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)
    • item_notes(null)
    • miscon_notes(null)
    • ngss_notes(null)
    • category_id1
• idea
  • 0
    • Idea
      • 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
• idea_id83
• project_id4
• projects
  • 1
    • id1
    • titleOriginal Project
    • internal_notes
    • description
    • funder
    • complexity0
    • cluster0
    • multistat0
    • baseline0
    • control0
    • treatment0
    • deleted0
  • 2
    • id2
    • titleASPECt Project
    • internal_notes
    • descriptionThe goal of the Assessing Students' Progress on the Energy Concept (ASPECt) project was to develop a set of three tests that can be used to diagnose what students in grades 4 through 12 know about energy and to monitor their progress along a learning progression. Support materials are provided to help users interpret students' scores to learn more about what energy ideas students do and do not know and what misconceptions they may have.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A120138 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity1
    • cluster1
    • multistat0
    • baseline0
    • control0
    • treatment0
    • deleted0
  • 3
    • id3
    • titleEvolution Project
    • internal_notes
    • description
    • funder
    • complexity0
    • cluster0
    • multistat1
    • baseline1
    • control1
    • treatment1
    • deleted0
  • 4
    • id4
    • titleTHSB Project
    • internal_notesThis tab is currently only visible to administrators.
    • descriptionThe Toward High School Biology (THSB) test items were developed to assess middle school students’ understanding of ideas about matter changes that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Toward High School Biology curriculum unit that is published by NSTA Press (AAAS, 2017). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework. Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 532 students from a school district that had adopted NGSS but was not participating in the curriculum study. The pilot test data was used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, along with aspects of the science practices of analyzing data, developing and using models, and constructing explanations. The field test of the curriculum unit included 36 multiple choice items, 3 of which also asked students to explain why the answer they chose is correct and the other answer choices are incorrect. Students took the test prior to their having instruction on the targeted ideas and again following instruction. Multiple-choice items, misconceptions assessed, and scoring rubrics for the two-tiered items are provided in this tab.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A100714 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
    • complexity0
    • cluster0
    • multistat1
    • baseline1
    • control0
    • treatment1
    • deleted0
  • 5
    • id5
    • titleMEGA Project
    • internal_notesThis tab is currently only visible to administrators. <br>
    • descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
    • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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  • 7
    • id7
    • titleLinguistics Project
    • internal_notesThis tab is currently only visible to administrators.
    • descriptionIn 2014, with funding from the National Science Foundation, we began to investigate which of many possible linguistic and cognitive factors might differentially affect the performance of non-native English-speaking students on science tests when compared to the performance of native English speakers. We had about 1000 test items in our item bank, and we knew whether English was the primary language of the students who had answered those test questions during field testing. The students in the testing sample ranged from 6th to 12th graders. We also knew from our field testing that, on average, the students whose primary language was not English scored about seven percentage points lower than students who said that English was their primary language. The challenge was to identify the factors that could explain that difference. <br><br> We combed the research literature for likely candidates and systematically narrowed the possible item features based on our own statistical analyses. In the end, we were unable to find anything that could reliably explain that seven percentage point difference. None of our cognitive or linguistic measures proved to be statistically significant predictors of the performance of native-English-speakers, English learners, or the difference between them. <br><br> We were left with the conclusion that the most likely explanation for the difference between the scores of the two groups was their understanding of the science content itself and, in turn, their opportunity to learn this content. This conclusion was confirmed toward the end of the project when we administered a sample of the test questions to students in a single school taught by the same teacher where about half of the students were native-English speakers and half were native-Spanish speakers. In this case, where the native-Spanish speakers received the same instruction from the same teacher side-by-side with the native English-speakers, there was no difference in performance. <br><br> Under this tab, you will find a variety of materials from this study. These include: <br><br> • A final technical report of the study, which describes the study and its results in their entirety. <br><br> • A report on a validation study that compared EL and non-EL student performance on two sets of items that had been revised to either make access to the items less or more challenging for EL students. <br><br> • Topic-level summaries that present the data that we collected and analyzed for each of 16 life, physical, and earth science topics. <br><br> • A summary of research that we compiled on the linguistic features that help or hinder EL access to assessment items. <br><br> • Conference presentations made throughout the course of the project
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  • 8
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    • sectionOrganization for Matter and Energy Flow in Organisms
    • textWithin individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
    • primaryMS-LS1-7
    • secondaryNone
    • addresshttp://www.nextgenscience.org/dci-arrangement/ms-ls1-molecules-organisms-structures-and-processes
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  • Item
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      • text<p> Animals are made up of body structures including muscle and skin. &#160;Aside from water, what are these body structures mostly made up of? </p> <ol class="itemAnswers item-answers" type="A"> <li>Animal body structures are made up mostly of fat molecules. </li> <li>Animal body structures are made up mostly of protein molecules. </li> <li>Animal body structures are made up mostly of carbohydrate molecules. </li> <li>Animal body structures are not made up of molecules. They are made up mostly of cells. </li> </ol>
      • version3
      • titleAside from water, animal body structures are made up mostly of protein molecules.
      • date2019-07-07 16:16:44
      • topic_id14
      • notesrevised based on meeting with JER and CHA
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      • contextanimals are made of polymers
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        • topicMatter and Energy in Living Systems
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        • topic_info<p>&nbsp;</p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>
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          • 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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          • 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> A wolf hunts and eats a deer. What happens to the deer meat once it is inside the wolf's body? </p> <table align="center" style="margin: 1em auto;"> <tbody> <tr align="center" valign="top"> <td> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/wolf.jpg" style="width: 270px; height: 200px;"><br> <em><span style="font-size: 80%;">Wolf. Photo (CC) by Robert Dewar on Flickr.</span></em> </td> <td> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/Deer.jpg" style="width: 267px; height: 200px;"><br> <em><span style="font-size: 80%;">Deer. Photo (CC) by Brokinhrt2 on Flickr.</span></em> </td> </tr> </tbody> </table> <ol class="itemAnswers item-answers" type="A"> <li>All of the deer meat is broken down in the wolf's digestive system to smaller and smaller pieces until all of the matter is gone. </li> <li>All of the deer meat passes through the wolf's digestive system and leaves the wolf's body as waste. </li> <li>Some of the deer meat goes though chemical reactions in the wolf's digestive system and then becomes part of the wolf's body. </li> <li>Some of the deer meat passes through the wolf's digestive system and&#160;gets added to the wolf's body without going through any chemical reactions. </li> </ol>
      • version2
      • titleWhen a wolf hunts and eats a deer, some of the deer meat goes through chemical reactions in the wolf’s digestive system and then becomes part of the wolf’s body.
      • date2019-07-07 16:16:58
      • topic_id14
      • notesrevised based on meeting with JER and CHA Photos:http://www.flickr.com/photos/fremlin/2384478345/sizes/z/in/photostream/ http://www.flickr.com/photos/dq090702/2675527004/sizes/z/in/photostream/
      • sourceJF Photos by Fremlin and Brokinhrt2 on Flickr, Creative Commons (CC) re-use with attribution license.
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      • contextwolves eat deer
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        • topicMatter and Energy in Living Systems
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        • topic_info<p>&nbsp;</p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>
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        • 0
          • 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.
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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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      • id4170
      • codeSB17-3
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      • text<p> Where does the additional mass come from when a baby goose grows into an adult goose? </p> <div style="text-align: center;"> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/Geese.jpeg" style="width: 267px; height: 200px;"> </div> <div style="text-align: center;"> <em><span style="font-size: 80%;">An adult goose and two baby geese. Photo by Jo Ellen Roseman.</span></em> </div> <ol class="itemAnswers item-answers" type="A"> <li>The additional mass comes from the atoms that make up the food the baby goose eats. </li> <li>The additional mass comes from the atoms that make up the water the baby goose drinks. </li> <li>The baby goose will grow without the addition of any atoms because the mass comes from the division of the baby goose's cells. </li> <li>The baby goose will grow without the addition of any atoms because the atoms that make up the baby goose get larger as the baby goose grows. </li> </ol>
      • version3
      • titleWhen a baby goose grows into an adult goose, the additional mass comes from the atoms that make up the food the baby goose eats.
      • date2019-07-07 16:17:53
      • topic_id14
      • notesChanged the context to geese to avoid the drinking food situation caused by the nursing kittens. (meeting with JER and CHA)
      • sourceJF Photo by Jo Ellen Roseman.
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      • answerA
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        • topicMatter and Energy in Living Systems
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        • topic_info<p>&nbsp;</p> <p> <meta http-equiv="Content-Type" content="text/html; charset=utf-8"> <meta name="ProgId" content="Word.Document"> <meta name="Generator" content="Microsoft Word 10"> <meta name="Originator" content="Microsoft Word 10"> <link rel="File-List" href="file:///C:\DOCUME~1\jroseman.AD\LOCALS~1\Temp\msohtml1\clip_filelist.xml" /><!--[if gte mso 9]><xml> <w:WordDocument> <w:View>Normal</w:View> <w:Zoom>0</w:Zoom> <w:Compatibility> <w:BreakWrappedTables /> <w:SnapToGridInCell /> <w:WrapTextWithPunct /> <w:UseAsianBreakRules /> </w:Compatibility> <w:BrowserLevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><style type="text/css"> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} p {mso-margin-top-alt:auto; margin-right:0in; mso-margin-bottom-alt:auto; margin-left:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} </style> <![endif]--></meta> </meta> </meta> </meta> </p> <p style="margin: 0in 0in 0.0001pt;"><span style="font-family: Arial;">Matter and Energy in Living Systems is about the transformation of matter and energy among living organisms and between them and their physical environment. The topic focuses on the basic chemical reactions involved in making, using, and storing molecules from food and the energy sources and transformations involved in these processes. This topic emphasizes the molecular level but includes items that assess the substance level as well. It does not deal with ideas about the interdependence of living things at the organismal level, which are covered under the topic Interdependence of Life. The ideas presented here are drawn from the text of Chapter 5 of Science for All Americans and Chapter 5, Section E of Benchmarks for Science Literacy and are consistent with both the Life Science Content Statements in the 2009 National Assessment of Education Performance (NAEP) Science Framework and The College Board Science Standards for College Success.</span><o:p></o:p></p>
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        • 0
          • 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.
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      • text<p> Sea stars are animals that live on the seashore. &#160;They eat smaller animals like mussels and snails. &#160;They normally have five arms. &#160;A sea star lost two arms while trying to escape from an animal that was trying to eat it. Without the two arms, the sea star weighed 1.1 pounds. A month later, the sea star's body grew two new arms. The sea star now weighs 1.5 pounds. </p> <table align="center" style="margin: 1em auto;"> <tbody> <tr align="center" valign="top"> <td style="vertical-align: bottom; text-align: center;"> <p> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/seastar_2arms.bmp" style="width: 225px; height: 150px;"><br> <em><span style="font-size: 80%;">A sea star growing two new arms.&#160;</span></em><br> <em style="font-size: 13pt;"><span style="font-size: 80%;">Photo (CC) by Dean Franklin on Flickr.</span></em> </p> </td> <td> <img alt="" src="http://flora.p2061.org/items/media/uploads/image/THSB_Biology/whole_sea_star.jpg" style="height: 200px; width: 300px;"><br> <em><span style="font-size: 80%;">A sea star with all five arms.<br> Photo(CC) by Brianne</span></em><em><span style="font-size: 80%;">&#160;on Flickr.</span></em> </td> </tr> </tbody> </table> <p> Where did most of the additional mass come from that the sea star's body used to grow the new arms? </p> <ol class="itemAnswers item-answers" type="A"> <li>Most of the additional mass came from atoms that made up the food the sea star ate. </li> <li>Most of the additional mass came from atoms that made up the water the sea star drank. </li> <li>Most of the additional mass came from atoms that made up other parts of the sea star's body. </li> <li>Most of the additional mass came from atoms that were created as the sea star's cells divided. </li> </ol> <p> For the answer choice you selected, describe the process by which the atoms become part of the sea star’s arms.* </p>
      • version2
      • titleWhen a sea star regrows lost arms, most of the additional mass comes from atoms that made up the food the sea star ate.
      • date2019-07-07 16:18:06
      • topic_id14
      • notesThe unit uses a lizard loosing its tail as a context so we changed the context of the items to a sea star to be more distal. Photos: http://www.flickr.com/photos/deanfranklin/4699571838/ http://www.flickr.com/photos/biodork/6099255532/
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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 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> The word equations in the answer choices represent a sequence of two chemical reactions. Which sequence describes the sequence of reactions animals use to build body structures? </p> <ol start="1" style="list-style-type: upper-alpha;"> <li style="padding-bottom: .5em;">1) Proteins + Water → Carbohydrates<br> 2) Carbohydrates → Proteins + Water </li> <li style="padding-bottom: .5em;">1) Proteins + Water → Glucose<br> 2) Glucose + Oxygen → Carbohydrates + Water </li> <li style="padding-bottom: .5em;">1) Proteins + Water → Amino Acids<br> 2) Amino acids → Proteins + Water </li> <li style="padding-bottom: .5em;">1) Proteins + Water → Amino Acids<br> 2) Amino Acids + Oxygen → Carbon Dioxide + Water </li> </ol>
      • version1
      • titleAnimals build their body structures by digesting proteins in their food to amino acids and using the amino acids to build their body proteins.
      • date2019-07-07 16:17:28
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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 eats a chicken sandwich. Do any of the proteins from the chicken meat become part of the student’s body? Explain </p> <ol start="1" style="list-style-type: upper-alpha;"> <li>No, all of the proteins from the chicken meat are broken down in the student's digestive system to smaller and smaller pieces until all the matter is gone. </li> <li>No, all of the proteins from the chicken meat pass through the student’s digestive system and leave the student’s body as waste. </li> <li>No, all of the proteins from the chicken meat pass through the student's digestive system and are used for energy. </li> <li>No, all of the proteins from the chicken meat are either used for energy or leave the student’s body as waste. </li> <li>Yes, some of the proteins from the chicken meat go through chemical reactions in the student's digestive system to make new proteins that become part of the student’s body. </li> <li>Yes, some of the proteins from the chicken meat pass through the digestive system and get added to the student’s body without going through any chemical reactions. </li> </ol>
      • version3
      • titleWhen a student eats a chicken sandwich, some of the proteins from the chicken meat go through chemical reactions to make new proteins that become part of the student’s body.
      • date2019-07-07 16:17:12
      • topic_id14
      • notesRevised to add energy distractors. CHA
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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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      • ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
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      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>To build body structures for growth and repair, plants use glucose monomers to make carbohydrate polymers and water molecules. Carbohydrate polymers can also be stored in seeds for their offspring. </li> <li>Plants and some other organisms can use glucose molecules and a source of nitrogen atoms to make amino acids monomers. </li> <li>Plants can use the amino acids monomers to build protein polymers that can be used immediately or stored (in seeds) for their offspring. </li> <li>Organisms that eat plants can use carbohydrate and protein polymers as a source of glucose and amino acid monomers needed to build their body structures. </li> <li>The large carbon-based molecules (polymers) that make up animal body structures are made up of the same types of small carbon-based molecules (monomers) as the food an animal eats but differ in the specific monomer composition and arrangement. Hence, they are different molecules. </li> <li>These molecules, mainly protein, carbohydrate, and fat polymers, are broken down in the digestive system into smaller carbon-based molecules (monomers) such as amino acids, glucose, and fatty acids, during chemical reactions with water molecules. </li> <li>Within body cells, the monomers can react with one another to form polymer molecules that become part of the animal’s body. Water molecules are also produced during polymer formation. </li> <li>When organisms grow or repair, they increase in mass. Atoms are conserved when organisms grow: The increase in measured mass comes from the incorporation of atoms from molecules that were originally outside of the organism’s body. </li> <li>Energy is required to form proteins and water from amino acids. </li> <li>Energy is required to form carbohydrate polymers and water from glucose molecules. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that protein digestion does not release sufficient energy for ATP synthesis and that the energy released during digestion is all transferred to the surroundings as heat. </li> <li>Students are not expected to know that protein synthesis requires much more energy than is released during protein digestion or that the reason is because cells need to correctly sequence the amino acids, which requires synthesis and maintenance of ribosomes. </li> </ol>
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      • goal_id897
      • topic_id41
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>To build body structures for growth and repair, plants use glucose monomers to make carbohydrate polymers and water molecules. Carbohydrate polymers can also be stored in seeds for their offspring. </li> <li>Plants and some other organisms can use glucose molecules and a source of nitrogen atoms to make amino acids monomers. </li> <li>Plants can use the amino acids monomers to build protein polymers that can be used immediately or stored (in seeds) for their offspring. </li> <li>Organisms that eat plants can use carbohydrate and protein polymers as a source of glucose and amino acid monomers needed to build their body structures. </li> <li>The large carbon-based molecules (polymers) that make up animal body structures are made up of the same types of small carbon-based molecules (monomers) as the food an animal eats but differ in the specific monomer composition and arrangement. Hence, they are different molecules. </li> <li>These molecules, mainly protein, carbohydrate, and fat polymers, are broken down in the digestive system into smaller carbon-based molecules (monomers) such as amino acids, glucose, and fatty acids, during chemical reactions with water molecules. </li> <li>Within body cells, the monomers can react with one another to form polymer molecules that become part of the animal’s body. Water molecules are also produced during polymer formation. </li> <li>When organisms grow or repair, they increase in mass. Atoms are conserved when organisms grow: The increase in measured mass comes from the incorporation of atoms from molecules that were originally outside of the organism’s body. </li> <li>Energy is required to form proteins and water from amino acids. </li> <li>Energy is required to form carbohydrate polymers and water from glucose molecules. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that protein digestion does not release sufficient energy for ATP synthesis and that the energy released during digestion is all transferred to the surroundings as heat. </li> <li>Students are not expected to know that protein synthesis requires much more energy than is released during protein digestion or that the reason is because cells need to correctly sequence the amino acids, which requires synthesis and maintenance of ribosomes. </li> </ol>
      • complexity
      • public1
      • deleted0
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        • id39
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    • 2
      • id427
      • codeE
      • ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
      • goal_id897
      • topic_id41
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>To build body structures for growth and repair, plants use glucose monomers to make carbohydrate polymers and water molecules. Carbohydrate polymers can also be stored in seeds for their offspring. </li> <li>Plants and some other organisms can use glucose molecules and a source of nitrogen atoms to make amino acids monomers. </li> <li>Plants can use the amino acids monomers to build protein polymers that can be used immediately or stored (in seeds) for their offspring. </li> <li>Organisms that eat plants can use carbohydrate and protein polymers as a source of glucose and amino acid monomers needed to build their body structures. </li> <li>The large carbon-based molecules (polymers) that make up animal body structures are made up of the same types of small carbon-based molecules (monomers) as the food an animal eats but differ in the specific monomer composition and arrangement. Hence, they are different molecules. </li> <li>These molecules, mainly protein, carbohydrate, and fat polymers, are broken down in the digestive system into smaller carbon-based molecules (monomers) such as amino acids, glucose, and fatty acids, during chemical reactions with water molecules. </li> <li>Within body cells, the monomers can react with one another to form polymer molecules that become part of the animal’s body. Water molecules are also produced during polymer formation. </li> <li>When organisms grow or repair, they increase in mass. Atoms are conserved when organisms grow: The increase in measured mass comes from the incorporation of atoms from molecules that were originally outside of the organism’s body. </li> <li>Energy is required to form proteins and water from amino acids. </li> <li>Energy is required to form carbohydrate polymers and water from glucose molecules. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that protein digestion does not release sufficient energy for ATP synthesis and that the energy released during digestion is all transferred to the surroundings as heat. </li> <li>Students are not expected to know that protein synthesis requires much more energy than is released during protein digestion or that the reason is because cells need to correctly sequence the amino acids, which requires synthesis and maintenance of ribosomes. </li> </ol>
      • complexity
      • public1
      • deleted0
      • IdeasNgssLink
        • id40
        • item_id5242
        • ngss_link_id388
        • idea_id427
    • 3
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id311
        • item_id3106
        • ngss_link_id388
        • idea_id187
    • 4
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id312
        • item_id3138
        • ngss_link_id388
        • idea_id187
    • 5
      • id188
      • codeD
      • ideaMolecules from food are broken down into smaller molecules in the digestive tract and then enter the circulatory system by way of capillaries located in the lining of the digestive tract.
      • goal_id224
      • topic_id16
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol type="1" start="1"> <li>Digestion takes place in body organs (e.g., mouth, stomach, intestines) that collectively are known as the digestive tract. </li> <li>The food humans eat moves from the mouth to the stomach by way of a tube that is separate from the tube that carries air to and from the lungs. </li> <li>The breakdown of food into smaller molecules usually involves a combination of mechanical processes (mechanical digestion) and chemical reactions (chemical digestion). </li> <li>During mechanical digestion, more of the carbohydrate, fat, and protein molecules from food come in contact with digestive enzymes, which increases the number of carbohydrate, fat, and protein molecules that are chemically broken down. </li> <li>Examples of mechanical digestion include chewing food in the mouth and mixing food in the stomach. </li> <li>Molecules that result from the digestion of carbohydrate and protein molecules leave the digestive tract and enter the circulatory system by way of the capillaries located in the lining of the digestive tract. </li> <li>Not everything that we eat is digested: In some cases mechanical digestion is incomplete (e.g., inadequate chewing of food) so that digestive enzymes cannot come in contact with the molecules from food. In other cases, the body does not have the digestive enzymes needed to break down the molecules that we eat (e.g., cellulose). In still other cases, some of the molecules from food do not have to be digested because they are already small enough to enter the circulatory system and cells of the body. </li> <li>Undigested fats, proteins, complex carbohydrates or other undigested material that is too large to be used by the cells of the body leave the body at the end of the digestive tract. </li> </ol> <p> <i>Boundaries:</i> </p> <ol type="1" start="1"> <li>Students are not expected to know he terms “alimentary canal,” “esophagus,” “small intestine,” or“large intestine.” </li> <li>Students are not expected to know that most chemical digestion and absorption occurs in the small intestine. </li> <li>Students are not expected to know the different types of digestive enzymes or the specific role they play in chemical digestion. </li> <li>Students are not expected to know when digestion involves primarily chemical reactions or primarily mechanical processes. </li> <li>Students are not expected to know that stomach acid and bile are also molecules involved in chemical digestion. </li> <li>Students are not expected to know the role of microorganisms in digestion. </li> <li>Students are not expected to know that fatty acids enter the blood stream through the lymphatic system. </li> <li>Students are not expected to know that dipeptides are molecules that are small enough to enter capillaries. </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id312
        • item_id3138
        • ngss_link_id388
        • idea_id188
    • 6
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id328
        • item_id3120
        • ngss_link_id388
        • idea_id187
    • 7
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id329
        • item_id3104
        • ngss_link_id388
        • idea_id187
    • 8
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id332
        • item_id3155
        • ngss_link_id388
        • idea_id187
    • 9
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id336
        • item_id3122
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        • idea_id187
    • 10
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id352
        • item_id3112
        • ngss_link_id388
        • idea_id187
    • 11
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id353
        • item_id3118
        • ngss_link_id388
        • idea_id187
    • 12
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id354
        • item_id3108
        • ngss_link_id388
        • idea_id187
    • 13
      • id187
      • codeC
      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id355
        • item_id3114
        • ngss_link_id388
        • idea_id187
    • 14
      • id79
      • codeA
      • ideaAll organisms need food as a source of molecules that provide chemical energy and building materials.
      • goal_id632
      • topic_id14
      • 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>
      • complexity(null)
      • public1
      • deleted0
      • IdeasNgssLink
        • id473
        • item_id2067
        • ngss_link_id388
        • idea_id79
    • 15
      • id426
      • codeD
      • ideaThe process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen.
      • goal_id897
      • topic_id41
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>The reactants of photosynthesis are carbon dioxide molecules and water molecules and the products are glucose molecules and oxygen molecules. </li> <li>During photosynthesis bonds are broken between atoms of carbon dioxide molecules and water molecules and new bonds form to produce glucose molecules and oxygen molecules. </li> <li>The process of photosynthesis requires energy because the energy required to break bonds between carbon dioxide molecules and water molecules is more than the energy released when bonds form to make glucose and oxygen molecules. </li> <li>Light transfers the energy required for photosynthesis from the sun to plants. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that photosynthesis involves two processes: (a) light- dependent reactions in which light drives the synthesis of ATP (and NADPH) and (b) carbon-fixation reactions in which reactions involving ATP (and NADPH) drive the formation of carbon-based molecules from CO2. <p> &#160; </p> </li> </ol>
      • complexity
      • public1
      • deleted0
      • IdeasNgssLink
        • id810
        • item_id5369
        • ngss_link_id388
        • idea_id426
    • 16
      • id424
      • codeB
      • ideaCellular respiration is a chemical process in which the bonds between atoms of food molecules and oxygen molecules are broken and new compounds are formed. The energy released can drive energy requiring biological processes and help maintain body temperature despite ongoing energy transfer to the surrounding environment.
      • goal_id897
      • topic_id41
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>The reactants of cellular respiration are glucose and oxygen and the products are carbon dioxide and water. </li> <li>During cellular respiration, bonds are broken between atoms of glucose molecules and oxygen molecules and new bonds form to produce carbon dioxide molecules and water molecules. </li> <li>The process of cellular respiration releases energy because the energy released when bonds form between atoms of carbon dioxide and water molecules is greater than the energy required to break bonds of glucose and oxygen molecules. </li> <li>Energy released during cellular respiration can be transferred to energy-requiring chemical reactions, such as those involved in building carbohydrate polymers in plants and protein polymers in animals. </li> <li>Multicellular organisms need energy to move and grow. At the macroscopic level, muscle contraction moves the bones that are attached to muscles. Cellular respiration provides energy for muscle contraction and building muscles in animals and for building body structures in plants. </li> <li>Some of the energy released during cellular respiration is used to produce ATP from ADP and inorganic phosphate (Pi). </li> <li>The chemical reaction that converts ATP to ADP and an inorganic phosphate (Pi) provides the energy input for most energy-requiring processes in living systems, such as muscle contraction (motion) and making polymers for growth and repair. </li> <li>Some of the energy released during cellular respiration is transferred to the cells’ surroundings. </li> <li>Energy released as heat is used to maintain body temperature. </li> <li>In the absence of oxygen, organisms, including humans, can partially break down glucose molecules (to lactic acid), releasing some energy. When oxygen becomes available, the breakdown products can be oxidized to form carbon dioxide and water and release more energy. <ul> <li>During fermentation, molecules from food are partially broken down in cells in the absence of oxygen into smaller molecules (but not completely into carbon dioxide and water). Compared to the chemical reactions that take place during cellular respiration, these reactions result in less ADP being combined with an inorganic phosphate to produce ATP; therefore, less energy is made available during fermentation than during cellular respiration for the chemical reactions that maintain an organism’s body functions. (College Board, S.4.2: Energy Transfer, grades 9-12) </li> </ul> </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know details of the metabolic pathways for glycolysis or cellular respiration or where they occur in cells. </li> <li>Students are not expected to know the mechanism by which a chemical reaction involving ATP transfers energy to various energy-requiring biological processes. For example, they are not expected to know that the coupling mechanism for muscle contraction involves a single-step hydrolysis reaction that causes muscle proteins to toggle between two conformations. Nor are they expected to know that in most cases where ATP provides energy for chemical reactions in living organisms, the mechanism involves two steps—one, where the phosphate is transferred from ATP to an enzyme, and a second where the enzyme transfers the phosphate to another molecule (e.g., glucose). Students are not expected to know that ATP does not react with water in these reactions. (See Lehninger: Principles of Biochemistry Third Edition for a more complete explanation.) </li> </ol> <p> <em>Note on inclusion of ATP:</em> </p> <p> The college board includes the following ideas about the role of ATP in energy transfer in cells: </p> <ul> <li>The transfer of energy within living systems involves chemical reactions among ATP, H2O, ADP and an inorganic phosphate. The conversion of ATP to ADP and an inorganic phosphate drives other essential reactions in living systems. (College Board, S.4.2: Energy Transfer, grades 9-12) </li> <li>During cellular respiration, molecules from food — mainly sugars and fats — are converted in the presence of oxygen into carbon dioxide and water, and the chemical energy of that reaction is used to combine ADP and an inorganic phosphate to make ATP. (College Board, S.4.2: Energy Transfer, grades 9-12) </li> </ul> <p> &#160; </p>
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      • ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
      • goal_id897
      • topic_id41
      • clarification<p> <i>Students are expected to know that:</i> </p> <ol> <li>To build body structures for growth and repair, plants use glucose monomers to make carbohydrate polymers and water molecules. Carbohydrate polymers can also be stored in seeds for their offspring. </li> <li>Plants and some other organisms can use glucose molecules and a source of nitrogen atoms to make amino acids monomers. </li> <li>Plants can use the amino acids monomers to build protein polymers that can be used immediately or stored (in seeds) for their offspring. </li> <li>Organisms that eat plants can use carbohydrate and protein polymers as a source of glucose and amino acid monomers needed to build their body structures. </li> <li>The large carbon-based molecules (polymers) that make up animal body structures are made up of the same types of small carbon-based molecules (monomers) as the food an animal eats but differ in the specific monomer composition and arrangement. Hence, they are different molecules. </li> <li>These molecules, mainly protein, carbohydrate, and fat polymers, are broken down in the digestive system into smaller carbon-based molecules (monomers) such as amino acids, glucose, and fatty acids, during chemical reactions with water molecules. </li> <li>Within body cells, the monomers can react with one another to form polymer molecules that become part of the animal’s body. Water molecules are also produced during polymer formation. </li> <li>When organisms grow or repair, they increase in mass. Atoms are conserved when organisms grow: The increase in measured mass comes from the incorporation of atoms from molecules that were originally outside of the organism’s body. </li> <li>Energy is required to form proteins and water from amino acids. </li> <li>Energy is required to form carbohydrate polymers and water from glucose molecules. </li> </ol> <p> <i>Boundaries:</i> </p> <ol> <li>Students are not expected to know that protein digestion does not release sufficient energy for ATP synthesis and that the energy released during digestion is all transferred to the surroundings as heat. </li> <li>Students are not expected to know that protein synthesis requires much more energy than is released during protein digestion or that the reason is because cells need to correctly sequence the amino acids, which requires synthesis and maintenance of ribosomes. </li> </ol>
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      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
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      • id187
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      • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
      • goal_id224
      • topic_id16
      • clarification<p> <em>Students are expected to know that</em>: </p> <ol type="1" start="1"> <li>Most of the food that humans eat is made up of large molecules (fats, proteins, and complex carbohydrates) that are too big to get to the cells of the body where they can be used for energy and building materials. </li> <li>These large molecules are made up of subunits, which are smaller molecules of the same type that are linked together.Fatty acids are subunits of fats, amino acids are subunits of proteins, and simple sugars are subunits of complex carbohydrates.Carbon dioxide is not a subunit of fats, proteins, or complex carbohydrates. </li> <li>Some molecules from food (e.g., simple sugars, fatty acids, and amino acids) are already small enough to get to the cells of the body without being broken down into smaller molecules. </li> <li>Digestion is the process of breaking larger molecules into their subunits. The subunits are called the products of digestion. </li> <li>Digestion does not include the breaking down of food into molecules of carbon dioxide and water. </li> </ol> <div> <em>Boundaries</em>: </div> <ol type="1" start="1"> <li>Students are not expected to know that glycerol is also a subunit of fats. </li> <li>Students are not expected to know the chemical formulas of complex carbohydrates, fats, proteins, simple sugars, fatty acids, or amino acids. </li> <li>Students are not expected to know the term “macromolecules.” </li> </ol>
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      • id83
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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.
      • 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>
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      • id83
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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.
      • 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>
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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.
      • 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>
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      • id83
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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.
      • 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)
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      • 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>
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      • id83
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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.
      • 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>
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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
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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>
      • complexity(null)
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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.
      • 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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        • id1837
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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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      • 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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      • 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>
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      • text<p> Which of the following is TRUE about food? </p> <ol class="itemAnswers" type="A"> <li>Food is anything that is taken in by plants and animals. </li> <li>Food is anything that is needed by plants and animals. </li> <li>Food is anything that provides building materials for plants and animals. </li> <li>Food is anything that is a source of both energy and building materials for plants and animals. </li> </ol>
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      • titleFood is anything that is a source of both energy and building materials for plants and animals.
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      • text<p> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Which of the following statements is TRUE about digestion?</span></span> </p> <ol type="A"> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Digestion is needed to break down both proteins and complex carbohydrates into molecules that are small enough to get to cells of the body.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Digestion is needed to break down proteins into molecules that are small enough to get to cells of the body, but it is not needed to break down complex carbohydrates because they are already small enough to get to cells of the body.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Digestion is needed to break down complex carbohydrates into molecules that are small enough to get to cells of the body, but it is not needed to break down proteins because they are already small enough to get to cells of the body.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Digestion is not needed to break down either proteins or complex carbohydrates because these molecules are already small enough to get to the cells.</span></span> </li> </ol>
      • version3
      • titleDigestion is needed to break down both fat molecules and complex carbohydrate molecules into molecules that are small enough to get to cells of the body.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesReady for piloting.
      • sourceLKN
      • attribution
      • answerA
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextdigestion needed--fat and carb
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score(null)
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id329
        • item_id3104
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id1988
            • project_id1
            • item_id3104
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3729
            • item_id3104
            • idea_id187
            • deleted0
    • 2
      • id3106
      • codeBF1-5
      • ownerdpollock
      • text<p> <font face="Times New Roman" size="3">During digestion, what happens to the protein, complex carbohydrate, and fat molecules in food?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">They are</font> <font face="Times New Roman" size="3">broken down</font> <font face="Times New Roman" size="3">into other protein, complex carbohydrate, and fat molecules.</font> </li> <li> <font face="Times New Roman" size="3">They are broken down into carbon dioxide and water.</font> </li> <li> <font face="Times New Roman" size="3">They are</font> <font face="Times New Roman" size="3">broken down</font> <font face="Times New Roman" size="3">into smaller molecules (subunits).</font> </li> <li> <font face="Times New Roman" size="3">Nothing happens to them.&#160; Other molecules are broken down during digestion but not protein, complex carbohydrate, or fat molecules.</font> </li> </ol>
      • version5
      • titleDuring digestion, protein, complex carbohydrate, and fat molecules in the food we eat are broken down into smaller subunits.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesReady for piloting.
      • sourceLKN
      • attribution
      • answerC
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextWhat happens to food before it is used?
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score(null)
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id311
        • item_id3106
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id1989
            • project_id1
            • item_id3106
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3731
            • item_id3106
            • idea_id187
            • deleted0
    • 3
      • id3108
      • codeBF66-3
      • ownerdpollock
      • text<p> <font face="Times New Roman" size="3">During digestion, what happens to protein molecules in the food we eat?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">They are broken down into amino acids.</font> </li> <li> <font face="Times New Roman" size="3">They are broken down into simple sugars.</font> </li> <li> <font face="Times New Roman" size="3">They are broken down into carbon dioxide and water.</font> </li> <li> <font face="Times New Roman" size="3">Nothing happens to them.&#160; Other molecules are broken down during digestion but not protein molecules.</font> </li> </ol> <p> &#160; </p>
      • version3
      • titleDuring diegstion, the protein molecules in the food we eat are broken down into amino acids.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesPost item camp.
      • sourceDEP
      • attribution
      • answerA
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextdigested proteins
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score(null)
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id354
        • item_id3108
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id1990
            • project_id1
            • item_id3108
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3733
            • item_id3108
            • idea_id187
            • deleted0
    • 4
      • id3112
      • codeBF72-4
      • ownerdpollock
      • text<p> <font face="Times New Roman" size="3">Fat molecules are made up of which of the following subunits?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">Carbon dioxide</font> </li> <li> <font face="Times New Roman" size="3">Simple sugars</font> </li> <li> <font face="Times New Roman" size="3">Amino acids</font> </li> <li> <font face="Times New Roman" size="3">Fatty acids</font> </li> </ol>
      • version4
      • titleThe subunits that fats are made up of are fatty acids.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesReady for piloting.
      • sourceLKN
      • attribution
      • answerD
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextsubunits of fats
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score(null)
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id352
        • item_id3112
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id1991
            • project_id1
            • item_id3112
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3737
            • item_id3112
            • idea_id187
            • deleted0
    • 5
      • id3114
      • codeBF73-4
      • ownerdpollock
      • text<p> <font face="Times New Roman" size="3">Complex carbohydrates are made up of which of the following subunits?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">Fatty acids</font> </li> <li> <font face="Times New Roman" size="3">Amino acids</font> </li> <li> <font face="Times New Roman" size="3">Simple sugars</font> </li> <li> <font face="Times New Roman" size="3">Carbon dioxide</font> </li> </ol>
      • version4
      • titleThe subunits that complex carbohydrates are made up of are simple sugars.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesReady for piloting.
      • sourceDEP
      • attribution
      • answerC
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextsubunits of carbohydrates
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score(null)
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id355
        • item_id3114
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id1992
            • project_id1
            • item_id3114
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3739
            • item_id3114
            • idea_id187
            • deleted0
    • 6
      • id3118
      • codeBF5-8
      • ownerdpollock
      • text<p> <font face="Times New Roman" size="3">Proteins are made up of which of the following subunits?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">Fatty acids</font> </li> <li> <font face="Times New Roman" size="3">Amino acids</font> </li> <li> <font face="Times New Roman" size="3">Simple sugars</font> </li> <li> <font face="Times New Roman" size="3">Carbon dioxide</font> </li> </ol>
      • version8
      • titleThe subunits that proteins are made up of are amino acids.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesReady for piloting. (5-1 was a revision of TIMSS 8th grade science released item.)
      • sourceLKN
      • attribution
      • answerB
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextsubunits of proteins
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score(null)
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id353
        • item_id3118
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id1993
            • project_id1
            • item_id3118
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3743
            • item_id3118
            • idea_id187
            • deleted0
    • 7
      • id3120
      • codeBF68-3
      • ownerdpollock
      • text<p> <font face="Times New Roman" size="3">During digestion, what happens to fat molecules in the food we eat?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">They are broken down into carbon dioxide and water.</font> </li> <li> <font face="Times New Roman" size="3">They are broken down into simple sugars.</font> </li> <li> <font face="Times New Roman" size="3">They are broken down into fatty acids.</font> </li> <li> <font face="Times New Roman" size="3">Nothing happens to them.&#160; Other molecules are broken down during digestion but not fat molecules.</font> </li> </ol>
      • version3
      • titleDuring digestion, the fat molecules in the food we eat are broken down into fatty acids.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesFat version of 66-1. Post item camp.
      • sourceLKN
      • attribution
      • answerC
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextdigested fats
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score(null)
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id328
        • item_id3120
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id1994
            • project_id1
            • item_id3120
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3745
            • item_id3120
            • idea_id187
            • deleted0
    • 8
      • id3122
      • codeBF96-3
      • ownerdpollock
      • text<p> <font face="Times New Roman" size="3">Which of the following need to be broken down into smaller molecules before they can get to the cells of the body?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">Both proteins and fat molecules</font> </li> <li> <font face="Times New Roman" size="3">Both proteins and fatty acids</font> </li> <li> <font face="Times New Roman" size="3">Both amino acids and fat molecules</font> </li> <li> <font face="Times New Roman" size="3">Both amino acids and fatty acids</font> </li> </ol>
      • version3
      • titleBoth proteins and fats (but not amino acids and fatty acids) need to be broken down into smaller molecules before they can get to the cells of the body.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesReady for piloting.
      • sourceSee item 85
      • attribution
      • answerA
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextwhat needs to be broken down V
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score(null)
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id336
        • item_id3122
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id1995
            • project_id1
            • item_id3122
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3747
            • item_id3122
            • idea_id187
            • deleted0
    • 9
      • id3138
      • codeBF3-5
      • ownerdpollock
      • text<p> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">If a person could not digest food anymore, what would probably happen to that person?&#160; Why?</span></span> </p> <ol type="A"> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">The person would gain weight because the undigested food would sit in the person’s body.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">The person would not lose or gain weight, but it would take longer for the body to use the food that was eaten.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">The person would lose weight because most of the molecules from food could not be used for building materials.</span></span> </li> <li> <span style="font-size: 12pt;"><span style="font-family: Times New Roman;">Nothing would change because digestion does not affect the way food is used by the body.</span></span> </li> </ol>
      • version5
      • titleIf a person could not digest food anymore, the person would lose weight because most of the molecules from food could not be used for building materials.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesCan we assume that they know that increased weight = more building materials?
      • sourceLKN
      • attribution
      • answerC
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextPerson no longer digests
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id312
        • item_id3138
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id2003
            • project_id1
            • item_id3138
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3787
            • item_id3138
            • idea_id187
            • deleted0
        • 1
          • id188
          • ideaMolecules from food are broken down into smaller molecules in the digestive tract and then enter the circulatory system by way of capillaries located in the lining of the digestive tract.
          • IdeasItem
            • id3788
            • item_id3138
            • idea_id188
            • deleted0
    • 10
      • id3155
      • codeBF87-3
      • ownerdpollock
      • text<p> <font face="Times New Roman" size="3">Which of the following need to be broken down into smaller molecules before they can get to the cells of the body?</font> </p> <ol type="A"> <li> <font face="Times New Roman" size="3">Both complex carbohydrates and</font> <font face="Times New Roman" size="3">simple sugars</font> </li> <li> <font face="Times New Roman" size="3">Complex carbohydrates</font> <font face="Times New Roman" size="3">but not simple sugars</font> </li> <li> <font face="Times New Roman" size="3">Simple sugars but not</font> <font face="Times New Roman" size="3">complex carbohydrates</font> </li> <li> <font face="Times New Roman" size="3">Neither</font> <font face="Times New Roman" size="3">complex carbohydrates nor</font> <font face="Times New Roman" size="3">simple sugars</font> </li> </ol>
      • version3
      • titleComplex carbohydrates (but not simple sugars) need to be broken down into smaller molecules before they can get to the cells of the body.
      • date2019-05-19 11:13:02
      • topic_id16
      • notesthere can be 2 other variations for this item: fats and fatty acids, proteins and amino acids. Post item camp.
      • sourceItem Camp 20Feb08 [GDB, ND, CHA, LKN]
      • attribution
      • answerB
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextwhat needs to be broken down IV
      • deleted0
      • img_support0
      • item_status1011
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score(null)
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id332
        • item_id3155
        • ngss_link_id388
        • deleted0
      • Topic
        • 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
      • Project
        • 0
          • id1
          • titleOriginal Project
          • internal_notes
          • description
          • funder
          • complexity0
          • cluster0
          • multistat0
          • baseline0
          • control0
          • treatment0
          • deleted0
          • ItemsProject
            • id2011
            • project_id1
            • item_id3155
      • Idea
        • 0
          • id187
          • ideaMost of the carbohydrates, fats, and proteins from the food humans eat must be broken down into smaller molecules before they can enter cells to be used for energy and building materials.
          • IdeasItem
            • id3809
            • item_id3155
            • idea_id187
            • deleted0
    • 11
      • id3998
      • codeSB22-1
      • ownerjflanaga
      • 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>
      • version1
      • titleMatter is not created when living organisms grow. The matter added to their bodies comes from atoms that were outside the organism.
      • date2019-07-07 16:16:29
      • topic_id14
      • notes
      • sourceJF
      • attribution
      • answerC
      • answer_typeS
      • response_count4
      • locked0
      • public0
      • contextmatter not created in growth
      • deleted0
      • img_support0
      • item_status3111
      • html_check0
      • ngss_notes
      • grade_bandsM
      • scale_score
      • stats_file(null)
      • n_value(null)
      • ItemsNgssLink
        • id1839
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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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          • ideaPlants use sugar molecules to make a variety of larger carbon-containing molecules that become part of their body structures.
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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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          • 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> Over the course of 7 weeks, a baby mouse with a mass of 0.5 grams grows into an adult mouse with a mass of 19 grams. Where does the additional 18.5 grams of mass in the animal’s body come from? </p> <ol class="itemAnswers" type="A"> <li>The mouse gains mass from atoms it creates. As it grows, its body uses energy from the molecules that make up its food to create these atoms. </li> <li>The mouse gains mass from the atoms of newly created cells. As it grows, its cells divide, increasing the total number of atoms. </li> <li>The mouse gains mass from the atoms that make up the molecules in its food. As it grows, these atoms become part of body structures. </li> <li>The mouse gains mass from the atoms that make up the molecules in its food. As it grows, these molecules are kept inside the mouse’s body but do not become a part of it. </li> </ol>
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      • titleWhen a mouse grows, its increased mass comes from atoms of molecules from its food that were incorporated into its body structures.
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          • descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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          • ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
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      • text<p> How does a nursing infant use the carbon-based molecules from milk to grow? </p> <ol class="itemAnswers" type="A"> <li>Some of the molecules from milk are changed into new molecules that become part of the baby’s body structures. </li> <li>Some of the molecules from milk become part of the baby’s body structures, but these molecules are not changed into new molecules. </li> <li>The molecules from milk are all converted to energy for growth, so none of the molecules becomes part of the baby’s body structures. </li> <li>The molecules from milk are all converted to waste materials that leave the body, so none of the molecules becomes part of the baby’s body structures. </li> </ol>
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      • titleSome of the molecules from milk a nursing infant drinks are changed into new molecules that become part of its body structures.
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          • descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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      • text<p> A hen lays a fertilized egg that will develop into a chick. The egg shell has tiny holes in it that allow gases to enter and leave the egg. (For these questions, assume that oxygen, carbon dioxide, and water vapor are the only gases that enter and leave the egg). The yolk inside the egg is a source of energy and building materials for the growing chick. Therefore, as the chick grows bigger, the yolk gets smaller. </p> <p style="text-align: center;"> <img alt="" src="http://test.p2061.org/items/media/uploads/image/THSB_Biology/chick.jpg" style="width: 540px; height: 275px;"> </p> <p> Why does the yolk get smaller as the chick grows? </p> <ol class="itemAnswers" type="A"> <li>The yolk gets smaller because some of the molecules from the yolk are added unchanged to the chick’s body. </li> <li>The yolk gets smaller because some of the molecules from the yolk are broken down and assembled into new molecules that become part of the chick's body. </li> <li>The yolk gets smaller because all of the molecules from the yolk are broken down and leave the chick’s body as waste. Nothing from the yolk becomes part of the chick’s body. </li> <li>The yolk gets smaller because all of the molecules from the yolk are used by the chick as a source of energy. Nothing from the yolk becomes part of the chick’s body. </li> </ol>
      • version1
      • titleThe egg yolk gets smaller as a 5-day old chick grows inside an egg into a 10-day chick because some of the molecules from the yolk are broken down and assembled into new molecules that become part of the chick’s body.
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          • 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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      • text<p> Scientists were testing a new food for laboratory rats. They were trying to find out what happens to the food after it is eaten by the rats. To help them conduct their research, they fed the rats food that contained amino acids that had radioactively “labeled” carbon atoms. The radioactive label allowed the scientists to track where the carbon atoms ended up after the rat ate the food. </p> <p> The scientists collected the rats’ waste products over three days and analyzed them to see how many of the labeled carbon atoms were in the rats' waste products. The scientist then analyzed the rats’ bodies to see how many of the labeled carbon atoms were in the rats' body structures. Where did the scientist find labeled carbon atoms? </p> <ol class="itemAnswers" type="A"> <li>The scientists found labeled carbon atoms in both the body structures and the waste products. </li> <li>The scientists found labeled carbon atoms in the body structures but not the waste products. </li> <li>The scientists found labeled carbon atoms in the waste products but not the body structures. </li> <li>The scientists did not find labeled carbon atoms in either the waste products or the body structures. </li> </ol>
      • version3
      • titleWhen scientists fed laboratory rats food with labeled carbon atoms, they found the labeled carbon atoms in both the rats’ waste products and body structures.
      • date2019-08-30 15:27:14
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          • descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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          • ideaCellular respiration is a chemical process in which the bonds between atoms of food molecules and oxygen molecules are broken and new compounds are formed. The energy released can drive energy requiring biological processes and help maintain body temperature despite ongoing energy transfer to the surrounding environment.
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      • text<p> Human fingernails are made mostly of the protein <em>keratin</em>. Imagine your friend is complaining about her fingernails breaking all the time. She says she thinks she needs to eat more <em>keratin</em> in order to make her nails stronger. Do you agree or disagree? Why or why not? </p> <ol class="itemAnswers" type="A"> <li>Yes, she must eat food that is made up of <em>keratin</em> because the <em>keratin</em> from food will be added to her nails. </li> <li>Yes, she must eat keratin because her body can only use the digestion products of <em>keratin</em> from food to make the <em>keratin</em> proteins that are needed to build new nails. </li> <li>No, she can eat food containing proteins that can provide all the necessary building blocks (amino acids) because her body can carry out chemical reactions to change the proteins from food into the <em>keratin</em> proteins needed to produce new nails. </li> <li>No, it does not matter what the food is made up of because her body can use any food as a source of energy to make the <em>keratin</em> proteins needed to produce new nails. </li> </ol>
      • version2
      • titleA friend who wants to keep her fingernails from breaking can eat proteins with all the necessary building blocks (amino acids) because her body can carry out chemical reactions to change proteins in her food to keratin.
      • date2019-08-30 15:32:35
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          • descriptionThe Matter and Energy for Growth and Activity (MEGA) test items were developed to assess high school students’ understanding of ideas about matter and energy changes and energy transfer that are aligned to learning goals in the NRC Framework for K-12 Science Education and Next Generation Science Standards. The items were developed to evaluate the promise of the Matter and Energy for Growth and Activity curriculum unit that is published by NSTA Press (AAAS, 2020). The test items can be used to assess students’ understanding of NGSS ideas, crosscutting concepts, and practices, irrespective of any specific curriculum. <br><br> Development of the test items involved reviewing the relevant NGSS learning goals, including performance expectations, evidence statements, disciplinary core ideas, science practices, and related statements from the NRC Framework and concepts on energy transfer in the Science College Board Science Standards for College Success (The College Board, 2009). Research on student learning was examined to identify common misconceptions, which were then incorporated into the items as distractors. Items were pilot tested with 1300 students from across the U.S. in school districts that were not participating in the curriculum study and continued to be piloted with each implementation of the unit. The data from pilot testing were used to inform revisions to the items and the selection of the items for the final pre/posttest that was used to measure the effect of the curriculum on student learning gains. <br><br> The test items assess students’ understanding of ideas about matter and energy changes during chemical reactions at both the substance level and the atomic/molecular level in both simple physical systems and complex biological systems, aspects of the crosscutting concept of systems and system models, and aspects of the science practices of analyzing data, developing and using models, and constructing explanations. Multiple-choice items, misconceptions assessed, and scoring rubrics for the constructed-response items are provided in this tab.
          • funderThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150310 to the American Association for the Advancement of Science. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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          • ideaTo build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
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  • descriptionNGSS Link LS1.C-M.2: To build body structures, multicellular organisms use monomers (e.g., amino acids, glucose) to make polymers (e.g., proteins, carbohydrate polymers) that make up their body structures. An input of energy is required for these chemical reactions to occur.
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