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
      • id303
      • codeD
      • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
      • goal_id798
      • topic_id12
      • 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>
      • complexity(null)
      • public1
      • deleted0
• idea_id303
• 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.C-H.2
    • sectionOrganization for Matter and Energy Flow in Organisms
    • textThe sugar molecules thus formed contain carbon, hydrogen, and oxygen: their hydrocarbon backbones are used to make amino acids and other carbon-based molecules that can be assembled into larger molecules (such as proteins or DNA), used for example to form new cells.
    • primaryHS-LS1-6
    • secondaryNone
    • 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">How are proteins made in an organism?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">By linking amino acids together</font> </li> <li> <font face="Times New Roman" size="3">By linking DNA molecules together</font> </li> <li> <font face="Times New Roman" size="3">By linking nucleotides together</font> </li> <li> <font face="Times New Roman" size="3">Proteins are not made in organisms.</font> </li> </ol>
      • version1
      • titleProteins are made in an organism by linking amino acids together.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesCamped 3-6-08 This version approved for piloting 4-15-08
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      • contextHow proteins made
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        • topicReproduction, Genes, and Heredity
        • id12
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        • topic_pubReproduction, Genes, and Heredity
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          • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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      • text<p> <font face="Times New Roman" size="3">Which of the following statements is TRUE?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">DNA is made up of proteins</font> </li> <li> <font face="Times New Roman" size="3">Proteins are made up of DNA</font> </li> <li> <font face="Times New Roman" size="3">DNA is made up of amino acids</font> </li> <li> <font face="Times New Roman" size="3">Proteins are made up of amino acids</font> </li> </ol>
      • version1
      • titleProteins are made up of amino acids.
      • date2019-05-19 11:13:02
      • topic_id12
      • notesCamped 3-6-08 This version approved for piloting 4-15-08 {Although may be too much about terminology rather than concepts}
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        • topicReproduction, Genes, and Heredity
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          • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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      • text<p> Which of the following does DNA provide information for? </p> <ol type="A"> <li>Both the types of amino acids that make up a protein, and the sequence of those amino acids. </li> <li>The types of amino acids that make up a protein molecule, but not the sequence of amino acids. </li> <li>The sequence of amino acids that make up a protein molecule, but not the types of amino acids. </li> <li>Neither the types of amino acids that make up a protein, nor the sequence of those amino acids. </li> </ol>
      • version2
      • titleDNA provides information for both the types and sequence of amino acids that make up a protein molecule.
      • 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
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          • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
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      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
      • goal_id632
      • topic_id14
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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      • ideaAll organisms need food as a source of molecules that provide chemical energy and building materials.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>Food consists of carbon-containing molecules in which carbon atoms are linked to other carbon atoms. </li> <li>Carbon-containing molecules serve as the building materials that all organisms (including plants and animals) use for growth, repair, and replacement of body parts (such as leaves, stems, roots, bones, skin, muscles, and the cells that make up these structures) and provide the chemical energy needed to carry out life functions. </li> <li>If substances do not provide both chemical energy and building material, then they are not food for an organism. </li> <li>Chemical energy from carbon-containing molecules is the only form of energy that organisms can use for carrying out life functions. </li> <li>Carbohydrates (including simple sugars and starch), fats, and proteins are molecules that are food. </li> <li>Light is not food because it is not made of atoms and therefore cannot provide building material, and even though substances such as water, carbon dioxide, oxygen, and various minerals provide atoms for building materials for some types of organisms, they are not food because they do not contain carbon atoms that are linked to other carbon atoms and cannot be used as a source of chemical energy. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>The idea that there are other atoms besides carbon (mainly hydrogen and oxygen atoms) in carbon-containing molecules that are used as food is not part of this key idea. </li> <li>Students are not expected to know what chemical energy is other than it resides in the molecules of substances. </li> <li>Although students are expected to know that any molecule with carbon atoms linked to other carbon atoms could be food for organisms, they are not expected to know which of these other carbon-containing molecules are or are not food for any particular type of organism. </li> </ol>
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      • ideaAll organisms need food as a source of molecules that provide chemical energy and building materials.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>Food consists of carbon-containing molecules in which carbon atoms are linked to other carbon atoms. </li> <li>Carbon-containing molecules serve as the building materials that all organisms (including plants and animals) use for growth, repair, and replacement of body parts (such as leaves, stems, roots, bones, skin, muscles, and the cells that make up these structures) and provide the chemical energy needed to carry out life functions. </li> <li>If substances do not provide both chemical energy and building material, then they are not food for an organism. </li> <li>Chemical energy from carbon-containing molecules is the only form of energy that organisms can use for carrying out life functions. </li> <li>Carbohydrates (including simple sugars and starch), fats, and proteins are molecules that are food. </li> <li>Light is not food because it is not made of atoms and therefore cannot provide building material, and even though substances such as water, carbon dioxide, oxygen, and various minerals provide atoms for building materials for some types of organisms, they are not food because they do not contain carbon atoms that are linked to other carbon atoms and cannot be used as a source of chemical energy. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>The idea that there are other atoms besides carbon (mainly hydrogen and oxygen atoms) in carbon-containing molecules that are used as food is not part of this key idea. </li> <li>Students are not expected to know what chemical energy is other than it resides in the molecules of substances. </li> <li>Although students are expected to know that any molecule with carbon atoms linked to other carbon atoms could be food for organisms, they are not expected to know which of these other carbon-containing molecules are or are not food for any particular type of organism. </li> </ol>
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      • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
      • goal_id798
      • topic_id12
      • 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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      • 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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      • 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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      • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
      • goal_id798
      • topic_id12
      • 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
      • topic_id12
      • 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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    • 7
      • id303
      • codeD
      • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
      • goal_id798
      • topic_id12
      • 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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      • ideaAll living things contain genes made of DNA, and those genes code for proteins that are responsible for an organism's traits.
      • goal_id897
      • topic_id15
      • 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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    • 9
      • id303
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      • ideaDNA molecules provide the cells with instructions for assembling protein molecules from amino acids.
      • goal_id798
      • topic_id12
      • 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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      • ideaThe process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
      • goal_id897
      • topic_id41
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>The reactants of photosynthesis are carbon dioxide molecules and water molecules and the products are glucose molecules and oxygen molecules. </li> <li>During photosynthesis bonds are broken between atoms of carbon dioxide molecules and water molecules and new bonds form to produce glucose molecules and oxygen molecules. </li> <li>The process of photosynthesis requires energy because the energy required to break bonds between carbon dioxide molecules and water molecules is more than the energy released when bonds form to make glucose and oxygen molecules. </li> <li>Light transfers the energy required for photosynthesis from the sun to plants. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that photosynthesis involves two processes: (a) light- dependent reactions in which light drives the synthesis of ATP (and NADPH) and (b) carbon-fixation reactions in which reactions involving ATP (and NADPH) drive the formation of carbon-based molecules from CO2. <p> &#160; </p> </li> </ol>
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      • ideaCellular respiration is a chemical process in which the bonds between atoms of food molecules and oxygen molecules are broken and new compounds are formed. The energy released can drive energy requiring biological processes and help maintain body temperature despite ongoing energy transfer to the surrounding environment.
      • goal_id897
      • topic_id41
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>The reactants of cellular respiration are glucose and oxygen and the products are carbon dioxide and water. </li> <li>During cellular respiration, bonds are broken between atoms of glucose molecules and oxygen molecules and new bonds form to produce carbon dioxide molecules and water molecules. </li> <li>The process of cellular respiration releases energy because the energy released when bonds form between atoms of carbon dioxide and water molecules is greater than the energy required to break bonds of glucose and oxygen molecules. </li> <li>Energy released during cellular respiration can be transferred to energy-requiring chemical reactions, such as those involved in building carbohydrate polymers in plants and protein polymers in animals. </li> <li>Multicellular organisms need energy to move and grow. At the macroscopic level, muscle contraction moves the bones that are attached to muscles. Cellular respiration provides energy for muscle contraction and building muscles in animals and for building body structures in plants. </li> <li>Some of the energy released during cellular respiration is used to produce ATP from ADP and inorganic phosphate (Pi). </li> <li>The chemical reaction that converts ATP to ADP and an inorganic phosphate (Pi) provides the energy input for most energy-requiring processes in living systems, such as muscle contraction (motion) and making polymers for growth and repair. </li> <li>Some of the energy released during cellular respiration is transferred to the cells’ surroundings. </li> <li>Energy released as heat is used to maintain body temperature. </li> <li>In the absence of oxygen, organisms, including humans, can partially break down glucose molecules (to lactic acid), releasing some energy. When oxygen becomes available, the breakdown products can be oxidized to form carbon dioxide and water and release more energy. <ul> <li>During fermentation, molecules from food are partially broken down in cells in the absence of oxygen into smaller molecules (but not completely into carbon dioxide and water). Compared to the chemical reactions that take place during cellular respiration, these reactions result in less ADP being combined with an inorganic phosphate to produce ATP; therefore, less energy is made available during fermentation than during cellular respiration for the chemical reactions that maintain an organism’s body functions. (College Board, S.4.2: Energy Transfer, grades 9-12) </li> </ul> </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know details of the metabolic pathways for glycolysis or cellular respiration or where they occur in cells. </li> <li>Students are not expected to know the mechanism by which a chemical reaction involving ATP transfers energy to various energy-requiring biological processes. For example, they are not expected to know that the coupling mechanism for muscle contraction involves a single-step hydrolysis reaction that causes muscle proteins to toggle between two conformations. Nor are they expected to know that in most cases where ATP provides energy for chemical reactions in living organisms, the mechanism involves two steps—one, where the phosphate is transferred from ATP to an enzyme, and a second where the enzyme transfers the phosphate to another molecule (e.g., glucose). Students are not expected to know that ATP does not react with water in these reactions. (See Lehninger: Principles of Biochemistry Third Edition for a more complete explanation.) </li> </ol> <p> <em>Note on inclusion of ATP:</em> </p> <p> The college board includes the following ideas about the role of ATP in energy transfer in cells: </p> <ul> <li>The transfer of energy within living systems involves chemical reactions among ATP, H2O, ADP and an inorganic phosphate. The conversion of ATP to ADP and an inorganic phosphate drives other essential reactions in living systems. (College Board, S.4.2: Energy Transfer, grades 9-12) </li> <li>During cellular respiration, molecules from food — mainly sugars and fats — are converted in the presence of oxygen into carbon dioxide and water, and the chemical energy of that reaction is used to combine ADP and an inorganic phosphate to make ATP. (College Board, S.4.2: Energy Transfer, grades 9-12) </li> </ul> <p> &#160; </p>
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      • id424
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      • ideaCellular respiration is a chemical process in which the bonds between atoms of food molecules and oxygen molecules are broken and new compounds are formed. The energy released can drive energy requiring biological processes and help maintain body temperature despite ongoing energy transfer to the surrounding environment.
      • goal_id897
      • topic_id41
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>The reactants of cellular respiration are glucose and oxygen and the products are carbon dioxide and water. </li> <li>During cellular respiration, bonds are broken between atoms of glucose molecules and oxygen molecules and new bonds form to produce carbon dioxide molecules and water molecules. </li> <li>The process of cellular respiration releases energy because the energy released when bonds form between atoms of carbon dioxide and water molecules is greater than the energy required to break bonds of glucose and oxygen molecules. </li> <li>Energy released during cellular respiration can be transferred to energy-requiring chemical reactions, such as those involved in building carbohydrate polymers in plants and protein polymers in animals. </li> <li>Multicellular organisms need energy to move and grow. At the macroscopic level, muscle contraction moves the bones that are attached to muscles. Cellular respiration provides energy for muscle contraction and building muscles in animals and for building body structures in plants. </li> <li>Some of the energy released during cellular respiration is used to produce ATP from ADP and inorganic phosphate (Pi). </li> <li>The chemical reaction that converts ATP to ADP and an inorganic phosphate (Pi) provides the energy input for most energy-requiring processes in living systems, such as muscle contraction (motion) and making polymers for growth and repair. </li> <li>Some of the energy released during cellular respiration is transferred to the cells’ surroundings. </li> <li>Energy released as heat is used to maintain body temperature. </li> <li>In the absence of oxygen, organisms, including humans, can partially break down glucose molecules (to lactic acid), releasing some energy. When oxygen becomes available, the breakdown products can be oxidized to form carbon dioxide and water and release more energy. <ul> <li>During fermentation, molecules from food are partially broken down in cells in the absence of oxygen into smaller molecules (but not completely into carbon dioxide and water). Compared to the chemical reactions that take place during cellular respiration, these reactions result in less ADP being combined with an inorganic phosphate to produce ATP; therefore, less energy is made available during fermentation than during cellular respiration for the chemical reactions that maintain an organism’s body functions. (College Board, S.4.2: Energy Transfer, grades 9-12) </li> </ul> </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know details of the metabolic pathways for glycolysis or cellular respiration or where they occur in cells. </li> <li>Students are not expected to know the mechanism by which a chemical reaction involving ATP transfers energy to various energy-requiring biological processes. For example, they are not expected to know that the coupling mechanism for muscle contraction involves a single-step hydrolysis reaction that causes muscle proteins to toggle between two conformations. Nor are they expected to know that in most cases where ATP provides energy for chemical reactions in living organisms, the mechanism involves two steps—one, where the phosphate is transferred from ATP to an enzyme, and a second where the enzyme transfers the phosphate to another molecule (e.g., glucose). Students are not expected to know that ATP does not react with water in these reactions. (See Lehninger: Principles of Biochemistry Third Edition for a more complete explanation.) </li> </ol> <p> <em>Note on inclusion of ATP:</em> </p> <p> The college board includes the following ideas about the role of ATP in energy transfer in cells: </p> <ul> <li>The transfer of energy within living systems involves chemical reactions among ATP, H2O, ADP and an inorganic phosphate. The conversion of ATP to ADP and an inorganic phosphate drives other essential reactions in living systems. (College Board, S.4.2: Energy Transfer, grades 9-12) </li> <li>During cellular respiration, molecules from food — mainly sugars and fats — are converted in the presence of oxygen into carbon dioxide and water, and the chemical energy of that reaction is used to combine ADP and an inorganic phosphate to make ATP. (College Board, S.4.2: Energy Transfer, grades 9-12) </li> </ul> <p> &#160; </p>
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      • ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
      • goal_id897
      • topic_id41
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>To build body structures for growth and repair, plants use glucose monomers to make carbohydrate polymers and water molecules. Carbohydrate polymers can also be stored in seeds for their offspring. </li> <li>Plants and some other organisms can use glucose molecules and a source of nitrogen atoms to make amino acids monomers. </li> <li>Plants can use the amino acids monomers to build protein polymers that can be used immediately or stored (in seeds) for their offspring. </li> <li>Organisms that eat plants can use carbohydrate and protein polymers as a source of glucose and amino acid monomers needed to build their body structures. </li> <li>The large carbon-based molecules (polymers) that make up animal body structures are made up of the same types of small carbon-based molecules (monomers) as the food an animal eats but differ in the specific monomer composition and arrangement. Hence, they are different molecules. </li> <li>These molecules, mainly protein, carbohydrate, and fat polymers, are broken down in the digestive system into smaller carbon-based molecules (monomers) such as amino acids, glucose, and fatty acids, during chemical reactions with water molecules. </li> <li>Within body cells, the monomers can react with one another to form polymer molecules that become part of the animal’s body. Water molecules are also produced during polymer formation. </li> <li>When organisms grow or repair, they increase in mass. Atoms are conserved when organisms grow: The increase in measured mass comes from the incorporation of atoms from molecules that were originally outside of the organism’s body. </li> <li>Energy is required to form proteins and water from amino acids. </li> <li>Energy is required to form carbohydrate polymers and water from glucose molecules. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that protein digestion does not release sufficient energy for ATP synthesis and that the energy released during digestion is all transferred to the surroundings as heat. </li> <li>Students are not expected to know that protein synthesis requires much more energy than is released during protein digestion or that the reason is because cells need to correctly sequence the amino acids, which requires synthesis and maintenance of ribosomes. </li> </ol>
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      • topicMatter and Energy in Living Systems
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      • 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>
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          • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • text<p> What does the information in DNA molecules provide instructions for? </p> <ol class="itemAnswers" type="A"> <li>Assembling amino acids into protein molecules </li> <li>Assembling protein molecules into amino acids </li> <li>Rearranging genes into protein molecules </li> <li>Rearranging genes into traits </li> </ol>
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      • titleThe information in DNA molecules provides instructions for assembling amino acids into protein molecules.
      • date2019-05-19 11:13:02
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      • notesCamped 3-6-08 This version approved for piloting 4-15-08
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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> Over the course of 7 weeks, a baby mouse with a mass of 0.5 grams grows into an adult mouse with a mass of 19 grams. Where does the additional 18.5 grams of mass in the animal’s body come from? </p> <ol class="itemAnswers" type="A"> <li>The mouse gains mass from atoms it creates. As it grows, its body uses energy from the molecules that make up its food to create these atoms. </li> <li>The mouse gains mass from the atoms of newly created cells. As it grows, its cells divide, increasing the total number of atoms. </li> <li>The mouse gains mass from the atoms that make up the molecules in its food. As it grows, these atoms become part of body structures. </li> <li>The mouse gains mass from the atoms that make up the molecules in its food. As it grows, these molecules are kept inside the mouse’s body but do not become a part of it. </li> </ol>
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      • titleWhen a mouse grows, its increased mass comes from atoms of molecules from its food that were incorporated into its body structures.
      • date2019-08-30 15:31:16
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          • 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.
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          • ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
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      • text<p> Which of the following does DNA provide information for? </p> <ol class="itemAnswers" type="A"> <li>Both the types of amino acids that make up a protein, and the sequence of those amino acids </li> <li>The types of amino acids that make up a protein molecule, but not the sequence of amino acids </li> <li>The sequence of amino acids that make up a protein molecule, but not the types of amino acids </li> <li>Neither the types of amino acids that make up a protein, nor the sequence of those amino acids </li> </ol>
      • version3
      • titleDNA provides information for both the types and sequence of amino acids that make up a protein molecule.
      • 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 Used for evolution RCT 08/2017
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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> Scientists were testing a new food for laboratory rats. They were trying to find out what happens to the food after it is eaten by the rats. To help them conduct their research, they fed the rats food that contained amino acids that had radioactively “labeled” carbon atoms. The radioactive label allowed the scientists to track where the carbon atoms ended up after the rat ate the food. </p> <p> The scientists collected the rats’ waste products over three days and analyzed them to see how many of the labeled carbon atoms were in the rats' waste products. The scientist then analyzed the rats’ bodies to see how many of the labeled carbon atoms were in the rats' body structures. Where did the scientist find labeled carbon atoms? </p> <ol class="itemAnswers" type="A"> <li>The scientists found labeled carbon atoms in both the body structures and the waste products. </li> <li>The scientists found labeled carbon atoms in the body structures but not the waste products. </li> <li>The scientists found labeled carbon atoms in the waste products but not the body structures. </li> <li>The scientists did not find labeled carbon atoms in either the waste products or the body structures. </li> </ol>
      • version3
      • titleWhen scientists fed laboratory rats food with labeled carbon atoms, they found the labeled carbon atoms in both the rats’ waste products and body structures.
      • date2019-08-30 15:27:14
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      • contextLabeled carbon rats
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          • titleMEGA Project
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          • 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.
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          • ideaCellular respiration is a chemical process in which the bonds between atoms of food molecules and oxygen molecules are broken and new compounds are formed. The energy released can drive energy requiring biological processes and help maintain body temperature despite ongoing energy transfer to the surrounding environment.
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          • ideaThe process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
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      • text<p> An energy transfer model shows the direction of energy transfer between two systems. Each box in the model represents a system and the thick arrow between the boxes represents the direction of energy transfer. Each box represents a chemical reaction or process that either gives off or takes in energy. Processes that give off energy are represented with a curved arrow pointing down, and processes that take in energy are represented by a curved arrow pointing up. </p> <p> Which of the following transfer models illustrates how an animal gets the energy needed to build body structures? </p> <ol class="itemAnswers" type="A"> <li> <img alt="" src="http://test.p2061.org/items/media/uploads/image/Energy_in_Biology/body%20structures%20ETM-A.jpg" style="width: 662px; height: 150px;"> </li> <li> <img alt="" src="http://test.p2061.org/items/media/uploads/image/Energy_in_Biology/body%20structures%20ETM-B.jpg" style="width: 661px; height: 150px;"> </li> <li> <img alt="" src="http://test.p2061.org/items/media/uploads/image/Energy_in_Biology/body%20structures%20ETM-C.jpg" style="width: 654px; height: 150px;"> </li> <li> <img alt="" src="http://test.p2061.org/items/media/uploads/image/Energy_in_Biology/body%20structures%20ETM-D.jpg" style="width: 653px; height: 150px;"> </li> </ol>
      • version3
      • titleWhen animals build body structures, the energy-releasing chemical reaction between glucose + oxygen to produce carbon dioxide + water transfers energy to the energy-requiring reaction between amino acids to build proteins + water.
      • date2019-08-30 15:27:42
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          • 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.
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  • descriptionNGSS Link LS1.C-H.2: Plants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
• title_for_layoutTopics ~ Matter and Energy in Living Systems ~ NGSS Link LS1.C-H.2
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