Science Assessment

RH019003

The way DNA and proteins are related is that DNA provides information for making proteins.

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<p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>",
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	"topic" => "Processes that shape the earth/Plate Tectonics Version II",
	"id" => "27",
	"topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style="">&nbsp; </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>",
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	"short" => "RH",
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	"topic" => "Reproduction, Genes, and Heredity",
	"id" => "12",
	"topic_info" => "",
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	"topic_pub" => "Reproduction, Genes, and Heredity",
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	"short" => "SC",
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	"topic" => "Substances, Chemical Reactions, and Conservation",
	"id" => "6",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter.  Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed.  Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving.  Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps.  The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>",
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	"short" => "WC",
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	"topic" => "Weather and Climate I: Basic Elements",
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	"topic_pub" => "Weather and Climate I: Basic Elements",
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	"topic" => "Weather and Climate II: Seasonal Differences",
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	"description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study.  The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. 
<br><br>
The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect.  Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.",
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	"internal_notes" => "This tab is currently only visible to administrators. <br>",
	"description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. 
<br><br>
The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.",
	"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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	"title" => "Linguistics Project",
	"internal_notes" => "This tab is currently only visible to administrators.",
	"description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference.
<br><br>
We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them.
<br><br>
We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance.
<br><br>
Under this tab, you will find a variety of materials from this study. These include:
<br><br>
• A final technical report of the study, which describes the study and its results in their entirety.
<br><br>
• A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students.
<br><br>
• Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics.
<br><br>
• A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items.
<br><br>
• Conference presentations made throughout the course of the project",
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	"section" => "Inheritance of Traits",
	"text" => "Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.",
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	"id" => "5028",
	"code" => "RH19-3",
	"owner" => "jhardcastle",
	"text" => "<p>
  What do DNA and proteins have to do with each other?
</p>
<ol class="itemAnswers"
    type="A">
  <li>DNA is a type of protein.
  </li>
  <li>Proteins are a type of DNA.
  </li>
  <li>DNA provides information for making proteins.
  </li>
  <li>DNA and proteins have nothing to do with each other.
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	"version" => "3",
	"title" => "The way DNA and proteins are related is that DNA provides information for making proteins.",
	"date" => "2019-05-19 11:13:02",
	"topic_id" => "12",
	"notes" => "Edited 08/2016",
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	"owner" => "jhardcastle",
	"text" => "<p>
  Which of the following describes genes?
</p>
<ol class="itemAnswers"
    type="A">
  <li>Genes are protein molecules.
  </li>
  <li>Genes are segments of DNA molecules.
  </li>
  <li>Genes are sequences of amino acid molecules.
  </li>
  <li>Genes are traits, not molecules.
  </li>
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	"version" => "3",
	"title" => "Genes are segments of DNA molecules.",
	"date" => "2019-05-19 11:13:02",
	"topic_id" => "36",
	"notes" => "Revised Jan 2014 and August 2017",
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	"owner" => "jhardcastle",
	"text" => "<p>
  <strong>Observation:</strong> Scientists introduce a copy of the GFP (green fluorescent protein) gene into the DNA of a frog embryo to make a frog that glows green.
  They notice that only the frog’s muscles but none of the other cells glow green.
</p>
<p>
  <strong>Question:</strong> Why do only the muscles of the frog glow green?
</p>
<p style="text-align: center;">
  <img alt=""
     src="http://flora.p2061.org/items/media/uploads/image/GSLC_Evolution_Heredity/FrogGFP.png"
     style="width: 448px; height: 200px;">
</p>
<p style="text-align: center;">
  <sub>Left: A genetically engineered frog with the GFP gene. Right: The same frog under a light that makes the GFP glow. Image from Lim et al. (2004)</sub>
</p>
<p>
  <strong>Claim:</strong> Only the muscles glow green because the GFP gene is turned on only in muscle cells and is turned off in all the other cell types.
</p>
<p>
  <strong>Evidence:</strong> Several of the frog’s different cell types were examined for the presence of the GFP gene and GFP protein. The GFP gene was found in
  every cell type tested, but GFP protein was detected only in muscle cells. Which of the following statements provides the best reasoning to justify why the evidence
  supports the claim?
</p>
<ol class="itemAnswers"
    type="A">
  <li>The GFP gene is found in every cell because multicellular organisms develop from a single cell. Therefore, in multicellular organisms all of an individual’s
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  </li>
  <li>The same genes are present in all cell types of an organism, but not all genes are turned on in those different cell types. Different cell types turn on
  different genes. This means that, if GFP protein is found only in muscle cells, it is because the GFP gene is turned on only in those cells.
  </li>
  <li>Not all cells are identical. There are different cell types that are able to perform different functions in the body.
  </li>
  <li>Genetic switches are segments of DNA that respond to cellular signals to turn genes on or off.
  </li>
</ol>",
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  Which of the following describes genes?
</p>
<ol class="itemAnswers"
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  <li>Genes are protein molecules.
  </li>
  <li>Genes are segments of DNA molecules.
  </li>
  <li>Genes are sequences of amino acid molecules.
  </li>
  <li>Genes are traits, not molecules.
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	"answer" => "B",
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include - APP/views/ngss_links/view.ctp, line 178
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DebugView::_render() - APP/plugins/debug_kit/views/debug.php, line 43
View::render() - CORE/cake/libs/view/view.php, line 431
DebugView::render() - APP/plugins/debug_kit/views/debug.php, line 85
Controller::render() - CORE/cake/libs/controller/controller.php, line 909
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Dispatcher::dispatch() - CORE/cake/dispatcher.php, line 171
[main] - APP/webroot/index.php, line 86

Notice (8): Undefined offset: 36 [APP/views/ngss_links/view.ctp, line 181]
Code | Context
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	"short_pub" => "AE",
	"topic" => "Argumentation and Evolution",
	"id" => "44",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Argumentation and Evolution",
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	"id" => "47",
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	"public_pr" => "1",
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	"id" => "5",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory.  Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion.  Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps.  The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE:  Students are not expected to recognize names or representations of specific atoms or molecules.  Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>",
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	"topic" => "Nature of Science: Control of Variables",
	"id" => "20",
	"topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science.  It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>",
	"public_pr" => "0",
	"topic_pub" => "Control of Variables",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "4"
),
	array(
	"short" => "EC",
	"short_pub" => "EC",
	"topic" => "Energy Changes",
	"id" => "50",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy Changes",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
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	array(
	"short" => "EB",
	"short_pub" => "EB",
	"topic" => "Energy in Biology Curriculum Project",
	"id" => "41",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy in Biology",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "2"
),
	array(
	"short" => "EG",
	"short_pub" => "EG",
	"topic" => "Forms of Energy",
	"id" => "28",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map.  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark).  Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution:  The emphasis here is not on learning the names of the forms of energy.  The labels are used to help us keep track of the energy. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
	"public_pr" => "0",
	"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
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	array(
	"short" => "NG",
	"short_pub" => "NG",
	"topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy",
	"id" => "29",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11).  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks).  Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
	"public_pr" => "0",
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	array(
	"short" => "RG",
	"short_pub" => "RG",
	"topic" => "Energy Instrument Development Project",
	"id" => "35",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
	"public_items" => "1",
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	array(
	"short" => "ES",
	"short_pub" => "ES",
	"topic" => "Evolution & Shared Biochemistry",
	"id" => "43",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Evolution & Shared Biochemistry",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "2"
),
	array(
	"short" => "EN",
	"short_pub" => "EN",
	"topic" => "Natural Selection",
	"id" => "15",
	"topic_info" => "",
	"public_pr" => "0",
	"topic_pub" => "Evolution and Natural Selection",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "2"
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<div>
<p>This topic centers on Newton&rsquo;s Laws of Motion, and in particular, Newton&rsquo;s 2<sup>nd</sup> Law.  Students are expected to apply Newton&rsquo;s 2<sup>nd</sup> Law to a variety of forces and motions.&nbsp; This topic&rsquo;s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p>
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	"topic_info" => "<p class="MsoNormal">  </p>
<p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style="">&nbsp; </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style="">&nbsp; </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style="">&nbsp; </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style="">&nbsp; </span><o:p></o:p></span></font></p>
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	"topic" => "Processes that shape the earth/Plate Tectonics Version II",
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	"topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style="">&nbsp; </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>",
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	"id" => "12",
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	"topic" => "Substances, Chemical Reactions, and Conservation",
	"id" => "6",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter.  Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed.  Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving.  Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps.  The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>",
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	"short" => "WC",
	"short_pub" => "WC",
	"topic" => "Weather and Climate I: Basic Elements",
	"id" => "3",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weather and Climate I: Basic Elements",
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	"topic" => "Weather and Climate II: Seasonal Differences",
	"id" => "32",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weather and Climate II: Seasonal Differences",
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	"id" => "26",
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	"description" => "The goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.",
	"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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	array(
	"id" => "4",
	"title" => "THSB Project",
	"internal_notes" => "This tab is currently only visible to administrators.",
	"description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study.  The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. 
<br><br>
The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect.  Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.",
	"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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	array(
	"id" => "5",
	"title" => "MEGA Project",
	"internal_notes" => "This tab is currently only visible to administrators. <br>",
	"description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. 
<br><br>
The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.",
	"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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	"title" => "Linguistics Project",
	"internal_notes" => "This tab is currently only visible to administrators.",
	"description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference.
<br><br>
We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them.
<br><br>
We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance.
<br><br>
Under this tab, you will find a variety of materials from this study. These include:
<br><br>
• A final technical report of the study, which describes the study and its results in their entirety.
<br><br>
• A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students.
<br><br>
• Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics.
<br><br>
• A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items.
<br><br>
• Conference presentations made throughout the course of the project",
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	"id" => "421",
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	"code" => "LS3.A-H.1",
	"section" => "Inheritance of Traits",
	"text" => "Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.",
	"primary" => "HS-LS3-1",
	"secondary" => "None",
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	"description" => "NGSS Link LS3.A-H.1: Every body cell  of an individual organism (with a few exceptions) contains an identical set of DNA molecules and, therefore, contains identical genetic information. "
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$title_for_layout	=	"Topics ~ Reproduction, Genes, and Heredity ~ NGSS Link LS3.A-H.1"
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	array(
	"id" => "5028",
	"code" => "RH19-3",
	"owner" => "jhardcastle",
	"text" => "<p>
  What do DNA and proteins have to do with each other?
</p>
<ol class="itemAnswers"
    type="A">
  <li>DNA is a type of protein.
  </li>
  <li>Proteins are a type of DNA.
  </li>
  <li>DNA provides information for making proteins.
  </li>
  <li>DNA and proteins have nothing to do with each other.
  </li>
</ol>",
	"version" => "3",
	"title" => "The way DNA and proteins are related is that DNA provides information for making proteins.",
	"date" => "2019-05-19 11:13:02",
	"topic_id" => "12",
	"notes" => "Edited 08/2016",
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	array(
	"id" => "5308",
	"code" => "EM41-3",
	"owner" => "jhardcastle",
	"text" => "<p>
  Which of the following describes genes?
</p>
<ol class="itemAnswers"
    type="A">
  <li>Genes are protein molecules.
  </li>
  <li>Genes are segments of DNA molecules.
  </li>
  <li>Genes are sequences of amino acid molecules.
  </li>
  <li>Genes are traits, not molecules.
  </li>
</ol>",
	"version" => "3",
	"title" => "Genes are segments of DNA molecules.",
	"date" => "2019-05-19 11:13:02",
	"topic_id" => "36",
	"notes" => "Revised Jan 2014 and August 2017",
	"source" => "",
	"attribution" => "",
	"answer" => "B",
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	"context" => "genes describe",
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),
	array(
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	"text" => "<p>
  <strong>Observation:</strong> Scientists introduce a copy of the GFP (green fluorescent protein) gene into the DNA of a frog embryo to make a frog that glows green.
  They notice that only the frog’s muscles but none of the other cells glow green.
</p>
<p>
  <strong>Question:</strong> Why do only the muscles of the frog glow green?
</p>
<p style="text-align: center;">
  <img alt=""
     src="http://flora.p2061.org/items/media/uploads/image/GSLC_Evolution_Heredity/FrogGFP.png"
     style="width: 448px; height: 200px;">
</p>
<p style="text-align: center;">
  <sub>Left: A genetically engineered frog with the GFP gene. Right: The same frog under a light that makes the GFP glow. Image from Lim et al. (2004)</sub>
</p>
<p>
  <strong>Claim:</strong> Only the muscles glow green because the GFP gene is turned on only in muscle cells and is turned off in all the other cell types.
</p>
<p>
  <strong>Evidence:</strong> Several of the frog’s different cell types were examined for the presence of the GFP gene and GFP protein. The GFP gene was found in
  every cell type tested, but GFP protein was detected only in muscle cells. Which of the following statements provides the best reasoning to justify why the evidence
  supports the claim?
</p>
<ol class="itemAnswers"
    type="A">
  <li>The GFP gene is found in every cell because multicellular organisms develop from a single cell. Therefore, in multicellular organisms all of an individual’s
  cells have the same DNA.
  </li>
  <li>The same genes are present in all cell types of an organism, but not all genes are turned on in those different cell types. Different cell types turn on
  different genes. This means that, if GFP protein is found only in muscle cells, it is because the GFP gene is turned on only in those cells.
  </li>
  <li>Not all cells are identical. There are different cell types that are able to perform different functions in the body.
  </li>
  <li>Genetic switches are segments of DNA that respond to cellular signals to turn genes on or off.
  </li>
</ol>",
	"version" => "3",
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	"ItemsNgssLink" => array(),
	"Topic" => array(),
	"Project" => array(),
	"Idea" => array()
)
)
$item	=	array(
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	"owner" => "jhardcastle",
	"text" => "<p>
  Which of the following describes genes?
</p>
<ol class="itemAnswers"
    type="A">
  <li>Genes are protein molecules.
  </li>
  <li>Genes are segments of DNA molecules.
  </li>
  <li>Genes are sequences of amino acid molecules.
  </li>
  <li>Genes are traits, not molecules.
  </li>
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	"ngss_notes" => "",
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	"Topic" => array(
	"short" => "EM",
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	"Project" => array(
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	"Idea" => array(
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$project	=	array(
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Debugger::handleError() - CORE/cake/libs/debugger.php, line 306
include - APP/views/ngss_links/view.ctp, line 181
View::_render() - CORE/cake/libs/view/view.php, line 736
DebugView::_render() - APP/plugins/debug_kit/views/debug.php, line 43
View::render() - CORE/cake/libs/view/view.php, line 431
DebugView::render() - APP/plugins/debug_kit/views/debug.php, line 85
Controller::render() - CORE/cake/libs/controller/controller.php, line 909
Dispatcher::_invoke() - CORE/cake/dispatcher.php, line 207
Dispatcher::dispatch() - CORE/cake/dispatcher.php, line 171
[main] - APP/webroot/index.php, line 86

Notice (8): Undefined offset: 40 [APP/views/ngss_links/view.ctp, line 178]
Code | Context
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HtmlToolbarHelper::$Html = HtmlHelper object
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AjaxHelper::$helpers = array
AjaxHelper::$Html = HtmlHelper object
AjaxHelper::$Javascript = JavascriptHelper object
AjaxHelper::$callbacks = array
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AjaxHelper::$dragOptions = array
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AjaxHelper::$__cleaned = NULL
AjaxHelper::$Form = FormHelper object
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HtmlHelper::$_crumbs = array
HtmlHelper::$__includedScripts = array
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HtmlHelper::$argSeparator = NULL
HtmlHelper::$validationErrors = NULL
HtmlHelper::$__tainted = NULL
HtmlHelper::$__cleaned = NULL
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	"id" => "44",
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	"short_pub" => "AM",
	"topic" => "Atoms, Molecules, and States of Matter",
	"id" => "5",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory.  Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion.  Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps.  The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE:  Students are not expected to recognize names or representations of specific atoms or molecules.  Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>",
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	"topic_pub" => "Atoms, Molecules, and States of Matter",
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	"short_pub" => "CE",
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	"public_pr" => "1",
	"topic_pub" => "Cells",
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),
	array(
	"short" => "CV",
	"short_pub" => "CV",
	"topic" => "Nature of Science: Control of Variables",
	"id" => "20",
	"topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science.  It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>",
	"public_pr" => "0",
	"topic_pub" => "Control of Variables",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "4"
),
	array(
	"short" => "EC",
	"short_pub" => "EC",
	"topic" => "Energy Changes",
	"id" => "50",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy Changes",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "3"
),
	array(
	"short" => "EB",
	"short_pub" => "EB",
	"topic" => "Energy in Biology Curriculum Project",
	"id" => "41",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy in Biology",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "2"
),
	array(
	"short" => "EG",
	"short_pub" => "EG",
	"topic" => "Forms of Energy",
	"id" => "28",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map.  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark).  Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution:  The emphasis here is not on learning the names of the forms of energy.  The labels are used to help us keep track of the energy. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
	"public_pr" => "0",
	"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
	"public_items" => "1",
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	"short" => "NG",
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	"topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy",
	"id" => "29",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11).  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks).  Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
	"public_pr" => "0",
	"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
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	"short" => "RG",
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	"topic" => "Energy Instrument Development Project",
	"id" => "35",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
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	"short" => "ES",
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	"topic" => "Evolution & Shared Biochemistry",
	"id" => "43",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Evolution & Shared Biochemistry",
	"public_items" => "1",
	"idea_notes" => null,
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	"topic" => "Natural Selection",
	"id" => "15",
	"topic_info" => "",
	"public_pr" => "0",
	"topic_pub" => "Evolution and Natural Selection",
	"public_items" => "1",
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	"id" => "9",
	"topic_info" => "<div>
<div>
<p>This topic centers on Newton&rsquo;s Laws of Motion, and in particular, Newton&rsquo;s 2<sup>nd</sup> Law.  Students are expected to apply Newton&rsquo;s 2<sup>nd</sup> Law to a variety of forces and motions.&nbsp; This topic&rsquo;s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p>
<br/>
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</div>",
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	"topic" => "Basic Functions in Humans",
	"id" => "16",
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	"public_pr" => "1",
	"topic_pub" => "Human Body Systems",
	"public_items" => "1",
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	"topic" => "Interdependence, Diversity, and Survival",
	"id" => "11",
	"topic_info" => "<p class="MsoNormal">  </p>
<p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style="">&nbsp; </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style="">&nbsp; </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style="">&nbsp; </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style="">&nbsp; </span><o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>",
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	"topic" => "Matter and Energy in Living Systems",
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<p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>",
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	"topic_pub" => "Models",
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	"topic" => "Processes that shape the earth/Plate Tectonics Version II",
	"id" => "27",
	"topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style="">&nbsp; </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>",
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	"topic_pub" => "Plate Tectonics",
	"public_items" => "1",
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	"short" => "RH",
	"short_pub" => "RH",
	"topic" => "Reproduction, Genes, and Heredity",
	"id" => "12",
	"topic_info" => "",
	"public_pr" => "0",
	"topic_pub" => "Reproduction, Genes, and Heredity",
	"public_items" => "1",
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	"short" => "SC",
	"short_pub" => "SC",
	"topic" => "Substances, Chemical Reactions, and Conservation",
	"id" => "6",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter.  Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed.  Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving.  Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps.  The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>",
	"public_pr" => "1",
	"topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
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	"short" => "WC",
	"short_pub" => "WC",
	"topic" => "Weather and Climate I: Basic Elements",
	"id" => "3",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weather and Climate I: Basic Elements",
	"public_items" => "1",
	"idea_notes" => null,
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	"short" => "CL",
	"short_pub" => "CL",
	"topic" => "Weather and Climate II: Seasonal Differences",
	"id" => "32",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weather and Climate II: Seasonal Differences",
	"public_items" => "1",
	"idea_notes" => null,
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	"category_id" => "1"
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	"short" => "WE",
	"short_pub" => "WE",
	"topic" => "Weathering, Erosion, and Deposition",
	"id" => "26",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weathering, Erosion, and Deposition",
	"public_items" => "1",
	"idea_notes" => null,
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	"internal_notes" => "",
	"description" => "The goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.",
	"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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	array(
	"id" => "4",
	"title" => "THSB Project",
	"internal_notes" => "This tab is currently only visible to administrators.",
	"description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study.  The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. 
<br><br>
The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect.  Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.",
	"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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	array(
	"id" => "5",
	"title" => "MEGA Project",
	"internal_notes" => "This tab is currently only visible to administrators. <br>",
	"description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. 
<br><br>
The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.",
	"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
	"complexity" => "0",
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	"control" => "0",
	"treatment" => "1",
	"deleted" => "0"
),
	array(
	"id" => "7",
	"title" => "Linguistics Project",
	"internal_notes" => "This tab is currently only visible to administrators.",
	"description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference.
<br><br>
We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them.
<br><br>
We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance.
<br><br>
Under this tab, you will find a variety of materials from this study. These include:
<br><br>
• A final technical report of the study, which describes the study and its results in their entirety.
<br><br>
• A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students.
<br><br>
• Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics.
<br><br>
• A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items.
<br><br>
• Conference presentations made throughout the course of the project",
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	"id" => "421",
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	"code" => "LS3.A-H.1",
	"section" => "Inheritance of Traits",
	"text" => "Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.",
	"primary" => "HS-LS3-1",
	"secondary" => "None",
	"address" => "http://www.nextgenscience.org/dci-arrangement/hs-ls3-heredity-inheritance-and-variation-traits",
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$meta	=	array(
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  What do DNA and proteins have to do with each other?
</p>
<ol class="itemAnswers"
    type="A">
  <li>DNA is a type of protein.
  </li>
  <li>Proteins are a type of DNA.
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  <li>DNA provides information for making proteins.
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  <li>DNA and proteins have nothing to do with each other.
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	"version" => "3",
	"title" => "The way DNA and proteins are related is that DNA provides information for making proteins.",
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</p>
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  <li>Genes are protein molecules.
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  <li>Genes are segments of DNA molecules.
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  <li>Genes are sequences of amino acid molecules.
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  <li>Genes are traits, not molecules.
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</ol>",
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</p>
<p>
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</p>
<p style="text-align: center;">
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<p style="text-align: center;">
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<p>
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</p>
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</p>
<p style="text-align: center;">
  <img alt=""
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<p>
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DebugView::_render() - APP/plugins/debug_kit/views/debug.php, line 43
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	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
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	array(
	"short" => "AM",
	"short_pub" => "AM",
	"topic" => "Atoms, Molecules, and States of Matter",
	"id" => "5",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory.  Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion.  Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps.  The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE:  Students are not expected to recognize names or representations of specific atoms or molecules.  Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>",
	"public_pr" => "1",
	"topic_pub" => "Atoms, Molecules, and States of Matter",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
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	array(
	"short" => "CE",
	"short_pub" => "CE",
	"topic" => "Cells: Composition of Organisms, Cell Structure, and Division",
	"id" => "31",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Cells",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "2"
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	array(
	"short" => "CV",
	"short_pub" => "CV",
	"topic" => "Nature of Science: Control of Variables",
	"id" => "20",
	"topic_info" => "<p>This topic addresses claims of causal relationships, a major part of the work of science.  It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>",
	"public_pr" => "0",
	"topic_pub" => "Control of Variables",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
	"miscon_notes" => null,
	"ngss_notes" => null,
	"category_id" => "4"
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	array(
	"short" => "EC",
	"short_pub" => "EC",
	"topic" => "Energy Changes",
	"id" => "50",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy Changes",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
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	"short" => "EB",
	"short_pub" => "EB",
	"topic" => "Energy in Biology Curriculum Project",
	"id" => "41",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Energy in Biology",
	"public_items" => "1",
	"idea_notes" => null,
	"item_notes" => null,
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	array(
	"short" => "EG",
	"short_pub" => "EG",
	"topic" => "Forms of Energy",
	"id" => "28",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map.  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark).  Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution:  The emphasis here is not on learning the names of the forms of energy.  The labels are used to help us keep track of the energy. </span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
	"public_pr" => "0",
	"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
	"public_items" => "1",
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	"topic" => "Energy Transformations, Energy Transfer, and Conservation of Energy",
	"id" => "29",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy.  Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11).  The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks).  Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES).  Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p>
<p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note:  Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>",
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	"topic_pub" => "Energy: Forms, Transformation, Transfer, and Conservation",
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	array(
	"short" => "RG",
	"short_pub" => "RG",
	"topic" => "Energy Instrument Development Project",
	"id" => "35",
	"topic_info" => "",
	"public_pr" => "1",
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	"short" => "ES",
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	"topic" => "Evolution & Shared Biochemistry",
	"id" => "43",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Evolution & Shared Biochemistry",
	"public_items" => "1",
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	"short_pub" => "EN",
	"topic" => "Natural Selection",
	"id" => "15",
	"topic_info" => "",
	"public_pr" => "0",
	"topic_pub" => "Evolution and Natural Selection",
	"public_items" => "1",
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	"id" => "9",
	"topic_info" => "<div>
<div>
<p>This topic centers on Newton&rsquo;s Laws of Motion, and in particular, Newton&rsquo;s 2<sup>nd</sup> Law.  Students are expected to apply Newton&rsquo;s 2<sup>nd</sup> Law to a variety of forces and motions.&nbsp; This topic&rsquo;s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p>
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	"short" => "BF",
	"short_pub" => "BF",
	"topic" => "Basic Functions in Humans",
	"id" => "16",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Human Body Systems",
	"public_items" => "1",
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	"short" => "ID",
	"short_pub" => "IE",
	"topic" => "Interdependence, Diversity, and Survival",
	"id" => "11",
	"topic_info" => "<p class="MsoNormal">  </p>
<p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style="">&nbsp; </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style="">&nbsp; </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style="">&nbsp; </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style="">&nbsp; </span><o:p></o:p></span></font></p>
<p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>",
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	"short" => "ME",
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	"topic" => "Matter and Energy in Living Systems",
	"id" => "14",
	"topic_info" => "<p>&nbsp;</p>
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<p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>",
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	"topic" => "Cross-cutting Themes: Models",
	"id" => "25",
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	"topic_pub" => "Models",
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	"short" => "PT",
	"short_pub" => "PT",
	"topic" => "Processes that shape the earth/Plate Tectonics Version II",
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	"topic_info" => "<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style="">&nbsp; </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>",
	"public_pr" => "1",
	"topic_pub" => "Plate Tectonics",
	"public_items" => "1",
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	array(
	"short" => "RH",
	"short_pub" => "RH",
	"topic" => "Reproduction, Genes, and Heredity",
	"id" => "12",
	"topic_info" => "",
	"public_pr" => "0",
	"topic_pub" => "Reproduction, Genes, and Heredity",
	"public_items" => "1",
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	"short" => "SC",
	"short_pub" => "SC",
	"topic" => "Substances, Chemical Reactions, and Conservation",
	"id" => "6",
	"topic_info" => "<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter.  Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed.  Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving.  Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps.  The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>",
	"public_pr" => "1",
	"topic_pub" => "Substances, Chemical Reactions, and Conservation of Matter",
	"public_items" => "1",
	"idea_notes" => null,
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	"short" => "WC",
	"short_pub" => "WC",
	"topic" => "Weather and Climate I: Basic Elements",
	"id" => "3",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weather and Climate I: Basic Elements",
	"public_items" => "1",
	"idea_notes" => null,
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	"short" => "CL",
	"short_pub" => "CL",
	"topic" => "Weather and Climate II: Seasonal Differences",
	"id" => "32",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weather and Climate II: Seasonal Differences",
	"public_items" => "1",
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	"topic" => "Weathering, Erosion, and Deposition",
	"id" => "26",
	"topic_info" => "",
	"public_pr" => "1",
	"topic_pub" => "Weathering, Erosion, and Deposition",
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	"internal_notes" => "This tab is currently only visible to administrators.",
	"description" => "The Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study.  The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. 
<br><br>
The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect.  Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.",
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	"internal_notes" => "This tab is currently only visible to administrators. <br>",
	"description" => "The Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. 
<br><br>
Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. 
<br><br>
The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.",
	"funder" => "The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.",
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	array(
	"id" => "7",
	"title" => "Linguistics Project",
	"internal_notes" => "This tab is currently only visible to administrators.",
	"description" => "In 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference.
<br><br>
We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them.
<br><br>
We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance.
<br><br>
Under this tab, you will find a variety of materials from this study. These include:
<br><br>
• A final technical report of the study, which describes the study and its results in their entirety.
<br><br>
• A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students.
<br><br>
• Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics.
<br><br>
• A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items.
<br><br>
• Conference presentations made throughout the course of the project",
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	"section" => "Inheritance of Traits",
	"text" => "Each chromosome consists of a single very long DNA molecule, and each gene on the chromosome is a particular segment of that DNA. The instructions for forming species' characteristics are carried in DNA. All cells in an organism have the same genetic content, but the genes used (expressed) by the cell may be regulated in different ways. Not all DNA codes for a protein; some segments of DNA are involved in regulatory or structural functions, and some have no as-yet known function.",
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  What do DNA and proteins have to do with each other?
</p>
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  <li>DNA is a type of protein.
  </li>
  <li>Proteins are a type of DNA.
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  <li>DNA provides information for making proteins.
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  <li>DNA and proteins have nothing to do with each other.
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	"title" => "The way DNA and proteins are related is that DNA provides information for making proteins.",
	"date" => "2019-05-19 11:13:02",
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	"owner" => "jhardcastle",
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  Which of the following describes genes?
</p>
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  <li>Genes are protein molecules.
  </li>
  <li>Genes are segments of DNA molecules.
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  <li>Genes are sequences of amino acid molecules.
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  <li>Genes are traits, not molecules.
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	"owner" => "jhardcastle",
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  <strong>Observation:</strong> Scientists introduce a copy of the GFP (green fluorescent protein) gene into the DNA of a frog embryo to make a frog that glows green.
  They notice that only the frog’s muscles but none of the other cells glow green.
</p>
<p>
  <strong>Question:</strong> Why do only the muscles of the frog glow green?
</p>
<p style="text-align: center;">
  <img alt=""
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</p>
<p style="text-align: center;">
  <sub>Left: A genetically engineered frog with the GFP gene. Right: The same frog under a light that makes the GFP glow. Image from Lim et al. (2004)</sub>
</p>
<p>
  <strong>Claim:</strong> Only the muscles glow green because the GFP gene is turned on only in muscle cells and is turned off in all the other cell types.
</p>
<p>
  <strong>Evidence:</strong> Several of the frog’s different cell types were examined for the presence of the GFP gene and GFP protein. The GFP gene was found in
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</p>
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  <li>Not all cells are identical. There are different cell types that are able to perform different functions in the body.
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  <strong>Observation:</strong> Scientists introduce a copy of the GFP (green fluorescent protein) gene into the DNA of a frog embryo to make a frog that glows green.
  They notice that only the frog’s muscles but none of the other cells glow green.
</p>
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  <img alt=""
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<p>
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