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GA.SB.Biology
Biology
SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.
SB1.a. Construct an explanation of how cell structures and organelles (including nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, Golgi, endoplasmic reticulum, vacuoles, ribosomes, and mitochondria) interact as a system to maintain homeostas
SB1.b. Develop and use models to explain the role of cellular reproduction (including binary fission, mitosis, and meiosis) in maintaining genetic continuity.
SB1.c. Construct arguments supported by evidence to relate the structure of macromolecules (carbohydrates, proteins, lipids, and nucleic acids) to their interactions in carrying out cellular processes.
SB1.e. Ask questions to investigate and provide explanations about the roles of photosynthesis and respiration in the cycling of matter and flow of energy within the cell (e.g., single-celled alga).
SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells.
SB2.a. Construct an explanation of how the structures of DNA and RNA lead to the expression of information within the cell via the processes of replication, transcription, and translation.
SB2.c. Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in forensics, medicine, and agriculture.
SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.
SB3.a. Use Mendel’s laws (segregation and independent assortment) to ask questions and define problems that explain the role of meiosis in reproductive variability.
SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms.
SB4.a. Construct an argument supported by scientific information to explain patterns in structures and function among clades of organisms, including the origin of eukaryotes by endosymbiosis. Clades should include:
SB4.b. Analyze and interpret data to develop models (i.e., cladograms and phylogenetic trees) based on patterns of common ancestry and the theory of evolution to determine relationships among major groups of organisms.
SB5.b. Develop and use models to analyze the cycling of matter and flow of energy within ecosystems through the processes of photosynthesis and respiration.
SB5.b.1. Arranging components of a food web according to energy flow.
SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.
SB6.a. Construct an explanation of how new understandings of Earth’s history, the emergence of new species from pre-existing species, and our understanding of genetics have influenced our understanding of biology.
SB6.c. Construct an argument using valid and reliable sources to support the claim that evidence from comparative morphology (analogous vs. homologous structures), embryology, biochemistry (protein sequence) and genetics support the theory that all living organi
SB6.d. Develop and use mathematical models to support explanations of how undirected genetic changes in natural selection and genetic drift have led to changes in populations of organisms.
SB6.e. Develop a model to explain the role natural selection plays in causing biological resistance (e.g., pesticides, antibiotic resistance, and influenza vaccines).
SC1. Obtain, evaluate, and communicate information about the use of the modern atomic theory and periodic law to explain the characteristics of atoms and elements.
SC1.a. Evaluate merits and limitations of different models of the atom in relation to relative size, charge, and position of protons, neutrons, and electrons in the atom.
SC1.f. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms (i.e. including atomic radii, ionization energy, and electronegativity).
SC2. Obtain, evaluate, and communicate information about the chemical and physical properties of matter resulting from the ability of atoms to form bonds.
SC2.a. Plan and carry out an investigation to gather evidence to compare the physical and chemical properties at the macroscopic scale to infer the strength of intermolecular and intramolecular forces.
SC2.b. Construct an argument by applying principles of inter- and intra- molecular forces to identify substances based on chemical and physical properties.
SC2.e. Ask questions about chemical names to identify patterns in IUPAC nomenclature in order to predict chemical names for ionic (binary and ternary), acidic, and inorganic covalent compounds.
SC3. Obtain, evaluate, and communicate information about how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions.
SC3.a. Use mathematics and computational thinking to balance chemical reactions (i.e., synthesis, decomposition, single replacement, double replacement, and combustion) and construct an explanation for the outcome of a simple chemical reaction based on the outer
SC3.b. Plan and carry out an investigation to determine that a new chemical has been formed by identifying indicators of a chemical reaction (e.g., precipitate formation, gas evolution, color change, water production, and changes in energy to the system).
SC4. Obtain, evaluate, and communicate information about how to refine the design of a chemical system by applying engineering principles to manipulate the factors that affect a chemical reaction.
SC4.a. Plan and carry out an investigation to provide evidence of the effects of changing concentration, temperature, and pressure on chemical reactions.
SC4.d. Refine the design of a chemical system by altering the conditions that would change forward and reverse reaction rates and the amount of products at equilibrium.
SC5. Obtain, evaluate, and communicate information about the Kinetic Molecular Theory to model atomic and molecular motion in chemical and physical processes.
SC5.a. Plan and carry out an investigation to calculate the amount of heat absorbed or released by chemical or physical processes.
SC5.c. Develop and use models to quantitatively, conceptually, and graphically represent the relationships between pressure, volume, temperature, and number of moles of a gas.
SC6.c. Use mathematics and computational thinking to evaluate commercial products in terms of their concentrations (i.e., molarity and percent by mass).
SC6.f. Use mathematics and computational thinking to compare, contrast, and evaluate the nature of acids and bases in terms of percent dissociation, hydronium ion concentration, and pH.
SES1. Obtain, evaluate, and communicate information to investigate the composition and formation of Earth systems, including the Earth’s place in the solar system.
SES1.a. Construct an explanation of the origins of the solar system from scientific evidence including the composition, distribution and motion of solar system objects.
SES1.b. Ask questions to evaluate evidence for the development and composition of Earth’s early systems, including the geosphere (crust, mantle and core), hydrosphere and atmosphere.
SES1.c. Develop a model of the physical composition of Earth’s layers using multiple types of evidence (e.g., Earth’s magnetic field, composition of meteorites and seismic waves).
SES2. Obtain, evaluate, and communicate information to understand how plate tectonics creates certain geologic features, landforms, Earth materials, and geologic hazards.
SES2.a. Construct an explanation based on evidence that describes the mechanisms causing plate tectonic motion.
SES2.c. Construct an explanation that communicates the relationship of geologic features, landforms, Earth materials and geologic hazards to each plate tectonic setting.
SES2.d. Ask questions to compare and contrast the relationship between transformation processes of all rock types (sedimentary, igneous, and metamorphic) and specific plate tectonic settings.
SES2.e. Construct an argument using multiple forms of evidence that supports the theory of plate tectonics (e.g., fossils, paleomagnetism, seafloor age, etc.).
SES3. Obtain, evaluate, and communicate information to explore the actions of water, wind, ice, and gravity as they relate to landscape change.
SES3.a. Plan and carry out an investigation that demonstrates how surface water and groundwater act as the major agents of physical and chemical weathering.
SES3.d. Construct an argument based on evidence that relates the characteristics of the sedimentary materials to the energy by which they were transported and deposited.
SES4. Obtain, evaluate, and communicate information to understand how rock relationships and fossils are used to reconstruct the Earth’s past.
SES4.a. Use mathematics and computational thinking to calculate the absolute age of rocks using a variety of methods (e.g., radiometric dating, rates of erosion, rates of deposition, and varve count).
SES4.b. Construct an argument applying principles of relative age (superposition, original horizontality, cross-cutting relations, and original lateral continuity) to interpret a geologic cross-section and describe how unconformities form.
SES4.c. Analyze and interpret data from rock and fossil succession in a rock sequence to interpret major events in Earth’s history such as mass extinction, major climatic change, and tectonic events.
SES4.d. Construct an explanation applying the principle of uniformitarianism to show the relationship between sedimentary rocks and their fossils to the environments in which they were formed.
SES4.e. Construct an argument using spatial representations of Earth data that interprets major transitions in Earth’s history from the fossil and rock record of geologically defined areas.
SES5. Obtain, evaluate, and communicate information to investigate the interaction of solar energy and Earth’s systems to produce weather and climate.
SES5.a. Develop and use models to explain how latitudinal variations in solar heating create differences in air pressure, global wind patterns, and ocean currents that redistribute heat globally.
SES5.b. Analyze and interpret data (e.g., maps, meteograms, and weather apps) that demonstrate how the interaction and movement of air masses creates weather.
SES5.e. Construct an explanation that describes the conditions that generate extreme weather events (e.g., hurricanes, tornadoes, and thunderstorms) and the hazards associated with these events.
SES6. Obtain, evaluate, and communicate information about how life on Earth responds to and shapes Earth’s systems.
SES6.a. Construct an argument from evidence that describes how life has responded to major events in Earth’s history (e.g., major climatic change, tectonic events) through extinction, migration, and/or adaptation.
SES6.b. Construct an explanation that describes how biological processes have caused major changes in Earth’s systems through geologic time (e.g., nutrient cycling, atmospheric composition, and soil formation).
SES6.c. Ask questions to investigate and communicate how humans depend on Earth’s land and water resources, which are distributed unevenly around the planet as a result of past geological and environmental processes.
SEV1. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.
SEV1.a. Develop and use a model to compare and analyze the levels of biological organization including organisms, populations, communities, ecosystems, and biosphere.
SEV1.b. Develop and use a model based on the Laws of Thermodynamics to predict energy transfers throughout an ecosystem (food chains, food webs, and trophic levels).
SEV1.c. Analyze and interpret data to construct an argument of the necessity of biogeochemical cycles (hydrologic, nitrogen, phosphorus, oxygen, and carbon) to support a sustainable ecosystem.
SEV1.d. Evaluate claims, evidence, and reasoning of the relationship between the physical factors (e.g., insolation, proximity to coastline, topography) and organismal adaptations within terrestrial biomes.
SEV2.d. Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.
SEV3. Obtain, evaluate, and communicate information to evaluate types, availability, allocation, and sustainability of energy resources.
SEV3.a. Analyze and interpret data to communicate information on the origin and consumption of renewable forms of energy (wind, solar, geothermal, biofuel, and tidal) and non-renewable energy sources (fossil fuels and nuclear energy).
SEV4.b. Design, evaluate, and refine solutions to reduce human impact on the environment including, but not limited to, smog, ozone depletion, urbanization, and ocean acidification.
SEV5. Obtain, evaluate, and communicate information about the effects of human population growth on global ecosystems.
SEV5.c. Construct an argument from evidence regarding the ecological effects of human innovations (Agricultural, Industrial, Medical, and Technological Revolutions) on global ecosystems.
SEV5.d. Design and defend a sustainability plan to reduce your individual contribution to environmental impacts, taking into account how market forces and societal demands (including political, legal, social, and economic) influence personal choices.
SP1. Obtain, evaluate, and communicate information about the relationship between distance, displacement, speed, velocity, and acceleration as functions of time.
SP1.a. Plan and carry out an investigation of one-dimensional motion to calculate average and instantaneous speed and velocity.
SP1.a.2. Apply one-dimensional kinematic equations to situations with no acceleration, and positive, or negative constant acceleration.
SP1.b. Analyze and interpret data using created or obtained motion graphs to illustrate the relationships among position, velocity, and acceleration, as functions of time.
SP2.c. Use mathematical representations to calculate magnitudes and vector components for typical forces including gravitational force, normal force, friction forces, tension forces, and spring forces.
SP2.d. Plan and carry out an investigation to gather evidence to identify the force or force component responsible for causing an object to move along a circular path.
SP2.d.1. Calculate the magnitude of a centripetal acceleration.
SP3. Obtain, evaluate, and communicate information about the importance of conservation laws for mechanical energy and linear momentum in predicting the behavior of physical systems.
SP3.b. Use mathematics and computational thinking to analyze, evaluate, and apply the principle of conservation of energy and the Work-Kinetic Energy Theorem.
SP3.b.1. Calculate the kinetic energy of an object.
SP3.c. Plan and carry out an investigation demonstrating conservation and rate of transfer of energy (power) to solve problems involving closed systems.
SP4.b. Develop and use models to describe and calculate characteristics related to the interference and diffraction of waves (single and double slits).
SP4.e. Plan and carry out investigations to describe common features of light in terms of color, polarization, spectral composition, and wave speed in transparent media.
SP4.e.1. Analyze experimentally and mathematically aspects of reflection and refraction of light waves and describe the results using optical ray diagrams.
SP4.g. Plan and carry out investigations to describe changes in diffraction patterns associated with geometry and wavelength for mechanical and electromagnetic waves.
SPS1. Obtain, evaluate, and communicate information from the Periodic Table to explain the relative properties of elements based on patterns of atomic structure.
SPS1.a. Develop and use models to compare and contrast the structure of atoms, ions and isotopes.
SPS10.b. Develop and use models to illustrate and explain the conventional flow (direct and alternating) of current and the flow of electrons in simple series and parallel circuits.
SPS6.d. Obtain and communicate information to explain the relationship between the structure and properties (e.g., pH, and color change in the presence of an indicator) of acids and bases.
SPS7.b. Plan and carry out investigations to describe how molecular motion relates to thermal energy changes in terms of conduction, convection, and radiation.
SPS7.c. Analyze and interpret specific heat data to justify the selection of a material for a practical application (e.g., insulators and cooking vessels).
SPS9. Obtain, evaluate, and communicate information to explain the properties of waves.
SPS9.a. Analyze and interpret data to identify the relationships among wavelength, frequency, and energy in electromagnetic waves and amplitude and energy in mechanical waves.