Science Assessment

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Code | Context
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	"topic" => "Argumentation and Evolution",
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	"topic_info" => "",
	"public_pr" => "1",
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	"topic" => "ASPECt 3D Tasks",
	"id" => "47",
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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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	"public_pr" => "1",
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	"topic" => "Nature of Science: Control of Variables",
	"id" => "20",
	"topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science.  It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>",
	"public_pr" => "0",
	"topic_pub" => "Control of Variables",
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	"idea_notes" => null,
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	"category_id" => "4"
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	"short" => "EC",
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	"topic" => "Energy Changes",
	"id" => "50",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy Changes",
	"public_items" => "1",
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	"short" => "EB",
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	"topic" => "Energy in Biology Curriculum Project",
	"id" => "41",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy in Biology",
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	"short" => "EG",
	"short_pub" => "EG",
	"topic" => "Forms of Energy",
	"id" => "28",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map.  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark).  Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution:  The emphasis here is not on learning the names of the forms of energy.  The labels are used to help us keep track of the energy. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
	"public_pr" => "0",
	"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
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	"topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy",
	"id" => "29",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11).  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks).  Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
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	"topic" => "Energy Instrument Development Project",
	"id" => "35",
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	"public_pr" => "1",
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	"topic" => "Evolution & Shared Biochemistry",
	"id" => "43",
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	"public_pr" => "1",
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	"topic" => "Natural Selection",
	"id" => "15",
	"topic_info" => "",
	"public_pr" => "0",
	"topic_pub" => "Evolution and Natural Selection",
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	"short" => "FM",
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	"topic" => "Force and Motion",
	"id" => "9",
	"topic_info" => "<div>
<div>
<p>This topic centers on Newton&rsquo;s Laws of Motion, and in particular, Newton&rsquo;s 2<sup>nd</sup> Law.  Students are expected to apply Newton&rsquo;s 2<sup>nd</sup> Law to a variety of forces and motions.&nbsp; This topic&rsquo;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>
<br/>
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	"public_pr" => "0",
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	"short" => "BF",
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	"topic" => "Basic Functions in Humans",
	"id" => "16",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Human Body Systems",
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	"short" => "ID",
	"short_pub" => "IE",
	"topic" => "Interdependence, Diversity, and Survival",
	"id" => "11",
	"topic_info" => "<p class="MsoNormal">  </p>
<p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style="">&nbsp; </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style="">&nbsp; </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style="">&nbsp; </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style="">&nbsp; </span><o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>",
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	array(
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	"topic" => "Matter and Energy in Living Systems",
	"id" => "14",
	"topic_info" => "<p>&nbsp;</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_pub" => "Models",
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	array(
	"short" => "PT",
	"short_pub" => "PT",
	"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="">&nbsp; </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",
	"topic_info" => "",
	"public_pr" => "0",
	"topic_pub" => "Reproduction, Genes, and Heredity",
	"public_items" => "1",
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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>",
	"public_pr" => "1",
	"topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter",
	"public_items" => "1",
	"idea_notes" => null,
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	array(
	"short" => "WC",
	"short_pub" => "WC",
	"topic" => "Weather and Climate I: Basic Elements",
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	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weather and Climate I: Basic Elements",
	"public_items" => "1",
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	"short" => "CL",
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	"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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	"short" => "WE",
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	"topic" => "Weathering, Erosion, and Deposition",
	"id" => "26",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weathering, Erosion, and Deposition",
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	"title" => "ASPECt Project",
	"internal_notes" => "",
	"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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	"id" => "4",
	"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.",
	"complexity" => "0",
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	array(
	"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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	array(
	"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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	"id" => "156",
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	"code" => "SEP7-H.2",
	"section" => "Engaging in Argument from Evidence",
	"text" => "Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.",
	"primary" => "HS-LS2-6, HS-LS2-8, HS-LS4-5, HS-ESS1-5",
	"secondary" => "None",
	"address" => "http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf",
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	"description" => "NGSS Link SEP7-H.2: In a scientific argument, claims about the natural world should be supported or refuted by evidence, and by reasoning that justifies why the evidence supports or refutes the claim."
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$title_for_layout	=	"Topics ~ Common Ancestry ~ NGSS Link SEP7-H.2"
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	"short" => "WE",
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	"topic" => "Weathering, Erosion, and Deposition",
	"id" => "26",
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	array(
	"id" => "5299",
	"code" => "CA41-2",
	"owner" => "jhardcastle",
	"text" => "<p>
  A class of students is visiting the primate room of a natural history museum. Some of the students are looking at the skeleton of a chimpanzee next to the skeleton
  of a gorilla.
</p>
<p>
  &#160;A sign next to the skeletons reads:
</p>
<p align="center">
  <em>“Do chimpanzees and gorillas share a common ancestor?”</em>
</p>
<p>
  The teacher asks the students to think about that question and then to write an argument to justify their answer. This is what one of the students writes:
</p>
<p>
  <em>Common ancestors are a topic in evolution. Similar skeletal features likely indicate a common ancestor. &#160;Chimpanzees and gorillas have similar anatomical
  features. For example, chimpanzees and gorillas both have opposable thumbs and their ribcages are very similar. Chimpanzees and gorillas may have a common
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</p>
<p>
  Identify the claim, evidence, and reasoning statement in the student’s argument.
</p>
<ol class="itemAnswers"
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  <li>
    <p>
      <strong>Claim:</strong> Similar skeletal features likely indicate a common ancestor.
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    <p>
      <strong>Evidence:</strong> Chimpanzees and gorillas both have opposable thumbs and similar ribcages.
    </p>
    <p>
      <strong>Reasoning:</strong> Chimpanzees and gorillas have similar skeletal features.
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span>Chimpanzees and gorillas have similar skeletal features.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span style="font-size: 17.3333px;">Chimpanzees and gorillas both have opposable thumbs and similar ribcages.</span>
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Chimpanzees and gorillas may have a common ancestor.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span>Similar skeletal features likely indicate a common ancestor.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span style="font-size: 17.3333px;">Chimpanzees and gorillas both have opposable thumbs and similar ribcages.</span>
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Chimpanzees and gorillas may have a common ancestor.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span style="font-size: 17.3333px;">Chimpanzees and gorillas both have opposable thumbs and similar ribcages.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span>Similar skeletal features likely indicate a common ancestor</span>.
    </p>
  </li>
</ol>",
	"version" => "2",
	"title" => "Similar skeletal features in organisms (chimpanzees and gorillas) indicate a common ancestor.",
	"date" => "2019-05-19 11:13:02",
	"topic_id" => "39",
	"notes" => "Changed humans to gorillas and changed evidence statements",
	"source" => "",
	"attribution" => "",
	"answer" => "D",
	"answer_type" => "S",
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	"item_status" => "3011",
	"html_check" => "0",
	"ngss_notes" => "Although there is no statement in NGSS that aligns precisely to the idea in this test item, it is reasonable to assume that if students are expected to evaluate claims, evidence, and/or reasoning in arguments, they would also be expected to recognize the difference between claim, evidence, and reasoning statements.",
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	array(
	"id" => "5300",
	"code" => "CA42-2",
	"owner" => "jhardcastle",
	"text" => "<p>
  A class of students is visiting a natural history museum. Students are looking at the skeleton of a dog, after which they walk over to an exhibit showing the
  skeleton of a fish.
</p>
<p>
  As a homework assignment the teacher asks the students to think about the following question:
</p>
<p align="center">
  <em>&#160;“Do dogs and fish share a common ancestor?”</em>
</p>
<p>
  Students are asked to write an argument to justify their answer. One student writes:
</p>
<p>
  <em>Common ancestors are a topic in evolution. Similar skeletal features likely indicate a common ancestor. &#160;Dogs and fish have similar anatomical features.
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</p>
<p>
  Identify the claim, evidence, and reasoning statement in the student’s argument.
</p>
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  <li>
    <p>
      <strong>Claim:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
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    <p>
      <strong>Evidence:</strong>&#160;For example, they both have a backbone, a bony skull, and their ribcages are similar.&#160;
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;Dogs and fish have similar anatomical features.
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;Dogs and fish have similar anatomical features.
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;For example, they both have a backbone, a bony skull, and their ribcages are similar.&#160;
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;Fish and dogs may have a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;For example, they both have a backbone, a bony skull, and their ribcages are similar.
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;Fish and dogs may have a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
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  Scientists studying evolution compared the DNA of several primate species. They looked for genetic similarities.
</p>
<p>
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<table align="center"
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<div style="clear:both;">
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<p>
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</p>
<p>
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<p>
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    <p>
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    <p>
      <strong>Reasoning:</strong>&#160;<span>When comparing multiple species the species with the greater genetic similarity have a more recent common
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  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Gorillas and&#160;</span><span style="font-size: 17.3333px;">chimpanzee</span><span>s have a more recent common ancestor than
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    <p>
      <strong>Evidence:</strong>&#160;<span>When comparing multiple species the species with the greater genetic similarity have a more recent common ancestor.</span>
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    <p>
      <strong>Reasoning:</strong>&#160;<span>The genetic similarity between gorillas and</span> <span style="font-size: 17.3333px;">chimpanzee</span><span>s was 98%
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  <li>
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    <p>
      <strong>Evidence:</strong>&#160;<span>The genetic similarity between gorillas and</span> <span style="font-size: 17.3333px;">chimpanzee</span><span>s was 98%
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    <p>
      <strong>Reasoning:</strong>&#160;<span>Genetic similarities can be used to measure how closely related two species are.</span>
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  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>When comparing multiple species the species with the greater genetic similarity have a more recent common ancestor.</span>
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    <p>
      <strong>Evidence:</strong>&#160;Genetic similarity is a measure of how similar the DNA from two organisms is.
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    <p>
      <strong>Reasoning:</strong>&#160;<span>The genetic similarity between gorillas and</span> <span style="font-size: 17.3333px;">chimpanzee</span><span>s was 98%
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	"text" => "<p>
  A class of students is visiting the primate room of a natural history museum. Some of the students are looking at the skeleton of a chimpanzee next to the skeleton
  of a gorilla.
</p>
<p>
  &#160;A sign next to the skeletons reads:
</p>
<p align="center">
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</p>
<p>
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<p>
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<p>
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</p>
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    <p>
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    <p>
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    <p>
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  <li>
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    <p>
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	"public_pr" => "1",
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	"topic" => "ASPECt 3D Tasks",
	"id" => "47",
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	"topic" => "Atoms, Molecules, and States of Matter",
	"id" => "5",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory.  Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion.  Related ideas, as well as ideas that are 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 National Science Education Standards (NSES). </span></span></p>
<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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	"id" => "31",
	"topic_info" => "",
	"public_pr" => "1",
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	"public_items" => "1",
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	"topic" => "Nature of Science: Control of Variables",
	"id" => "20",
	"topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science.  It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>",
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	"topic_info" => "",
	"public_pr" => "1",
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	"public_items" => "1",
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	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map.  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark).  Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution:  The emphasis here is not on learning the names of the forms of energy.  The labels are used to help us keep track of the energy. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
	"public_pr" => "0",
	"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
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	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11).  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks).  Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
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<div>
<p>This topic centers on Newton&rsquo;s Laws of Motion, and in particular, Newton&rsquo;s 2<sup>nd</sup> Law.  Students are expected to apply Newton&rsquo;s 2<sup>nd</sup> Law to a variety of forces and motions.&nbsp; This topic&rsquo;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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	"topic_info" => "<p class="MsoNormal">  </p>
<p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style="">&nbsp; </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style="">&nbsp; </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style="">&nbsp; </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style="">&nbsp; </span><o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></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" => "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="">&nbsp; </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" => "Reproduction, Genes, and Heredity",
	"id" => "12",
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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",
	"short_pub" => "WC",
	"topic" => "Weather and Climate I: Basic Elements",
	"id" => "3",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weather and Climate I: Basic Elements",
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	"topic" => "Weather and Climate II: Seasonal Differences",
	"id" => "32",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weather and Climate II: Seasonal Differences",
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	"topic" => "Weathering, Erosion, and Deposition",
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	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weathering, Erosion, and Deposition",
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	"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.",
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	"control" => "0",
	"treatment" => "1",
	"deleted" => "0"
),
	array(
	"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.",
	"complexity" => "0",
	"cluster" => "0",
	"multistat" => "1",
	"baseline" => "1",
	"control" => "0",
	"treatment" => "1",
	"deleted" => "0"
),
	array(
	"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",
	"funder" => "",
	"complexity" => "0",
	"cluster" => "0",
	"multistat" => "0",
	"baseline" => "0",
	"control" => "0",
	"treatment" => "0",
	"deleted" => "0"
),
	array(
	"id" => "8",
	"title" => "ASPECt 3D",
	"internal_notes" => "",
	"description" => "",
	"funder" => "",
	"complexity" => "0",
	"cluster" => "0",
	"multistat" => "0",
	"baseline" => "0",
	"control" => "0",
	"treatment" => "0",
	"deleted" => "1"
)
)
$ngss_link	=	array(
	"NgssLink" => array(
	"id" => "156",
	"sort" => "156",
	"code" => "SEP7-H.2",
	"section" => "Engaging in Argument from Evidence",
	"text" => "Evaluate the claims, evidence, and/or reasoning behind currently accepted explanations or solutions to determine the merits of arguments.",
	"primary" => "HS-LS2-6, HS-LS2-8, HS-LS4-5, HS-ESS1-5",
	"secondary" => "None",
	"address" => "http://www.nextgenscience.org/sites/default/files/Appendix%20F%20%20Science%20and%20Engineering%20Practices%20in%20the%20NGSS%20-%20FINAL%20060513.pdf",
	"deleted" => "0"
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	"Item" => array(),
	"Idea" => array(
	array(),
	array(),
	array(),
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	array(),
	array()
),
	"Topic" => array(
	array(),
	array(),
	array()
),
	"ItemRelated" => array(
	array(),
	array(),
	array()
)
)
$meta	=	array(
	"description" => "NGSS Link SEP7-H.2: In a scientific argument, claims about the natural world should be supported or refuted by evidence, and by reasoning that justifies why the evidence supports or refutes the claim."
)
$title_for_layout	=	"Topics ~ Common Ancestry ~ NGSS Link SEP7-H.2"
$topic_list	=	array(
	array(
	"name" => "Life Science",
	"topics" => array()
),
	array(
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	"topics" => array()
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	array(
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	"topics" => array()
),
	array(
	"name" => "Nature of Science",
	"topics" => array()
)
)
$user_item_bank	=	array()
$topic_id	=	"15"
$topic_array	=	array(
	"short" => "WE",
	"short_pub" => "WE",
	"topic" => "Weathering, Erosion, and Deposition",
	"id" => "26",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weathering, Erosion, and Deposition",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "1"
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$items_in_project	=	array()
$related_items_in_project	=	array(
	array(
	"id" => "5299",
	"code" => "CA41-2",
	"owner" => "jhardcastle",
	"text" => "<p>
  A class of students is visiting the primate room of a natural history museum. Some of the students are looking at the skeleton of a chimpanzee next to the skeleton
  of a gorilla.
</p>
<p>
  &#160;A sign next to the skeletons reads:
</p>
<p align="center">
  <em>“Do chimpanzees and gorillas share a common ancestor?”</em>
</p>
<p>
  The teacher asks the students to think about that question and then to write an argument to justify their answer. This is what one of the students writes:
</p>
<p>
  <em>Common ancestors are a topic in evolution. Similar skeletal features likely indicate a common ancestor. &#160;Chimpanzees and gorillas have similar anatomical
  features. For example, chimpanzees and gorillas both have opposable thumbs and their ribcages are very similar. Chimpanzees and gorillas may have a common
  ancestor.</em>
</p>
<p>
  Identify the claim, evidence, and reasoning statement in the student’s argument.
</p>
<ol class="itemAnswers"
    type="A">
  <li>
    <p>
      <strong>Claim:</strong> Similar skeletal features likely indicate a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong> Chimpanzees and gorillas both have opposable thumbs and similar ribcages.
    </p>
    <p>
      <strong>Reasoning:</strong> Chimpanzees and gorillas have similar skeletal features.
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span>Chimpanzees and gorillas have similar skeletal features.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span style="font-size: 17.3333px;">Chimpanzees and gorillas both have opposable thumbs and similar ribcages.</span>
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Chimpanzees and gorillas may have a common ancestor.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span>Similar skeletal features likely indicate a common ancestor.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span style="font-size: 17.3333px;">Chimpanzees and gorillas both have opposable thumbs and similar ribcages.</span>
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Chimpanzees and gorillas may have a common ancestor.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span style="font-size: 17.3333px;">Chimpanzees and gorillas both have opposable thumbs and similar ribcages.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span>Similar skeletal features likely indicate a common ancestor</span>.
    </p>
  </li>
</ol>",
	"version" => "2",
	"title" => "Similar skeletal features in organisms (chimpanzees and gorillas) indicate a common ancestor.",
	"date" => "2019-05-19 11:13:02",
	"topic_id" => "39",
	"notes" => "Changed humans to gorillas and changed evidence statements",
	"source" => "",
	"attribution" => "",
	"answer" => "D",
	"answer_type" => "S",
	"response_count" => "4",
	"locked" => "0",
	"public" => "0",
	"context" => "Chimpanzees and Humans-Identify claim, evidence, and reasoning",
	"deleted" => "0",
	"img_support" => "0",
	"item_status" => "3011",
	"html_check" => "0",
	"ngss_notes" => "Although there is no statement in NGSS that aligns precisely to the idea in this test item, it is reasonable to assume that if students are expected to evaluate claims, evidence, and/or reasoning in arguments, they would also be expected to recognize the difference between claim, evidence, and reasoning statements.",
	"grade_bands" => "H",
	"scale_score" => "",
	"stats_file" => null,
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	"ItemsNgssLink" => array(),
	"Topic" => array(),
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	"Idea" => array()
),
	array(
	"id" => "5300",
	"code" => "CA42-2",
	"owner" => "jhardcastle",
	"text" => "<p>
  A class of students is visiting a natural history museum. Students are looking at the skeleton of a dog, after which they walk over to an exhibit showing the
  skeleton of a fish.
</p>
<p>
  As a homework assignment the teacher asks the students to think about the following question:
</p>
<p align="center">
  <em>&#160;“Do dogs and fish share a common ancestor?”</em>
</p>
<p>
  Students are asked to write an argument to justify their answer. One student writes:
</p>
<p>
  <em>Common ancestors are a topic in evolution. Similar skeletal features likely indicate a common ancestor. &#160;Dogs and fish have similar anatomical features.
  For example, they both have a backbone, a bony skull, and their ribcages are similar. Dogs and fish may have a common ancestor.</em>
</p>
<p>
  Identify the claim, evidence, and reasoning statement in the student’s argument.
</p>
<ol class="itemAnswers"
    type="A">
  <li>
    <p>
      <strong>Claim:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;For example, they both have a backbone, a bony skull, and their ribcages are similar.&#160;
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;Dogs and fish have similar anatomical features.
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;Dogs and fish have similar anatomical features.
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;For example, they both have a backbone, a bony skull, and their ribcages are similar.&#160;
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;Fish and dogs may have a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;For example, they both have a backbone, a bony skull, and their ribcages are similar.
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;Fish and dogs may have a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;For example, they both have a backbone, a bony skull, and their ribcages are similar
    </p>
  </li>
</ol>",
	"version" => "2",
	"title" => "Similar skeletal features (in dogs and fish) indicate a common ancestor. (Identify claim, evidence, and reasoning.)",
	"date" => "2019-05-19 11:13:02",
	"topic_id" => "39",
	"notes" => "changed human to dog and changed evidence statements in answers.",
	"source" => "",
	"attribution" => "",
	"answer" => "C",
	"answer_type" => "S",
	"response_count" => "4",
	"locked" => "0",
	"public" => "0",
	"context" => "Fish and Humans - Identify claim, evidence, and reasoning",
	"deleted" => "0",
	"img_support" => "0",
	"item_status" => "1111",
	"html_check" => "0",
	"ngss_notes" => "Although there is no statement in NGSS that aligns precisely to the idea in this test item, it is reasonable to assume that if students are expected to evaluate claims, evidence, and/or reasoning in arguments, they would also be expected to recognize the difference between claim, evidence, and reasoning statements.",
	"grade_bands" => "",
	"scale_score" => "",
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	"ItemsNgssLink" => array(),
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),
	array(
	"id" => "5301",
	"code" => "CA43-4",
	"owner" => "jhardcastle",
	"text" => "<p>
  Scientists studying evolution compared the DNA of several primate species. They looked for genetic similarities.
</p>
<p>
  The scientists summarized their data in the following table:
</p>
<table align="center"
       border="1"
       cellpadding="0"
       cellspacing="0">
  <tbody>
    <tr>
      <td style="width:233px;height:34px;">
        <p style="text-align: center;">
          <strong>Pair of Species Compared</strong>
        </p>
      </td>
      <td style="width:195px;height:34px;">
        <p style="text-align: center;">
          <strong>Average Genetic Similarity</strong>
        </p>
      </td>
    </tr>
    <tr>
      <td style="width:233px;height:34px;">
        <p style="text-align: center;">
          Chimpanzee and Gorilla
        </p>
      </td>
      <td style="width:195px;height:34px;">
        <p style="text-align: center;">
          98%
        </p>
      </td>
    </tr>
    <tr>
      <td style="width:233px;height:34px;">
        <p style="text-align: center;">
          Chimpanzee and Orangutan
        </p>
      </td>
      <td style="width:195px;height:34px;">
        <p style="text-align: center;">
          97%
        </p>
      </td>
    </tr>
    <tr>
      <td style="width:233px;height:34px;">
        <p style="text-align: center;">
          Gorilla and Orangutan
        </p>
      </td>
      <td style="width:195px;height:34px;">
        <p style="text-align: center;">
          97%
        </p>
      </td>
    </tr>
  </tbody>
</table>
<div style="clear:both;">
  &#160;
</div>
<p>
  When the scientists published their findings, they wrote:
</p>
<p>
  <em>"We studied the DNA of several ape species by sequencing their DNA. Genetic similarities can be used to measure how closely related two species are. Gorillas
  and chimpanzees have 98% genetic similarity and gorillas and orangutans have 97% genetic similarity. Gorillas and chimpanzees have a more recent common ancestor
  than do gorillas and orangutans."</em>
</p>
<p>
  <span>Which of the following describes a valid argument that the scientists are making?</span>
</p>
<ol class="itemAnswers"
    type="A">
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Gorillas and chimpanzees have a more recent common ancestor than gorillas and orangutans.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span>The genetic similarity between gorillas and</span> <span style="font-size: 17.3333px;">chimpanzee</span><span>s was 98%
      and the genetic similarity between gorillas and orangutans is 97%.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span>When comparing multiple species the species with the greater genetic similarity have a more recent common
      ancestor.</span>
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Gorillas and&#160;</span><span style="font-size: 17.3333px;">chimpanzee</span><span>s have a more recent common ancestor than
      gorillas and orangutans.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span>When comparing multiple species the species with the greater genetic similarity have a more recent common ancestor.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span>The genetic similarity between gorillas and</span> <span style="font-size: 17.3333px;">chimpanzee</span><span>s was 98%
      and the genetic similarity between gorillas and orangutans is 97%.</span>
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Gorillas and</span> <span style="font-size: 17.3333px;">chimpanzee</span><span>s have more genetic similarity than gorillas
      and orangutans.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span>The genetic similarity between gorillas and</span> <span style="font-size: 17.3333px;">chimpanzee</span><span>s was 98%
      and the genetic similarity between gorillas and orangutans is 97%.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span>Genetic similarities can be used to measure how closely related two species are.</span>
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>When comparing multiple species the species with the greater genetic similarity have a more recent common ancestor.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;Genetic similarity is a measure of how similar the DNA from two organisms is.
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span>The genetic similarity between gorillas and</span> <span style="font-size: 17.3333px;">chimpanzee</span><span>s was 98%
      and the genetic similarity between gorillas and orangutans is 97%.</span>
    </p>
  </li>
</ol>",
	"version" => "4",
	"title" => "Recognize a valid argument that supports the claim that chimpanzees and gorillas have a more recent common ancestry than chimpanzees and orangutans because their average genetic similarity is greater.",
	"date" => "2019-05-19 11:13:02",
	"topic_id" => "39",
	"notes" => "Changed humans to chimpanzee",
	"source" => "",
	"attribution" => "",
	"answer" => "A",
	"answer_type" => "S",
	"response_count" => "4",
	"locked" => "0",
	"public" => "0",
	"context" => "Genetic Similarities - Identify claim, evidence, and reasoning.",
	"deleted" => "0",
	"img_support" => "0",
	"item_status" => "3011",
	"html_check" => "0",
	"ngss_notes" => "Although there is no statement in NGSS that aligns precisely to the idea in this test item, it is reasonable to assume that if students are expected to evaluate claims, evidence, and/or reasoning in arguments, they would also be expected to recognize the difference between claim, evidence, and reasoning statements.",
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	"Project" => array(),
	"Idea" => array()
)
)
$item	=	array(
	"id" => "5299",
	"code" => "CA41-2",
	"owner" => "jhardcastle",
	"text" => "<p>
  A class of students is visiting the primate room of a natural history museum. Some of the students are looking at the skeleton of a chimpanzee next to the skeleton
  of a gorilla.
</p>
<p>
  &#160;A sign next to the skeletons reads:
</p>
<p align="center">
  <em>“Do chimpanzees and gorillas share a common ancestor?”</em>
</p>
<p>
  The teacher asks the students to think about that question and then to write an argument to justify their answer. This is what one of the students writes:
</p>
<p>
  <em>Common ancestors are a topic in evolution. Similar skeletal features likely indicate a common ancestor. &#160;Chimpanzees and gorillas have similar anatomical
  features. For example, chimpanzees and gorillas both have opposable thumbs and their ribcages are very similar. Chimpanzees and gorillas may have a common
  ancestor.</em>
</p>
<p>
  Identify the claim, evidence, and reasoning statement in the student’s argument.
</p>
<ol class="itemAnswers"
    type="A">
  <li>
    <p>
      <strong>Claim:</strong> Similar skeletal features likely indicate a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong> Chimpanzees and gorillas both have opposable thumbs and similar ribcages.
    </p>
    <p>
      <strong>Reasoning:</strong> Chimpanzees and gorillas have similar skeletal features.
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;Similar skeletal features likely indicate a common ancestor.
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span>Chimpanzees and gorillas have similar skeletal features.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span style="font-size: 17.3333px;">Chimpanzees and gorillas both have opposable thumbs and similar ribcages.</span>
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Chimpanzees and gorillas may have a common ancestor.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span>Similar skeletal features likely indicate a common ancestor.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span style="font-size: 17.3333px;">Chimpanzees and gorillas both have opposable thumbs and similar ribcages.</span>
    </p>
  </li>
  <li>
    <p>
      <strong>Claim:</strong>&#160;<span>Chimpanzees and gorillas may have a common ancestor.</span>
    </p>
    <p>
      <strong>Evidence:</strong>&#160;<span style="font-size: 17.3333px;">Chimpanzees and gorillas both have opposable thumbs and similar ribcages.</span>
    </p>
    <p>
      <strong>Reasoning:</strong>&#160;<span>Similar skeletal features likely indicate a common ancestor</span>.
    </p>
  </li>
</ol>",
	"version" => "2",
	"title" => "Similar skeletal features in organisms (chimpanzees and gorillas) indicate a common ancestor.",
	"date" => "2019-05-19 11:13:02",
	"topic_id" => "39",
	"notes" => "Changed humans to gorillas and changed evidence statements",
	"source" => "",
	"attribution" => "",
	"answer" => "D",
	"answer_type" => "S",
	"response_count" => "4",
	"locked" => "0",
	"public" => "0",
	"context" => "Chimpanzees and Humans-Identify claim, evidence, and reasoning",
	"deleted" => "0",
	"img_support" => "0",
	"item_status" => "3011",
	"html_check" => "0",
	"ngss_notes" => "Although there is no statement in NGSS that aligns precisely to the idea in this test item, it is reasonable to assume that if students are expected to evaluate claims, evidence, and/or reasoning in arguments, they would also be expected to recognize the difference between claim, evidence, and reasoning statements.",
	"grade_bands" => "H",
	"scale_score" => "",
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View::render() - CORE/cake/libs/view/view.php, line 431
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042002

Similar skeletal features (in dogs and fish) indicate a common ancestor. (Identify claim, evidence, and reasoning.)

043004

Recognize a valid argument that supports the claim that chimpanzees and gorillas have a more recent common ancestry than chimpanzees and orangutans because their average genetic similarity is greater.