Science Assessment

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• topicRH
• topics
  • 44
    • shortAE
    • short_pubAE
    • topicArgumentation and Evolution
    • id44
    • topic_info
    • public_pr1
    • topic_pubArgumentation and Evolution
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 47
    • shortAP
    • short_pubAP
    • topicASPECt 3D Tasks
    • id47
    • topic_info<p>ASPECt 3D tasks</p>
    • public_pr1
    • topic_pubASPECt-3D
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 5
    • shortAM
    • short_pubAM
    • topicAtoms, Molecules, and States of Matter
    • id5
    • 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>
    • public_pr1
    • topic_pubAtoms, Molecules, and States of Matter
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 31
    • shortCE
    • short_pubCE
    • topicCells: Composition of Organisms, Cell Structure, and Division
    • id31
    • topic_info
    • public_pr1
    • topic_pubCells
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 20
    • shortCV
    • short_pubCV
    • topicNature of Science: Control of Variables
    • id20
    • 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_pr0
    • topic_pubControl of Variables
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id4
  • 50
    • shortEC
    • short_pubEC
    • topicEnergy Changes
    • id50
    • topic_info
    • public_pr1
    • topic_pubEnergy Changes
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 41
    • shortEB
    • short_pubEB
    • topicEnergy in Biology Curriculum Project
    • id41
    • topic_info
    • public_pr1
    • topic_pubEnergy in Biology
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 28
    • shortEG
    • short_pubEG
    • topicForms of Energy
    • id28
    • 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_pr0
    • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 29
    • shortNG
    • short_pubNG
    • topicEnergy Transformations, Energy Transfer, and Conservation of Energy
    • id29
    • 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>
    • public_pr0
    • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 35
    • shortRG
    • short_pubRG
    • topicEnergy Instrument Development Project
    • id35
    • topic_info
    • public_pr1
    • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 43
    • shortES
    • short_pubES
    • topicEvolution & Shared Biochemistry
    • id43
    • topic_info
    • public_pr1
    • topic_pubEvolution & Shared Biochemistry
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 15
    • shortEN
    • short_pubEN
    • topicNatural Selection
    • id15
    • topic_info
    • public_pr0
    • topic_pubEvolution and Natural Selection
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 9
    • shortFM
    • short_pubFM
    • topicForce and Motion
    • id9
    • topic_info<div> <div> <p>This topic centers on Newton&rsquo;s Laws of Motion, and in particular, Newton&rsquo;s 2^nd Law. Students are expected to apply Newton&rsquo;s 2^nd 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/> </div> </div>
    • public_pr0
    • topic_pubForce and Motion
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 16
    • shortBF
    • short_pubBF
    • topicBasic Functions in Humans
    • id16
    • topic_info
    • public_pr1
    • topic_pubHuman Body Systems
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 11
    • shortID
    • short_pubIE
    • topicInterdependence, Diversity, and Survival
    • id11
    • 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>
    • public_pr1
    • topic_pubInterdependence in Ecosystems
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 14
    • shortME
    • short_pubME
    • topicMatter and Energy in Living Systems
    • id14
    • topic_info<p>&nbsp;</p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <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>
    • public_pr1
    • topic_pubMatter and Energy in Living Systems
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 25
    • shortMO
    • short_pubMO
    • topicCross-cutting Themes: Models
    • id25
    • topic_info
    • public_pr0
    • topic_pubModels
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id4
  • 27
    • shortPT
    • short_pubPT
    • topicProcesses that shape the earth/Plate Tectonics Version II
    • id27
    • 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>
    • public_pr1
    • topic_pubPlate Tectonics
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
  • 12
    • shortRH
    • short_pubRH
    • topicReproduction, Genes, and Heredity
    • id12
    • topic_info
    • public_pr0
    • topic_pubReproduction, Genes, and Heredity
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 6
    • shortSC
    • short_pubSC
    • topicSubstances, Chemical Reactions, and Conservation
    • id6
    • 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_pr1
    • topic_pubSubstances, Chemical Reactions, and Conservation of Matter
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 3
    • shortWC
    • short_pubWC
    • topicWeather and Climate I: Basic Elements
    • id3
    • topic_info
    • public_pr1
    • topic_pubWeather and Climate I: Basic Elements
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
  • 32
    • shortCL
    • short_pubCL
    • topicWeather and Climate II: Seasonal Differences
    • id32
    • topic_info
    • public_pr1
    • topic_pubWeather and Climate II: Seasonal Differences
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
  • 26
    • shortWE
    • short_pubWE
    • topicWeathering, Erosion, and Deposition
    • id26
    • topic_info
    • public_pr1
    • topic_pubWeathering, Erosion, and Deposition
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
• idea
  • 0
    • Idea
      • id300
      • codeA
      • ideaGenetic information is encoded in DNA molecules.
      • goal_id798
      • topic_id12
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Genetic (hereditary) information is the set of instructions that specifies the physical and behavioral characteristics of organisms. </li> <li>Genetic information is found in all living organisms. </li> <li>The instructions that specify the physical and behavioral characteristics of organisms are coded in DNA molecules (not in protein, carbohydrate, or fat molecules). </li> <li>DNA molecules are made up of four different types of subunits called nucleotides that are linked together in long chains. </li> <li>The sequence of subunits in a DNA molecule is what encodes the genetic information. </li> <li>DNA is packaged as chromosomes in the cells of organisms. </li> <li>Each chromosome is made of a single DNA molecule. </li> <li>A gene is one or more segments of a DNA molecule that contributes to one or more particular physical and behavioral characteristics. </li> <li>Each chromosome is made of many different genes. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know the names of the nucleotide subunits. </li> <li>Students are not expected to know that DNA is bound to histones and other proteins in chromosomes. </li> </ol>
      • complexity(null)
      • public1
      • deleted0
• idea_id300
• project_id3
• projects
  • 1
    • id1
    • titleOriginal Project
    • internal_notes
    • description
    • funder
    • complexity0
    • cluster0
    • multistat0
    • baseline0
    • control0
    • treatment0
    • deleted0
  • 2
    • id2
    • titleASPECt Project
    • internal_notes
    • descriptionThe goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity1
    • cluster1
    • multistat0
    • baseline0
    • control0
    • treatment0
    • deleted0
  • 3
    • id3
    • titleEvolution Project
    • internal_notes
    • description
    • funder
    • complexity0
    • cluster0
    • multistat1
    • baseline1
    • control1
    • treatment1
    • deleted0
  • 4
    • id4
    • titleTHSB Project
    • internal_notesThis tab is currently only visible to administrators.
    • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <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.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity0
    • cluster0
    • multistat1
    • baseline1
    • control0
    • treatment1
    • deleted0
  • 5
    • id5
    • titleMEGA Project
    • internal_notesThis tab is currently only visible to administrators. <br>
    • descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <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.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity0
    • cluster0
    • multistat1
    • baseline1
    • control0
    • treatment1
    • deleted0
  • 7
    • id7
    • titleLinguistics Project
    • internal_notesThis tab is currently only visible to administrators.
    • descriptionIn 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. <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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    • codeLS1.A-H.2
    • sectionStructure and Function
    • textAll cells contain genetic information in the form of DNA molecules. Genes are regions in the DNA that contain the instructions that code for the formation of proteins, which carry out most of the work of cells.
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    • addresshttp://www.nextgenscience.org/dci-arrangement/hs-ls1-molecules-organisms-structures-and-processes
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      • text<p> <font face="Times New Roman" size="3">Which type of molecule contains genetic information that is passed from parents to offspring?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">Fat molecules</font> </li> <li> <font face="Times New Roman" size="3">DNA molecules</font> </li> <li> <font face="Times New Roman" size="3">Protein molecules</font> </li> <li> <font face="Times New Roman" size="3">Carbohydrate molecules</font> </li> </ol>
      • version1
      • titleDNA is the molecule that contains genetic information that is passed from parents to offspring.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesCamped 2-27-08 This version approved for piloting 4-8-08
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      • contextDNA molecules contain genetic info
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        • topicReproduction, Genes, and Heredity
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          • ideaGenetic information is encoded in DNA molecules.
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      • text<p> <font face="Times New Roman" size="3">Humans, butterflies, and trees are all living things.&#160; In which of these organisms would you find DNA molecules?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">Only in humans</font> </li> <li> <font face="Times New Roman" size="3">Only in humans and butterflies</font> </li> <li> <font face="Times New Roman" size="3">In humans, butterflies, and trees</font> </li> <li> <font face="Times New Roman" size="3">In none of these organisms</font> </li> </ol>
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      • titleDNA molecules are found in humans, butterflies, and trees.
      • date2019-05-19 11:13:02
      • topic_id12
      • notes
      • sourceBecause they are all living things, DNA molecules are found in humans, butterflies, and trees.
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      • ideaGenetic information is encoded in DNA molecules.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Genetic (hereditary) information is the set of instructions that specifies the physical and behavioral characteristics of organisms. </li> <li>Genetic information is found in all living organisms. </li> <li>The instructions that specify the physical and behavioral characteristics of organisms are coded in DNA molecules (not in protein, carbohydrate, or fat molecules). </li> <li>DNA molecules are made up of four different types of subunits called nucleotides that are linked together in long chains. </li> <li>The sequence of subunits in a DNA molecule is what encodes the genetic information. </li> <li>DNA is packaged as chromosomes in the cells of organisms. </li> <li>Each chromosome is made of a single DNA molecule. </li> <li>A gene is one or more segments of a DNA molecule that contributes to one or more particular physical and behavioral characteristics. </li> <li>Each chromosome is made of many different genes. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know the names of the nucleotide subunits. </li> <li>Students are not expected to know that DNA is bound to histones and other proteins in chromosomes. </li> </ol>
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      • ideaEvery body cell of an individual organism (with a few exceptions) contains an identical set of DNA molecules and, therefore, contains identical genetic information.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>DNA molecules are smaller than cells and, therefore, can fit inside cells. </li> <li>DNA, and the chromosomes and genes that are made of DNA, are located inside almost all types of cells in the body. </li> <li>Every body cell (not a sex cell) that contains DNA in a multi-cellular organism contains identical DNA molecules to every other body cell because every body cell is descended from a single fertilized egg cell, and the DNA in each cell is duplicated every time a cell divides. </li> <li>In all organisms, whenever a single body cell forms two body cells, the resulting body cells each contain the same number of DNA molecules (and, therefore, the same number of chromosomes) as the original body cell. </li> <li>Each DNA molecule in a body cell is a member of a pair of DNA molecules. With the exception of the sex-determining DNA molecules, the two DNA molecules that make up a pair contain instructions affecting the same traits. The two DNA molecules making up a pair contain similar sequences of subunits and are similar in length. </li> <li>One member of each pair of DNA molecules contains genetic information from the mother and the other member of the pair contains genetic information from the father. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that some cells in the body may not have an identical set of DNA molecules, because some cells may have DNA that has mutated. </li> <li>Students are not expected to know that some cells in the body (e.g. red blood cells) do not have DNA.. </li> <li>Students are not expected to know specifically where in a cell the DNA is located (e.g., nucleus, mitochondria). </li> <li>Students are not expected to know anything about DNA in viruses, bacteria, plasmids, or polyploidy. </li> </ol>
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      • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>Protein molecules are made up of amino acid subunits linked together in a specific sequence. </li> <li>DNA molecules provide instructions for linking and ordering amino acids to form protein molecules. </li> <li>Each sequence of three nucleotides in a molecule of DNA codes for an amino acid. </li> <li>The set of nucleotides in a DNA molecule that provide instructions for assembling a particular protein molecule from amino acids is called a gene. </li> <li>20 different types of amino acids are used to make protein molecules. </li> <li>A change to the sequence of nucleotides in a gene within a molecule of DNA can alter the protein that is produced. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA can come from insertions, deletions, or substitutions of one or more nucleotide subunits in a DNA molecule. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA are called mutations.<br> </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know the terms: transcription, translation, messenger RNA, transfer RNA, codons, or anticodons. </li> </ol>
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      • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
      • goal_id798
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>Protein molecules are made up of amino acid subunits linked together in a specific sequence. </li> <li>DNA molecules provide instructions for linking and ordering amino acids to form protein molecules. </li> <li>Each sequence of three nucleotides in a molecule of DNA codes for an amino acid. </li> <li>The set of nucleotides in a DNA molecule that provide instructions for assembling a particular protein molecule from amino acids is called a gene. </li> <li>20 different types of amino acids are used to make protein molecules. </li> <li>A change to the sequence of nucleotides in a gene within a molecule of DNA can alter the protein that is produced. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA can come from insertions, deletions, or substitutions of one or more nucleotide subunits in a DNA molecule. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA are called mutations.<br> </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know the terms: transcription, translation, messenger RNA, transfer RNA, codons, or anticodons. </li> </ol>
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      • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>Protein molecules are made up of amino acid subunits linked together in a specific sequence. </li> <li>DNA molecules provide instructions for linking and ordering amino acids to form protein molecules. </li> <li>Each sequence of three nucleotides in a molecule of DNA codes for an amino acid. </li> <li>The set of nucleotides in a DNA molecule that provide instructions for assembling a particular protein molecule from amino acids is called a gene. </li> <li>20 different types of amino acids are used to make protein molecules. </li> <li>A change to the sequence of nucleotides in a gene within a molecule of DNA can alter the protein that is produced. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA can come from insertions, deletions, or substitutions of one or more nucleotide subunits in a DNA molecule. </li> <li>Changes to the sequence of nucleotides in a molecule of DNA are called mutations.<br> </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know the terms: transcription, translation, messenger RNA, transfer RNA, codons, or anticodons. </li> </ol>
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      • ideaGenetic information is encoded in DNA molecules.
      • goal_id798
      • topic_id12
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Genetic (hereditary) information is the set of instructions that specifies the physical and behavioral characteristics of organisms. </li> <li>Genetic information is found in all living organisms. </li> <li>The instructions that specify the physical and behavioral characteristics of organisms are coded in DNA molecules (not in protein, carbohydrate, or fat molecules). </li> <li>DNA molecules are made up of four different types of subunits called nucleotides that are linked together in long chains. </li> <li>The sequence of subunits in a DNA molecule is what encodes the genetic information. </li> <li>DNA is packaged as chromosomes in the cells of organisms. </li> <li>Each chromosome is made of a single DNA molecule. </li> <li>A gene is one or more segments of a DNA molecule that contributes to one or more particular physical and behavioral characteristics. </li> <li>Each chromosome is made of many different genes. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know the names of the nucleotide subunits. </li> <li>Students are not expected to know that DNA is bound to histones and other proteins in chromosomes. </li> </ol>
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      • ideaAll living things contain genes made of DNA, and those genes code for proteins that are responsible for an organism's traits.
      • goal_id897
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      • clarification<p style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:"><i><span style="font-size:12.0pt"><span style="line-height:115%"><span style= "font-family:">Students are expected to know that:</span></span></span></i></span></span></span> </p> <ol> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:"><i><span style="font-size:12.0pt"><span style= "line-height:115%"><span style="font-family:">DNA is present in all organisms.</span></span></span></i></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">DNA is made of a 4-letter code: A, C, G, T.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">A, C, T, G pair together in a specific and predictable way to form a DNA molecule.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Genes are made of DNA molecules.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Genes are responsible for both an organism's physical characteristics and the functions of its cells.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">A core set of genes is required for basic life functions; these are common to all types/domains of organisms.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Genes code for proteins.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Cells make specific proteins by reading the genetic code in specific genes.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="line-height:115%"><span style="font-family:"><i><span style="font-size:12.0pt"><span style= "line-height:115%"><span style="font-family:">Proteins underlie the structure and function of all living things.</span></span></span></i></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Proteins build and operate an organism, working at the molecular, cellular, tissue, and organismal level.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Proteins are made from amino acids, which are the building blocks of proteins.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Different combinations of amino acids make different proteins.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">The sequence of amino acids in a protein determines its structure and function.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">The arrangement of DNA building blocks in a gene specifies the types of amino acids and the order of amino acids in the protein it codes for.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Vastly different organisms make similar proteins.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">All organisms make proteins the same way.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">All cells in an organism contain the same genes, but not all of those genes are used (expressed) by every cell.</span></span></span></i></span></span></span></span> </li> <li style="margin-bottom:.0001pt; margin:0in 0in 10pt"> <span style="font-size:11pt"><span style="tab-stops:list .5in"><span style="line-height:115%"><span style="font-family:"><i><span style= "font-size:12.0pt"><span style="line-height:115%"><span style="font-family:">Organisms can decode the information in each other's genes to build identical proteins.</span></span></span></i></span></span></span></span> </li> </ol> <p> &#160; </p>
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      • ideaGenetic information is encoded in DNA molecules.
      • goal_id798
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Genetic (hereditary) information is the set of instructions that specifies the physical and behavioral characteristics of organisms. </li> <li>Genetic information is found in all living organisms. </li> <li>The instructions that specify the physical and behavioral characteristics of organisms are coded in DNA molecules (not in protein, carbohydrate, or fat molecules). </li> <li>DNA molecules are made up of four different types of subunits called nucleotides that are linked together in long chains. </li> <li>The sequence of subunits in a DNA molecule is what encodes the genetic information. </li> <li>DNA is packaged as chromosomes in the cells of organisms. </li> <li>Each chromosome is made of a single DNA molecule. </li> <li>A gene is one or more segments of a DNA molecule that contributes to one or more particular physical and behavioral characteristics. </li> <li>Each chromosome is made of many different genes. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know the names of the nucleotide subunits. </li> <li>Students are not expected to know that DNA is bound to histones and other proteins in chromosomes. </li> </ol>
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      • ideaGenetic information in the form of DNA molecules is transferred from parents to offspring during reproduction.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>In sexually reproducing organisms, only half of the genetic information of each parent is passed to each of its offspring. </li> <li>During sexual reproduction, parents produce specialized cells called sex cells (e.g., eggs, sperm, pollen) that contain half as many DNA molecules (and, therefore, chromosomes) as are found in the other cells of the organism (body cells). </li> <li>A sex cell from one parent merges with a sex cell from the other parent in a process called fertilization, and the fertilized egg cell has twice as many DNA molecules as the sex cell and the same number of DNA molecules (and, therefore, chromosomes) as the body cells of each parent. </li> <li>The offspring that develop from the single cell that was formed from the combination of the two sex cells have traits of both parents because they have DNA from both parents. </li> <li>In sexually reproducing organisms, traits that are acquired during the lifetime of an organism and affect its body cells (e.g. due to injuries, malnutrition, mutation, weight training) cannot be passed from parent to offspring. Only changes in the DNA of the sex cells of an organism can be inherited by offspring. </li> <li>In asexually reproducing organisms (uni-cellular or multi-cellular), all of the inherited genetic information comes from one parent cell. The offspring’s DNA molecules (and therefore the offspring’s genes and chromosomes) contain the same information as the DNA molecules of the parent. </li> <li>Following asexual reproduction, the genetic information contained in the DNA molecules in the resulting cells is the same as the genetic information in the DNA molecules of the original cell. </li> <li>In both sexually and asexually reproducing organisms, there is no other mechanism by which genetic information is passed to offspring other than by the transfer of DNA. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know that sexual reproduction can involve self-fertilization by a single parent having both male and female sex cells. </li> <li>Students are not expected to know that the amount of genetic material in a sex cell is not exactly half of that found in a body cell due to differences in the sizes of the different sex chromosomes and/or the transmission of the entire mitochondrial DNA molecule. </li> <li>Students are not expected to know that environmental factors interact with DNA at the molecular level to affect the genetic information that is expressed. </li> </ol>
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      • goal_id779
      • topic_id12
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>In sexually reproducing organisms, only half of the genetic information of each parent is passed to each of its offspring. </li> <li>During sexual reproduction, parents produce specialized cells called sex cells (e.g., eggs, sperm, pollen) that contain half as many DNA molecules (and, therefore, chromosomes) as are found in the other cells of the organism (body cells). </li> <li>A sex cell from one parent merges with a sex cell from the other parent in a process called fertilization, and the fertilized egg cell has twice as many DNA molecules as the sex cell and the same number of DNA molecules (and, therefore, chromosomes) as the body cells of each parent. </li> <li>The offspring that develop from the single cell that was formed from the combination of the two sex cells have traits of both parents because they have DNA from both parents. </li> <li>In sexually reproducing organisms, traits that are acquired during the lifetime of an organism and affect its body cells (e.g. due to injuries, malnutrition, mutation, weight training) cannot be passed from parent to offspring. Only changes in the DNA of the sex cells of an organism can be inherited by offspring. </li> <li>In asexually reproducing organisms (uni-cellular or multi-cellular), all of the inherited genetic information comes from one parent cell. The offspring’s DNA molecules (and therefore the offspring’s genes and chromosomes) contain the same information as the DNA molecules of the parent. </li> <li>Following asexual reproduction, the genetic information contained in the DNA molecules in the resulting cells is the same as the genetic information in the DNA molecules of the original cell. </li> <li>In both sexually and asexually reproducing organisms, there is no other mechanism by which genetic information is passed to offspring other than by the transfer of DNA. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know that sexual reproduction can involve self-fertilization by a single parent having both male and female sex cells. </li> <li>Students are not expected to know that the amount of genetic material in a sex cell is not exactly half of that found in a body cell due to differences in the sizes of the different sex chromosomes and/or the transmission of the entire mitochondrial DNA molecule. </li> <li>Students are not expected to know that environmental factors interact with DNA at the molecular level to affect the genetic information that is expressed. </li> </ol>
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      • topic_id12
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>In sexually reproducing organisms, only half of the genetic information of each parent is passed to each of its offspring. </li> <li>During sexual reproduction, parents produce specialized cells called sex cells (e.g., eggs, sperm, pollen) that contain half as many DNA molecules (and, therefore, chromosomes) as are found in the other cells of the organism (body cells). </li> <li>A sex cell from one parent merges with a sex cell from the other parent in a process called fertilization, and the fertilized egg cell has twice as many DNA molecules as the sex cell and the same number of DNA molecules (and, therefore, chromosomes) as the body cells of each parent. </li> <li>The offspring that develop from the single cell that was formed from the combination of the two sex cells have traits of both parents because they have DNA from both parents. </li> <li>In sexually reproducing organisms, traits that are acquired during the lifetime of an organism and affect its body cells (e.g. due to injuries, malnutrition, mutation, weight training) cannot be passed from parent to offspring. Only changes in the DNA of the sex cells of an organism can be inherited by offspring. </li> <li>In asexually reproducing organisms (uni-cellular or multi-cellular), all of the inherited genetic information comes from one parent cell. The offspring’s DNA molecules (and therefore the offspring’s genes and chromosomes) contain the same information as the DNA molecules of the parent. </li> <li>Following asexual reproduction, the genetic information contained in the DNA molecules in the resulting cells is the same as the genetic information in the DNA molecules of the original cell. </li> <li>In both sexually and asexually reproducing organisms, there is no other mechanism by which genetic information is passed to offspring other than by the transfer of DNA. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know that sexual reproduction can involve self-fertilization by a single parent having both male and female sex cells. </li> <li>Students are not expected to know that the amount of genetic material in a sex cell is not exactly half of that found in a body cell due to differences in the sizes of the different sex chromosomes and/or the transmission of the entire mitochondrial DNA molecule. </li> <li>Students are not expected to know that environmental factors interact with DNA at the molecular level to affect the genetic information that is expressed. </li> </ol>
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      • ideaGenetic information in the form of DNA molecules is transferred from parents to offspring during reproduction.
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      • topic_id12
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>In sexually reproducing organisms, only half of the genetic information of each parent is passed to each of its offspring. </li> <li>During sexual reproduction, parents produce specialized cells called sex cells (e.g., eggs, sperm, pollen) that contain half as many DNA molecules (and, therefore, chromosomes) as are found in the other cells of the organism (body cells). </li> <li>A sex cell from one parent merges with a sex cell from the other parent in a process called fertilization, and the fertilized egg cell has twice as many DNA molecules as the sex cell and the same number of DNA molecules (and, therefore, chromosomes) as the body cells of each parent. </li> <li>The offspring that develop from the single cell that was formed from the combination of the two sex cells have traits of both parents because they have DNA from both parents. </li> <li>In sexually reproducing organisms, traits that are acquired during the lifetime of an organism and affect its body cells (e.g. due to injuries, malnutrition, mutation, weight training) cannot be passed from parent to offspring. Only changes in the DNA of the sex cells of an organism can be inherited by offspring. </li> <li>In asexually reproducing organisms (uni-cellular or multi-cellular), all of the inherited genetic information comes from one parent cell. The offspring’s DNA molecules (and therefore the offspring’s genes and chromosomes) contain the same information as the DNA molecules of the parent. </li> <li>Following asexual reproduction, the genetic information contained in the DNA molecules in the resulting cells is the same as the genetic information in the DNA molecules of the original cell. </li> <li>In both sexually and asexually reproducing organisms, there is no other mechanism by which genetic information is passed to offspring other than by the transfer of DNA. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Students are not expected to know that sexual reproduction can involve self-fertilization by a single parent having both male and female sex cells. </li> <li>Students are not expected to know that the amount of genetic material in a sex cell is not exactly half of that found in a body cell due to differences in the sizes of the different sex chromosomes and/or the transmission of the entire mitochondrial DNA molecule. </li> <li>Students are not expected to know that environmental factors interact with DNA at the molecular level to affect the genetic information that is expressed. </li> </ol>
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    • 10
      • shortRH
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      • text<p> <font face="Times New Roman" size="3">Which of the following statements is TRUE about the brain cells, skin cells, and genetic information in an individual human?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">The brain cells contain genetic information, but the skin cells do not.</font> </li> <li> <font face="Times New Roman" size="3">The skin cells contain genetic information, but the brain cells do not.</font> </li> <li> <font face="Times New Roman" size="3">The brain cells and skin cells contain the same genetic information.</font> </li> <li> <font face="Times New Roman" size="3">The brain cells and skin cells contain different genetic information.</font> </li> </ol>
      • version2
      • titleBrain cells and skin cells contain the same genetic information.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesPrevious version camped 3-18-08 This version approved for piloting 4-8-08
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      • answerC
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          • ideaEvery body cell of an individual organism (with a few exceptions) contains an identical set of DNA molecules and, therefore, contains identical genetic information.
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      • text<p> Humans, dogs, and trees are all living things. In which of these organisms would you find DNA molecules? </p> <ol class="itemAnswers item-answers" type="A"> <li>Only in humans </li> <li>Only in humans and dogs </li> <li>In humans, dogs, and trees </li> <li>DNA molecules are not found in any of these organisms </li> </ol>
      • version1
      • titleDNA molecules are found in humans, dogs, and trees.
      • date2019-05-19 11:13:02
      • topic_id12
      • notes[Not camped, reviewed by JER & GDB] This version approved for piloting 4-15-08
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          • ideaGenetic information is encoded in DNA molecules.
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          • ideaAll living things contain genes made of DNA, and those genes code for proteins that are responsible for an organism's traits.
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      • text<p> <font face="Times New Roman" size="3">In sexually reproducing organisms, such as humans, which of the following is TRUE about the DNA in each of the body cells (any cell in the body except a sex cell) of a daughter and her father?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">Less than 50% of the DNA in each of the daughter’s body cells is from her father.</font> </li> <li> <font face="Times New Roman" size="3">Exactly 50% of the DNA in each of the daughter’s body cells is from her father.</font> </li> <li> <font face="Times New Roman" size="3">More than 50% of the DNA in each of the daughter’s body cells is from her father.</font> </li> <li> <font face="Times New Roman" size="3">Each type of body cell in the daughter contains a different amount of DNA from her father.</font> </li> </ol>
      • version1
      • titleIn sexually reproducing organisms such as humans, 50% of the DNA in each of the daughter's body cells is from her father.
      • date2019-05-19 11:13:02
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      • answerB
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      • text<p> <font face="Times New Roman" size="3">In sexually reproducing organisms, such as humans, which of the following is TRUE about how many of a son’s body cells (any cell in the body except a sex cell) contain DNA from his mother?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">A little less than 50% of a son’s body cells contain some DNA from his mother.</font> </li> <li> <font face="Times New Roman" size="3">50% of a son’s body cells contain some DNA from his mother.</font> </li> <li> <font face="Times New Roman" size="3">A little more than 50% of a son’s body cells contain some DNA from his mother.</font> </li> <li> <font face="Times New Roman" size="3">100% of a son’s body cells contain some DNA from his mother.</font> </li> </ol>
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      • title100% of a son's body cells contain some DNA from his mother.
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      • text<p> <font face="Times New Roman" size="3">In sexually reproducing organisms, such as humans, which of the following statements is TRUE about the DNA that is passed from parents to children?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">All of the DNA comes from one of the parents.</font> </li> <li> <font face="Times New Roman" size="3">Half of the DNA comes from each of the parents.</font> </li> <li> <font face="Times New Roman" size="3">Some of the DNA comes from each of the parents, but the amount that comes from each parent cannot be predicted.</font> </li> <li> <font face="Times New Roman" size="3">Sons receive most of their DNA from their fathers, and daughters receive most of their DNA from their mothers.</font> </li> </ol>
      • version1
      • titleIn sexually reproducing organisms such as humans, half of a child's DNA comes from each of the parents.
      • date2019-05-19 11:13:02
      • topic_id12
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      • answerB
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      • contexthow much DNA from each parent?
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        • shortRH
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        • topicReproduction, Genes, and Heredity
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          • id302
          • ideaGenetic information in the form of DNA molecules is transferred from parents to offspring during reproduction.
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      • ownerjflanaga
      • text<p> <font face="Times New Roman" size="3">In sexually reproducing organisms, such as humans, which of the following statements is TRUE about the DNA found in the cells of the children?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">All of the DNA in the cells of the children contains genetic information from just one of the parents.</font> </li> <li> <font face="Times New Roman" size="3">Half of the DNA in the cells of the children contains genetic information from one parent, and half of the DNA contains genetic information from the other parent.</font> </li> <li> <font face="Times New Roman" size="3">Some of the DNA in the cells of the children contains genetic information from each parent, but the amount of DNA containing information from each parent cannot be predicted.</font> </li> <li> <font face="Times New Roman" size="3">Most of the DNA in the cells of the sons contains genetic information from the father, and most of the DNA in the cells of the daughters contains genetic information from the mother.</font> </li> </ol>
      • version1
      • titleChildren inherit half of the DNA in each of their cells from one parent, and half from the other parent.
      • date2019-05-19 11:13:02
      • topic_id12
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      • attribution
      • answerB
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      • contextDNA cells of children sexual rep.
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    • 6
      • id2958
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      • text<p> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">What do DNA and proteins have to do with each other?</span></span> </p> <ol type="A"> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">DNA is a type of protein.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Proteins are a type of DNA.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">DNA provides information for making proteins.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">DNA and proteins have nothing to do with each other.</span></span> </li> </ol>
      • version2
      • titleThe way DNA and proteins are related is that DNA provides information for making proteins.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesCamped 3-6-08 This version approved for piloting 4-15-08 approved for field testing 3-19-09
      • sourceP2061
      • attribution
      • answerC
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      • contextRelationship - DNA and proteins
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          • id303
          • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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    • 7
      • id2960
      • codeRH42-2
      • ownerjflanaga
      • text<p> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">How are proteins made in an organism?</span></span> </p> <ol type="A"> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Smaller subunits are randomly linked together to form proteins.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">A code indicates which smaller subunits get linked together to form proteins.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">A code indicates which larger molecules get broken apart to form proteins.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Organisms eat proteins, but they do not make proteins.</span></span> </li> </ol>
      • version2
      • titleA code indicates which smaller subunits get linked together to form proteins in an organism.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesPrevious version suggested in Item Camp 3-6-08 This version approved for piloting 4-15-08
      • sourceP2061:GDB
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      • answerB
      • answer_typeS
      • response_count4
      • locked0
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      • contextHow proteins made
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        • topicReproduction, Genes, and Heredity
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        • 0
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        • 0
          • id303
          • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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            • id3889
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    • 8
      • id2961
      • codeRH37-2
      • ownerjflanaga
      • text<p> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">What does an organism need in order to make proteins?</span></span> </p> <ol type="A"> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Amino acids and instructions for assembling them</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Amino acids but not instructions for assembling them</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Individual carbon, oxygen, hydrogen, and nitrogen atoms but not instructions for assembling them</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">An organism eats proteins, so it does not need to make them.</span></span> </li> </ol>
      • version2
      • titleTo make proteins in its cells, an animal needs amino acids and instructions for assembling them.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesItem proposed by JER 4-15-08 Notes from meeting: Not sure whether "C" would become part of knowledge students would be expected to know. If it were to be, it would be at the high school level. This will need to be addressed when writing the clarification. approved for field testing 3-19-09
      • sourceP2061: JER
      • attribution
      • answerA
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      • locked0
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      • contextNeeded to make proteins
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      • ItemsNgssLink
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        • 0
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          • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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• meta
  • descriptionNGSS Link LS1.A-H.2: Genetic information is encoded in DNA molecules.
• title_for_layoutTopics ~ Reproduction, Genes, and Heredity ~ NGSS Link LS1.A-H.2
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