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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 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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"id" => "25",
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"topic" => "Processes that shape the earth/Plate Tectonics Version II",
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"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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"topic_pub" => "Plate Tectonics",
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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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array(
"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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"topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter",
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array(
"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" => "",
"public_pr" => "1",
"topic_pub" => "Weather and Climate II: Seasonal Differences",
"public_items" => "1",
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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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"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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"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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"text" => "Anatomical similarities and differences between various organisms living today and between them and organisms in the fossil record, enable the reconstruction of evolutionary history and the inference of lines of evolutionary descent.",
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array(
"id" => "5014",
"code" => "CA14-3",
"owner" => "jhardcastle",
"text" => "<p>
The table below shows the presence or absence of traits in seven different species.
</p>
<table border="1"
cellpadding="0"
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>
 
</p>
<p>
Based only on the traits presented in the table, which organism is probably most distantly related to gorillas?
</p>
<ol class="itemAnswers"
type="A">
<li>Bird
</li>
<li>Frog
</li>
<li>Pig
</li>
<li>Whale
</li>
</ol>",
"version" => "3",
"title" => "Organisms that have fewer traits in common are probably more distantly related than organisms with more traits in common.",
"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" => "B",
"answer_type" => "S",
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array(
"id" => "5015",
"code" => "CA15-3",
"owner" => "jhardcastle",
"text" => "<p>
The table below shows the presence or absence of traits in seven different species.
</p>
<table border="1"
cellpadding="0"
cellspacing="0"
style="font-size: 17.3333px;">
<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>
 
</p>
<p>
Based only on the traits presented in the table, which organism is most closely related to whales?
</p>
<ol class="itemAnswers"
type="A">
<li>Pigs
</li>
<li>Birds
</li>
<li>Gorillas
</li>
<li>Not enough information is provided
</li>
</ol>",
"version" => "3",
"title" => "Organisms that have more traits in common are probably more closely related than organisms with fewer traits in common.",
"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" => "D",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Vertebrate Table",
"deleted" => "0",
"img_support" => "0",
"item_status" => "1111",
"html_check" => "0",
"ngss_notes" => "NGSS includes the idea that anatomical similarities and differences can be used to infer lines of evolutionary descent and, by extension, degree of relatedness, but it does not say explicitly that the greater the degree of similarity the more closely organisms are related.",
"grade_bands" => "H",
"scale_score" => "None",
"stats_file" => null,
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"ItemsNgssLink" => array(),
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"Idea" => array()
),
array(
"id" => "5336",
"code" => "CA20-3",
"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;">
Crocodiles
</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>
Which diagram most likely depicts the relationship between birds, crocodiles, and frogs? <strong>Choose the diagram which most likely depicts the relationship
between birds, crocodiles, and frogs by clicking its letter at the bottom of the screen.</strong>
</p>
<p>
<img alt=""
src="http://flora.p2061.org/items/media/uploads/image/Common_Ancestry/BirdsCrocsFrogs.gif"
style="width: 600px; height: 431px;">
</p>",
"version" => "3",
"title" => "Organisms that have more traits in common share a more recent common ancestor than organisms with fewer traits in common. (Tree diagram)",
"date" => "2019-05-19 11:13:02",
"topic_id" => "39",
"notes" => "Revised August 2017",
"source" => "",
"attribution" => "",
"answer" => "A",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Vertebrate Table",
"deleted" => "0",
"img_support" => "1",
"item_status" => "3011",
"html_check" => "0",
"ngss_notes" => "",
"grade_bands" => "H",
"scale_score" => "",
"stats_file" => null,
"n_value" => null,
"ItemsNgssLink" => array(),
"Topic" => array(),
"Project" => array(),
"Idea" => array()
),
array(
"id" => "5339",
"code" => "CA16-3",
"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;">
Crocodiles
</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, are birds, frogs, or crocodiles, most closely related to pigs?
</p>
<ol class="itemAnswers"
type="A">
<li>Birds
</li>
<li>Frogs
</li>
<li>Crocodiles
</li>
<li>Not enough information
</li>
</ol>",
"version" => "3",
"title" => "Organisms that have more traits in common share a more recent common ancestor than organisms with fewer traits in common.",
"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" => "D",
"answer_type" => "S",
"response_count" => "4",
"locked" => "0",
"public" => "0",
"context" => "Vertebrate Table",
"deleted" => "0",
"img_support" => "0",
"item_status" => "3011",
"html_check" => "0",
"ngss_notes" => "NGSS includes the idea that anatomical similarities and differences can be used to infer lines of evolutionary descent and, by extension, degree of relatedness, but it does not say explicitly that the greater the degree of similarity the more closely organisms are related.",
"grade_bands" => "H",
"scale_score" => "",
"stats_file" => null,
"n_value" => null,
"ItemsNgssLink" => array(),
"Topic" => array(),
"Project" => array(),
"Idea" => array()
),
array(
"id" => "5340",
"code" => "CA22-3",
"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;">
Crocodiles
</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
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<td style="width: 76px;">
<p style="text-align: center;">
 
</p>
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<td style="width: 76px;">
<p style="text-align: center;">
Yes
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</td>
<td style="width: 77px;">
<p style="text-align: center;">
Yes
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</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>
There is not enough information in the table to determine which organism is most closely related to whales. What else could help scientists determine which organism
is most closely related to whales?
</p>
<ol class="itemAnswers"
type="A">
<li>If fossils of an extinct whale were found that had pig-like hooves
</li>
<li>If whales and crocodiles both have traits adapted to living underwater
</li>
<li>If whales, pigs, and gorillas all start to develop pelvic bones as embryos
</li>
<li>If whales have some genes that are not found in any of the other organisms
</li>
</ol>",
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The table below shows the presence or absence of traits in seven different species.
</p>
<table border="1"
cellpadding="0"
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
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<td style="width:77px;">
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Crocodile
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Whale
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Pig
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<td style="width:80px;">
<p style="text-align: center;">
Gorilla
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</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>
 
</p>
<p>
Based only on the traits presented in the table, which organism is probably most distantly related to gorillas?
</p>
<ol class="itemAnswers"
type="A">
<li>Bird
</li>
<li>Frog
</li>
<li>Pig
</li>
<li>Whale
</li>
</ol>",
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"title" => "Organisms that have fewer traits in common are probably more distantly related than organisms with more traits in common.",
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"notes" => "Revised August 2017",
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[main] - APP/webroot/index.php, line 86 Organisms that have fewer traits in common are probably more distantly related than organisms with more traits in common.
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Evolution and Natural Selection