deleted" => "0",
"img_support" => "1",
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),
array(
"id" => "5004",
"code" => "CA25-2",
"owner" => "jhardcastle",
"text" => "<p>
If forelimbs were present in the common ancestor of birds, crocodiles, whales, pigs, and humans, what would be true about the genes that code for forelimbs in these
different animals? (Forelimbs include arms, wings, and fins.)
</p>
<ol class="itemAnswers"
type="A">
<li>Many of the same genes would code for forelimbs in all of these animals
</li>
<li>Completely different sets of genes would code for forelimbs in each of these animals
</li>
<li>Information about the common ancestors of different species provides no information about similarities and differences in their genes.
</li>
<li>Many of the same genes would code for arms in crocodiles, pigs, and humans, but these genes would be completely different than the genes that code for wings in
birds or fins in whales.
</li>
</ol>",
"version" => "2",
"title" => "Many of the same genes code for homologous traits (forelimbs) across different species.",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "Changes made 08/2016",
"source" => "",
"attribution" => "",
"answer" => "A",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Forelimbs and Genes",
"deleted" => "0",
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),
array(
"id" => "5023",
"code" => "CA11-2",
"owner" => "jhardcastle",
"text" => "<p>
If the DNA of Species X and Species Y is more similar than the DNA of Species X and Species Z, what is a reasonable conclusion about the common ancestors of these
three groups?
</p>
<ol class="itemAnswers"
type="A">
<li>Species X and Species Y have a common ancestor, but Species X and Species Z do not.
</li>
<li>Species X and Species Z have a more recent common ancestor than Species X and Species Y.
</li>
<li>Species X and Species Y have a more recent common ancestor than Species X and Species Z.
</li>
<li>Similarities in DNA do not provide information about whether two groups share a common ancestor.
</li>
</ol>",
"version" => "2",
"title" => "If the DNA of Species X and Species Y is more similar than the DNA of Species X and Species Z, then Species X and Species Y have a more recent common ancestor than Species X and Species Z.",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "edited August 2016",
"source" => "",
"attribution" => "",
"answer" => "C",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "DNA is evidence of common ancestry",
"deleted" => "0",
"img_support" => "0",
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),
array(
"id" => "5312",
"code" => "CA26-4",
"owner" => "jhardcastle",
"text" => "<p>
Assume that some type of forelimbs were present in the common ancestor of birds, crocodiles, whales, pigs, and humans, and that those ancient forelimbs evolved into
the arms, wings, and fins of animals that exist today. What would be true about the genes that code for forelimbs in these different animals that evolved from the
forelimbs of the common ancestor?
</p>
<ol class="itemAnswers"
type="A">
<li>Many of the same genes would code for forelimbs in all of these animals.
</li>
<li>Completely different sets of genes would code for forelimbs in each of these animals.
</li>
<li>Information about the body structures of common ancestors of different species provides no information about similarities and differences in the genes of those
species.
</li>
<li>Many of the same genes would code for arms in crocodiles and pigs, but these genes would be completely different from the genes that code for wings in birds or
fins in whales.
</li>
</ol>",
"version" => "4",
"title" => "Many of the same genes code for homologous traits (forelimbs) across different species.",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "Edited 08/2016 and 08/2017",
"source" => "",
"attribution" => "",
"answer" => "A",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Forelimbs and Genes",
"deleted" => "0",
"img_support" => "0",
"item_status" => "1011",
"html_check" => "0",
"ngss_notes" => "",
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"ItemsNgssLink" => array(),
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"Project" => array(),
"Idea" => array()
),
array(
"id" => "5313",
"code" => "CA34-2",
"owner" => "jhardcastle",
"text" => "<p>
<img alt=""
src="http://flora.p2061.org/items/media/uploads/image/Common_Ancestry/ExampleAnimalswithDNA.gif"
style="width: 600px; height: 106px;">
</p>
<p>
Assume that Gene X is a gene that codes for a trait that dogs, pigs, and cats have in common (such as forelegs, tail, etc.). Based only on the composition of Gene X
for dogs, pigs, and cats, which of these organisms do you think are most closely related?
</p>
<ol class="itemAnswers"
type="A">
<li>Dogs and Cats
</li>
<li>Dogs and Pigs
</li>
<li>Cats and Pigs
</li>
<li>Not enough information is given.
</li>
</ol>",
"version" => "2",
"title" => "Organisms whose DNA sequences for a certain gene are more similar than those of another organism, are also more closely related.",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "edited 08/17",
"source" => "",
"attribution" => "",
"answer" => "A",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "DNA similarities as evidence",
"deleted" => "0",
"img_support" => "1",
"item_status" => "3011",
"html_check" => "0",
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"Idea" => array()
),
array(
"id" => "5321",
"code" => "CA9-4",
"owner" => "jhardcastle",
"text" => "<p>
If the DNA of lizards and dogs is more similar than the DNA of lizards and toads, what is a reasonable conclusion about the common ancestors of these three groups?
</p>
<ol class="itemAnswers"
type="A">
<li>
<span>Lizards and dogs have a common ancestor, but lizards and toads do not.</span>
</li>
<li>
<span>Lizards and dogs have a more recent common ancestor than lizards and toads.</span>
</li>
<li>
<span>Lizards and toads have a more recent common ancestor than lizards and dogs.</span>
</li>
<li>
<span>Similarities in DNA cannot provide information about the common ancestors of lizards, dogs, and toads because lizards, dogs, and toads do not have a common
ancestor.</span>
</li>
</ol>",
"version" => "4",
"title" => "If the DNA of lizards and dogs is more similar than the DNA of lizards and toads, lizards and dogs share a more recent common ancestor than lizards and toads.",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "edited 08/2017",
"source" => "",
"attribution" => "",
"answer" => "B",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Comparing DNA of lizards, dogs, and toads",
"deleted" => "0",
"img_support" => "0",
"item_status" => "3011",
"html_check" => "0",
"ngss_notes" => "",
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),
array(
"id" => "5323",
"code" => "CA32-3",
"owner" => "jhardcastle",
"text" => "<p>
Dogs, pigs, and cats have similar genes for traits that they share in common (such as four legs, a tail, etc.) One of these genes, Gene X, is pictured below. 
</p>
<p>
<img alt=""
src="http://flora.p2061.org/items/media/uploads/image/Common_Ancestry/ExampleAnimalswithDNA.gif"
style="width: 600px; height: 106px;">
</p>
<p>
<span style="font-size: 17.3333px;">Why do you think the DNA sequence of Gene X for dogs, pigs, and cats is the same at some of the positions (pictured in
black)</span>?
</p>
<ol class="itemAnswers"
type="A">
<li>All three species inherited the gene from a common ancestor.
</li>
<li>All three species had similar needs, so they had to intentionally create similar genes.
</li>
<li>Separate mutations in the three species made the genes similar by coincidence.
</li>
<li>Not enough information is given.
</li>
</ol>",
"version" => "3",
"title" => "Different species can have similar genes for similar traits because they inherit them from a common ancestor.",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "Edited 08/2017",
"source" => "",
"attribution" => "",
"answer" => "A",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "DNA similarities as evidence",
"deleted" => "0",
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),
array(
"id" => "5324",
"code" => "CA10-2",
"owner" => "jhardcastle",
"text" => "<p>
If the DNA of jellyfish and insects is more similar than the DNA of jellyfish and plants, what is a reasonable conclusion about the common ancestors of these three
groups?
</p>
<ol class="itemAnswers"
type="A">
<li>Jellyfish and insects have a common ancestor, but jellyfish and plants do not.
</li>
<li>Jellyfish and plants have a more recent common ancestor than jellyfish and insects.
</li>
<li>Jellyfish and insects have a more recent common ancestor than jellyfish and plants.
</li>
<li>Similarities in DNA cannot provide information about the common ancestors of jellyfish and insects because jellyfish and insects do not share a common ancestor.
</li>
</ol>",
"version" => "2",
"title" => "If the DNA of jellyfish and insects is more similar than the DNA of jellyfish and plants, then jellyfish and insects share a more recent common ancestor than jellyfish and insects.",
"date" => "2019-06-02 12:07:58",
"topic_id" => "39",
"notes" => "edited 08/2017",
"source" => "",
"attribution" => null,
"answer" => "C",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Similarities in DNA provides Evidence of Common Ancestry",
"deleted" => "0",
"img_support" => "0",
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),
array(
"id" => "5330",
"code" => "CA24-3",
"owner" => "jhardcastle",
"text" => "<p>
Assume that some type of forelimb was present in the common ancestor of birds, crocodiles, whales, and pigs, and that the ancient forelimb evolved into the legs,
wings, and fins of animals that exist today. What would be true about the genes that code for forelimbs in theses different animals that evolved from the forelimbs
of the common ancestor?
</p>
<ol class="itemAnswers"
type="A">
<li>Completely different sets of genes would code for forelimbs in these different animals.
</li>
<li>Many of the same genes would code for arms in crocodiles and pigs but these genes would be completely different than the genes that code for wings in birds or
fins in whales
</li>
<li>Many of the same genes would code for forelimbs in all of these animals.
</li>
<li>There is no relationship between the traits of organisms and which genes for forelimbs the organisms have.
</li>
</ol>",
"version" => "3",
"title" => "Many of the same genes code for homologous traits (forelimbs) across different species.",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "Revised August 2017",
"source" => "",
"attribution" => "",
"answer" => "C",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Forelimbs and Genes",
"deleted" => "0",
"img_support" => "0",
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),
array(
"id" => "5338",
"code" => "CA17-3",
"owner" => "jhardcastle",
"text" => "<p>
The table below shows the presence or absence of traits in seven different species.
</p>
<table border="1"
cellpadding="3"
cellspacing="0">
<tbody>
<tr>
<td style="width: 97px;">
<p style="text-align: center;">
Character
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
Frog
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
Bird
</p>
</td>
<td style="width: 77px;">
<p style="text-align: center;">
Crocodile
</p>
</td>
<td style="width: 79px;">
<p style="text-align: center;">
Whale
</p>
</td>
<td style="width: 74px;">
<p style="text-align: center;">
Pig
</p>
</td>
<td style="width: 80px;">
<p style="text-align: center;">
Gorilla
</p>
</td>
</tr>
<tr>
<td style="width: 97px;">
<p style="text-align: center;">
Blowhole
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 77px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 79px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 74px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 80px;">
<p style="text-align: center;">
 
</p>
</td>
</tr>
<tr>
<td style="width: 97px;">
<p style="text-align: center;">
Body hair
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 77px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 79px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 74px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 80px;">
<p style="text-align: center;">
Yes
</p>
</td>
</tr>
<tr>
<td style="width: 97px;">
<p style="text-align: center;">
Amniotic egg
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 77px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 79px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 74px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 80px;">
<p style="text-align: center;">
Yes
</p>
</td>
</tr>
<tr>
<td style="width: 97px;">
<p style="text-align: center;">
Forelimbs
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 77px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 79px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 74px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 80px;">
<p style="text-align: center;">
Yes
</p>
</td>
</tr>
<tr>
<td style="width: 97px;">
<p style="text-align: center;">
Backbone
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 77px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 79px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 74px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 80px;">
<p style="text-align: center;">
Yes
</p>
</td>
</tr>
<tr>
<td style="width: 97px;">
<p style="text-align: center;">
Holes in Skull
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 76px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 77px;">
<p style="text-align: center;">
Yes
</p>
</td>
<td style="width: 79px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 74px;">
<p style="text-align: center;">
 
</p>
</td>
<td style="width: 80px;">
<p>
 
</p>
</td>
</tr>
</tbody>
</table>
<p>
Based only on the traits presented in the table, which organism would you expect to have the most genetic similarity with crocodiles?
</p>
<ol class="itemAnswers"
type="A">
<li>Birds
</li>
<li>Gorillas
</li>
<li>Whales
</li>
<li>Not enough information is available
</li>
</ol>",
"version" => "3",
"title" => "Organisms that have more traits in common are also more genetically similar.",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "Revised August 2017",
"source" => "Table adapted from SEPUP SGI http://sepuplhs.org/high/sgi/index.html",
"attribution" => "",
"answer" => "A",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Vertebrate Table",
"deleted" => "0",
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"html_check" => "0",
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),
array(
"id" => "5353",
"code" => "CA40-3",
"owner" => "jhardcastle",
"text" => "<p>
Scientists use various methods to determine how closely two species are related. One method is to compare the physical features of the two species and another is to
compare their DNA. Can scientists also use similarities in the embryos of two animal species to help determine how closely they are related?
</p>
<ol class="itemAnswers"
type="A">
<li>No, comparing embryos of organisms does not help in determining how closely two animal species are related. Scientists can obtain the same information by
comparing features of the adult organisms.
</li>
<li>No, comparing embryos of organisms does not help in determining how closely two animal species are related. The embryos change too much as they grow into adult
organisms.
</li>
<li>Yes, comparing embryos is a useful way of determining how closely two animal species are related. There may be important similarities in the features of the
embryos, even when adults of the species look very different.
</li>
<li>Yes, it is sometimes useful to compare embryos, but only when the adult organisms are very similar.
</li>
</ol>",
"version" => "3",
"title" => "Scientists can use similarities in the embryos of two animal species to help determine how closely they are related.",
"date" => "2019-05-23 12:12:04",
"topic_id" => "39",
"notes" => "edited 08/2017 for utah evolution project",
"source" => "GDB",
"attribution" => "",
"answer" => "C",
"answer_type" => "S",
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)
$item = array(
"id" => "4869",
"code" => "CA12-1",
"owner" => "bkoch",
"text" => "<p>
If the DNA of lizards and dogs is more similar than the DNA of lizards and toads, which diagram most likely depicts the ancestry of these three groups? 
</p>
<p>
<strong><span style="font-size: 17.3333px;">Choose the diagram which most likely depicts the ancestry of these three groups by clicking its letter at the bottom of
the screen.</span></strong>
</p>
<p>
<img alt=""
src="http://flora.p2061.org/items/media/uploads/image/Common_Ancestry/LizardsDogsToads.gif"
style="width: 500px; height: 359px;">
</p>",
"version" => "1",
"title" => "Identify the diagram that most likely depicts the ancestry of lizards, toads, and dogs if the DNA of lizards and dogs is more similar than the DNA of lizards and toads.",
"date" => "2019-06-02 12:07:58",
"topic_id" => "39",
"notes" => "",
"source" => "",
"attribution" => null,
"answer" => "A",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Similarities DNA Evidence of CA + Tree Reading",
"deleted" => "0",
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"ItemsNgssLink" => array(
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"short_pub" => "CA",
"topic" => "Common Ancestry",
"id" => "39",
"topic_info" => "",
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"category_id" => "2"
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"Idea" => array(
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$project = array(
"id" => "3",
"title" => "Evolution Project",
"internal_notes" => "",
"description" => "",
"funder" => "",
"complexity" => "0",
"cluster" => "0",
"multistat" => "1",
"baseline" => "1",
"control" => "1",
"treatment" => "1",
"deleted" => "0",
"ItemsProject" => array(
"id" => "2522",
"project_id" => "3",
"item_id" => "5353"
)
)Debugger::handleError() - CORE/cake/libs/debugger.php, line 306
include - APP/views/ngss_links/view.ctp, line 125
View::_render() - CORE/cake/libs/view/view.php, line 736
DebugView::_render() - APP/plugins/debug_kit/views/debug.php, line 43
View::render() - CORE/cake/libs/view/view.php, line 431
DebugView::render() - APP/plugins/debug_kit/views/debug.php, line 85
Controller::render() - CORE/cake/libs/controller/controller.php, line 909
Dispatcher::_invoke() - CORE/cake/dispatcher.php, line 207
Dispatcher::dispatch() - CORE/cake/dispatcher.php, line 171
[main] - APP/webroot/index.php, line 86 Identify the diagram that most likely depicts the ancestry of lizards, toads, and dogs if the DNA of lizards and dogs is more similar than the DNA of lizards and toads.
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Evolution and Natural Selection