Big Idea !: "iving systems store retrieve transmit and respond to information essential tolife processes.
", !.1
The student is a$le to constuct scientific eplanations that use the stuctues and mechanisms of 0!A and 5!A to suppot the claim that 0!A and& in some cases& that 5!A ae the pimay souces of heita$le infomation. <-ee
%& *.)
=
", !.2
The student is a$le to "ustify the selection of data fom histoical investigations that suppot the claim that 0!A is thesouce of heita$le infomation. <-ee
%& #.1
=
", !.!
The student is a$le to desci$e epesentations and models that illustate ho( genetic infomation is copied fo tansmission $et(een geneations. <-ee
%& 1.2
=
", !.#
The student is a$le to desci$e epesentations and models illustating ho( genetic infomation is tanslated into polypeptides. <-ee
%& 1.2
=
", !.)
The student can "ustify the claim that humans can manipulate heita$le infomation $y identifying
at least two
commonly used technologies. <-ee
%& *.#
=
", !.*
The student can pedict ho( a change in a specific 0!A o 5!A seuence can esult in changes in gene epession. <-ee
%& *.#
=
", !.+
The student can make pedictions a$out natual phenomena occuing duing the cell cycle. <-ee
%& *.#
=
", !./
The student can desci$e the events that occu in the cell cycle. <-ee
%& 1.2
=
", !.-
The student is a$le to constuct an eplanation& using visual epesentations o naatives& as to ho( 0!A in chomosomes is tansmitted to the net geneation via mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& *.2
=
", !.1
The student is a$le to epesent the connection $et(een meiosis and inceased genetic divesity necessay fo evolution. <-ee
%& +.1
=
", !.11
The student is a$le to evaluate evidence povided $y data sets to suppot the claim that heita$le infomation is passed fom one geneation to anothe geneation though mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& ).!
=
", !.12
The student is a$le to constuct a epesentation that connects the pocess of meiosis to the passage of taits fom paent to offsping. <-ee
%& 1.1 +.2
=
", !.1!
The student is a$le to pose uestions a$out ethical& social o medical issues suounding human genetic disodes. <-ee
%& !.1
=
", !.1#
The student is a$le to apply mathematical outines to detemine 4endelian pattens of inheitance povided $y data sets. <-ee
%& 2.2
=
", !.1)
The student is a$le to eplain deviations fom 4endel/s model of the inheitance of taits. <-ee
%& *.)
=
", !.1*
The student is a$le to eplain ho( the inheitance pattens of many taits cannot $e accounted fo $y 4endelian genetics. <-ee
%& *.!
=
", !.1+
The student is a$le to desci$e epesentations of an appopiate eample of inheitance pattens that cannot $e eplained $y 4endel/s model of the inheitance of taits. <-ee
%& 1.2
=
", !.1/
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een diffeent kinds of oganisms. <-ee
%& +.1
=
", !.1-
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een individuals in a population. <-ee
%& +.1
=
", !.2
The student is a$le to eplain ho( the egulation of gene epession is essential fo the pocesses and stuctues that suppot efficient cell function. <-ee
%& *.2
=
", !.21
The student can use epesentations to desci$e ho( gene egulation influences cell poducts and function. <-ee
%& 1.#
=
", !.22
The student is a$le to eplain ho( signal path(ays mediate gene epession& including ho( this pocess can affect potein poduction. <-ee
%& *.2
=
", !.2!
The student can use epesentations to desci$e mechanisms of the egulation of gene epession. <-ee
%& 1.#
=
", !.2#
The student is a$le to pedict ho( a change in genotype& (hen epessed as a phenotype& povides a vaiation that can $e su$"ect to natual selection. <-ee
%& *.# +.2
=
", !.2)
The student can ceate a visual epesentation to illustate ho( changes in a 0!A nucleotide seuence can esult in achange in the polypeptide poduced. <-ee
%& 1.1
=
", !.2*
The student is a$le to eplain the connection $et(een genetic vaiations in oganisms and phenotypic vaiations in populations. <-ee
%& +.2
=
", !.2+
The student is a$le to compae and contast pocesses $y (hich genetic vaiation is poduced and maintained in oganisms fom multiple domains. <-ee
%& +.2
=
", !.2/
The student is a$le to constuct an eplanation of the multiple pocesses that incease vaiation (ithin a population. <-ee
%& *.2
=
", !.2-
The student is a$le to constuct an eplanation of ho( viuses intoduce genetic vaiation in host oganisms. <-ee
%&*.2
=
", !.!
The student is a$le to use epesentations and appopiate models to desci$e ho( vial eplication intoduces genetic vaiation in the vial population. <-ee
%& 1.#
=
", !.!1
The student is a$le to desci$e $asic chemical pocesses fo cell communication shaed acoss evolutionay lines of descent. <-ee
%& +.2
=
", !.!2
The student is a$le to geneate scientific uestions involving cell communication as it elates to the pocess of evolution. <-ee
%& !.1
=
", !.!!
The student is a$le to use epesentation*s+ and appopiate models to desci$e featues of a cell signaling path(ay. <-ee
%& 1.#
=
", !.!#
The student is a$le to constuct eplanations of cell communication though cell9to9cell diect contact o though chemical signaling. <-ee
%& *.2
=
", !.!)
The student is a$le to ceate epesentation*s+ that depict ho( cell9to9cell communication occus $y diect contact o fom a distance though chemical signaling. <-ee
%& 1.1
=
", !.!*
The student is a$le to desci$e a model that epesses the key elements of signal tansduction path(ays $y (hich a signal is conveted to a cellula esponse. <-ee
%& 1.)
=
", !.!+
The student is a$le to "ustify claims $ased on scientific evidence that changes in signal tansduction path(ays can alte cellula esponse. <-ee
%& *.1
=
", !.!/
The student is a$le to desci$e a model that epesses key elements to sho( ho( change in signal tansduction can alte cellula esponse. <-ee
%& 1.)
=
", !.!-
The student is a$le to constuct an eplanation of ho( cetain dugs affect signal eception and& conseuently& signaltansduction path(ays. <-ee
%& *.2
=
", !.#
The student is a$le to analye data that indicate ho( oganisms echange infomation in esponse to intenal changes and etenal cues& and (hich can change $ehavio. <-ee
%& ).1
=
", !.#1
The student is a$le to ceate a epesentation that desci$es ho( oganisms echange infomation in esponse to intenal changes and etenal cues& and (hich can esult in changes in $ehavio. <-ee
%& 1.1
=
", !.#2
The student is a$le to desci$e ho( oganisms echange infomation in esponse to intenal changes o envionmental cues. <-ee
%& +.1
=
", !.#!
The student is a$le to constuct an eplanation& $ased on scientific theoies and models& a$out ho( nevous systems detect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& *.2 +.1
=
", !.##
The student is a$le to desci$e ho( nevous systems detect etenal and intenal signals. <-ee
%& 1.2
=
", !.#)
The student is a$le to desci$e ho( nevous systems tansmit infomation. <-ee
%& 1.2
=
", !.#*
The student is a$le to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.2
=
", !.#+
The student is a$le to ceate a visual epesentation of comple nevous systems to desci$e;eplain ho( these systems detect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& 1.1
=
", !.#/
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems detect etenal and intenal signals. <-ee
%& 1.1
=
", !.#-
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems tansmit infomation. <-ee
%& 1.1
=
", !.)
The student is a$le to ceate a visual epesentation to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.1
=
Big Idea #: Biological systems interact and these systems and their interactions possess comple$ properties.
", #.1
The student is a$le to eplain the connection $et(een the seuence and the su$components of a $iological polyme and its popeties. <-ee
%& +.1
=
", #.2
The student is a$le to efine epesentations and models to eplain ho( the su$components of a $iological polyme and thei seuence detemine the popeties of that polyme. <-ee
%& 1.!
=
", #.!
The student is a$le to use models to pedict and "ustify that changes in the su$components of a $iological polyme affect the functionality of the molecule. <-ee
%& *.1 *.#
=
", #.#
The student is a$le to make a pediction a$out the inteactions of su$cellula oganelles. <-ee
%& *.#
=
", #.)
The student is a$le to constuct eplanations $ased on scientific evidence as to ho( inteactions of su$cellula stuctues povide essential functions. <-ee
%& *.2
=
", #.*
The student is a$le to use epesentations and models to analye situations ualitatively to desci$e ho( inteactions of su$cellula stuctues& (hich possess specialied functions& povide essential functions. <-ee
%& 1.#
=
", #.+
The student is a$le to efine epesentations to illustate ho( inteactions $et(een etenal stimuli and gene epession esult in specialiation of cells& tissues and ogans. <-ee
%& 1.!
=
", #./
The student is a$le to evaluate scientific uestions concening oganisms that ehi$it comple popeties due to the inteaction of thei constituent pats. <-ee
%& !.!
=
", #.-
The student is a$le to pedict the effects of a change in a component*s+ of a $iological system on the functionality of an oganism*s+. <-ee
%& *.#
=
", #.1
The student is a$le to efine epesentations and models to illustate $iocompleity due to inteactions of the constituent pats.<-ee
%& 1.!
=
", #.11
The student is a$le to "ustify the selection of the kind of data needed to ans(e scientific uestions a$out the inteaction of populations (ithin communities. <-ee
%& 1.# #.1
=
", #.12
The student is a$le to apply mathematical outines to uantities that desci$e communities composed of populations of oganisms that inteact in comple (ays. <-ee
%& 2.2
=
", #.1!
The student is a$le to pedict the effects of a change in the community/s populations on the community. <-ee
%& *.#
=
", #.1#
The student is a$le to apply mathematical outines to uantities that desci$e inteactions among living systems and thei envionment& (hich esult in the movement of matte and enegy. <-ee
%& 2.2
=
", #.1)
The student is a$le to use visual epesentations to analye situations o solve po$lems ualitatively to illustate ho( inteactions among living systems and (ith thei envionment esult in the movement of matte and enegy. <-ee
%& 1.#
=
", #.1*
The student is a$le to pedict the effects of a change of matte o enegy availa$ility on communities. <-ee
%& *.#
=
", #.1+
The student is a$le to analye data to identify ho( molecula inteactions affect stuctue and function. <-ee
%& ).1
=
", #.1/
The student is a$le to use epesentations and models to analye ho( coopeative inteactions (ithin oganisms pomote efficiency in the use of enegy and matte. <-ee
%& 1.#
=
", #.1-
The student is a$le to use data analysis to efine o$sevations and measuements egading the effect of population inteactions on pattens of species disti$ution and a$undance. <-ee
%& ).2
=
", #.2
The student is a$le to eplain ho( the disti$ution of ecosystems changes ove time $y identifying lage9scale events that have esulted in these changes in the past. <-ee
%& *.!
=
", #.21
The student is a$le to pedict conseuences of human actions on $oth local and glo$al ecosystems. <-ee
%& *.#
=
", #.22
The student is a$le to constuct eplanations $ased on evidence of ho( vaiation in molecula units povides cells (ith a (ide ange of functions. <-ee
%& *.2
=
", #.2!
The student is a$le to constuct eplanations of the influence of envionmental factos on the phenotype of an oganism. <-ee
%& *.2
=
", #.2#
The student is a$le to pedict the effects of a change in an envionmental facto on the genotypic epession of the phenotype. <-ee
%& *.#
=
", #.2)
The student is a$le to use evidence to "ustify a claim that a vaiety of phenotypic esponses to a single envionmental facto can esult fom diffeent genotypes (ithin the population. <-ee
%& *.1
=
", #.2*
The student is a$le to use theoies and models to make scientific claims and;o pedictions a$out the effects of vaiation (ithin populations on suvival and fitness. <-ee
%& *.#
=
", #.2+
The student is a$le to make scientific claims and pedictions a$out ho( species divesity (ithin an ecosystem influences ecosystem sta$ility. <-ee
%& *.#
=
9
Big Idea !: "iving systems store retrieve transmit and respond to information essential tolife processes.
", !.1
The student is a$le to constuct scientific eplanations that use the stuctues and mechanisms of 0!A and 5!A tosuppot the claim that 0!A and& in some cases& that 5!A ae the pimay souces of heita$le infomation. <-ee
%&*.)
=
", !.2
The student is a$le to "ustify the selection of data fom histoical investigations that suppot the claim that 0!A is thesouce of heita$le infomation. <-ee
%& #.1
=
", !.!
The student is a$le to desci$e epesentations and models that illustate ho( genetic infomation is copied fotansmission $et(een geneations. <-ee
%& 1.2
=
", !.#
The student is a$le to desci$e epesentations and models illustating ho( genetic infomation is tanslated into polypeptides. <-ee
%& 1.2
=
", !.)
The student can "ustify the claim that humans can manipulate heita$le infomation $y identifying
at least two
commonly used technologies. <-ee
%& *.#
=
", !.*
The student can pedict ho( a change in a specific 0!A o 5!A seuence can esult in changes in gene epession.<-ee
%& *.#
=
", !.+
The student can make pedictions a$out natual phenomena occuing duing the cell cycle. <-ee
%& *.#
=
", !./
The student can desci$e the events that occu in the cell cycle. <-ee
%& 1.2
=
", !.-
The student is a$le to constuct an eplanation& using visual epesentations o naatives& as to ho( 0!A inchomosomes is tansmitted to the net geneation via mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& *.2
=
", !.1
The student is a$le to epesent the connection $et(een meiosis and inceased genetic divesity necessay foevolution. <-ee
%& +.1
=
", !.11
The student is a$le to evaluate evidence povided $y data sets to suppot the claim that heita$le infomation is passed fom one geneation to anothe geneation though mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& ).!
=
", !.12
The student is a$le to constuct a epesentation that connects the pocess of meiosis to the passage of taits fom paent to offsping. <-ee
%& 1.1 +.2
=
", !.1!
The student is a$le to pose uestions a$out ethical& social o medical issues suounding human genetic disodes.<-ee
%& !.1
=
", !.1#
The student is a$le to apply mathematical outines to detemine 4endelian pattens of inheitance povided $y datasets. <-ee
%& 2.2
=
", !.1)
The student is a$le to eplain deviations fom 4endel/s model of the inheitance of taits. <-ee
%& *.)
=
", !.1*
The student is a$le to eplain ho( the inheitance pattens of many taits cannot $e accounted fo $y 4endeliangenetics. <-ee
%& *.!
=
", !.1+
The student is a$le to desci$e epesentations of an appopiate eample of inheitance pattens that cannot $eeplained $y 4endel/s model of the inheitance of taits. <-ee
%& 1.2
=
", !.1/
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een diffeent kinds of oganisms. <-ee
%& +.1
=
", !.1-
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een individuals in a population. <-ee
%& +.1
=
", !.2
The student is a$le to eplain ho( the egulation of gene epession is essential fo the pocesses and stuctues thatsuppot efficient cell function. <-ee
%& *.2
=
", !.21
The student can use epesentations to desci$e ho( gene egulation influences cell poducts and function. <-ee
%&1.#
=
", !.22
The student is a$le to eplain ho( signal path(ays mediate gene epession& including ho( this pocess can affect potein poduction. <-ee
%& *.2
=
", !.2!
The student can use epesentations to desci$e mechanisms of the egulation of gene epession. <-ee
%& 1.#
=
", !.2#
The student is a$le to pedict ho( a change in genotype& (hen epessed as a phenotype& povides a vaiation thatcan $e su$"ect to natual selection. <-ee
%& *.# +.2
=
", !.2)
The student can ceate a visual epesentation to illustate ho( changes in a 0!A nucleotide seuence can esult in achange in the polypeptide poduced. <-ee
%& 1.1
=
", !.2*
The student is a$le to eplain the connection $et(een genetic vaiations in oganisms and phenotypic vaiations in populations. <-ee
%& +.2
=
", !.2+
The student is a$le to compae and contast pocesses $y (hich genetic vaiation is poduced and maintained inoganisms fom multiple domains. <-ee
%& +.2
=
", !.2/
The student is a$le to constuct an eplanation of the multiple pocesses that incease vaiation (ithin a population.<-ee
%& *.2
=
", !.2-
The student is a$le to constuct an eplanation of ho( viuses intoduce genetic vaiation in host oganisms. <-ee
%&*.2
=
", !.!
The student is a$le to use epesentations and appopiate models to desci$e ho( vial eplication intoducesgenetic vaiation in the vial population. <-ee
%& 1.#
=
", !.!1
The student is a$le to desci$e $asic chemical pocesses fo cell communication shaed acoss evolutionay lines ofdescent. <-ee
%& +.2
=
", !.!2
The student is a$le to geneate scientific uestions involving cell communication as it elates to the pocess ofevolution. <-ee
%& !.1
=
", !.!!
The student is a$le to use epesentation*s+ and appopiate models to desci$e featues of a cell signaling path(ay.<-ee
%& 1.#
=
", !.!#
The student is a$le to constuct eplanations of cell communication though cell9to9cell diect contact o thoughchemical signaling. <-ee
%& *.2
=
", !.!)
The student is a$le to ceate epesentation*s+ that depict ho( cell9to9cell communication occus $y diect contact o fom a distance though chemical signaling. <-ee
%& 1.1
=
", !.!*
The student is a$le to desci$e a model that epesses the key elements of signal tansduction path(ays $y (hich asignal is conveted to a cellula esponse. <-ee
%& 1.)
=
", !.!+
The student is a$le to "ustify claims $ased on scientific evidence that changes in signal tansduction path(ays canalte cellula esponse. <-ee
%& *.1
=
", !.!/
The student is a$le to desci$e a model that epesses key elements to sho( ho( change in signal tansduction canalte cellula esponse. <-ee
%& 1.)
=
", !.!-
The student is a$le to constuct an eplanation of ho( cetain dugs affect signal eception and& conseuently& signaltansduction path(ays. <-ee
%& *.2
=
", !.#
The student is a$le to analye data that indicate ho( oganisms echange infomation in esponse to intenalchanges and etenal cues& and (hich can change $ehavio. <-ee
%& ).1
=
", !.#1
The student is a$le to ceate a epesentation that desci$es ho( oganisms echange infomation in esponse tointenal changes and etenal cues& and (hich can esult in changes in $ehavio. <-ee
%& 1.1
=
", !.#2
The student is a$le to desci$e ho( oganisms echange infomation in esponse to intenal changes oenvionmental cues. <-ee
%& +.1
=
", !.#!
The student is a$le to constuct an eplanation& $ased on scientific theoies and models& a$out ho( nevous systemsdetect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& *.2 +.1
=
", !.##
The student is a$le to desci$e ho( nevous systems detect etenal and intenal signals. <-ee
%& 1.2
=
", !.#)
The student is a$le to desci$e ho( nevous systems tansmit infomation. <-ee
%& 1.2
=
", !.#*
The student is a$le to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.2
=
", !.#+
The student is a$le to ceate a visual epesentation of comple nevous systems to desci$e;eplain ho( thesesystems detect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& 1.1
=
", !.#/
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems detect etenal and intenalsignals. <-ee
%& 1.1
=
", !.#-
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems tansmit infomation. <-ee
%&1.1
=
", !.)
The student is a$le to ceate a visual epesentation to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.1
=
Big Idea #: Biological systems interact and these systems and their interactions possesscomple$ properties.
", #.1
The student is a$le to eplain the connection $et(een the seuence and the su$components of a $iological polymeand its popeties. <-ee
%& +.1
=
", #.2
The student is a$le to efine epesentations and models to eplain ho( the su$components of a $iological polymeand thei seuence detemine the popeties of that polyme. <-ee
%& 1.!
=
", #.!
The student is a$le to use models to pedict and "ustify that changes in the su$components of a $iological polymeaffect the functionality of the molecule. <-ee
%& *.1 *.#
=
", #.#
The student is a$le to make a pediction a$out the inteactions of su$cellula oganelles. <-ee
%& *.#
=
", #.)
The student is a$le to constuct eplanations $ased on scientific evidence as to ho( inteactions of su$cellulastuctues povide essential functions. <-ee
%& *.2
=
", #.*
The student is a$le to use epesentations and models to analye situations ualitatively to desci$e ho( inteactionsof su$cellula stuctues& (hich possess specialied functions& povide essential functions. <-ee
%& 1.#
=
", #.+
The student is a$le to efine epesentations to illustate ho( inteactions $et(een etenal stimuli and geneepession esult in specialiation of cells& tissues and ogans. <-ee
%& 1.!
=
", #./
The student is a$le to evaluate scientific uestions concening oganisms that ehi$it comple popeties due to theinteaction of thei constituent pats. <-ee
%& !.!
=
", #.-
The student is a$le to pedict the effects of a change in a component*s+ of a $iological system on the functionality ofan oganism*s+. <-ee
%& *.#
=
", #.1
The student is a$le to efine epesentations and models to illustate $iocompleity due to inteactions of theconstituent pats.<-ee
%& 1.!
=
", #.11
The student is a$le to "ustify the selection of the kind of data needed to ans(e scientific uestions a$out theinteaction of populations (ithin communities. <-ee
%& 1.# #.1
=
", #.12
The student is a$le to apply mathematical outines to uantities that desci$e communities composed of populationsof oganisms that inteact in comple (ays. <-ee
%& 2.2
=
", #.1!
The student is a$le to pedict the effects of a change in the community/s populations on the community. <-ee
%& *.#
=
", #.1#
The student is a$le to apply mathematical outines to uantities that desci$e inteactions among living systems andthei envionment& (hich esult in the movement of matte and enegy. <-ee
%& 2.2
=
", #.1)
The student is a$le to use visual epesentations to analye situations o solve po$lems ualitatively to illustateho( inteactions among living systems and (ith thei envionment esult in the movement of matte and enegy.<-ee
%& 1.#
=
", #.1*
The student is a$le to pedict the effects of a change of matte o enegy availa$ility on communities. <-ee
%& *.#
=
", #.1+
The student is a$le to analye data to identify ho( molecula inteactions affect stuctue and function. <-ee
%& ).1
=
", #.1/
The student is a$le to use epesentations and models to analye ho( coopeative inteactions (ithin oganisms pomote efficiency in the use of enegy and matte. <-ee
%& 1.#
=
", #.1-
The student is a$le to use data analysis to efine o$sevations and measuements egading the effect of populationinteactions on pattens of species disti$ution and a$undance. <-ee
%& ).2
=
", #.2
The student is a$le to eplain ho( the disti$ution of ecosystems changes ove time $y identifying lage9scaleevents that have esulted in these changes in the past. <-ee
%& *.!
=
", #.21
The student is a$le to pedict conseuences of human actions on $oth local and glo$al ecosystems. <-ee
%& *.#
=
", #.22
The student is a$le to constuct eplanations $ased on evidence of ho( vaiation in molecula units povides cells(ith a (ide ange of functions. <-ee
%& *.2
=
", #.2!
The student is a$le to constuct eplanations of the influence of envionmental factos on the phenotype of anoganism. <-ee
%& *.2
=
", #.2#
The student is a$le to pedict the effects of a change in an envionmental facto on the genotypic epession of the phenotype. <-ee
%& *.#
=
", #.2)
The student is a$le to use evidence to "ustify a claim that a vaiety of phenotypic esponses to a singleenvionmental facto can esult fom diffeent genotypes (ithin the population. <-ee
%& *.1
=
", #.2*
The student is a$le to use theoies and models to make scientific claims and;o pedictions a$out the effects ofvaiation (ithin populations on suvival and fitness. <-ee
%& *.#
=
", #.2+
The student is a$le to make scientific claims and pedictions a$out ho( species divesity (ithin an ecosysteminfluences ecosystem sta$ility. <-ee
%& *.#
=
Big Idea !: "iving systems store retrieve transmit and respond to information essential tolife processes.
", !.1
The student is a$le to constuct scientific eplanations that use the stuctues and mechanisms of 0!A and 5!A tosuppot the claim that 0!A and& in some cases& that 5!A ae the pimay souces of heita$le infomation. <-ee
%&*.)
=
", !.2
The student is a$le to "ustify the selection of data fom histoical investigations that suppot the claim that 0!A is thesouce of heita$le infomation. <-ee
%& #.1
=
", !.!
The student is a$le to desci$e epesentations and models that illustate ho( genetic infomation is copied fotansmission $et(een geneations. <-ee
%& 1.2
=
", !.#
The student is a$le to desci$e epesentations and models illustating ho( genetic infomation is tanslated into polypeptides. <-ee
%& 1.2
=
", !.)
The student can "ustify the claim that humans can manipulate heita$le infomation $y identifying
at least two
commonly used technologies. <-ee
%& *.#
=
", !.*
The student can pedict ho( a change in a specific 0!A o 5!A seuence can esult in changes in gene epession.<-ee
%& *.#
=
", !.+
The student can make pedictions a$out natual phenomena occuing duing the cell cycle. <-ee
%& *.#
=
", !./
The student can desci$e the events that occu in the cell cycle. <-ee
%& 1.2
=
", !.-
The student is a$le to constuct an eplanation& using visual epesentations o naatives& as to ho( 0!A inchomosomes is tansmitted to the net geneation via mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& *.2
=
", !.1
The student is a$le to epesent the connection $et(een meiosis and inceased genetic divesity necessay foevolution. <-ee
%& +.1
=
", !.11
The student is a$le to evaluate evidence povided $y data sets to suppot the claim that heita$le infomation is passed fom one geneation to anothe geneation though mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& ).!
=
", !.12
The student is a$le to constuct a epesentation that connects the pocess of meiosis to the passage of taits fom paent to offsping. <-ee
%& 1.1 +.2
=
", !.1!
The student is a$le to pose uestions a$out ethical& social o medical issues suounding human genetic disodes.<-ee
%& !.1
=
", !.1#
The student is a$le to apply mathematical outines to detemine 4endelian pattens of inheitance povided $y datasets. <-ee
%& 2.2
=
", !.1)
The student is a$le to eplain deviations fom 4endel/s model of the inheitance of taits. <-ee
%& *.)
=
", !.1*
The student is a$le to eplain ho( the inheitance pattens of many taits cannot $e accounted fo $y 4endeliangenetics. <-ee
%& *.!
=
", !.1+
The student is a$le to desci$e epesentations of an appopiate eample of inheitance pattens that cannot $eeplained $y 4endel/s model of the inheitance of taits. <-ee
%& 1.2
=
", !.1/
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een diffeent kinds of oganisms. <-ee
%& +.1
=
", !.1-
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een individuals in a population. <-ee
%& +.1
=
", !.2
The student is a$le to eplain ho( the egulation of gene epession is essential fo the pocesses and stuctues thatsuppot efficient cell function. <-ee
%& *.2
=
", !.21
The student can use epesentations to desci$e ho( gene egulation influences cell poducts and function. <-ee
%&1.#
=
", !.22
The student is a$le to eplain ho( signal path(ays mediate gene epession& including ho( this pocess can affect potein poduction. <-ee
%& *.2
=
", !.2!
The student can use epesentations to desci$e mechanisms of the egulation of gene epession. <-ee
%& 1.#
=
", !.2#
The student is a$le to pedict ho( a change in genotype& (hen epessed as a phenotype& povides a vaiation thatcan $e su$"ect to natual selection. <-ee
%& *.# +.2
=
", !.2)
The student can ceate a visual epesentation to illustate ho( changes in a 0!A nucleotide seuence can esult in achange in the polypeptide poduced. <-ee
%& 1.1
=
", !.2*
The student is a$le to eplain the connection $et(een genetic vaiations in oganisms and phenotypic vaiations in populations. <-ee
%& +.2
=
", !.2+
The student is a$le to compae and contast pocesses $y (hich genetic vaiation is poduced and maintained inoganisms fom multiple domains. <-ee
%& +.2
=
", !.2/
The student is a$le to constuct an eplanation of the multiple pocesses that incease vaiation (ithin a population.<-ee
%& *.2
=
", !.2-
The student is a$le to constuct an eplanation of ho( viuses intoduce genetic vaiation in host oganisms. <-ee
%&*.2
=
", !.!
The student is a$le to use epesentations and appopiate models to desci$e ho( vial eplication intoducesgenetic vaiation in the vial population. <-ee
%& 1.#
=
", !.!1
The student is a$le to desci$e $asic chemical pocesses fo cell communication shaed acoss evolutionay lines ofdescent. <-ee
%& +.2
=
", !.!2
The student is a$le to geneate scientific uestions involving cell communication as it elates to the pocess ofevolution. <-ee
%& !.1
=
", !.!!
The student is a$le to use epesentation*s+ and appopiate models to desci$e featues of a cell signaling path(ay.<-ee
%& 1.#
=
", !.!#
The student is a$le to constuct eplanations of cell communication though cell9to9cell diect contact o thoughchemical signaling. <-ee
%& *.2
=
", !.!)
The student is a$le to ceate epesentation*s+ that depict ho( cell9to9cell communication occus $y diect contact o fom a distance though chemical signaling. <-ee
%& 1.1
=
", !.!*
The student is a$le to desci$e a model that epesses the key elements of signal tansduction path(ays $y (hich asignal is conveted to a cellula esponse. <-ee
%& 1.)
=
", !.!+
The student is a$le to "ustify claims $ased on scientific evidence that changes in signal tansduction path(ays canalte cellula esponse. <-ee
%& *.1
=
", !.!/
The student is a$le to desci$e a model that epesses key elements to sho( ho( change in signal tansduction canalte cellula esponse. <-ee
%& 1.)
=
", !.!-
The student is a$le to constuct an eplanation of ho( cetain dugs affect signal eception and& conseuently& signaltansduction path(ays. <-ee
%& *.2
=
", !.#
The student is a$le to analye data that indicate ho( oganisms echange infomation in esponse to intenalchanges and etenal cues& and (hich can change $ehavio. <-ee
%& ).1
=
", !.#1
The student is a$le to ceate a epesentation that desci$es ho( oganisms echange infomation in esponse tointenal changes and etenal cues& and (hich can esult in changes in $ehavio. <-ee
%& 1.1
=
", !.#2
The student is a$le to desci$e ho( oganisms echange infomation in esponse to intenal changes oenvionmental cues. <-ee
%& +.1
=
", !.#!
The student is a$le to constuct an eplanation& $ased on scientific theoies and models& a$out ho( nevous systemsdetect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& *.2 +.1
=
", !.##
The student is a$le to desci$e ho( nevous systems detect etenal and intenal signals. <-ee
%& 1.2
=
", !.#)
The student is a$le to desci$e ho( nevous systems tansmit infomation. <-ee
%& 1.2
=
", !.#*
The student is a$le to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.2
=
", !.#+
The student is a$le to ceate a visual epesentation of comple nevous systems to desci$e;eplain ho( thesesystems detect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& 1.1
=
", !.#/
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems detect etenal and intenalsignals. <-ee
%& 1.1
=
", !.#-
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems tansmit infomation. <-ee
%&1.1
=
", !.)
The student is a$le to ceate a visual epesentation to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.1
=
Big Idea #: Biological systems interact and these systems and their interactions possesscomple$ properties.
", #.1
The student is a$le to eplain the connection $et(een the seuence and the su$components of a $iological polymeand its popeties. <-ee
%& +.1
=
", #.2
The student is a$le to efine epesentations and models to eplain ho( the su$components of a $iological polymeand thei seuence detemine the popeties of that polyme. <-ee
%& 1.!
=
", #.!
The student is a$le to use models to pedict and "ustify that changes in the su$components of a $iological polymeaffect the functionality of the molecule. <-ee
%& *.1 *.#
=
", #.#
The student is a$le to make a pediction a$out the inteactions of su$cellula oganelles. <-ee
%& *.#
=
", #.)
The student is a$le to constuct eplanations $ased on scientific evidence as to ho( inteactions of su$cellulastuctues povide essential functions. <-ee
%& *.2
=
", #.*
The student is a$le to use epesentations and models to analye situations ualitatively to desci$e ho( inteactionsof su$cellula stuctues& (hich possess specialied functions& povide essential functions. <-ee
%& 1.#
=
", #.+
The student is a$le to efine epesentations to illustate ho( inteactions $et(een etenal stimuli and geneepession esult in specialiation of cells& tissues and ogans. <-ee
%& 1.!
=
", #./
The student is a$le to evaluate scientific uestions concening oganisms that ehi$it comple popeties due to theinteaction of thei constituent pats. <-ee
%& !.!
=
", #.-
The student is a$le to pedict the effects of a change in a component*s+ of a $iological system on the functionality ofan oganism*s+. <-ee
%& *.#
=
", #.1
The student is a$le to efine epesentations and models to illustate $iocompleity due to inteactions of theconstituent pats.<-ee
%& 1.!
=
", #.11
The student is a$le to "ustify the selection of the kind of data needed to ans(e scientific uestions a$out theinteaction of populations (ithin communities. <-ee
%& 1.# #.1
=
", #.12
The student is a$le to apply mathematical outines to uantities that desci$e communities composed of populationsof oganisms that inteact in comple (ays. <-ee
%& 2.2
=
", #.1!
The student is a$le to pedict the effects of a change in the community/s populations on the community. <-ee
%& *.#
=
", #.1#
The student is a$le to apply mathematical outines to uantities that desci$e inteactions among living systems andthei envionment& (hich esult in the movement of matte and enegy. <-ee
%& 2.2
=
", #.1)
The student is a$le to use visual epesentations to analye situations o solve po$lems ualitatively to illustateho( inteactions among living systems and (ith thei envionment esult in the movement of matte and enegy.<-ee
%& 1.#
=
", #.1*
The student is a$le to pedict the effects of a change of matte o enegy availa$ility on communities. <-ee
%& *.#
=
", #.1+
The student is a$le to analye data to identify ho( molecula inteactions affect stuctue and function. <-ee
%& ).1
=
", #.1/
The student is a$le to use epesentations and models to analye ho( coopeative inteactions (ithin oganisms pomote efficiency in the use of enegy and matte. <-ee
%& 1.#
=
", #.1-
The student is a$le to use data analysis to efine o$sevations and measuements egading the effect of populationinteactions on pattens of species disti$ution and a$undance. <-ee
%& ).2
=
", #.2
The student is a$le to eplain ho( the disti$ution of ecosystems changes ove time $y identifying lage9scaleevents that have esulted in these changes in the past. <-ee
%& *.!
=
", #.21
The student is a$le to pedict conseuences of human actions on $oth local and glo$al ecosystems. <-ee
%& *.#
=
", #.22
The student is a$le to constuct eplanations $ased on evidence of ho( vaiation in molecula units povides cells(ith a (ide ange of functions. <-ee
%& *.2
=
", #.2!
The student is a$le to constuct eplanations of the influence of envionmental factos on the phenotype of anoganism. <-ee
%& *.2
=
", #.2#
The student is a$le to pedict the effects of a change in an envionmental facto on the genotypic epession of the phenotype. <-ee
%& *.#
=
", #.2)
The student is a$le to use evidence to "ustify a claim that a vaiety of phenotypic esponses to a singleenvionmental facto can esult fom diffeent genotypes (ithin the population. <-ee
%& *.1
=
", #.2*
The student is a$le to use theoies and models to make scientific claims and;o pedictions a$out the effects ofvaiation (ithin populations on suvival and fitness. <-ee
%& *.#
=
", #.2+
The student is a$le to make scientific claims and pedictions a$out ho( species divesity (ithin an ecosysteminfluences ecosystem sta$ility. <-ee
%& *.#
=
Big Idea !: "iving systems store retrieve transmit and respond to information essential tolife processes.
", !.1
The student is a$le to constuct scientific eplanations that use the stuctues and mechanisms of 0!A and 5!A tosuppot the claim that 0!A and& in some cases& that 5!A ae the pimay souces of heita$le infomation. <-ee
%&*.)
=
", !.2
The student is a$le to "ustify the selection of data fom histoical investigations that suppot the claim that 0!A is thesouce of heita$le infomation. <-ee
%& #.1
=
", !.!
The student is a$le to desci$e epesentations and models that illustate ho( genetic infomation is copied fotansmission $et(een geneations. <-ee
%& 1.2
=
", !.#
The student is a$le to desci$e epesentations and models illustating ho( genetic infomation is tanslated into polypeptides. <-ee
%& 1.2
=
", !.)
The student can "ustify the claim that humans can manipulate heita$le infomation $y identifying
at least two
commonly used technologies. <-ee
%& *.#
=
", !.*
The student can pedict ho( a change in a specific 0!A o 5!A seuence can esult in changes in gene epession.<-ee
%& *.#
=
", !.+
The student can make pedictions a$out natual phenomena occuing duing the cell cycle. <-ee
%& *.#
=
", !./
The student can desci$e the events that occu in the cell cycle. <-ee
%& 1.2
=
", !.-
The student is a$le to constuct an eplanation& using visual epesentations o naatives& as to ho( 0!A inchomosomes is tansmitted to the net geneation via mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& *.2
=
", !.1
The student is a$le to epesent the connection $et(een meiosis and inceased genetic divesity necessay foevolution. <-ee
%& +.1
=
", !.11
The student is a$le to evaluate evidence povided $y data sets to suppot the claim that heita$le infomation is passed fom one geneation to anothe geneation though mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& ).!
=
", !.12
The student is a$le to constuct a epesentation that connects the pocess of meiosis to the passage of taits fom paent to offsping. <-ee
%& 1.1 +.2
=
", !.1!
The student is a$le to pose uestions a$out ethical& social o medical issues suounding human genetic disodes.<-ee
%& !.1
=
", !.1#
The student is a$le to apply mathematical outines to detemine 4endelian pattens of inheitance povided $y datasets. <-ee
%& 2.2
=
", !.1)
The student is a$le to eplain deviations fom 4endel/s model of the inheitance of taits. <-ee
%& *.)
=
", !.1*
The student is a$le to eplain ho( the inheitance pattens of many taits cannot $e accounted fo $y 4endeliangenetics. <-ee
%& *.!
=
", !.1+
The student is a$le to desci$e epesentations of an appopiate eample of inheitance pattens that cannot $eeplained $y 4endel/s model of the inheitance of taits. <-ee
%& 1.2
=
", !.1/
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een diffeent kinds of oganisms. <-ee
%& +.1
=
", !.1-
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een individuals in a population. <-ee
%& +.1
=
", !.2
The student is a$le to eplain ho( the egulation of gene epession is essential fo the pocesses and stuctues thatsuppot efficient cell function. <-ee
%& *.2
=
", !.21
The student can use epesentations to desci$e ho( gene egulation influences cell poducts and function. <-ee
%&1.#
=
", !.22
The student is a$le to eplain ho( signal path(ays mediate gene epession& including ho( this pocess can affect potein poduction. <-ee
%& *.2
=
", !.2!
The student can use epesentations to desci$e mechanisms of the egulation of gene epession. <-ee
%& 1.#
=
", !.2#
The student is a$le to pedict ho( a change in genotype& (hen epessed as a phenotype& povides a vaiation thatcan $e su$"ect to natual selection. <-ee
%& *.# +.2
=
", !.2)
The student can ceate a visual epesentation to illustate ho( changes in a 0!A nucleotide seuence can esult in achange in the polypeptide poduced. <-ee
%& 1.1
=
", !.2*
The student is a$le to eplain the connection $et(een genetic vaiations in oganisms and phenotypic vaiations in populations. <-ee
%& +.2
=
", !.2+
The student is a$le to compae and contast pocesses $y (hich genetic vaiation is poduced and maintained inoganisms fom multiple domains. <-ee
%& +.2
=
", !.2/
The student is a$le to constuct an eplanation of the multiple pocesses that incease vaiation (ithin a population.<-ee
%& *.2
=
", !.2-
The student is a$le to constuct an eplanation of ho( viuses intoduce genetic vaiation in host oganisms. <-ee
%&*.2
=
", !.!
The student is a$le to use epesentations and appopiate models to desci$e ho( vial eplication intoducesgenetic vaiation in the vial population. <-ee
%& 1.#
=
", !.!1
The student is a$le to desci$e $asic chemical pocesses fo cell communication shaed acoss evolutionay lines ofdescent. <-ee
%& +.2
=
", !.!2
The student is a$le to geneate scientific uestions involving cell communication as it elates to the pocess ofevolution. <-ee
%& !.1
=
", !.!!
The student is a$le to use epesentation*s+ and appopiate models to desci$e featues of a cell signaling path(ay.<-ee
%& 1.#
=
", !.!#
The student is a$le to constuct eplanations of cell communication though cell9to9cell diect contact o thoughchemical signaling. <-ee
%& *.2
=
", !.!)
The student is a$le to ceate epesentation*s+ that depict ho( cell9to9cell communication occus $y diect contact o fom a distance though chemical signaling. <-ee
%& 1.1
=
", !.!*
The student is a$le to desci$e a model that epesses the key elements of signal tansduction path(ays $y (hich asignal is conveted to a cellula esponse. <-ee
%& 1.)
=
", !.!+
The student is a$le to "ustify claims $ased on scientific evidence that changes in signal tansduction path(ays canalte cellula esponse. <-ee
%& *.1
=
", !.!/
The student is a$le to desci$e a model that epesses key elements to sho( ho( change in signal tansduction canalte cellula esponse. <-ee
%& 1.)
=
", !.!-
The student is a$le to constuct an eplanation of ho( cetain dugs affect signal eception and& conseuently& signaltansduction path(ays. <-ee
%& *.2
=
", !.#
The student is a$le to analye data that indicate ho( oganisms echange infomation in esponse to intenalchanges and etenal cues& and (hich can change $ehavio. <-ee
%& ).1
=
", !.#1
The student is a$le to ceate a epesentation that desci$es ho( oganisms echange infomation in esponse tointenal changes and etenal cues& and (hich can esult in changes in $ehavio. <-ee
%& 1.1
=
", !.#2
The student is a$le to desci$e ho( oganisms echange infomation in esponse to intenal changes oenvionmental cues. <-ee
%& +.1
=
", !.#!
The student is a$le to constuct an eplanation& $ased on scientific theoies and models& a$out ho( nevous systemsdetect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& *.2 +.1
=
", !.##
The student is a$le to desci$e ho( nevous systems detect etenal and intenal signals. <-ee
%& 1.2
=
", !.#)
The student is a$le to desci$e ho( nevous systems tansmit infomation. <-ee
%& 1.2
=
", !.#*
The student is a$le to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.2
=
", !.#+
The student is a$le to ceate a visual epesentation of comple nevous systems to desci$e;eplain ho( thesesystems detect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& 1.1
=
", !.#/
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems detect etenal and intenalsignals. <-ee
%& 1.1
=
", !.#-
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems tansmit infomation. <-ee
%&1.1
=
", !.)
The student is a$le to ceate a visual epesentation to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.1
=
Big Idea #: Biological systems interact and these systems and their interactions possesscomple$ properties.
", #.1
The student is a$le to eplain the connection $et(een the seuence and the su$components of a $iological polymeand its popeties. <-ee
%& +.1
=
", #.2
The student is a$le to efine epesentations and models to eplain ho( the su$components of a $iological polymeand thei seuence detemine the popeties of that polyme. <-ee
%& 1.!
=
", #.!
The student is a$le to use models to pedict and "ustify that changes in the su$components of a $iological polymeaffect the functionality of the molecule. <-ee
%& *.1 *.#
=
", #.#
The student is a$le to make a pediction a$out the inteactions of su$cellula oganelles. <-ee
%& *.#
=
", #.)
The student is a$le to constuct eplanations $ased on scientific evidence as to ho( inteactions of su$cellulastuctues povide essential functions. <-ee
%& *.2
=
", #.*
The student is a$le to use epesentations and models to analye situations ualitatively to desci$e ho( inteactionsof su$cellula stuctues& (hich possess specialied functions& povide essential functions. <-ee
%& 1.#
=
", #.+
The student is a$le to efine epesentations to illustate ho( inteactions $et(een etenal stimuli and geneepession esult in specialiation of cells& tissues and ogans. <-ee
%& 1.!
=
", #./
The student is a$le to evaluate scientific uestions concening oganisms that ehi$it comple popeties due to theinteaction of thei constituent pats. <-ee
%& !.!
=
", #.-
The student is a$le to pedict the effects of a change in a component*s+ of a $iological system on the functionality ofan oganism*s+. <-ee
%& *.#
=
", #.1
The student is a$le to efine epesentations and models to illustate $iocompleity due to inteactions of theconstituent pats.<-ee
%& 1.!
=
", #.11
The student is a$le to "ustify the selection of the kind of data needed to ans(e scientific uestions a$out theinteaction of populations (ithin communities. <-ee
%& 1.# #.1
=
", #.12
The student is a$le to apply mathematical outines to uantities that desci$e communities composed of populationsof oganisms that inteact in comple (ays. <-ee
%& 2.2
=
", #.1!
The student is a$le to pedict the effects of a change in the community/s populations on the community. <-ee
%& *.#
=
", #.1#
The student is a$le to apply mathematical outines to uantities that desci$e inteactions among living systems andthei envionment& (hich esult in the movement of matte and enegy. <-ee
%& 2.2
=
", #.1)
The student is a$le to use visual epesentations to analye situations o solve po$lems ualitatively to illustateho( inteactions among living systems and (ith thei envionment esult in the movement of matte and enegy.<-ee
%& 1.#
=
", #.1*
The student is a$le to pedict the effects of a change of matte o enegy availa$ility on communities. <-ee
%& *.#
=
", #.1+
The student is a$le to analye data to identify ho( molecula inteactions affect stuctue and function. <-ee
%& ).1
=
", #.1/
The student is a$le to use epesentations and models to analye ho( coopeative inteactions (ithin oganisms pomote efficiency in the use of enegy and matte. <-ee
%& 1.#
=
", #.1-
The student is a$le to use data analysis to efine o$sevations and measuements egading the effect of populationinteactions on pattens of species disti$ution and a$undance. <-ee
%& ).2
=
", #.2
The student is a$le to eplain ho( the disti$ution of ecosystems changes ove time $y identifying lage9scaleevents that have esulted in these changes in the past. <-ee
%& *.!
=
", #.21
The student is a$le to pedict conseuences of human actions on $oth local and glo$al ecosystems. <-ee
%& *.#
=
", #.22
The student is a$le to constuct eplanations $ased on evidence of ho( vaiation in molecula units povides cells(ith a (ide ange of functions. <-ee
%& *.2
=
", #.2!
The student is a$le to constuct eplanations of the influence of envionmental factos on the phenotype of anoganism. <-ee
%& *.2
=
", #.2#
The student is a$le to pedict the effects of a change in an envionmental facto on the genotypic epession of the phenotype. <-ee
%& *.#
=
", #.2)
The student is a$le to use evidence to "ustify a claim that a vaiety of phenotypic esponses to a singleenvionmental facto can esult fom diffeent genotypes (ithin the population. <-ee
%& *.1
=
", #.2*
The student is a$le to use theoies and models to make scientific claims and;o pedictions a$out the effects ofvaiation (ithin populations on suvival and fitness. <-ee
%& *.#
=
", #.2+
The student is a$le to make scientific claims and pedictions a$out ho( species divesity (ithin an ecosysteminfluences ecosystem sta$ility. <-ee
%& *.#
=
Big Idea !: "iving systems store retrieve transmit and respond to information essential tolife processes.
", !.1
The student is a$le to constuct scientific eplanations that use the stuctues and mechanisms of 0!A and 5!A tosuppot the claim that 0!A and& in some cases& that 5!A ae the pimay souces of heita$le infomation. <-ee
%&*.)
=
", !.2
The student is a$le to "ustify the selection of data fom histoical investigations that suppot the claim that 0!A is thesouce of heita$le infomation. <-ee
%& #.1
=
", !.!
The student is a$le to desci$e epesentations and models that illustate ho( genetic infomation is copied fotansmission $et(een geneations. <-ee
%& 1.2
=
", !.#
The student is a$le to desci$e epesentations and models illustating ho( genetic infomation is tanslated into polypeptides. <-ee
%& 1.2
=
", !.)
The student can "ustify the claim that humans can manipulate heita$le infomation $y identifying
at least two
commonly used technologies. <-ee
%& *.#
=
", !.*
The student can pedict ho( a change in a specific 0!A o 5!A seuence can esult in changes in gene epession.<-ee
%& *.#
=
", !.+
The student can make pedictions a$out natual phenomena occuing duing the cell cycle. <-ee
%& *.#
=
", !./
The student can desci$e the events that occu in the cell cycle. <-ee
%& 1.2
=
", !.-
The student is a$le to constuct an eplanation& using visual epesentations o naatives& as to ho( 0!A inchomosomes is tansmitted to the net geneation via mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& *.2
=
", !.1
The student is a$le to epesent the connection $et(een meiosis and inceased genetic divesity necessay foevolution. <-ee
%& +.1
=
", !.11
The student is a$le to evaluate evidence povided $y data sets to suppot the claim that heita$le infomation is passed fom one geneation to anothe geneation though mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& ).!
=
", !.12
The student is a$le to constuct a epesentation that connects the pocess of meiosis to the passage of taits fom paent to offsping. <-ee
%& 1.1 +.2
=
", !.1!
The student is a$le to pose uestions a$out ethical& social o medical issues suounding human genetic disodes.<-ee
%& !.1
=
", !.1#
The student is a$le to apply mathematical outines to detemine 4endelian pattens of inheitance povided $y datasets. <-ee
%& 2.2
=
", !.1)
The student is a$le to eplain deviations fom 4endel/s model of the inheitance of taits. <-ee
%& *.)
=
", !.1*
The student is a$le to eplain ho( the inheitance pattens of many taits cannot $e accounted fo $y 4endeliangenetics. <-ee
%& *.!
=
", !.1+
The student is a$le to desci$e epesentations of an appopiate eample of inheitance pattens that cannot $eeplained $y 4endel/s model of the inheitance of taits. <-ee
%& 1.2
=
", !.1/
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een diffeent kinds of oganisms. <-ee
%& +.1
=
", !.1-
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een individuals in a population. <-ee
%& +.1
=
", !.2
The student is a$le to eplain ho( the egulation of gene epession is essential fo the pocesses and stuctues thatsuppot efficient cell function. <-ee
%& *.2
=
", !.21
The student can use epesentations to desci$e ho( gene egulation influences cell poducts and function. <-ee
%&1.#
=
", !.22
The student is a$le to eplain ho( signal path(ays mediate gene epession& including ho( this pocess can affect potein poduction. <-ee
%& *.2
=
", !.2!
The student can use epesentations to desci$e mechanisms of the egulation of gene epession. <-ee
%& 1.#
=
", !.2#
The student is a$le to pedict ho( a change in genotype& (hen epessed as a phenotype& povides a vaiation thatcan $e su$"ect to natual selection. <-ee
%& *.# +.2
=
", !.2)
The student can ceate a visual epesentation to illustate ho( changes in a 0!A nucleotide seuence can esult in achange in the polypeptide poduced. <-ee
%& 1.1
=
", !.2*
The student is a$le to eplain the connection $et(een genetic vaiations in oganisms and phenotypic vaiations in populations. <-ee
%& +.2
=
", !.2+
The student is a$le to compae and contast pocesses $y (hich genetic vaiation is poduced and maintained inoganisms fom multiple domains. <-ee
%& +.2
=
", !.2/
The student is a$le to constuct an eplanation of the multiple pocesses that incease vaiation (ithin a population.<-ee
%& *.2
=
", !.2-
The student is a$le to constuct an eplanation of ho( viuses intoduce genetic vaiation in host oganisms. <-ee
%&*.2
=
", !.!
The student is a$le to use epesentations and appopiate models to desci$e ho( vial eplication intoducesgenetic vaiation in the vial population. <-ee
%& 1.#
=
", !.!1
The student is a$le to desci$e $asic chemical pocesses fo cell communication shaed acoss evolutionay lines ofdescent. <-ee
%& +.2
=
", !.!2
The student is a$le to geneate scientific uestions involving cell communication as it elates to the pocess ofevolution. <-ee
%& !.1
=
", !.!!
The student is a$le to use epesentation*s+ and appopiate models to desci$e featues of a cell signaling path(ay.<-ee
%& 1.#
=
", !.!#
The student is a$le to constuct eplanations of cell communication though cell9to9cell diect contact o thoughchemical signaling. <-ee
%& *.2
=
", !.!)
The student is a$le to ceate epesentation*s+ that depict ho( cell9to9cell communication occus $y diect contact o fom a distance though chemical signaling. <-ee
%& 1.1
=
", !.!*
The student is a$le to desci$e a model that epesses the key elements of signal tansduction path(ays $y (hich asignal is conveted to a cellula esponse. <-ee
%& 1.)
=
", !.!+
The student is a$le to "ustify claims $ased on scientific evidence that changes in signal tansduction path(ays canalte cellula esponse. <-ee
%& *.1
=
", !.!/
The student is a$le to desci$e a model that epesses key elements to sho( ho( change in signal tansduction canalte cellula esponse. <-ee
%& 1.)
=
", !.!-
The student is a$le to constuct an eplanation of ho( cetain dugs affect signal eception and& conseuently& signaltansduction path(ays. <-ee
%& *.2
=
", !.#
The student is a$le to analye data that indicate ho( oganisms echange infomation in esponse to intenalchanges and etenal cues& and (hich can change $ehavio. <-ee
%& ).1
=
", !.#1
The student is a$le to ceate a epesentation that desci$es ho( oganisms echange infomation in esponse tointenal changes and etenal cues& and (hich can esult in changes in $ehavio. <-ee
%& 1.1
=
", !.#2
The student is a$le to desci$e ho( oganisms echange infomation in esponse to intenal changes oenvionmental cues. <-ee
%& +.1
=
", !.#!
The student is a$le to constuct an eplanation& $ased on scientific theoies and models& a$out ho( nevous systemsdetect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& *.2 +.1
=
", !.##
The student is a$le to desci$e ho( nevous systems detect etenal and intenal signals. <-ee
%& 1.2
=
", !.#)
The student is a$le to desci$e ho( nevous systems tansmit infomation. <-ee
%& 1.2
=
", !.#*
The student is a$le to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.2
=
", !.#+
The student is a$le to ceate a visual epesentation of comple nevous systems to desci$e;eplain ho( thesesystems detect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& 1.1
=
", !.#/
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems detect etenal and intenalsignals. <-ee
%& 1.1
=
", !.#-
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems tansmit infomation. <-ee
%&1.1
=
", !.)
The student is a$le to ceate a visual epesentation to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.1
=
Big Idea #: Biological systems interact and these systems and their interactions possesscomple$ properties.
", #.1
The student is a$le to eplain the connection $et(een the seuence and the su$components of a $iological polymeand its popeties. <-ee
%& +.1
=
", #.2
The student is a$le to efine epesentations and models to eplain ho( the su$components of a $iological polymeand thei seuence detemine the popeties of that polyme. <-ee
%& 1.!
=
", #.!
The student is a$le to use models to pedict and "ustify that changes in the su$components of a $iological polymeaffect the functionality of the molecule. <-ee
%& *.1 *.#
=
", #.#
The student is a$le to make a pediction a$out the inteactions of su$cellula oganelles. <-ee
%& *.#
=
", #.)
The student is a$le to constuct eplanations $ased on scientific evidence as to ho( inteactions of su$cellulastuctues povide essential functions. <-ee
%& *.2
=
", #.*
The student is a$le to use epesentations and models to analye situations ualitatively to desci$e ho( inteactionsof su$cellula stuctues& (hich possess specialied functions& povide essential functions. <-ee
%& 1.#
=
", #.+
The student is a$le to efine epesentations to illustate ho( inteactions $et(een etenal stimuli and geneepession esult in specialiation of cells& tissues and ogans. <-ee
%& 1.!
=
", #./
The student is a$le to evaluate scientific uestions concening oganisms that ehi$it comple popeties due to theinteaction of thei constituent pats. <-ee
%& !.!
=
", #.-
The student is a$le to pedict the effects of a change in a component*s+ of a $iological system on the functionality ofan oganism*s+. <-ee
%& *.#
=
", #.1
The student is a$le to efine epesentations and models to illustate $iocompleity due to inteactions of theconstituent pats.<-ee
%& 1.!
=
", #.11
The student is a$le to "ustify the selection of the kind of data needed to ans(e scientific uestions a$out theinteaction of populations (ithin communities. <-ee
%& 1.# #.1
=
", #.12
The student is a$le to apply mathematical outines to uantities that desci$e communities composed of populationsof oganisms that inteact in comple (ays. <-ee
%& 2.2
=
", #.1!
The student is a$le to pedict the effects of a change in the community/s populations on the community. <-ee
%& *.#
=
", #.1#
The student is a$le to apply mathematical outines to uantities that desci$e inteactions among living systems andthei envionment& (hich esult in the movement of matte and enegy. <-ee
%& 2.2
=
", #.1)
The student is a$le to use visual epesentations to analye situations o solve po$lems ualitatively to illustateho( inteactions among living systems and (ith thei envionment esult in the movement of matte and enegy.<-ee
%& 1.#
=
", #.1*
The student is a$le to pedict the effects of a change of matte o enegy availa$ility on communities. <-ee
%& *.#
=
", #.1+
The student is a$le to analye data to identify ho( molecula inteactions affect stuctue and function. <-ee
%& ).1
=
", #.1/
The student is a$le to use epesentations and models to analye ho( coopeative inteactions (ithin oganisms pomote efficiency in the use of enegy and matte. <-ee
%& 1.#
=
", #.1-
The student is a$le to use data analysis to efine o$sevations and measuements egading the effect of populationinteactions on pattens of species disti$ution and a$undance. <-ee
%& ).2
=
", #.2
The student is a$le to eplain ho( the disti$ution of ecosystems changes ove time $y identifying lage9scaleevents that have esulted in these changes in the past. <-ee
%& *.!
=
", #.21
The student is a$le to pedict conseuences of human actions on $oth local and glo$al ecosystems. <-ee
%& *.#
=
", #.22
The student is a$le to constuct eplanations $ased on evidence of ho( vaiation in molecula units povides cells(ith a (ide ange of functions. <-ee
%& *.2
=
", #.2!
The student is a$le to constuct eplanations of the influence of envionmental factos on the phenotype of anoganism. <-ee
%& *.2
=
", #.2#
The student is a$le to pedict the effects of a change in an envionmental facto on the genotypic epession of the phenotype. <-ee
%& *.#
=
", #.2)
The student is a$le to use evidence to "ustify a claim that a vaiety of phenotypic esponses to a singleenvionmental facto can esult fom diffeent genotypes (ithin the population. <-ee
%& *.1
=
", #.2*
The student is a$le to use theoies and models to make scientific claims and;o pedictions a$out the effects ofvaiation (ithin populations on suvival and fitness. <-ee
%& *.#
=
", #.2+
The student is a$le to make scientific claims and pedictions a$out ho( species divesity (ithin an ecosysteminfluences ecosystem sta$ility. <-ee
%& *.#
=
Big Idea !: "iving systems store retrieve transmit and respond to information essential tolife processes.
", !.1
The student is a$le to constuct scientific eplanations that use the stuctues and mechanisms of 0!A and 5!A tosuppot the claim that 0!A and& in some cases& that 5!A ae the pimay souces of heita$le infomation. <-ee
%&*.)
=
", !.2
The student is a$le to "ustify the selection of data fom histoical investigations that suppot the claim that 0!A is thesouce of heita$le infomation. <-ee
%& #.1
=
", !.!
The student is a$le to desci$e epesentations and models that illustate ho( genetic infomation is copied fotansmission $et(een geneations. <-ee
%& 1.2
=
", !.#
The student is a$le to desci$e epesentations and models illustating ho( genetic infomation is tanslated into polypeptides. <-ee
%& 1.2
=
", !.)
The student can "ustify the claim that humans can manipulate heita$le infomation $y identifying
at least two
commonly used technologies. <-ee
%& *.#
=
", !.*
The student can pedict ho( a change in a specific 0!A o 5!A seuence can esult in changes in gene epession.<-ee
%& *.#
=
", !.+
The student can make pedictions a$out natual phenomena occuing duing the cell cycle. <-ee
%& *.#
=
", !./
The student can desci$e the events that occu in the cell cycle. <-ee
%& 1.2
=
", !.-
The student is a$le to constuct an eplanation& using visual epesentations o naatives& as to ho( 0!A inchomosomes is tansmitted to the net geneation via mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& *.2
=
", !.1
The student is a$le to epesent the connection $et(een meiosis and inceased genetic divesity necessay foevolution. <-ee
%& +.1
=
", !.11
The student is a$le to evaluate evidence povided $y data sets to suppot the claim that heita$le infomation is passed fom one geneation to anothe geneation though mitosis& o meiosis follo(ed $y fetiliation. <-ee
%& ).!
=
", !.12
The student is a$le to constuct a epesentation that connects the pocess of meiosis to the passage of taits fom paent to offsping. <-ee
%& 1.1 +.2
=
", !.1!
The student is a$le to pose uestions a$out ethical& social o medical issues suounding human genetic disodes.<-ee
%& !.1
=
", !.1#
The student is a$le to apply mathematical outines to detemine 4endelian pattens of inheitance povided $y datasets. <-ee
%& 2.2
=
", !.1)
The student is a$le to eplain deviations fom 4endel/s model of the inheitance of taits. <-ee
%& *.)
=
", !.1*
The student is a$le to eplain ho( the inheitance pattens of many taits cannot $e accounted fo $y 4endeliangenetics. <-ee
%& *.!
=
", !.1+
The student is a$le to desci$e epesentations of an appopiate eample of inheitance pattens that cannot $eeplained $y 4endel/s model of the inheitance of taits. <-ee
%& 1.2
=
", !.1/
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een diffeent kinds of oganisms. <-ee
%& +.1
=
", !.1-
The student is a$le to desci$e the connection $et(een the egulation of gene epession and o$seved diffeences $et(een individuals in a population. <-ee
%& +.1
=
", !.2
The student is a$le to eplain ho( the egulation of gene epession is essential fo the pocesses and stuctues thatsuppot efficient cell function. <-ee
%& *.2
=
", !.21
The student can use epesentations to desci$e ho( gene egulation influences cell poducts and function. <-ee
%&1.#
=
", !.22
The student is a$le to eplain ho( signal path(ays mediate gene epession& including ho( this pocess can affect potein poduction. <-ee
%& *.2
=
", !.2!
The student can use epesentations to desci$e mechanisms of the egulation of gene epession. <-ee
%& 1.#
=
", !.2#
The student is a$le to pedict ho( a change in genotype& (hen epessed as a phenotype& povides a vaiation thatcan $e su$"ect to natual selection. <-ee
%& *.# +.2
=
", !.2)
The student can ceate a visual epesentation to illustate ho( changes in a 0!A nucleotide seuence can esult in achange in the polypeptide poduced. <-ee
%& 1.1
=
", !.2*
The student is a$le to eplain the connection $et(een genetic vaiations in oganisms and phenotypic vaiations in populations. <-ee
%& +.2
=
", !.2+
The student is a$le to compae and contast pocesses $y (hich genetic vaiation is poduced and maintained inoganisms fom multiple domains. <-ee
%& +.2
=
", !.2/
The student is a$le to constuct an eplanation of the multiple pocesses that incease vaiation (ithin a population.<-ee
%& *.2
=
", !.2-
The student is a$le to constuct an eplanation of ho( viuses intoduce genetic vaiation in host oganisms. <-ee
%&*.2
=
", !.!
The student is a$le to use epesentations and appopiate models to desci$e ho( vial eplication intoducesgenetic vaiation in the vial population. <-ee
%& 1.#
=
", !.!1
The student is a$le to desci$e $asic chemical pocesses fo cell communication shaed acoss evolutionay lines ofdescent. <-ee
%& +.2
=
", !.!2
The student is a$le to geneate scientific uestions involving cell communication as it elates to the pocess ofevolution. <-ee
%& !.1
=
", !.!!
The student is a$le to use epesentation*s+ and appopiate models to desci$e featues of a cell signaling path(ay.<-ee
%& 1.#
=
", !.!#
The student is a$le to constuct eplanations of cell communication though cell9to9cell diect contact o thoughchemical signaling. <-ee
%& *.2
=
", !.!)
The student is a$le to ceate epesentation*s+ that depict ho( cell9to9cell communication occus $y diect contact o fom a distance though chemical signaling. <-ee
%& 1.1
=
", !.!*
The student is a$le to desci$e a model that epesses the key elements of signal tansduction path(ays $y (hich asignal is conveted to a cellula esponse. <-ee
%& 1.)
=
", !.!+
The student is a$le to "ustify claims $ased on scientific evidence that changes in signal tansduction path(ays canalte cellula esponse. <-ee
%& *.1
=
", !.!/
The student is a$le to desci$e a model that epesses key elements to sho( ho( change in signal tansduction canalte cellula esponse. <-ee
%& 1.)
=
", !.!-
The student is a$le to constuct an eplanation of ho( cetain dugs affect signal eception and& conseuently& signaltansduction path(ays. <-ee
%& *.2
=
", !.#
The student is a$le to analye data that indicate ho( oganisms echange infomation in esponse to intenalchanges and etenal cues& and (hich can change $ehavio. <-ee
%& ).1
=
", !.#1
The student is a$le to ceate a epesentation that desci$es ho( oganisms echange infomation in esponse tointenal changes and etenal cues& and (hich can esult in changes in $ehavio. <-ee
%& 1.1
=
", !.#2
The student is a$le to desci$e ho( oganisms echange infomation in esponse to intenal changes oenvionmental cues. <-ee
%& +.1
=
", !.#!
The student is a$le to constuct an eplanation& $ased on scientific theoies and models& a$out ho( nevous systemsdetect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& *.2 +.1
=
", !.##
The student is a$le to desci$e ho( nevous systems detect etenal and intenal signals. <-ee
%& 1.2
=
", !.#)
The student is a$le to desci$e ho( nevous systems tansmit infomation. <-ee
%& 1.2
=
", !.#*
The student is a$le to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.2
=
", !.#+
The student is a$le to ceate a visual epesentation of comple nevous systems to desci$e;eplain ho( thesesystems detect etenal and intenal signals& tansmit and integate infomation& and poduce esponses. <-ee
%& 1.1
=
", !.#/
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems detect etenal and intenalsignals. <-ee
%& 1.1
=
", !.#-
The student is a$le to ceate a visual epesentation to desci$e ho( nevous systems tansmit infomation. <-ee
%&1.1
=
", !.)
The student is a$le to ceate a visual epesentation to desci$e ho( the vete$ate $ain integates infomation to poduce a esponse. <-ee
%& 1.1
=
Big Idea #: Biological systems interact and these systems and their interactions possesscomple$ properties.
", #.1
The student is a$le to eplain the connection $et(een the seuence and the su$components of a $iological polymeand its popeties. <-ee
%& +.1
=
", #.2
The student is a$le to efine epesentations and models to eplain ho( the su$components of a $iological polymeand thei seuence detemine the popeties of that polyme. <-ee
%& 1.!
=
", #.!
The student is a$le to use models to pedict and "ustify that changes in the su$components of a $iological polymeaffect the functionality of the molecule. <-ee
%& *.1 *.#
=
", #.#
The student is a$le to make a pediction a$out the inteactions of su$cellula oganelles. <-ee
%& *.#
=
", #.)
The student is a$le to constuct eplanations $ased on scientific evidence as to ho( inteactions of su$cellulastuctues povide essential functions. <-ee
%& *.2
=
", #.*
The student is a$le to use epesentations and models to analye situations ualitatively to desci$e ho( inteactionsof su$cellula stuctues& (hich possess specialied functions& povide essential functions. <-ee
%& 1.#
=
", #.+
The student is a$le to efine epesentations to illustate ho( inteactions $et(een etenal stimuli and geneepession esult in specialiation of cells& tissues and ogans. <-ee
%& 1.!
=
", #./
The student is a$le to evaluate scientific uestions concening oganisms that ehi$it comple popeties due to theinteaction of thei constituent pats. <-ee
%& !.!
=
", #.-
The student is a$le to pedict the effects of a change in a component*s+ of a $iological system on the functionality ofan oganism*s+. <-ee
%& *.#
=
", #.1
The student is a$le to efine epesentations and models to illustate $iocompleity due to inteactions of theconstituent pats.<-ee
%& 1.!
=
", #.11
The student is a$le to "ustify the selection of the kind of data needed to ans(e scientific uestions a$out theinteaction of populations (ithin communities. <-ee
%& 1.# #.1
=
", #.12
The student is a$le to apply mathematical outines to uantities that desci$e communities composed of populationsof oganisms that inteact in comple (ays. <-ee
%& 2.2
=
", #.1!
The student is a$le to pedict the effects of a change in the community/s populations on the community. <-ee
%& *.#
=
", #.1#
The student is a$le to apply mathematical outines to uantities that desci$e inteactions among living systems andthei envionment& (hich esult in the movement of matte and enegy. <-ee
%& 2.2
=
", #.1)
The student is a$le to use visual epesentations to analye situations o solve po$lems ualitatively to illustateho( inteactions among living systems and (ith thei envionment esult in the movement of matte and enegy.<-ee
%& 1.#
=
", #.1*
The student is a$le to pedict the effects of a change of matte o enegy availa$ility on communities. <-ee
%& *.#
=
", #.1+
The student is a$le to analye data to identify ho( molecula inteactions affect stuctue and function. <-ee
%& ).1
=
", #.1/
The student is a$le to use epesentations and models to analye ho( coopeative inteactions (ithin oganisms pomote efficiency in the use of enegy and matte. <-ee
%& 1.#
=
", #.1-
The student is a$le to use data analysis to efine o$sevations and measuements egading the effect of populationinteactions on pattens of species disti$ution and a$undance. <-ee
%& ).2
=
", #.2
The student is a$le to eplain ho( the disti$ution of ecosystems changes ove time $y identifying lage9scaleevents that have esulted in these changes in the past. <-ee
%& *.!
=
", #.21
The student is a$le to pedict conseuences of human actions on $oth local and glo$al ecosystems. <-ee
%& *.#
=
", #.22
The student is a$le to constuct eplanations $ased on evidence of ho( vaiation in molecula units povides cells(ith a (ide ange of functions. <-ee
%& *.2
=
", #.2!
The student is a$le to constuct eplanations of the influence of envionmental factos on the phenotype of anoganism. <-ee
%& *.2
=
", #.2#
The student is a$le to pedict the effects of a change in an envionmental facto on the genotypic epession of the phenotype. <-ee
%& *.#
=
", #.2)
The student is a$le to use evidence to "ustify a claim that a vaiety of phenotypic esponses to a singleenvionmental facto can esult fom diffeent genotypes (ithin the population. <-ee
%& *.1
=
", #.2*
The student is a$le to use theoies and models to make scientific claims and;o pedictions a$out the effects ofvaiation (ithin populations on suvival and fitness. <-ee
%& *.#
=
", #.2+
The student is a$le to make scientific claims and pedictions a$out ho( species divesity (ithin an ecosysteminfluences ecosystem sta$ility. <-ee
%& *.#
=