Science Assessment

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• topicME
• topics
  • 44
    • shortAE
    • short_pubAE
    • topicArgumentation and Evolution
    • id44
    • topic_info
    • public_pr1
    • topic_pubArgumentation and Evolution
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 47
    • shortAP
    • short_pubAP
    • topicASPECt 3D Tasks
    • id47
    • topic_info<p>ASPECt 3D tasks</p>
    • public_pr1
    • topic_pubASPECt-3D
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 5
    • shortAM
    • short_pubAM
    • topicAtoms, Molecules, and States of Matter
    • id5
    • topic_info<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with the particulate nature of matter and the basic assumptions of the kinetic molecular theory. Students are expected to know these ideas and to use them to provide molecular explanations of macroscopic phenomena such as the states of matter, phase changes, and thermal expansion. Related ideas, as well as ideas that are taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of National Science Education Standards (NSES). </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">NOTE: Students are not expected to recognize names or representations of specific atoms or molecules. Items dealing with atoms and molecules will use only the more common atoms and molecules, such as hydrogen, carbon, water, oxygen, air, alcohol, gold, iron, sulfur, etc.</span></span></p>
    • public_pr1
    • topic_pubAtoms, Molecules, and States of Matter
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 31
    • shortCE
    • short_pubCE
    • topicCells: Composition of Organisms, Cell Structure, and Division
    • id31
    • topic_info
    • public_pr1
    • topic_pubCells
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 20
    • shortCV
    • short_pubCV
    • topicNature of Science: Control of Variables
    • id20
    • topic_info<p>This topic addresses claims of causal relationships, a major part of the work of science. It is important for students to recognize when causal claims are being made that are based on insufficient evidence and to know why these claims might not be valid. The ideas presented here are based on Chapter 1: Nature of Science and Chapter 9: The Mathematical World of <i>Benchmarks for Science Literacy</i> (BSL) and <i>Science for All Americans</i>.</p>
    • public_pr0
    • topic_pubControl of Variables
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id4
  • 50
    • shortEC
    • short_pubEC
    • topicEnergy Changes
    • id50
    • topic_info
    • public_pr1
    • topic_pubEnergy Changes
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 41
    • shortEB
    • short_pubEB
    • topicEnergy in Biology Curriculum Project
    • id41
    • topic_info
    • public_pr1
    • topic_pubEnergy in Biology
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 28
    • shortEG
    • short_pubEG
    • topicForms of Energy
    • id28
    • topic_info<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, EG, deals with motion energy, thermal energy, gravitational potential energy, and elastic potential energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map. The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) (see Appendix A for the specific Benchmark). Other ideas about energy, including energy conservation, energy transformation, and energy transfer, will be part of the NG energy topic. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Caution: The emphasis here is not on learning the names of the forms of energy. The labels are used to help us keep track of the energy. </span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES). Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>
    • public_pr0
    • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 29
    • shortNG
    • short_pubNG
    • topicEnergy Transformations, Energy Transfer, and Conservation of Energy
    • id29
    • topic_info<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This energy topic, NG, deals with energy transformations, energy transfer, and conservation of energy. Related ideas, as well as ideas that are taught earlier and later, are included on an accompanying assessment map (see page 11). The ideas presented here are based on Chapter 4, Section E, of Benchmarks for Science Literacy (BSL) and the Energy Transformations map of the Atlas of Science Literacy (see the appendix for the specific Benchmarks). Other ideas about energy, including motion energy, thermal energy, gravitational potential energy, elastic potential energy, chemical potential energy, and radiant energy (light) are part of the EG energy topic.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students will not be assessed on their knowledge of the phrases &ldquo;kinetic energy&rdquo; or &ldquo;potential energy,&rdquo; which are covered under a later idea, 4E/H9** (NSES). Although the term &ldquo;kinetic energy&rdquo; will appear in parentheses whenever &ldquo;motion energy&rdquo; appears, and the term &ldquo;potential energy&rdquo; will be used in the context of gravitational potential energy.</span></span></p> <p><span style="font-size: 11pt;"><span style="font-family: Arial;">Note: Students are not expected to know the difference between &ldquo;weight&rdquo; and &ldquo;mass.&rdquo; </span></span></p>
    • public_pr0
    • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 35
    • shortRG
    • short_pubRG
    • topicEnergy Instrument Development Project
    • id35
    • topic_info
    • public_pr1
    • topic_pubEnergy: Forms, Transformation, Transfer, and Conservation
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 43
    • shortES
    • short_pubES
    • topicEvolution & Shared Biochemistry
    • id43
    • topic_info
    • public_pr1
    • topic_pubEvolution & Shared Biochemistry
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 15
    • shortEN
    • short_pubEN
    • topicNatural Selection
    • id15
    • topic_info
    • public_pr0
    • topic_pubEvolution and Natural Selection
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 9
    • shortFM
    • short_pubFM
    • topicForce and Motion
    • id9
    • topic_info<div> <div> <p>This topic centers on Newton&rsquo;s Laws of Motion, and in particular, Newton&rsquo;s 2^nd Law. Students are expected to apply Newton&rsquo;s 2^nd Law to a variety of forces and motions.&nbsp; This topic&rsquo;s key ideas are based on benchmarks and standards from Chapter 4, Section F of <i>Benchmarks for Science Literacy </i>(BSL), Chapter 4, Section F of <i>Science for All Americans</i> (SFAA), and Content Standard B of <i>National Science Education Standards</i> (NSES).</p> <br/> </div> </div>
    • public_pr0
    • topic_pubForce and Motion
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 16
    • shortBF
    • short_pubBF
    • topicBasic Functions in Humans
    • id16
    • topic_info
    • public_pr1
    • topic_pubHuman Body Systems
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 11
    • shortID
    • short_pubIE
    • topicInterdependence, Diversity, and Survival
    • id11
    • topic_info<p class="MsoNormal"> </p> <p class="MsoNormal"><font size="3"><span style="font-family: Arial;">Interdependence of Life is about the dynamic interactions between organisms and their living and non-living environment and how changes in the environment affect the survival of individuals and entire populations. The topic describes the interactions among organisms in an ecosystem around obtaining food, reproduction, and protection.<span style="">&nbsp; </span>This topic is treated at the organismal level, not at the substance or molecular level.<span style="">&nbsp; </span>It does not deal with specific external features or internal body plans that organisms use in finding and consuming food, for reproduction, or for their defense and protection. Those ideas are treated under the topic of Evolution and Natural Selection. This topic does not deal with matter and energy transformations that occur in ecosystems (either at the substance or the molecular level), which are covered under the topic of Flow Matter and Energy in Natural Systems.<span style="">&nbsp; </span>The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans, Chapter 5 of Benchmarks for Science Literacy, and from Content Standard C of the National Science Education Standards.<span style="">&nbsp; </span><o:p></o:p></span></font></p> <p class="MsoNormal"><font size="3"><span style="font-size: 12pt; font-family: Arial;"><span style=""> </span><o:p></o:p></span></font></p>
    • public_pr1
    • topic_pubInterdependence in Ecosystems
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 14
    • shortME
    • short_pubME
    • topicMatter and Energy in Living Systems
    • id14
    • topic_info<p>&nbsp;</p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>
    • public_pr1
    • topic_pubMatter and Energy in Living Systems
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 25
    • shortMO
    • short_pubMO
    • topicCross-cutting Themes: Models
    • id25
    • topic_info
    • public_pr0
    • topic_pubModels
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id4
  • 27
    • shortPT
    • short_pubPT
    • topicProcesses that shape the earth/Plate Tectonics Version II
    • id27
    • topic_info<p class="MsoNormal"><span style="">Students first learn about motion in the outer layers of the earth in grades 6-8, and the mechanisms and consequences of plate movement are introduced later in grades 9-12. In grades 6-8 students learn that the outermost layer of the earth consists of rigid plates [note: students are not distinguishing between crust and upper mantle], and the plates move over a hot, slightly softened layer of rock. At this level, students also learn that the plates interact with each other as they move, forming mountains where they press together.<span style="">&nbsp; </span>In grades 9-12 students learn more about plate interactions and their consequences, such as earthquakes, and volcanic eruptions. Also addressed in this topic is one causal mechanism for plate movement: circulation within the layer below the plates. <o:p></o:p></span></p>
    • public_pr1
    • topic_pubPlate Tectonics
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
  • 12
    • shortRH
    • short_pubRH
    • topicReproduction, Genes, and Heredity
    • id12
    • topic_info
    • public_pr0
    • topic_pubReproduction, Genes, and Heredity
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id2
  • 6
    • shortSC
    • short_pubSC
    • topicSubstances, Chemical Reactions, and Conservation
    • id6
    • topic_info<p><span style="font-size: 11pt;"><span style="font-family: Arial;">This topic deals with characteristic properties of substances, chemical reactions, and conservation of matter. Students are expected to use the idea of characteristic properties to identify substances and to determine if a chemical reaction has occurred by recognizing that a new substance has formed. Students should also be able to use their knowledge of the particulate nature of matter to describe the rearrangement of atoms in chemical reactions and to understand that matter is conserved during various transformations of matter such as chemical reactions, changes of state, and dissolving. Related ideas, as well as ideas that are expected to be taught earlier and later, are included on accompanying assessment maps. The ideas presented here are based on Chapter 4, Section D, of Benchmarks for Science Literacy (BSL) and Physical Science Content Standard B of the National Science Education Standards (NSES) (see Appendix A for specific Benchmarks and Standards).</span></span></p>
    • public_pr1
    • topic_pubSubstances, Chemical Reactions, and Conservation of Matter
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id3
  • 3
    • shortWC
    • short_pubWC
    • topicWeather and Climate I: Basic Elements
    • id3
    • topic_info
    • public_pr1
    • topic_pubWeather and Climate I: Basic Elements
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
  • 32
    • shortCL
    • short_pubCL
    • topicWeather and Climate II: Seasonal Differences
    • id32
    • topic_info
    • public_pr1
    • topic_pubWeather and Climate II: Seasonal Differences
    • public_items1
    • idea_notes(null)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
  • 26
    • shortWE
    • short_pubWE
    • topicWeathering, Erosion, and Deposition
    • id26
    • topic_info
    • public_pr1
    • topic_pubWeathering, Erosion, and Deposition
    • public_items1
    • idea_notes(null)
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    • category_id1
• idea
  • 0
    • Idea
      • id80
      • codeB
      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
      • goal_id632
      • topic_id14
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
      • complexity(null)
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• projects
  • 1
    • id1
    • titleOriginal Project
    • internal_notes
    • description
    • funder
    • complexity0
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  • 2
    • id2
    • titleASPECt Project
    • internal_notes
    • descriptionThe goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity1
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    • multistat0
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  • 3
    • id3
    • titleEvolution Project
    • internal_notes
    • description
    • funder
    • complexity0
    • cluster0
    • multistat1
    • baseline1
    • control1
    • treatment1
    • deleted0
  • 4
    • id4
    • titleTHSB Project
    • internal_notesThis tab is currently only visible to administrators.
    • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity0
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    • multistat1
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  • 5
    • id5
    • titleMEGA Project
    • internal_notesThis tab is currently only visible to administrators. <br>
    • descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity0
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    • descriptionIn 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. <br><br> We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them. <br><br> We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance. <br><br> Under this tab, you will find a variety of materials from this study. These include: <br><br> • A final technical report of the study, which describes the study and its results in their entirety. <br><br> • A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students. <br><br> • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. <br><br> • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. <br><br> • Conference presentations made throughout the course of the project
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    • sectionOrganization for Matter and Energy Flow in Organisms
    • textPlants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
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      • text<p> Where does the food that a plant needs come from? </p> <ol class="itemAnswers" type="A"> <li>The food comes in from the soil through the plant’s roots. </li> <li>The food comes in from the air through the plant’s leaves. </li> <li>The plant makes its food from carbon dioxide and water. </li> <li>The plant makes its food from minerals and water. </li> </ol>
      • version6
      • titleA plant makes its food from carbon dioxide and water.
      • date2019-05-19 11:13:02
      • topic_id14
      • notesRevision approved 10-17-07 Approved as is 1-14-08 Ready for editing/discussed edits w/MK 2-21-08 Final edits incorporated 4-4-08/Ready for field testing Updated misconception assignments 6-12-08 NSD
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      • text<p> What do plants use as food? </p> <ol class="itemAnswers" type="A"> <li>Plants use sugars that they make as food. </li> <li>Plants use substances that they take in from the soil as food. </li> <li>Plants use both sugars that they make and substances that they take in from the soil as food. </li> <li>Plants do not use sugars that they make or substances that they take in from the soil as food. </li> </ol>
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      • titlePlants use sugars that they make as food.
      • date2019-05-19 11:13:02
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      • notesRevision approved 10-17-07 Approved w/additional edits 1-14-08 Ready for editing/discussed edits 2-21-08 Final edits incorporated 3-6-08 as new version/Ready for field testing Updated misconception assignments 6-13-08 NSD
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      • text<p> A word equation can be used to represent chemical reactions. The substances on the left side of the arrows are the starting substances, and the substances on the right side are the ending substances. The arrow represents “react to form.” </p> <p> Which of the following word equations describes the reaction that plants use to make glucose (photosynthesis)? </p> <ol start="1" style="list-style-type: upper-alpha;"> <li>Minerals + Water → Glucose + Oxygen </li> <li>Oxygen + Water → Glucose + Carbon Dioxide </li> <li>Carbon Dioxide + Oxygen → Glucose + Water </li> <li>Carbon Dioxide + Water → Glucose + Oxygen </li> </ol>
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        • topic_info<p>&nbsp;</p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>
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          • titleTHSB Project
          • internal_notesThis tab is currently only visible to administrators.
          • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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          • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • ideaThe process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>The reactants of photosynthesis are carbon dioxide molecules and water molecules and the products are glucose molecules and oxygen molecules. </li> <li>During photosynthesis bonds are broken between atoms of carbon dioxide molecules and water molecules and new bonds form to produce glucose molecules and oxygen molecules. </li> <li>The process of photosynthesis requires energy because the energy required to break bonds between carbon dioxide molecules and water molecules is more than the energy released when bonds form to make glucose and oxygen molecules. </li> <li>Light transfers the energy required for photosynthesis from the sun to plants. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that photosynthesis involves two processes: (a) light- dependent reactions in which light drives the synthesis of ATP (and NADPH) and (b) carbon-fixation reactions in which reactions involving ATP (and NADPH) drive the formation of carbon-based molecules from CO2. <p> &#160; </p> </li> </ol>
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      • ideaAll organisms need food as a source of molecules that provide chemical energy and building materials.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>Food consists of carbon-containing molecules in which carbon atoms are linked to other carbon atoms. </li> <li>Carbon-containing molecules serve as the building materials that all organisms (including plants and animals) use for growth, repair, and replacement of body parts (such as leaves, stems, roots, bones, skin, muscles, and the cells that make up these structures) and provide the chemical energy needed to carry out life functions. </li> <li>If substances do not provide both chemical energy and building material, then they are not food for an organism. </li> <li>Chemical energy from carbon-containing molecules is the only form of energy that organisms can use for carrying out life functions. </li> <li>Carbohydrates (including simple sugars and starch), fats, and proteins are molecules that are food. </li> <li>Light is not food because it is not made of atoms and therefore cannot provide building material, and even though substances such as water, carbon dioxide, oxygen, and various minerals provide atoms for building materials for some types of organisms, they are not food because they do not contain carbon atoms that are linked to other carbon atoms and cannot be used as a source of chemical energy. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>The idea that there are other atoms besides carbon (mainly hydrogen and oxygen atoms) in carbon-containing molecules that are used as food is not part of this key idea. </li> <li>Students are not expected to know what chemical energy is other than it resides in the molecules of substances. </li> <li>Although students are expected to know that any molecule with carbon atoms linked to other carbon atoms could be food for organisms, they are not expected to know which of these other carbon-containing molecules are or are not food for any particular type of organism. </li> </ol>
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      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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      • ideaAll organisms, including plants and animals, have mechanisms for storing molecules from food for later use.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Some of the carbon-containing molecules that become part of an animal’s or plant’s body structures can be used later (as a source of chemical energy or building materials). </li> <li>Molecules typically used for storage include fats (in both plants and animals) and some carbohydrates, such as starch (in plants). </li> <li>Molecules used for storage are often stored in specialized structures. Specialized structures for food include fat tissue in animals and seeds in plants, both of which store fat molecules; and seeds, bulbs, and some roots in plants, all of which store starch molecules. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Items do not assess knowledge of other storage molecules such as triglycerides or glycogen or the chemical or structural formulas of any storage molecules. </li> </ol>
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      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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      • ideaAll organisms need food as a source of molecules that provide chemical energy and building materials.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>Food consists of carbon-containing molecules in which carbon atoms are linked to other carbon atoms. </li> <li>Carbon-containing molecules serve as the building materials that all organisms (including plants and animals) use for growth, repair, and replacement of body parts (such as leaves, stems, roots, bones, skin, muscles, and the cells that make up these structures) and provide the chemical energy needed to carry out life functions. </li> <li>If substances do not provide both chemical energy and building material, then they are not food for an organism. </li> <li>Chemical energy from carbon-containing molecules is the only form of energy that organisms can use for carrying out life functions. </li> <li>Carbohydrates (including simple sugars and starch), fats, and proteins are molecules that are food. </li> <li>Light is not food because it is not made of atoms and therefore cannot provide building material, and even though substances such as water, carbon dioxide, oxygen, and various minerals provide atoms for building materials for some types of organisms, they are not food because they do not contain carbon atoms that are linked to other carbon atoms and cannot be used as a source of chemical energy. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>The idea that there are other atoms besides carbon (mainly hydrogen and oxygen atoms) in carbon-containing molecules that are used as food is not part of this key idea. </li> <li>Students are not expected to know what chemical energy is other than it resides in the molecules of substances. </li> <li>Although students are expected to know that any molecule with carbon atoms linked to other carbon atoms could be food for organisms, they are not expected to know which of these other carbon-containing molecules are or are not food for any particular type of organism. </li> </ol>
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      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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      • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
      • complexity(null)
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        • id1832
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    • 12
      • id80
      • codeB
      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
      • goal_id632
      • topic_id14
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
      • complexity(null)
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        • id1832
        • item_id4173
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        • idea_id80
    • 13
      • id82
      • codeD
      • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
      • complexity(null)
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      • IdeasNgssLink
        • id1833
        • item_id4032
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        • idea_id82
    • 14
      • id82
      • codeD
      • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
      • complexity(null)
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    • 15
      • id82
      • codeD
      • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
      • complexity(null)
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      • IdeasNgssLink
        • id1835
        • item_id4176
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        • idea_id82
    • 16
      • id82
      • codeD
      • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
      • complexity(null)
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      • IdeasNgssLink
        • id1836
        • item_id4181
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        • idea_id82
    • 17
      • id83
      • codeE
      • ideaAnimals use carbon-containing molecules from food to make a variety of other carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures <strong>involves using carbon-containing molecules (carbohydrates, fats, and proteins) from food to make other carbohydrate, fat, and protein molecules that become part of their body structures.</strong> </li> <li>Growth of animals requires the addition of molecules made up of linked carbon atoms to body structures, and this is the only way that body structures can grow. </li> <li>The processes by which molecules from food become part of an animal’s body structures involve chemical reactions in which the atoms of the molecules from food (carbohydrates, fats, and proteins) are rearranged to form new molecules of carbohydrates, fats, and proteins that make up the body structures. The carbohydrates, fats, and proteins that animals eat do not get incorporated into body structures without first going through a chemical reaction. </li> <li>Unlike plants, animals cannot link carbon atoms from carbon dioxide to make sugars or any other molecule made of linked carbon atoms. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li> <strong>“Body structures” include any organ, tissue, or part of an organism with which students are likely to be familiar.</strong> </li> <li> <strong>Students are not expected to know that muscles are made largely of protein molecules, fat tissue is made largely of fat molecules, or that the skeletons of insects, lobsters, and crabs are made largely of carbohydrate molecules.</strong> </li> <li>Students are not expected to know the chemical or structural formulas of carbohydrates, proteins, or fats. </li> <li>This idea does not include the synthesis of carbohydrates, fat, and proteins from their sub-units. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats are covered in Benchmark 6C/M2 (which is about digestion), not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> <li>Students are not expected to know the identity of atoms other than carbon that are contributed by carbohydrates, fats, and proteins from food to the molecules that make up body structures. </li> </ol>
      • complexity(null)
      • public1
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      • IdeasNgssLink
        • id1836
        • item_id4181
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        • idea_id83
    • 18
      • id82
      • codeD
      • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
      • complexity(null)
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      • IdeasNgssLink
        • id1838
        • item_id3998
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        • idea_id82
    • 19
      • id83
      • codeE
      • ideaAnimals use carbon-containing molecules from food to make a variety of other carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures <strong>involves using carbon-containing molecules (carbohydrates, fats, and proteins) from food to make other carbohydrate, fat, and protein molecules that become part of their body structures.</strong> </li> <li>Growth of animals requires the addition of molecules made up of linked carbon atoms to body structures, and this is the only way that body structures can grow. </li> <li>The processes by which molecules from food become part of an animal’s body structures involve chemical reactions in which the atoms of the molecules from food (carbohydrates, fats, and proteins) are rearranged to form new molecules of carbohydrates, fats, and proteins that make up the body structures. The carbohydrates, fats, and proteins that animals eat do not get incorporated into body structures without first going through a chemical reaction. </li> <li>Unlike plants, animals cannot link carbon atoms from carbon dioxide to make sugars or any other molecule made of linked carbon atoms. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li> <strong>“Body structures” include any organ, tissue, or part of an organism with which students are likely to be familiar.</strong> </li> <li> <strong>Students are not expected to know that muscles are made largely of protein molecules, fat tissue is made largely of fat molecules, or that the skeletons of insects, lobsters, and crabs are made largely of carbohydrate molecules.</strong> </li> <li>Students are not expected to know the chemical or structural formulas of carbohydrates, proteins, or fats. </li> <li>This idea does not include the synthesis of carbohydrates, fat, and proteins from their sub-units. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats are covered in Benchmark 6C/M2 (which is about digestion), not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> <li>Students are not expected to know the identity of atoms other than carbon that are contributed by carbohydrates, fats, and proteins from food to the molecules that make up body structures. </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id1838
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        • idea_id83
    • 20
      • id82
      • codeD
      • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
      • complexity(null)
      • public1
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      • IdeasNgssLink
        • id1840
        • item_id4180
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        • idea_id82
    • 21
      • id80
      • codeB
      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
      • goal_id632
      • topic_id14
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id1840
        • item_id4180
        • ngss_link_id387
        • idea_id80
    • 22
      • id82
      • codeD
      • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
      • goal_id632
      • topic_id14
      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id1841
        • item_id4177
        • ngss_link_id387
        • idea_id82
    • 23
      • id80
      • codeB
      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
      • goal_id632
      • topic_id14
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
      • complexity(null)
      • public1
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      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol start="1" type="1"> <li>Unlike animals, plants do not take in food from their environment. </li> <li>Plants make their own food in the form of sugar molecules by means of a chemical reaction between carbon dioxide molecules and water molecules. Oxygen molecules are also a product of this reaction. </li> <li>The process of making sugar molecules involves linking together carbon atoms that come from molecules of carbon dioxide. </li> <li>The chemical reactions by which sugars are made takes place inside the plants. In most familiar land plants, the carbon dioxide molecules that are used come from the air that enters the plant primarily through its leaves, and that the water molecules that are used in the reaction enter the plant through its roots. </li> </ol> <p> <i>Boundaries:</i> </p> <ol start="1" type="1"> <li>Although there may be limited exceptions to the generalization that unlike animals, plants do not take in food from their environment, students are not expected to be aware of those exceptions. </li> <li>The items do not assess knowledge of any of the chemical structures or formulas of any of the reactants or products either of the overall chemical reaction or of any of the intermediate steps, such as light-dependent and light-independent reactions. </li> <li>The items do not assess exceptions to the expected knowledge: that some plants, such as cacti and some other desert plants do not take in carbon dioxide through their leaves but through their stems, that some plants, such as parasitic plants, do not make their own food and obtain some or all of their food by attaching to the stems or roots of other organisms, or that in addition to plants there are other types of organisms, such as many micro-organisms, that are able to make their own food. </li> <li>The items do not assess the idea that light is involved in the synthesis of sugars from carbon dioxide and water. </li> <li>The items do not use the terms producer, consumer, photosynthesis, organic, or inorganic. </li> </ol>
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      • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
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      • clarification<p> <em>Students are expected to know that:</em> </p> <ol start="1" type="1"> <li>Growth, repair, and replacement of body structures (such as stems, leaves, roots, flowers, fruits, seeds, and the cells of which they are made) involves using sugar molecules to make a variety of larger carbon-containing molecules that become part of the plant’s body structures. </li> <li>Growth of plants and animals requires the addition of molecules made up of linked carbon atoms to their body structures, and this is the only way that body structures can grow. An increase in size associated with taking up water is not considered to be growth. </li> <li>The sugar molecules used to make these larger carbon-containing molecules are already inside the plant. </li> <li>The processes by which sugar molecules are used to make carbohydrates, proteins, and fats involve chemical reactions in which atoms of the sugar molecules are rearranged to form molecules of carbohydrates, fats, and proteins. </li> <li>Other kinds of atoms from dissolved minerals in the soil (such as nitrogen, and sulfur) are also used and incorporated into the molecules that become part of the plant’s body structures, but in much smaller amounts than the carbon atoms from the sugars. Students should know that the incorporation of minerals into body structures does not produce observable growth. </li> </ol> <p> <em>Boundaries:</em> </p> <ol start="1" type="1"> <li>Items do not assess students’ knowledge of the chemical or structural formulas of carbohydrates, proteins, or fats or the processes by which they are made. </li> <li>The idea that simple sugars are the “building blocks” of complex carbohydrates, that amino acids are the building blocks of proteins, and that fatty acids are the building blocks of fats is covered in Benchmark 6C/M2, not this key idea. </li> <li>The idea that water is a major component of cells is part of Benchmark 5C/M4, not this key idea. </li> <li>The idea that carbon, because of its small size and four available bonding electrons can join to several other carbon atoms in chains and rings to form large and complex molecules is part of Benchmark 5C/H8, not this key idea. </li> </ol>
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      • ideaPlants make their own food in the form of sugar molecules from carbon dioxide molecules and water molecules. In the process of making sugar molecules, oxygen molecules are produced as well.
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      • text<p> Which organisms store some of the molecules from food in their bodies to use later as a source of chemical energy and building materials? </p> <ol class="itemAnswers" type="A"> <li>Both animals and plants </li> <li>Animals but not plants </li> <li>Plants but not animals </li> <li>Neither animals nor plants </li> </ol>
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      • text<p> <font face="Times New Roman" size="3">Which of the following is food for a plant?</font> </p> <p> <font face="Times New Roman" size="3">A. Sugars that a plant makes</font> </p> <p> <font face="Times New Roman" size="3">B. Minerals that a plant takes in from the soil</font> </p> <p> <font face="Times New Roman" size="3">C. Water that a plant takes in through its roots</font> </p> <p> <font face="Times New Roman" size="3">D. Carbon dioxide that a plant takes in through its leaves</font> </p>
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      • titleA plant's food are the sugars that it makes--not minerals, water, or carbon dioxide.
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      • text<p> Is matter created when living organisms grow? </p> <ol class="itemAnswers item-answers" type="A"> <li>Yes, when living organisms grow, matter is created because new atoms are created. </li> <li>Yes, when living organisms grow, matter is created through cell division, and no additional atoms are needed. </li> <li>No, when living organisms grow, the matter that is added to their bodies comes from atoms that were outside the organism. </li> <li>No, when living organisms grow, atoms from the environment are turned into new types of atoms for the growing organism. </li> </ol>
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      • text<p> What is true about plants and the minerals in the soil where they grow? </p> <ol class="itemAnswers item-answers" type="A"> <li>Plants take in minerals from the soil and those minerals make up most of the new mass of the growing plant. </li> <li>Plants take in minerals from the soil, but those minerals make up only a very small amount of the new mass of the growing plant. </li> <li>Plants do not take in minerals from the soil because they make all the minerals they need inside their own bodies. </li> <li>Plants do not take in minerals from the soil because all they need to grow is carbon dioxide, water, and access to sunlight. </li> </ol>
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      • titleThe minerals plants take in from the soil make up a very small amount of the new mass of the growing plant.
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          • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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      • text<p> Plants are made up of body structures including wood and leaves. Aside from water, what are these body structures mostly made up of? </p> <ol start="1" style="list-style-type: upper-alpha;"> <li>Plant body structures are made up mostly of fat molecules. </li> <li>Plant body structures are made up mostly of protein molecules. </li> <li>Plant body structures are made up mostly of carbohydrate molecules. </li> <li>Plant body structures are not made up of molecules. They are made up mostly of cells. </li> </ol>
      • version1
      • titleAside from water, plant body structures are made up mostly of carbohydrate molecules.
      • date2019-07-07 16:09:16
      • topic_id14
      • notesNew item to parallel the animals made up of proteins (SB14-3)
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        • topic_info<p>&nbsp;</p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>
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          • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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      • text<p> A student is growing broccoli in his garden. The broccoli head is the part of the broccoli plant that humans usually eat. When the broccoli first started growing, the broccoli head was only about an inch wide. A few weeks later, it had grown to be as large as the broccoli heads you usually see in the grocery store. </p> <table align="center" style="margin: 1em auto;"> <tbody> <tr align="center" valign="top"> <td> <img alt="" src="/items/media/uploads/Small%20broccoli%20-%20InspireKelly%20-%20Flickr.jpg" style="width: 356px; height: 237px;"><br> <em><span style="font-size: 80%;">Young broccoli. Photo (CC) by InsipireKelly on Flickr.</span></em> </td> <td> <img alt="" src="/items/media/uploads/Large%20broccoli%20-%20Yogita%20Mehra%20-%20Flickr.jpg" style="width: 323px; height: 238px;"><br> <em><span style="font-size: 80%;">Fully-grown broccoli. Photo(CC) by Yogita Mehra on Flickr.</span></em> </td> </tr> </tbody> </table> <p> What explains how the broccoli head got so much bigger? </p> <ol start="1" style="list-style-type: upper-alpha;"> <li>The broccoli plant took in a lot of minerals from the soil and added them to the growing broccoli head. </li> <li>The broccoli plant took in a lot of water, which caused the existing cells in the broccoli head to get bigger. </li> <li>The broccoli plant made glucose molecules from molecules it took in and used the glucose to make larger molecules that became part of the growing broccoli head. </li> <li>The broccoli plant’s cells were dividing all the time to increase the number of cells and no additional matter was needed. </li> </ol>
      • version3
      • titleA growing broccoli head gets bigger by taking in molecules, using them to make glucose, and using the glucose to make larger molecules that become part of the plant’s body.
      • date2019-07-07 16:13:54
      • topic_id14
      • notesRevised answer choice C to include the idea that the plant took in molecules. CHA Photo of young broccoli by InspireKelly on Flickr, Creative Commons (CC) re-use with attribution license; Photo of fully-grown broccoli by Yogita Mehra on Flickr, Creative Commons (CC) re-use with attribution license.
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          • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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      • id4174
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      • text<p> The wood from trees can be used to make things, like the table shown below. &#160; </p> <p style="text-align: center;"> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/Arhonda/FME/ME16/picnic-table.png" style="width: 316px; height: 150px;"> </p> <p> Where did the tree get most of the mass it used to make the wood? </p> <ol class="itemAnswers item-answers" type="A"> <li>Most of the mass of the wood came from soil that the trees took up through their roots. </li> <li>Most of the mass of the wood&#160;came from oxygen that the trees took in from the air. </li> <li>Most of the mass of the wood&#160;came from carbon dioxide that the trees took in from the air. </li> <li>Most of the mass of the wood&#160;came from minerals that the trees took in from the soil. </li> </ol> <p> Describe the process by which the answer choice you selected (soil, oxygen, carbon dioxide, or minerals) becomes part of the wood.* </p>
      • version2
      • titleMost of the mass of wood comes from carbon dioxide the tree took in from the air.
      • date2019-07-07 16:15:52
      • topic_id14
      • notesSequoia trees are used in the unit so we changed the context to a table to be more distal. CHA
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          • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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      • text<p> A word equation can be used to represent chemical reactions. The substances on the left side of the arrows&#160;are the starting substances, and the substances on the right side are the ending substances. The arrow represents “react to form.” </p> <p> Which of the following word equations describes the reaction plants use to make the molecules needed to build body structures like stems and leaves? </p> <ol start="1" style="list-style-type: upper-alpha;"> <li>Glucose → Carbohydrate Polymer + Water </li> <li>Glucose + Oxygen → Carbon Dioxide + Water </li> <li>Glucose + Minerals → Carbohydrate Polymer </li> <li>Glucose + Nitrogen → Protein Polymer </li> </ol>
      • version1
      • titlePlants use glucose to build larger molecules (polymers) that make body structures (and water molecules)
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      • contextCarbohydrate polymer word equation
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          • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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      • text<p> Kelp is a type of algae. Algae are living things that are neither plants nor animals. Kelp live underwater, near the seashore. Like plants, kelp can make glucose through chemical reactions. When kelp grows, it gains mass. </p> <div style="text-align: center;"> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/Kelp.jpg" style="height: 250px; width: 166px;"> </div> <div style="text-align: center;"> <em><span style="font-size: 80%;">Kelp. Photo (CC) by NOAA on Flickr.</span></em> </div> <p> Which of the following explains how kelp grows? </p> <ol start="1" style="list-style-type: upper-alpha;"> <li>When kelp grows, new atoms are created, which become part of the kelp. </li> <li>When kelp grows, it takes in atoms from its environment that become part of the kelp. </li> <li>When kelp grows, it turns atoms from its environment into new types of atoms that become part of the kelp. </li> <li>When kelp grows, its cells divide and no additional atoms are needed. </li> </ol>
      • version1
      • titleWhen kelp grows, it takes in atoms from the environment that become part of the kelp.
      • date2019-07-07 16:14:33
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          • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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      • text<p> What does a tree do to make its trunk, branches, and leaves? </p> <p style="text-align: center;"> <img alt="" src="/items/media/uploads/Tuliptree%20-%20Jean%20Flanagan%20-%20Flickr.jpg" style="width: 374px; height: 250px;"> </p> <p style="text-align: center;"> <em><span style="font-size: 80%;">Tree. Photo by Jean Flanagan.</span></em> </p> <ol class="itemAnswers item-answers" type="A"> <li>The cells that make up the tree divide creating new matter that the tree uses to build its trunk, branches, and leaves. </li> <li>The tree takes in minerals and water from the soil. Its trunk, branches, and leaves are made up of these minerals and water. </li> <li>The tree makes glucose from carbon dioxide and water. Its trunk, branches and leaves are made up of these glucose molecules. </li> <li>The tree makes glucose from carbon dioxide and water. It then uses these glucose molecules to make carbohydrate polymers that become part of its trunk, branches, and leaves. </li> </ol>
      • version3
      • titleTo make its trunk, branches, and leaves, a tree makes glucose from carbon dioxide and water and then uses the glucose molecules to make carbohydrate polymers.
      • date2019-07-07 16:15:14
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          • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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      • text<p> Are chemical reactions involved during plant or animal growth? </p> <ol start="1" style="list-style-type: upper-alpha;"> <li>Both plant growth and animal growth involve chemical reactions because both animals and plants use chemical reactions to build larger molecules that become part of their bodies. </li> <li>Only plant growth involves chemical reactions because plants use chemical reactions to make their food and animals do not. </li> <li>Only animal growth involves chemical reactions because animals use chemical reactions to digest their food but plants do not. </li> <li>Neither animal growth nor plant growth involves chemical reactions because chemical reactions do not occur in living things. </li> </ol>
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      • titleBoth plant growth and animal growth involve chemical reactions because both use chemical reactions to build larger molecules that become part of their bodies.
      • date2019-07-07 16:16:05
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        • topic_info<p>&nbsp;</p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>
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        • topic_pubMatter and Energy in Living Systems
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          • id4
          • titleTHSB Project
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          • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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          • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
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          • ideaAnimals use carbon-containing molecules from food to make a variety of other carbon-containing molecules that become part of their body structures.
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      • text<p> Word equations can be used to represent chemical reactions. In a word equation, the substances on the left side of the arrow are the reactants, and the substances on the right side are the products. The arrow represents “react to form.” </p> <p style="text-align: center;"> Reactants → Products </p> <p> Which of the following word equations describes the reaction that plants use to make glucose (photosynthesis)? </p> <ol class="itemAnswers" type="A"> <li>Minerals + Water → Glucose + Oxygen </li> <li>Oxygen + Water → Glucose + Carbon Dioxide </li> <li>Carbon Dioxide + Oxygen → Glucose + Water </li> <li>Carbon Dioxide + Water → Glucose + Oxygen </li> </ol>
      • version2
      • titlePlants use carbon dioxide and water to make glucose and oxygen.
      • date2019-08-27 10:34:31
      • topic_id41
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      • answerD
      • answer_typeS
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      • contextPhotosynthesis word equation
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        • topicEnergy in Biology Curriculum Project
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        • topic_pubEnergy in Biology
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          • titleMEGA Project
          • internal_notesThis tab is currently only visible to administrators. <br>
          • descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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          • ideaThe process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
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  • descriptionNGSS Link LS1.C-M.1: The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
• title_for_layoutTopics ~ Energy in Biology ~ NGSS Link LS1.C-M.1
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