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AL.HS.B.BIOLOGY
BIOLOGY
Heredity: Inheritance and Variation of Traits
HS.B.11. Analyze and interpret data collected from probability calculations to explain the variation of expressed traits within a population.
HS.B.11.a. Use mathematics and computation to predict phenotypic and genotypic ratios and percentages by constructing Punnett squares, including using both homozygous and heterozygous allele pairs.
HS.B.11.c. Analyze and interpret data (e.g., pedigree charts, family and population studies) regarding Mendelian and complex genetic disorders (e.g., sickle-cell anemia, cystic fibrosis, type 2 diabetes) to determine patterns of genetic inheritance and disease risks
From Molecules to Organisms: Structures and Processes
HS.B.1. Use models to compare and contrast how the structural characteristics of carbohydrates, nucleic acids, proteins, and lipids define their function in organisms.
HS.B.2. Obtain, evaluate, and communicate information to describe the function and diversity of organelles and structures in various types of cells (e.g., muscle cells having a large amount of mitochondria, plasmids in bacteria, chloroplasts in plant cells).
HS.B.3. Formulate an evidence-based explanation regarding how the composition of deoxyribonucleic acid (DNA) determines the structural organization of proteins.
HS.B.3.a. Obtain and evaluate experiments of major scientists and communicate their contributions to the development of the structure of DNA and to the development of the central dogma of molecular biology.
HS.B.3.b. Obtain, evaluate, and communicate information that explains how advancements in genetic technology (e.g., Human Genome Project, Encyclopedia of DNA Elements [ENCODE] project, 1000 Genomes Project) have contributed to the understanding as to how a genetic
HS.B.3.c. Obtain information to identify errors that occur during DNA replication (e.g., deletion, insertion, translocation, substitution, inversion, frame-shift, point mutations).
HS.B.4. Develop and use models to explain the role of the cell cycle during growth and maintenance in multicellular organisms (e.g., normal growth and/or uncontrolled growth resulting in tumors).
HS.B.5. Plan and carry out investigations to explain feedback mechanisms (e.g., sweating and shivering) and cellular processes (e.g., active and passive transport) that maintain homeostasis.
HS.B.5.a. Plan and carry out investigations to explain how the unique properties of water (e.g., polarity, cohesion, adhesion) are vital to maintaining homeostasis in organisms.
HS.B.6. Analyze and interpret data from investigations to explain the role of products and reactants of photosynthesis and cellular respiration in the cycling of matter and the flow of energy.
HS.B.6.a. Plan and carry out investigations to explain the interactions among pigments, absorption of light, and reflection of light.
HS.B.13. Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys).
HS.B.13.a. Engage in argument to justify the grouping of viruses in a category separate from living things.
HS.B.14. Analyze and interpret data to evaluate adaptations resulting from natural and artificial selection that may cause changes in populations over time (e.g., antibiotic-resistant bacteria, beak types, peppered moths, pest-resistant crops).
HS.B.16. Analyze scientific evidence (e.g., DNA, fossil records, cladograms, biogeography) to support hypotheses of common ancestry and biological evolution.
HS.B.7. Develop and use models to illustrate examples of ecological hierarchy levels, including biosphere, biome, ecosystem, community, population, and organism.
HS.B.8. Develop and use models to describe the cycling of matter (e.g., carbon, nitrogen, water) and flow of energy (e.g., food chains, food webs, biomass pyramids, ten percent law) between abiotic and biotic factors in ecosystems.
HS.C.10. Plan and conduct experiments that demonstrate how changes in a system (e.g., phase changes, pressure of a gas) validate the kinetic molecular theory.
HS.C.10.a. Develop a model to explain the relationship between the average kinetic energy of the particles in a substance and the temperature of the substance (e.g., no kinetic energy equaling absolute zero [0K or -273.15°C]).
HS.C.11. Construct an explanation that describes how the release or absorption of energy from a system depends upon changes in the components of the system.
HS.C.11.a. Develop a model to illustrate how the changes in total bond energy determine whether a chemical reaction is endothermic or exothermic.
HS.C.11.b. Plan and conduct an investigation that demonstrates the transfer of thermal energy in a closed system (e.g., using heat capacities of two components of differing temperatures).
HS.C.1. Obtain and communicate information from historical experiments (e.g., work by Mendeleev and Moseley, Rutherford’s gold foil experiment, Thomson’s cathode ray experiment, Millikan’s oil drop experiment, Bohr’s interpretation of bright line spectra) to dete
HS.C.2. Develop and use models of atomic nuclei to explain why the abundance-weighted average of isotopes of an element yields the published atomic mass.
HS.C.3. Use the periodic table as a systematic representation to predict properties of elements based on their valence electron arrangement.
HS.C.3.a. Analyze data such as physical properties to explain periodic trends of the elements, including metal/nonmetal/metalloid behavior, electrical/heat conductivity, electronegativity and electron affinity, ionization energy, and atomic-covalent/ionic radii, an
HS.C.3.b. Develop and use models (e.g., Lewis dot, 3-D ball-and-stick, space-filling, valence-shell electron-pair repulsion [VSEPR]) to predict the type of bonding and shape of simple compounds.
HS.C.4. Plan and conduct an investigation to classify properties of matter as intensive (e.g., density, viscosity, specific heat, melting point, boiling point) or extensive (e.g., mass, volume, heat) and demonstrate how intensive properties can be used to identif
HS.C.5. Plan and conduct investigations to demonstrate different types of simple chemical reactions based on valence electron arrangements of the reactants and determine the quantity of products and reactants.
HS.C.5.a. Use mathematics and computational thinking to represent the ratio of reactants and products in terms of masses, molecules, and moles.
HS.C.6.d. Use the concept of pH as a model to predict the relative properties of strong, weak, concentrated, and dilute acids and bases (e.g., Arrhenius and Brønsted-Lowry acids and bases).
HS.C.7. Plan and carry out investigations to explain the behavior of ideal gases in terms of pressure, volume, temperature, and number of particles.
HS.C.7.a. Use mathematics to describe the relationships among pressure, temperature, and volume of an enclosed gas when only the amount of gas is constant.
HS.C.8. Refine the design of a given chemical system to illustrate how LeChâtelier’s principle affects a dynamic chemical equilibrium when subjected to an outside stress (e.g., heating and cooling a saturated sugar-water solution).
HS.C.9. Analyze and interpret data (e.g., melting point, boiling point, solubility, phase-change diagrams) to compare the strength of intermolecular forces and how these forces affect physical properties and changes.
HS.ES.1. Investigate and analyze the use of nonrenewable energy sources (e.g., fossil fuels, nuclear, natural gas) and renewable energy sources (e.g., solar, wind, hydroelectric, geothermal) and propose solutions for their impact on the environment.
HS.ES.10. Design solutions for protection of natural water resources (e.g., bioassessment, methods of water treatment and conservation) considering properties, uses, and pollutants (e.g., eutrophication, industrial effluents, agricultural runoffs, point and nonpoin
HS.ES.11. Engage in argument from evidence to defend how coastal, marine, and freshwater sources (e.g., estuaries, marshes, tidal pools, wetlands, beaches, inlets, rivers, lakes, oceans, coral reefs) support biodiversity, economic stability, and human recreation.
HS.ES.12. Analyze and interpret data and climate models to predict how global or regional climate change can affect Earth’s systems (e.g., precipitation and temperature and their associated impacts on sea level, glacial ice volumes, and atmosphere and ocean composi
HS.ES.13. Obtain, evaluate, and communicate information based on evidence to explain how key natural resources (e.g., water sources, fertile soils, concentrations of minerals and fossil fuels), natural hazards, and climate changes influence human activity (e.g., ma
HS.ES.16. Obtain and evaluate information from published results of scientific computational models to illustrate the relationships among Earth’s systems and how these relationships may be impacted by human activity (e.g., effects of an increase in atmospheric carb
HS.ES.2. Use models to illustrate and communicate the role of photosynthesis and cellular respiration as carbon cycles through the biosphere, atmosphere, hydrosphere, and geosphere.
HS.ES.4. Engage in argument from evidence to evaluate how biological or physical changes within ecosystems (e.g., ecological succession, seasonal flooding, volcanic eruptions) affect the number and types of organisms, and that changing conditions may result in a n
HS.ES.6. Obtain, evaluate, and communicate information to describe how human activity may affect biodiversity and genetic variation of organisms, including threatened and endangered species.
HS.ES.7. Analyze and interpret data to investigate how a single change on Earth’s surface may cause changes to other Earth systems (e.g., loss of ground vegetation causing an increase in water runoff and soil erosion).
HS.ES.8. Engage in an evidence-based argument to explain how over time Earth’s systems affect the biosphere and the biosphere affects Earth’s systems (e.g., microbial life increasing the formation of soil; corals creating reefs that alter patterns of erosion and d
HS.ESS.1. Develop and use models to illustrate the lifespan of the sun, including energy released during nuclear fusion that eventually reaches Earth through radiation.
HS.ESS.2. Engage in argument from evidence to compare various theories for the formation and changing nature of the universe and our solar system (e.g., Big Bang Theory, Hubble’s law, steady state theory, light spectra, motion of distant galaxies, composition of ma
HS.ESS.3. Evaluate and communicate scientific information (e.g., Hertzsprung-Russell diagram) in reference to the life cycle of stars using data of both atomic emission and absorption spectra of stars to make inferences about the presence of certain elements.
HS.ESS.4. Apply mathematics and computational thinking in reference to Kepler’s laws, Newton’s laws of motion, and Newton’s gravitational laws to predict the orbital motion of natural and man-made objects in the solar system.
HS.ESS.5. Use mathematics to explain the relationship of the seasons to the tilt of Earth’s axis (e.g., zenith angle, solar angle, surface area) and its revolution about the sun, addressing intensity and distribution of sunlight on Earth’s surface.
HS.ESS.6. Obtain and evaluate information about Copernicus, Galileo, Kepler, Newton, and Einstein to communicate how their findings challenged conventional thinking and allowed for academic advancements and space exploration.
HS.ESS.10. Construct an explanation from evidence for the processes that generate the transformation of rocks in Earth’s crust, including chemical composition of minerals and characteristics of sedimentary, igneous, and metamorphic rocks.
HS.ESS.12. Develop a model of Earth’s layers using available evidence to explain the role of thermal convection in the movement of Earth’s materials (e.g., seismic waves, movement of tectonic plates).
HS.ESS.13. Analyze and interpret data of interactions between the hydrologic and rock cycles to explain the mechanical impacts (e.g., stream transportation and deposition, erosion, frost-wedging) and chemical impacts (e.g., oxidation, hydrolysis, carbonation) of Ear
HS.ESS.14. Construct explanations from evidence to describe how changes in the flow of energy through Earth’s systems (e.g., volcanic eruptions, solar output, ocean circulation, surface temperatures, precipitation patterns, glacial ice volumes, sea levels, Coriolis
HS.ESS.15. Obtain, evaluate, and communicate information to verify that weather (e.g., temperature, relative humidity, air pressure, dew point, adiabatic cooling, condensation, precipitation, winds, ocean currents, barometric pressure, wind velocity) is influenced b
HS.ESS.15.a. Analyze patterns in weather data to predict various systems, including fronts and severe storms.
HS.ESS.15.b. Use maps and other visualizations to analyze large data sets that illustrate the frequency, magnitude, and resulting damage from severe weather events in order to predict the likelihood and severity of future events.
HS.ESS.7. Analyze and interpret evidence regarding the theory of plate tectonics, including geologic activity along plate boundaries and magnetic patterns in undersea rocks, to explain the ages and movements of continental and oceanic crusts.
HS.ESS.8. Develop a time scale model of Earth’s biological and geological history to establish relative and absolute age of major events in Earth’s history (e.g., radiometric dating, models of geologic cross sections, sedimentary layering, fossilization, early life
HS.ESS.9. Obtain, evaluate, and communicate information to explain how constructive and destructive processes (e.g., weathering, erosion, volcanism, orogeny, plate tectonics, tectonic uplift) shape Earth’s land features (e.g., mountains, valleys, plateaus) and sea
From Molecules to Organisms: Structures and Processes
HS.HAP.10. Obtain, evaluate, and communicate information to differentiate between the male and female reproductive systems, including pathological conditions that affect each.
HS.HAP.10.a. Use models to demonstrate what occurs in fetal development at each stage of pregnancy.
HS.HAP.11. Use models to differentiate the structures of the urinary system and to describe their functions.
HS.HAP.11.a. Analyze and interpret data related to the urinary system to show the relationship between homeostatic imbalances and disease (e.g., kidney stones, effects of pH imbalances).
HS.HAP.2. Analyze characteristics of tissue types (e.g., epithelial tissue) and construct an explanation of how the chemical and structural organizations of the cells that form these tissues are specialized to conduct the function of that tissue (e.g., lining, prot
HS.HAP.3. Obtain and communicate information to explain the integumentary system’s structure and function, including layers and accessories of skin and types of membranes.
HS.HAP.3.a. Analyze the effects of pathological conditions (e.g., burns, skin cancer, bacterial and viral infections, chemical dermatitis) to determine the body’s attempt to maintain homeostasis.
HS.HAP.4. Use models to identify the structure and function of the skeletal system (e.g., classification of bones by shape, classification of joints and the appendicular and axial skeletons).
HS.HAP.4.a. Obtain and communicate information to demonstrate understanding of the growth and development of the skeletal system (e.g., bone growth and remodeling).
HS.HAP.4.b. Obtain and communicate information to demonstrate understanding of the pathology of the skeletal system (e.g., types of bone fractures and their treatment, osteoporosis, rickets, other bone diseases).
HS.HAP.5. Develop and use models to illustrate the anatomy of the muscular system, including muscle locations and groups, actions, origins and insertions.
HS.HAP.5.a. Plan and conduct investigations to explain the physiology of the muscular system (e.g., muscle contraction/relaxation, muscle fatigue, muscle tone), including pathological conditions (e.g., muscular dystrophy).
HS.HAP.7. Use models to determine the relationship between the structures in and functions of the cardiovascular system (e.g., components of blood, blood circulation through the heart and systems of the body, ABO blood groups, anatomy of the heart, types of blood v
HS.HAP.7.a. Engage in argument from evidence regarding possible prevention and treatment options related to the pathology of the cardiovascular system (e.g., myocardial infarction, mitral valve prolapse, varicose veins, arteriosclerosis, anemia, high blood pressure).
HS.HAP.7.b. Design and carry out an experiment to test various conditions that affect the heart (e.g., heart rate, blood pressure, electrocardiogram [ECG] output).
HS.HAP.9. Develop and use a model to explain how the organs of the respiratory system function.
HS.HAP.9.a. Engage in argument from evidence describing how environmental (e.g., cigarette smoke, polluted air) and genetic factors may affect the respiratory system, possibly leading to pathological conditions (e.g., cystic fibrosis).
Waves and Their Applications in Technologies for Information Transfer
HS.P.11. Develop and use models to illustrate electric and magnetic fields, including how each is created (e.g., charging by either conduction or induction and polarizing; sketching field lines for situations such as point charges, a charged straight wire, or a cu
HS.P.12. Use the principles of Ohm’s and Kirchhoff’s laws to design, construct, and analyze combination circuits using typical components (e.g., resistors, capacitors, diodes, sources of power).
HS.P.8. Investigate the nature of wave behavior to illustrate the concept of the superposition principle responsible for wave patterns, constructive and destructive interference, and standing waves (e.g., organ pipes, tuned exhaust systems).
HS.P.8.a. Predict and explore how wave behavior is applied to scientific phenomena such as the Doppler effect and Sound Navigation and Ranging (SONAR).
HS.P.9. Obtain and evaluate information regarding technical devices to describe wave propagation of electromagnetic radiation and compare it to sound propagation. (e.g., wireless telephones, magnetic resonance imaging [MRI], microwave systems, Radio Detection and
HS.P.1. Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time
HS.P.2. Identify external forces in a system and apply Newton’s laws graphically by using models such as free-body diagrams to explain how the motion of an object is affected, ranging from simple to complex, and including circular motion.
HS.P.2.a. Use mathematical computations to derive simple equations of motion for various systems using Newton’s second law.
HS.P.3. Evaluate qualitatively and quantitatively the relationship between the force acting on an object, the time of interaction, and the change in momentum using the impulse-momentum theorem.
HS.P.4. Identify and analyze forces responsible for changes in rotational motion and develop an understanding of the effect of rotational inertia on the motion of a rotating object (e.g., merry-go-round, spinning toy, spinning figure skater, stellar collapse [sup
HS.P.5. Construct models that illustrate how energy is related to work performed on or by an object and explain how different forms of energy are transformed from one form to another (e.g., distinguishing between kinetic, potential, and other forms of energy such
HS.P.7. Plan and carry out investigations to provide evidence that the first and second laws of thermodynamics relate work and heat transfers to the change in internal energy of a system with limits on the ability to do useful work (e.g., heat engine transforming
HS.P.7.a. Develop models to illustrate methods of heat transfer by conduction (e.g., an ice cube in water), convection (e.g., currents that transfer heat from the interior up to the surface), and radiation (e.g., an object in sunlight).
HS.PS.11. Design and conduct investigations to verify the law of conservation of energy, including transformations of potential energy, kinetic energy, thermal energy, and the effect of any work performed on or by the system.
HS.PS.12. Design, build, and test the ability of a device (e.g., Rube Goldberg devices, wind turbines, solar cells, solar ovens) to convert one form of energy into another form of energy.
HS.PS.1. Use the periodic table as a model to predict the relative properties and trends (e.g., reactivity of metals; types of bonds formed, including ionic, covalent, and polar covalent; numbers of bonds formed; reactions with oxygen) of main group elements based
HS.PS.2. Plan and carry out investigations (e.g., squeezing a balloon, placing a balloon on ice) to identify the relationships that exist among the pressure, volume, density, and temperature of a confined gas.
Waves and Their Applications in Technologies for Information Transfer
HS.PS.13. Use mathematical representations to demonstrate the relationships among wavelength, frequency, and speed of waves (e.g., the relation v = λ f) traveling in various media (e.g., electromagnetic radiation traveling in a vacuum and glass, sound waves traveli
HS.PS.14. Propose and defend a hypothesis based on information gathered from published materials (e.g., trade books, magazines, Internet resources, videos) for and against various claims for the safety of electromagnetic radiation.
HS.PS.10. Construct simple series and parallel circuits containing resistors and batteries and apply Ohm’s law to solve typical problems demonstrating the effect of changing values of resistors and voltages.
HS.PS.7. Analyze and interpret data for one- and two-dimensional motion applying basic concepts of distance, displacement, speed, velocity, and acceleration (e.g., velocity versus time graphs, displacement versus time graphs, acceleration versus time graphs).
HS.PS.9. Use mathematical equations (e.g., (m1v1 + m2v2) before = (m1v1 + m2v2) after) and diagrams to explain that the total momentum of a system of objects is conserved when there is no net external force on the system.
HS.PS.9.a. Use the laws of conservation of mechanical energy and momentum to predict the result of one-dimensional elastic collisions.
AL.RH.11-12.Reading Standards for Literacy in Science and Technical Subjects
Reading Standards for Literacy in Science and Technical Subjects
Craft and Structure
RH.11-12.4. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to Grades 11-12 texts and topics.
RH.11-12.8. Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
RH.11-12.9. Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
WHST.11-12.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
WHST.11-12.2.a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful
WHST.11-12.2.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
WHST.11-12.2.c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
WHST.11-12.2.d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise o
WHST.11-12.2.e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).