# High School Science Standards (Georgia) > Georgia Standards of Excellence: Science, High School. 107 standards. > Source: https://georgiahomeroom.org/standards/science/high-school > Interactive explorer: https://georgiahomeroom.org/explorer?subject=science&grade=09 ## Biology I (Grades 9-12) (26.01200) ### SB1: Cell Structures and Functions 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 homeostasis. - **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.d**: Plan and carry out investigations to determine the role of cellular transport (e.g., active, passive, and osmosis) in maintaining homeostasis. - **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: Genetic Information Expression 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.b**: Construct an argument based on evidence to support the claim that inheritable genetic variations may result from: * new genetic combinations through meiosis (crossing over, nondisjunction); * non-lethal errors occurring during replication (insertions, deletions, substitutions); and/or * heritable mutations caused by environmental factors (radiation, chemicals, and viruses). - **SB2.c**: Ask questions to gather and communicate information about the use and ethical considerations of biotechnology in forensics, medicine, and agriculture. ### SB3: Heredity and Trait Transmission 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. - **SB3.b**: Use mathematical models to predict and explain patterns of inheritance. - **SB3.c**: Construct an argument to support a claim about the relative advantages and disadvantages of sexual and asexual reproduction. ### SB4: Organism Systems Organization 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: * archaea * bacteria * eukaryotes * fungi * plants * animals - **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. - **SB4.c**: Construct an argument supported by empirical evidence to compare and contrast the characteristics of viruses and organisms. ### SB5: Ecosystem Interdependence Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment. - **SB5.a**: Plan and carry out investigations and analyze data to support explanations about factors affecting biodiversity and populations in ecosystems. - **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. * Arranging components of a food web according to energy flow. * Comparing the quantity of energy in the steps of an energy pyramid. * Explaining the need for cycling of major biochemical elements (C, O, N, P, and H). - **SB5.c**: Construct an argument to predict the impact of environmental change on the stability of an ecosystem. - **SB5.d**: Design a solution to reduce the impact of a human activity on the environment. - **SB5.e**: Construct explanations that predict an organism's ability to survive within changing environmental limits (e.g., temperature, pH, drought, fire). ### SB6: Theory of Evolution 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.b**: Analyze and interpret data to explain patterns in biodiversity that result from speciation. - **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 organisms are related by way of common descent. - **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). ## Botany (26.03100) ### SBO1: Plant Structure-Function Relationships Obtain, evaluate, and communicate information to analyze the nature of the relationships between plant morphological structures and anatomical structures, functions, and processes. - **SBO1.a**: Ask questions to investigate and provide explanations about the basic plant structures (i.e., major organs, tissues, and cells) in relation to their functions. (Clarification statement: Instruction for plant structures and functions should address how plastic or rigid these can be in plants.) - **SBO1.b**: Construct an explanation supported by evidence relating plant structures to plant processes (photosynthesis, respiration, transport, growth, reproduction, and dispersal). (Clarification statement: Instruction should focus on understanding major processes such as light and dark reactions of photosynthesis, Glycolysis, Krebs Cycle, Electron Transport Chain, upward movement of water and nutrients (ascent of sap), movement of food, growth forms, vegetative and sexual reproduction, seed dispersal mechanisms, and how morphological and anatomical structures support these processes.) - **SBO1.c**: Develop and use a model to trace the origin of changes of major plant structures and organs through geological time, in response to major changes in the environment (i.e., development of vascular tissues, change from spores to seed formers). - **SBO1.d**: Construct an explanation about the coevolution of plant morphological and anatomical structures with animals (i.e., pollination), Rhizobium (i.e., nitrogen fixation), and Mycorrhiza (i.e., fungi in rhizosphere). (Clarification statement: In addressing pollination, be aware that students may have a misconception that insects are the sole source of pollination. Vertebrates, wind, fire and water also play a part. While not all are examples of coevolution, they represent reproductive/dispersal strategies and advancements by some plant groups.) - **SBO1.e**: Use mathematical models to predict the effect of hormones on structural growth of a plant in response to an external stimulus. (Focus on phototropism, geotropism, and thigmotropism). ### SBO2: Plant Phylogeny and Taxonomy Obtain, evaluate, and communicate information to delineate the plant divisions based on current plant phylogenetic and taxonomic principles. - **SBO2.a**: Construct an explanation based on evidence to compare nonvascular to vascular plants and seedless to seed plants. - **SBO2.b**: Construct an argument based on evidence from traditional methods and emerging technologies (i.e., using physical characteristics and molecular evidences) to classify plants into major plant divisions. - **SBO2.c**: Analyze and interpret data to develop models (i.e., cladograms and phylogenetic trees) based on patterns of common ancestry or convergence. ### SBO3: Georgia Ecoregions and Plant Communities Obtain, evaluate, and communicate information to describe Georgia’s major physiographic ecoregions, their representative natural plant communities, and their conservation. - **SBO3.a**: Analyze and interpret data using taxonomic keys to identify and compare the major plant forms that dominate natural plant communities growing in aquatic and terrestrial habitats and the ecosystems they support in Georgia. - **SBO3.b**: Construct an argument based on evidence of the impact of non-native invasive plants on Georgia’s natural communities. - **SBO3.c**: Construct explanations of the factors that cause plants to become endangered and design solutions to prevent extinction. - **SBO3.d**: Design a solution to create sustainable plant communities within Georgia’s ecoregions and reduce negative human impact. (Clarification statement: Solutions to creating sustainable plant communities include, but are not limited to, restoration and reintroduction science, propagation methods, and habitat management.) ### SBO4: Plant Diseases and Pest Impact Obtain, evaluate, and communicate information to analyze the impact of plant diseases and pests on plant defense systems and agriculture. - **SBO4.a**: Ask questions based on observational, investigative or research evidence to develop sustainable management strategies for common plant diseases. (Clarification statement: Management strategies and practices could focus on agricultural and landscaping plants.) - **SBO4.b**: Construct an explanation based on research (i.e., case studies) to evaluate how plant diseases affect humans, animals, and the economy. - **SBO4.c**: Plan and carry out an investigation to determine how plants respond to insect pests and pathogens, and note the plant defense mechanism. (Clarification statement: Instruction should include diseases caused by common bacteria, viruses, fungi and vectored by insects.) ### SBO5: Plant Adaptations Overview Obtain, evaluate, and communicate information to analyze the diversity of plant adaptations and responses to changing environmental conditions. - **SBO5.a**: Construct an explanation to describe the diversity of plants and their adaptations in relation to differing ecosystems and changing environments, both long term (climate) and short term (seasonal and diurnal). (Clarification statement: Instruction should focus on climatic, seasonal, and diurnal changes.) - **SBO5.b**: Construct an argument based on evidence to predict which plant adaptions increase survival in different stressful environments (i.e., water extremes, saline environment, and extreme temperature). - **SBO5.c**: Develop and use models to analyze how change and disruptions in major nutrient cycles (i.e., C, H, O, N, P) might affect plant responses. ### SBO6: Plants in Human Society Obtain, evaluate, and communicate information to analyze the economic and ecological importance of plants in human society. - **SBO6.a**: Construct an explanation of how plants are used in different societies (agriculture, horticulture, industry, medicine, biotechnology). - **SBO6.b**: Develop a model to explain how plants impact the environment by providing diverse habitats for birds, insects, and other wildlife in ecosystems. (Clarification statement: Include urban environments and how plants mitigate flooding and heat island effects and create cleaner air and water.) - **SBO6.c**: Construct an argument based on evidence to explain the use and potential benefits of genetically modified plants through traditional and modern molecular techniques and investigate the bio-ethical issues related to genetic engineering of plants. ## Microbiology (26.05100) ### SMI1: History of Microbiology Obtain, evaluate, and communicate information regarding the historical progression of the core ideas of microbiology. - **SMI1.a**: Obtain, evaluate, and communicate information relating the importance of microscopy to the origins of microbiology. - **SMI1.b**: Ask questions to obtain information regarding the use of Koch’s postulates to identify pathogens and other microorganisms. (Clarification statement: Address the premise of Koch’s work and include why Koch’s Postulates do not apply to all pathogens.) - **SMI1.c**: Construct explanations to illustrate how advances in technological developments have driven major innovations in microbiology (e.g. biotechnology, microbial ecology, medical microbiology, etc.) ### SMI2: Microorganism Classification Obtain, evaluate, and communicate information to differentiate among types of microorganisms based on defining characteristics. - **SMI2.a**: Develop and use models to distinguish between different kinds of microorganisms (Prokaryotes and Eukaryotes) based on cellular structure (including but not limited to, cell wall, cell membrane, organelles, cilia, and flagella), molecular biology (plasmids, DNA, RNA and proteins), and biochemical composition (lipids, proteins, and carbohydrates). - **SMI2.b**: Construct explanations of how viruses differ from other cellular parasites. - **SMI2.c**: Construct explanations for the relative sizes and different types of cell shapes of microorganisms. - **SMI2.d**: Plan and carry out investigations to explore various methods used to visualize microorganisms. ### SMI3: Microbial Structural Components Obtain, evaluate, and communicate information to examine the structural components of prokaryotic and eukaryotic microorganisms and their functions. - **SMI3.a**: Use models to investigate and compare structural properties of prokaryotic and eukaryotic membranes and the functions associated with these membranes. - **SMI3.b**: Construct an argument based on evidence on how prokaryotic cell walls differ from eukaryotic cell walls, and how these differences contribute to their function. - **SMI3.c**: Develop and use models to demonstrate how internal organization differs between prokaryotes and eukaryotes and explain the functions of internal structures. - **SMI3.d**: Construct an explanation of the endosymbiotic theory and its evolutionary relevance. ### SMI4: Microbial Energy Generation Obtain, evaluate, and communicate information on how microorganisms generate energy for cellular functions. - **SMI4.a**: Construct an explanation of how microorganisms use photosynthesis, cellular respiration, and/or chemosynthesis to generate energy as ATP to drive cell function. ### SMI5: Microbial Molecular Mechanisms Obtain, evaluate, and communicate information regarding the molecular mechanisms underlying DNA replication, gene expression (transcription and translation), and genetic variation, in microbes. - **SMI5.a**: Develop and use models to investigate and compare the molecular mechanisms involved in DNA replication in prokaryotes and eukaryotes. - **SMI5.b**: Develop and use models to demonstrate the molecular basis of gene expression (transcription) in microbes. - **SMI5.c**: Construct explanations on how genetic variations in microbes arise due to mutations and gene transfer (via transformation, transduction, and/or conjugation) and how these genetic variations affect survival and functioning of prokaryotes. - **SMI5.d**: Obtain, evaluate, and communicate information to compare and contrast sexual and asexual reproduction of eukaryotes, asexual reproduction of prokaryotes, and replication of viruses. - **SMI5.e**: Construct an explanation of how genetic variation can lead to microbial evolution and ultimately how this information impacts modern biotechnological applications. ### SMI6: Prokaryotic Growth Control Obtain, evaluate, and communicate information to determine parameters affecting prokaryotic microbial growth, ways of controlling microbial growth and how microorganisms respond to control mechanisms. - **SMI6.a**: Use mathematics and computational thinking to predict and model the growth phases of microbial populations and the factors that influence these phases. - **SMI6.b**: Construct an argument based on evidence on how nutritional requirements and environmental factors can influence microbial growth. - **SMI6.c**: Analyze and interpret data to compare various physical and chemical methods used to control microbial growth. (Clarification statement: “Control” should include increasing, decreasing, and/or preventing the growth of microorganisms.) - **SMI6.d**: Construct an argument using multiple forms of evidence regarding the modes of actions of antimicrobials (antibiotics, antifungals, and other pharmaceuticals) in preventing the growth of microorganisms. - **SMI6.e**: Ask questions and define problems related to how the use of antimicrobials influences the evolution of resistant pathogens via genetic changes in the population (e.g., the evolution of multi-drug resistant bacteria, treatment resistant HIV, or viral recombination). ### SMI7: Microorganisms in Biotechnology Obtain, evaluate, and communicate information to analyze the impact of microorganisms in the environment and their uses in biotechnology, agriculture, and industry. - **SMI7.a**: Construct an explanation for the prevalence and diversity of microorganisms in various environments. - **SMI7.b**: Ask questions to investigate the roles of microorganisms in global nutrient cycling and primary production in soil, fresh water, and marine ecosystems. - **SMI7.c**: Analyze and interpret data to determine the impact of microorganisms on water and soil quality. - **SMI7.d**: Construct an argument from evidence to justify the use of microorganisms in industry, agriculture, and biotechnology. * Relate the use of microbes to their rapid growth, ease of genetic manipulation, and accessibility. * Consider bioethical implications of using genetically modified organisms (GMOs) in biotechnology. ### SMI8: Microbe-Organism Relationships Obtain, evaluate, and communicate information to examine relationships among microbes and other organisms. - **SMI8.a**: Construct an argument to support the variety of relationships (symbiotic and pathogenic) between humans and microbes. - **SMI8.b**: Construct an argument to support the mutualistic relationship between microbes and other organisms (plants, animals & fungi). - **SMI8.c**: Ask questions to gather and communicate information about how pathogenic microbes cause disease in humans and other organisms. - **SMI8.d**: Obtain, evaluate, and communicate information to demonstrate how higher organisms defend against pathogenic microbes. ## Ecology (26.06100) ### SEC1: Biotic and Abiotic Interactions Obtain, evaluate, and communicate information on how biotic and abiotic factors interact to influence the distribution of species and the diversity of life on Earth. - **SEC1.a**: Develop a model describing the organizational structure of a habitat within an ecosystem. (Clarification statement: Includes biotic and abiotic factors and the organizational structure; organism, population, community, ecosystems.) - **SEC1.b**: Ask questions to predict the cause and effect of varying levels of abiotic and biotic factors on a habitat in Georgia. (Clarification statement: Focus on specific habitat types, not biomes.) - **SEC1.c**: Construct an argument based on evidence to explain factors that lead to sustainability of biodiversity in an ecosystem. ### SEC2: Population Growth and Dispersion Obtain, evaluate, and communicate information to analyze factors influencing population growth, density, and dispersion. - **SEC2.a**: Construct an explanation of factors that regulate population density and growth within communities. (Clarification statement: This includes both density dependent and density independent limiting factors and their relationship to carrying capacity.) - **SEC2.b**: Develop and use models to predict population dispersion as a result of population growth and resource availability. - **SEC2.c**: Construct an explanation to describe how population growth and dispersion are influenced by natural selection. (Clarification statement: This includes reproductive strategies, adaptations, and competition for resources.) ### SEC3: Community Interactions Overview Obtain, evaluate, and communicate information to construct explanations of community interactions. - **SEC3.a**: Construct an argument based on evidence to support how species interactions (e.g., predation, parasitism, mutualism, commensalism, and competition) and adaptations are a response to selective pressures.) - **SEC3.b**: Obtain, evaluate, and communicate information about various ecological niches within habitats and determine how interactions between species lead to resource partitioning. - **SEC3.c**: Construct an explanation based on evidence that describes the impact of keystone, invasive, native, indicator, and rare species in Georgia ecosystems. - **SEC3.d**: Construct an explanation about species diversity and how it relates to the stability of ecosystems and communities. - **SEC3.e**: Develop a model to explain ecological succession in terms of changes in communities over time and the impact of disturbance on community composition. ### SEC4: Biogeochemical Cycles and Energy Flow Obtain, evaluate, and communicate information about biogeochemical cycles and how the flow of energy influences ecosystems. - **SEC4.a**: Plan and carry out an investigation of the movement of nitrogen and phosphorus through an ecosystem as a limiting factor in plant communities related to aquatic system succession. (Clarification statement: Field experience or scientific research study should be included.) - **SEC4.b**: Construct an explanation of the movement of carbon through an ecosystem. (Clarification statement: Focus is on ecological processes in terrestrial and aquatic ecosystems, not on anthropogenic influences.) - **SEC4.c**: Develop a model utilizing the first and second laws of thermodynamics and the law of conservation of matter to explain and illustrate the flow of energy and matter in ecosystems. - **SEC4.d**: Construct an argument based on evidence to explain the relationship between net primary productivity and biodiversity. ### SEC5: Human Impacts on Ecosystems Obtain, evaluate, and communicate information on the impact of natural and anthropogenic activities on ecological systems. - **SEC5.a**: Analyze and interpret data on the ecological impacts of sustainable and non-sustainable use of natural resources and predict the cause and effect of unsustainable use of natural resources on ecosystems. - **SEC5.b**: Construct an argument based on evidence to predict the impact of climate change on an ecosystem. - **SEC5.c**: Construct an argument based on evidence of the consequences of habitat fragmentation and habitat loss on biodiversity in relation to island biogeography. - **SEC5.d**: Obtain, evaluate, and communicate mitigation strategies to reduce the impacts of nonsustainable activities on Georgia ecosystems. ## Environmental Science (26.06110) ### SEV1: Ecosystem Energy and Matter Flow 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. - **SEV1.e**: Plan and carry out an investigation of how chemical and physical properties impact aquatic biomes in Georgia. ### SEV2: Ecosystem Stability and Change Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth's ecosystems. - **SEV2.a**: Analyze and interpret data related to short-term and long-term natural cyclic fluctuations associated with climate change. - **SEV2.b**: Analyze and interpret data to determine how changes in atmospheric chemistry (carbon dioxide and methane) impact the greenhouse effect. - **SEV2.c**: Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession. - **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: Energy Resource Sustainability 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). - **SEV3.b**: Construct an argument based on data about the risks and benefits of renewable and nonrenewable energy sources. - **SEV3.c**: Obtain, evaluate, and communicate data to predict the sustainability potential of renewable and non-renewable energy resources. - **SEV3.d**: Design and defend a sustainable energy plan based on scientific principles for your location. ### SEV4: Human Impact on Natural Resources Obtain, evaluate, and communicate information to analyze human impact on natural resources. - **SEV4.a**: Construct and revise a claim based on evidence on the effects of human activities on natural resources. * Human Activities * Agriculture * Forestry * Ranching * Mining * Urbanization * Fishing * Water use * Pollution * Desalination * Waste water treatment * Natural Resources * Land * Water * Air * Organisms - **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. - **SEV4.c**: Construct an argument to evaluate how human population growth affects food demand and food supply (GMOs, monocultures, desertification, Green Revolution). ### SEV5: Population Growth on Ecosystems Obtain, evaluate, and communicate information about the effects of human population growth on global ecosystems. - **SEV5.a**: Construct explanations about the relationship between the quality of life and human impact on the environment in terms of population growth, education, and gross national product. - **SEV5.b**: Analyze and interpret data on global patterns of population growth (fertility and mortality rates) and demographic transitions in developing and developed countries. - **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. ## Epidemiology (26.06500) ### SEPI1: Disease Process Overview Obtain, evaluate, and communicate information to understand and analyze the disease process. - **SEPI1.a**: Obtain, evaluate and communicate information about the history and uses of epidemiology. (Clarification statement: This element is intended to include scientists, public health organizations and scientific breakthroughs.) - **SEPI1.b**: Ask questions about diseases and pathogens that cause them. - **SEPI1.c**: Construct an explanation of the body’s defense mechanisms and how illness results when the mechanisms fail to maintain homeostasis. - **SEPI1.d**: Construct an argument from evidence to explain how the rapid evolution of pathogens results in diseases that will continue to be a public health concern. (Clarification statement: Instruction should include an emphasis on the importance of antibiotic resistance from both domestic and global perspectives). - **SEPI1.e**: Develop and use models to explain the different modes of disease transmission and how timing of exposure during the disease process affects spread of disease. ### SEPI2: Health and Disease Patterns Obtain, evaluate, and communicate information to identify and formulate hypotheses about patterns of health and disease. - **SEPI2.a**: Analyze and interpret data focusing on the amount, distribution and patterns of disease within a population by person, place and time. (Clarification statement: Instruction should focus on the amounts, distributions and patterns from local and global perspectives). - **SEPI2.b**: Use models that are based on empirical evidence to identify patterns of health and disease to characterize a public health problem. - **SEPI2.c**: Analyze and interpret data about the patterns of illness, including at least one chronic disease. (Clarification statement: This element should include research on the top three epidemics in Georgia.) ### SEPI3: Analytical Epidemiology Study Designs Obtain, evaluate, and communicate information about the type and use of analytical epidemiology and study designs and associations. - **SEPI3.a**: Develop and use models to explain basic epidemiologic study designs (e.g., cross-sectional, case-control, cohort, and randomized controlled trial). (Clarification statement: Students should be able to compare and contrast various models and study designs. Each model has strengths and appropriate applications, but not every model is appropriate for each situation.) - **SEPI3.b**: Plan and carryout investigations to determine if exposure and disease are associated and communicate the information, including the limits of the investigation. - **SEPI3.c**: Ask questions to assess ethical issues in epidemiology and human trials. ### SEPI4: Disease Causation Analysis Obtain, evaluate, and communicate information to analyze associations and causations of health and disease. - **SEPI4.a**: Use mathematical models to predict and explain the relationship between variables and the presence, nature, and impact of any confounding factors. - **SEPI4.b**: Analyze and interpret epidemiological data as well as evidence from other scientific disciplines to determine if exposure to a variable causes a disease. (Clarification statement: Students should understand the differences between confounding and associated variables when analyzing data.) ### SEPI5: Media Health Messages Obtain, evaluate, and communicate information about health-related messages in the media to make informed public health decisions and life goals. - **SEPI5.a**: Construct an argument based on evidence to assess the impact of emergent technologies on health and disease. (Clarification statement: Instruction should address the advantages and disadvantages of current technological advances such as gene therapy, etc.) - **SEPI5.b**: Construct an argument based on evidence to assess the strengths and limitations of epidemiological reports. - **SEPI5.c**: Develop and use models to analyze strategies that promote a healthy lifestyle in relation to eating habits and exercise. (Clarification statement: Instruction can include various modes of exercise, nutrition and the elimination of certain life-style habits.) - **SEPI5.d**: Obtain, evaluate, and communicate information about various career paths in public health as well as the applications and benefits of public health for a healthy society. ## Zoology (26.07100) ### SZ1: Animal Taxa Phylogeny Obtain, evaluate, and communicate information to derive the phylogeny of animal taxa using informative characteristics. - **SZ1.a**: Construct an explanation of the relationships among animal taxa using evidence from morphology, embryology, and biochemistry. - **SZ1.b**: Analyze and interpret data to explain patterns in structure and function and construct a classification of representative animal taxa including: Porifera, Cnidaria, Platyhelminthes, Nematoda, Annelida, Mollusca, Arthropoda, Echinodermata, and Chordata. - **SZ1.c**: Develop a model (i.e. cladogram, phylogenetic tree) using data to place taxa in a phylogenetic (evolutionary) context to support hypotheses of relationships. ### SZ2: Animal Evolutionary History Obtain, evaluate, and communicate information to explain the evolutionary history of animals over the geological history of Earth. - **SZ2.a**: Construct an explanation of the geological history of earth and the effects of major environmental changes. (Clarification statement: Explanations should be based on evidence from the fossil and geologic record. Major events include Cambrian Explosion and the causes of mass extinction events.) - **SZ2.b**: Construct an explanation of how evolution allows species to adapt to environmental changes. (Clarification statement: Explanations should address the mechanisms that drive evolution like adaptation, natural selection, convergence, and speciation.) ### SZ3: Morphological and Genetic Traits Obtain, evaluate, and communicate information to compare and contrast structure and function of morphological and genetic characteristics across representative taxa. - **SZ3.a**: Plan and carry out investigations to determine patterns in morphology (including organ systems, symmetry and body cavities) of representative animal taxa. - **SZ3.b**: Construct an explanation of life functions (i.e., reproduction, respiration, digestion) at appropriate level of organization for representative taxa. - **SZ3.c**: Construct an explanation based on evidence to relate important structural changes across evolutionary history to key functional transitions. ### SZ4: Animal-Environment Interactions Obtain, evaluate, and communicate information to assess how animals interact with their environment and one another. - **SZ4.a**: Construct explanations to relate structure and function of animals to ecological roles, including morphological, physiological, and behavioral adaptations - **SZ4.b**: Develop a model to explain patterns in various life cycles found among animals (e.g., polyp and medusa in cnidarians; multiple hosts and stages in the platyhelminthes or nematode life cycle; arthropod metamorphosis; egg, tadpole, adult stages in the amphibian life cycle). - **SZ4.c**: Construct an explanation based on evidence of the effects of symbiotic relationships between animals (i.e., parasites and disease vectors) and between animals and other organisms (i.e., algae in coral; protists in termites; parasites). ### SZ5: Human-Animal Relationships Obtain, evaluate, and communicate information to analyze the relationship between humans and animals within various phyla. - **SZ5.a**: Ask questions and define problems identifying the cause and effect of human activities on the biodiversity of organisms (including habitat destruction, overharvesting, water consumption, and pollution). - **SZ5.b**: Design a solution to preserve species diversity in natural and captive environments with regard to conservation, habitat restoration, breeding programs and management of genetic diversity at local and global levels. - **SZ5.c**: Construct an argument based on evidence of the short-term and long-term impacts of legal, societal, political, ethical, and economic decisions on animal diversity. (Clarification statement: Arguments should include, but are not limited to medical, research, and agricultural use of animals.) ## Entomology (26.07200) ### SEN1: Insect Roles in Ecosystems Obtain, evaluate, and communicate information about the roles of insects in ecosystems. - **SEN1.a**: Construct an explanation for the role(s) of insects in diverse terrestrial and freshwater food webs (i.e., as herbivores, predators, and scavengers) and the need for conservation. - **SEN1.b**: Ask questions to compare and contrast the prevalence of specific insect species in local Georgia regions. - **SEN1.c**: Use mathematics and computational thinking to compare species diversity and biomass in different terrestrial habitats and evaluate why insects dominate both measures in most regions (e.g., field plot population sampling). - **SEN1.d**: Construct an explanation of the importance of insects in ecosystem sustainability (e.g., plant pollination, decomposers/recyclers of organic matter). - **SEN1.e**: Plan and carry out an investigation to demonstrate how some groups of insects are used as bio-indicators because they are sensitive or tolerant to habitat change conditions. - **SEN1.f**: Construct an argument based on evidence to demonstrate co-evolution/co-adaptation relationships between various insects and plants (e.g. pollination syndrome). ### SEN2: Insect Morphology and Adaptation Obtain, evaluate, and communicate information about how insect morphology and adaptation is related to insect success. - **SEN2.a**: Plan and carry out an investigation to compare and contrast the insect body plan to other arthropods (e.g., Chelicerates, Myriapods, and Crustaceans). - **SEN2.b**: Construct arguments based on evidence to explain how different insect life cycles impact insect survival and success (e.g., complete vs. incomplete). - **SEN2.c**: Develop and use a model to identify insects based on the morphological characteristics of the ten largest insect orders (e.g., Odonata, Lepidoptera, Homoptera, Hemiptera, Orthoptera, Coleoptera, Hymenoptera, Diptera, Blattodea, Siphonaptera). (Clarification statement: This could include how some insects have evolved to control reproduction favoring female or “queen” survival.) - **SEN2.d**: Analyze and interpret data on how insect structure and function are integrated and reflect evolved adaptations to different environments. (e.g., mimicry, camouflage.) - **SEN2.e**: Ask questions and define problems related to the impact of non-native species on local ecosystems (e.g., the effect of bark beetles or wooly adelgids on local forests). ### SEN3: Insects in Food and Commerce Obtain, evaluate, and communicate information about the impact of insects on the production of food and other products and in popular culture and commerce. - **SEN3.a**: Construct explanations of the contributions of insects to human culture and commerce (e.g., music, art, silk, honey, lacquer, and dyes). - **SEN3.b**: Construct an argument based on evidence to demonstrate the importance of an insect’s ecological niche in food production and food sources (e.g., pollinators of agricultural crops, human protein source, biomass pyramid). - **SEN3.c**: Analyze and interpret data about the economic impact of insects as pests in agriculture, stored food, buildings, and domesticated animals (e.g., spotted-wing drosophila, sawtooth grain beetle, termites, fleas, flies). ### SEN4: Insects and Human Health Obtain, evaluate, and communicate information about the impact of insects on human and other animal health, medicine, and biotechnology. - **SEN4.a**: Develop and use a model to illustrate the impact of disease-transmitting insects (e.g., malaria, yellow fever, plague, dengue fever, and West Nile virus) on public health and human history (e.g., the Black Plague during the Middle Ages, and malaria in world history including Georgia). (Clarification statement: Demonstrate that the spread of diseases is based on species survivability in certain habitats, e.g. – Zika, because of the carrying species inability to survive in colder climates.) - **SEN4.b**: Ask questions to investigate how insects can affect human and other animal health through allergic reactions (e.g., wasp stings, cockroach droppings). - **SEN4.c**: Plan and carry out an investigation to demonstrate the application of forensic entomology and biotechnology in the area of crime scene analysis, insect toxins and pharmaceuticals, and neurological research. ### SEN5: Human Activity and Insect Populations Obtain, evaluate, and communicate information about the relationship between human activity and insect populations. - **SEN5.a**: Use mathematics and computational thinking to determine the significance of human behavior on insect populations (e.g., intended and unintended results of habitat destruction by human activity – pest control, industrialization, deforestation, global warming). - **SEN5.b**: Ask questions to determine the impact of controlling insect populations (e.g., intended and unintended results from pest management alternatives). - **SEN5.c**: Construct an explanation based on evidence of how conventional pesticide application has impacted various ecological niches (e.g. insect resistance, human health, and beneficial insect populations). - **SEN5.d**: Construct an argument based on evidence about the use of beneficial insects as a method of biological control of both agricultural crop and domesticated animal pests (e.g., insect parasitoids, predators, and herbivores). (Clarification statement: Instruction should include both the biocontrol efforts that have worked as well as those that have failed or had unintended consequences (e.g., insect biocontrol agents preying on beneficial insects instead of the target insect)). - **SEN5.e**: Plan and carry out an investigation of the benefits and risks of using genetically modified crops to manage insect pests. - **SEN5.f**: Design an environmentally friendly solution to pest control (e.g., repellents and traps). - **SEN5.g**: Design a plan using Integrated Pest Management (IPM) to limit insect resistance to control strategies, while encouraging pollinator protection. ## Human Anatomy & Physiology (26.07300) ### SAP1: Human Anatomical Structures Obtain, evaluate, and communicate information to analyze anatomical structures of the human body. - **SAP1.a**: Develop and use models to demonstrate the orientation of structures and regions of the human body. - **SAP1.b**: Construct an explanation about the relationship between a body structure (i.e., cells, tissues, organs, and organ systems) and its function within the human body. ### SAP2: Skin, Skeletal & Muscular Systems Obtain, evaluate, and communicate information to analyze the structure and function of the integumentary, skeletal, and muscular systems. - **SAP2.a**: Construct an explanation about the relationship between the structures of the integumentary system and their role in protection, eliminating waste products, and regulating body temperature. - **SAP2.b**: Develop and use models to relate the structure of the skeletal system to its functional role in movement, protection, and support. - **SAP2.c**: Develop and use models to determine the relationship between structures of the muscular system and their role in movement and support. - **SAP2.d**: Ask questions about how the interdependence of the integumentary, skeletal, and muscular systems makes support, protection, and movement possible. (Clarification statement: Questions should address the homeostatic mechanisms, as well as the effects of and responses to aging, diseases, and disorders). ### SAP3: Endocrine and Nervous Systems Obtain, evaluate, and communicate information to explain the coordination of information processing in the endocrine and nervous systems. - **SAP3.a**: Ask questions to investigate how the structures of the nervous system support the function of information processing (detection, interpretation, and response). - **SAP3.b**: Analyze and interpret data to explain how the hormones of the endocrine system regulate physical and chemical processes to maintain a stable internal environment. (Clarification statement: This should include positive and negative feedback mechanisms, e.g. heart rate, blood sugar, childbirth, temperature, growth, etc.) - **SAP3.c**: Ask questions about how the interdependence of the endocrine and nervous systems makes information processing (detection, interpretation and response) possible. (Clarification statement: Questions should address the homeostatic mechanisms, as well as the effects of and responses to aging, diseases, and disorders). ### SAP4: Matter and Energy Processing Systems Obtain, evaluate, and communicate information to analyze the processing of matter and energy in the cardiovascular, respiratory, digestive and urinary systems. - **SAP4.a**: Plan and carry out an investigation to explore the structures and role of the cardiovascular and respiratory systems in obtaining oxygen, transporting nutrients, and removing waste. - **SAP4.b**: Develop and use models to explain the relationship between the structure and function of the digestive and urinary systems as they utilize matter to derive energy and eliminate waste. - **SAP4.c**: Ask questions about the interdependence of the cardiovascular, respiratory, urinary and digestive systems. (Clarification statement: Questions should address the homeostatic mechanisms, as well as the effects of and responses to aging, diseases, and disorders). ### SAP5: Reproductive System and Development Obtain, evaluate, and communicate information to analyze the role of the reproductive system as it pertains to the growth and development of humans. - **SAP5.a**: Ask questions to gather and communicate information about how the structures of the reproductive system allow for production of egg and sperm, fertilization, and the development of offspring. (Clarification statement: Regulation of the functions by hormones should be addressed in this standard.) - **SAP5.b**: Develop and use models to describe the stages of human embryology and gestation. - **SAP5.c**: Ask questions about how the reproductive system makes growth and development possible. (Clarification statement: Questions should address the homeostatic mechanisms, as well as the effects of and responses to aging, diseases, and disorders). ## Physical Science (Grades 9-12) (40.01100) ### SPS1: Periodic Table Element Properties 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. - **SPS1.b**: Analyze and interpret data to determine trends of the following: * Number of valence electrons * Types of ions formed by main group elements * Location and properties of metals, nonmetals, and metalloids * Phases at room temperature - **SPS1.c**: Use the Periodic Table as a model to predict the above properties of main group elements. ### SPS2: Atomic Bonding in Compounds Obtain, evaluate, and communicate information to explain how atoms bond to form stable compounds. - **SPS2.a**: Analyze and interpret data to predict properties of ionic and covalent compounds. - **SPS2.b**: Develop and use models to predict formulas for stable, binary ionic compounds based on balance of charges. - **SPS2.c**: Use the International Union of Pure and Applied Chemistry (IUPAC) nomenclature for translating between chemical names and chemical formulas. ### SPS3: Conservation of Matter Obtain, evaluate, and communicate information to support the Law of Conservation of Matter. - **SPS3.a**: Plan and carry out investigations to generate evidence supporting the claim that mass is conserved during a chemical reaction. - **SPS3.b**: Develop and use a model of a chemical equation to illustrate how the total number of atoms is conserved during a chemical reaction. ### SPS4: Fission, Fusion, and Decay Obtain, evaluate, and communicate information to explain the changes in nuclear structure as a result of fission, fusion and radioactive decay. - **SPS4.a**: Develop a model that illustrates how the nucleus changes as a result of fission and fusion. - **SPS4.b**: Use mathematics and computational thinking to explain the process of half-life as it relates to radioactive decay. - **SPS4.c**: Construct arguments based on evidence about the applications, benefits, and problems of nuclear energy as an alternative energy source. ### SPS5: Phases of Matter Obtain, evaluate, and communicate information to compare and contrast the phases of matter as they relate to atomic and molecular motion. - **SPS5.a**: Ask questions to compare and contrast models depicting the particle arrangement and motion in solids, liquids, gases, and plasmas. - **SPS5.b**: Plan and carry out investigations to identify the relationships among temperature, pressure, volume, and density of gases in closed systems. ### SPS6: Properties of Solutions Obtain, evaluate, and communicate information to explain the properties of solutions. - **SPS6.a**: Develop and use models to explain the properties (solute/solvent, conductivity, and concentration) of solutions. - **SPS6.b**: Plan and carry out investigations to determine how temperature, surface area, and agitation affect the rate solutes dissolve in a specific solvent. - **SPS6.c**: Analyze and interpret data from a solubility curve to determine the effect of temperature on solubility. - **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. - **SPS6.e**: Plan and carry out investigations to detect patterns in order to classify common household substances as acidic, basic, or neutral. ### SPS7: Energy Transformations and Flow Obtain, evaluate, and communicate information to explain transformations and flow of energy within a system. - **SPS7.a**: Construct explanations for energy transformations within a system. - **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). - **SPS7.d**: Analyze and interpret data to explain the flow of energy during phase changes using heating/cooling curves. ### SPS8: Force, Mass, and Motion Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion. - **SPS8.a**: Plan and carry out an investigation to analyze the motion of an object using mathematical and graphical models. - **SPS8.b**: Construct an explanation based on experimental evidence to support the claims presented in Newton's three laws of motion. - **SPS8.c**: Analyze and interpret data to identify the relationship between mass and gravitational force for falling objects. - **SPS8.d**: Use mathematics and computational thinking to identify the relationships between work, mechanical advantage, and simple machines. ### SPS9: Properties of Waves 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. - **SPS9.b**: Ask questions to compare and contrast the characteristics of electromagnetic and mechanical waves. - **SPS9.c**: Develop models based on experimental evidence that illustrate the phenomena of reflection, refraction, interference, and diffraction. - **SPS9.d**: Analyze and interpret data to explain how different media affect the speed of sound and light waves. - **SPS9.e**: Develop and use models to explain the changes in sound waves associated with the Doppler Effect. ### SPS10: Electricity and Magnetism Obtain, evaluate, and communicate information to explain the properties of and relationships between electricity and magnetism. - **SPS10.a**: Use mathematical and computational thinking to support a claim regarding relationships among voltage, current, and resistance. - **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. - **SPS10.c**: Plan and carry out investigations to determine the relationship between magnetism and the movement of electrical charge. ## Astronomy (40.02100) ### SAST1: Historical Astronomy Theories Obtain, evaluate, and communicate information to assess the validity of historical theories of astronomy. - **SAST1.a**: Ask questions to investigate the daily/seasonal motions of the sky and communicate the significance of constellations, for navigation and time-keeping. (Clarification statement: Compare and contrast astronomy and astrology and describe how the zodiac relates to the motions of solar system objects.) - **SAST1.b**: Obtain, evaluate and communicate information about how ancient structures, instruments, philosophies and civilizations influenced ancient astronomy. (Clarification statement: Philosophies include but are not limited to geocentric theory, Aristotelian physics, and the Ptolemaic model with epicycles.) - **SAST1.c**: Construct an argument based on evidence to support the scientific claims made by the heliocentric model. (Clarification statement: Include observational evidence from Galileo’s work, and the ideas of Copernicus, Kepler, and Newton.) - **SAST1.d**: Use mathematics and computational thinking to relate Kepler’s Laws to Newton’s Law of Gravitation - **SAST1.e**: Construct an explanation for how technological advances in the design of reflecting and refracting telescopes have improved our ability to study the universe. (Clarification statement: The focus is on the historical use of optical telescopes utilizing only the visible light spectrum.) ### SAST2: Earth-Based Astronomical Observations Obtain, evaluate, and communicate information to explain astronomical observations made from the point of reference of Earth. - **SAST2.a**: Develop and use models to evaluate the relationship between the relative positions of the Earth, Moon and Sun and observable phenomena. (Clarification statement: This includes moon phases, eclipses, tides, and seasons.) - **SAST2.b**: Plan and carry out an investigation using the celestial sphere to explain how latitude and time of year affect visibility of constellations and other celestial objects. - **SAST2.c**: Develop and use models of relative orbital motion of planets within our solar system to explain retrograde motion. - **SAST2.d**: Use mathematics and computational thinking to explain the relationship between the properties of light and the vast distances in the cosmos. (Clarification statement: This includes but is not limited to the Doppler Effect, cosmological red shifts, parsecs, light years, and astronomical units.) - **SAST2.e**: Plan and carry out an investigation to analyze the electromagnetic spectrum and spectroscopic data to obtain information about the inherent properties and motions of objects. (Clarification statement: Consider the use of diffraction gratings to analyze spectroscopic wavelength data along with other quantitative telescopic data.) ### SAST3: Solar System Formation Obtain, evaluate, and communicate information to illustrate the formation of the solar system and the properties of celestial objects within it. - **SAST3.a**: Develop and use models to explain the formation of the solar system. (Clarification statement: This includes the nebular theory.) - **SAST3.b**: Develop and use models to explain the chemical composition and characteristics of the Sun and other solar system objects. (Clarification statement: This should include addressing the role of nuclear fusion in the formation of elements in the sun and the role that hydrostatic equilibrium plays in the formation of different objects in the solar system.) - **SAST3.c**: Ask questions to investigate and communicate major properties of our solar system bodies and the zones they inhabit. (Clarification statement: This includes planets, dwarf planets, major moons, asteroid belt, comets, Kuiper belt, and the Öort cloud.) ### SAST4: Universe Origin and Galaxies Obtain, evaluate, and communicate information to describe the scientific view of the origin of the universe, the evolution of matter, and the development of galaxies. - **SAST4.a**: Construct an argument from evidence in support of the Big Bang theory. (Clarification statement: This includes but is not limited to the cosmological principle, cosmic microwave background radiation, and space-time expansion.) - **SAST4.b**: Use models to describe the conditions of the early universe that led to the formation and evolution of matter as well as the birth of the first stars and galaxies. - **SAST4.c**: Construct an explanation using indirect evidence to support the existence of dark matter and dark energy. - **SAST4.d**: Develop and use models to relate how galactic evolution occurs through mergers and collisions. ### SAST5: Star Life Cycle Overview Obtain, evaluate, and communicate information about the connections between mass, gravity and fusion with respect to the life cycle of stars. - **SAST5.a**: Develop and use models to explain the process of stellar evolution from star birth to star death, including binary systems. - **SAST5.b**: Construct an argument based on evidence from the Hertzsprung-Russell diagram to assess the properties of stars, including density, luminosity, temperature, rates of fusion, and spectral class. - **SAST5.c**: Ask questions to evaluate evidence that predicts the lifespan and final stage of stellar evolution based on mass. (Clarification statement: Include stellar remnants and events such as neutron stars, pulsars, black holes, supernovae.) - **SAST5.d**: Construct an argument based on evidence that explores the connections among various cosmic phenomena and leading theories. ### SAST6: Space Exploration and Life Obtain, evaluate, and communicate information to discuss how the past, current, and future explorations of space impact our investigations of the connections between cosmic phenomena and conditions necessary for life. - **SAST6.a**: Construct an argument based on evidence of the significance of historical and future space exploration as they relate to leaps in technology, cultural cooperation, knowledge, and inspiration. (Clarification statement: Historical space exploration begins with Sputnik and continues to the present day, including possible future extrasolar exploration, space stations, and colonization.) - **SAST6.b**: Analyze and interpret telescopic data of various electromagnetic spectra in order to evaluate the uses and advantages of the data from each. (Clarification statement: This includes but is not limited to atmospheric analysis, solar monitoring, and exoplanet detection.) - **SAST6.c**: Construct an explanation for the existence and importance of habitable zones, habitable planetary bodies, and possible signatures of life in our own and in other solar systems. - **SAST6.d**: Construct an explanation of how astronomical and planetary hazards and global atmospheric changes have impacted the evolution of life on Earth. (Clarification statement: This includes but is not limited to asteroid impacts, changes in solar radiation, and gamma ray bursts.) ## Meteorology (40.04100) ### SM1: Atmosphere and Weather Processes Obtain, evaluate, and communicate information about the structure and composition of Earth’s atmosphere and the processes that cause weather. - **SM1.a**: Construct an explanation for how atmospheric properties (i.e., temperature, density, chemical composition, pressure and moisture) influence its structure. - **SM1.b**: Develop a model that explains seasonal variations in insolation including length of daylight hours, angle of midday sun, and Earth’s axial tilt. - **SM1.c**: Plan and carry out an investigation to explain how albedo and specific heat (land versus water surfaces) create differences in surface heating. ### SM2: Energy Transfer and Precipitation Obtain, evaluate, and communicate information about energy transfer and its role in precipitation, cloud formation, and air mass formation. - **SM2.a**: Ask questions to compare and contrast the relationships between air masses, source regions, fronts, and the changes associated with frontal passage (e.g., air density, temperature, dew point, wind direction, cloud types, precipitation.) - **SM2.b**: Ask questions to identify major types of clouds and weather associated with each type. (Clarification statement: Cloud types should go beyond cirrus, stratus, and cumulus and may also include cirrostratus, altocumulus, cumulonimbus, etc.) - **SM2.c**: Construct an explanation of how clouds and different types of precipitation develop. (Clarification statement: The convective loop processes should be addressed here.) - **SM2.d**: Develop and use models to construct an explanation of the role that pressure differences have on energy transfer and the development of wind systems (e.g., sea breeze, land breeze, Hadley cells, Ferrel cells, prevailing winds, jet stream, ENSO, global scale winds). (Clarification statement: Inclusion of the Coriolis effect is appropriate at the global scale). ### SM3: Weather Forecasting Science Obtain, evaluate, and communicate information about the science of weather forecasting. - **SM3.a**: Analyze and interpret data to create a surface map that includes, but is not limited to, high and low-pressure systems, isobars, wind barbs, and fronts. - **SM3.b**: Construct an argument supported by evidence for the type of weather expected for a specific location using weather maps and knowledge of the movement of air masses, fronts, and weather systems. - **SM3.c**: Ask questions to develop predictions about the formation of meteorological events including severe thunderstorms, hurricanes, tornadoes, floods, droughts, and winter storms. - **SM3.d**: Ask questions to investigate and communicate the role of technology and public awareness on weather forecasting (e.g., NOAA/NWS observation data network, instrumentation, satellites, radar, weather balloons, models, watch/warning criteria). - **SM3.e**: Construct an argument supported by observations to verify the forecast contained in a weather briefing for a specific location. ### SM4: Weather and Society Obtain, evaluate, and communicate information about the relationship between weather and society. - **SM4.a**: Obtain and communicate information to relate the personal, local, national, and global implications of severe weather events - **SM4.b**: Ask questions to identify the relationships between weather and society (e.g., urban heat island, smog formation, air quality, stratospheric ozone). - **SM4.c**: Obtain, evaluate, and communicate information about the potential individual and societal impacts of changing weather and climate conditions. (Clarification statement: Impacts such as economic, social, health (physical and emotional), political, ecological, etc. should be addressed.) - **SM4.d**: Design and defend a safety plan based on common weather events for your geographic location. (Clarification statement: Safety plans should address hazardous weather alerts and include protocols for a variety of weather events.) ### SM5: Climate and Climate Change Obtain, evaluate, and communicate information about climate and climate change. - **SM5.a**: Analyze and interpret data to construct explanations for various global climate types based upon climatic characteristics such as latitudinal variations in insolation, distribution of land and water, prevailing winds, average temperature and precipitation, atmospheric circulation, physical geography, altitude, and ocean currents. - **SM5.b**: Ask questions and communicate information about factors impacting global climate change (e.g., Milankovitch and ENSO cycles, greenhouse gases, changes in physical geography). - **SM5.c**: Construct an argument from evidence about the potential implications of global climate change on weather ## Chemistry I (40.05100) ### SC1: Atomic Theory and Periodic Law 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.b**: Construct an argument to support the claim that the proton (and not the neutron or electron) defines the element's identity. - **SC1.c**: Construct an explanation based on scientific evidence of the production of elements heavier than hydrogen by nuclear fusion. - **SC1.d**: Construct an explanation that relates the relative abundance of isotopes of a particular element to the atomic mass of the element. - **SC1.e**: Construct an explanation of light emission and the movement of electrons to identify elements. - **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). - **SC1.g**: Develop and use models, including electron configuration of atoms and ions, to predict an element's chemical properties. ### SC2: Chemical Bonding and Properties 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.c**: Construct an explanation about the importance of molecular-level structure in the functioning of designed materials. - **SC2.d**: Develop and use models to evaluate bonding configurations from nonpolar covalent to ionic bonding. - **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. - **SC2.f**: Develop and use bonding models to predict chemical formulas including ionic (binary and ternary), acidic, and inorganic covalent compounds. - **SC2.g**: Develop a model to illustrate the release or absorption of energy (endothermic or exothermic) from a chemical reaction system depends upon the changes in total bond energy. ### SC3: Law of Conservation of Matter 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 outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. - **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). - **SC3.c**: Use mathematics and computational thinking to apply concepts of the mole and Avogadro's number to conceptualize and calculate * percent composition * empirical/molecular formulas * mass, moles, and molecules relationships * molar volumes of gases - **SC3.d**: Use mathematics and computational thinking to identify and solve different types of reaction stoichiometry problems (i.e., mass to moles, mass to mass, moles to moles, and percent yield) using significant figures. - **SC3.e**: Plan and carry out an investigation to demonstrate the conceptual principle of limiting reactants. ### SC4: Engineering Chemical Reaction Systems 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.b**: Construct an argument using collision theory and transition state theory to explain the role of activation energy in chemical reactions. - **SC4.c**: Construct an explanation of the effects of a catalyst on chemical reactions and apply it to everyday examples. - **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: Kinetic Molecular Theory 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.b**: Construct an explanation using a heating curve as evidence of the effects of energy and intermolecular forces on phase changes. - **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: Solutions, Acids, and Bases Obtain, evaluate, and communicate information about the properties that describe solutions and the nature of acids and bases. - **SC6.a**: Develop a model to illustrate the process of dissolving in terms of solvation versus dissociation. - **SC6.b**: Plan and carry out an investigation to evaluate the factors that affect the rate at which a solute dissolves in a specific solvent. - **SC6.c**: Use mathematics and computational thinking to evaluate commercial products in terms of their concentrations (i.e., molarity and percent by mass). - **SC6.d**: Communicate scientific and technical information on how to prepare and properly label solutions of specified molar concentration. - **SC6.e**: Develop and use a model to explain the effects of a solute on boiling point and freezing point. - **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. - **SC6.g**: Ask questions to evaluate merits and limitations of the Arrhenius and Bronsted-Lowry models of acid and bases. - **SC6.h**: Plan and carry out an investigation to explore acid-base neutralization. ## Geology (Grades 9-12) (40.06300) ### SG1: Earth Formation and Systems Obtain, evaluate, and communicate information to understand the formation of Earth and the evolution of its component systems. - **SG1.a**: Construct an explanation based on evidence for the formation of the Earth. (Clarification statement: The mechanisms of accretion and differentiation should be addressed here. Include an understanding of Earth’s elemental composition, the Nebular Theory and the Iron Catastrophe Theory.) - **SG1.b**: Develop a model of the Earth’s internal structures including both physical (i.e., lithosphere, asthenosphere, mesosphere, outer core and inner core) and chemical (crust, mantle, core) layers. (Clarification statement: Include how data, computer technology, and computational thinking are used to determine thicknesses and chemical composition of the layers.) - **SG1.c**: Construct an explanation based on evidence for the origin and evolution of Earth’s hydrosphere and atmosphere. (Clarification statement: Include the ideas of outgassing, photochemical dissociation, photosynthesis and comet delivery.) ### SG2: Rock and Mineral Formation Obtain, evaluate, and communicate information about the geologic conditions and processes that form different rocks and minerals through the rock cycle. - **SG2.a**: Plan and carry out investigations to explore how chemical variation and geological processes result in the formation of different rock forming minerals. (Clarification statement: This could include the formation of quartz, K-feldspar, plagioclase, muscovite, biotite, amphibole, pyroxene, olivine, kaolinite, calcite, halite, gypsum, chlorite, garnet and staurolite.) - **SG2.b**: Develop and use models to demonstrate the processes that form plutonic (intrusive) and volcanic (extrusive) igneous rocks of differing compositions, and textures. - **SG2.c**: Ask questions to differentiate between processes that form various types of sedimentary rocks (i.e., weathering, erosion, deposition, burial, compaction and cementation). - **SG2.d**: Construct an explanation for how igneous and sedimentary rocks transform to different types of metamorphic rocks. (Clarification statement: Explain how different conditions of metamorphism and starting (parent) rock compositions determine metamorphic rock type.) ### SG3: Geologic Time Exploration Obtain, evaluate, and communicate information to explore geologic time. - **SG3.a**: Analyze data to interpret sequences of events in Earth’s history. (Clarification statement: Include relative vs. absolute dating techniques, principles of stratigraphy (e.g. Superposition and cross-cutting relationships), radiometric dating, and the fossil record.) - **SG3.b**: Construct an argument based on evidence about how catastrophic and long-term events have impacted the evolution of life on Earth, including mass extinctions (e.g., asteroid/comet impact, plate tectonics and climate change). - **SG3.c**: Obtain, evaluate, and communicate information that documents important tectonic events and sea level/climatic changes in Georgia over geologic time. (Clarification statement: Include a description and origin of the Valley and Ridge, Piedmont, Blue Ridge Mountains, and the Coastal Plain physiographic provinces.) ### SG4: Plate Tectonics Evidence Obtain, evaluate, and communicate information about the evidence for plate tectonics; investigate the roles of Earth’s internal processes as a mechanism of plate motion; and assess the relationship between plate tectonic boundary type and geologic hazards. - **SG4.a**: Construct an explanation based on evidence that describes the mechanisms causing tectonic plate movement, the different types of plate boundaries, and how boundary type relates to mountain building, earthquakes, volcanism, and features such as volcanic arcs, hot spots, and mid ocean ridges. (Clarification statement: Include the role of radioactive decay as a source of heat energy driving the process of convection, as well as the physical processes of slab pull and ridge push.) - **SG4.b**: Construct an explanation based on evidence that describes the mechanisms that create melt in the lithosphere in relationship to plate tectonics. (Clarification statement: The role of pressure release, added heat, and added water content should be studied relative to the plate tectonic locations where this melting occurs.) - **SG4.c**: Use models to predict and differentiate between the various types of folds and faults. (Clarification statement: Show the relationship between stress and strain relative to nature and type of deformation.) - **SG4.d**: Use models to communicate the differences between folded, fault-block, dome, plateau, and volcanic mountains to investigate their relationship to tectonic setting. - **SG4.e**: Analyze and interpret data to classify volcanoes using their interior/exterior features, magma composition, lithology, and plate tectonic setting - **SG4.f**: Analyze and interpret seismic data and assess risk of volcanic eruptions and earthquakes in Georgia and other areas in the United States. (Clarification statement: Include sources of seismic risk in Georgia from historic tectonic events (stored energy at “dormant” fault zones).) ### SG5: Earth's Surface Processes Obtain, evaluate, and communicate information to explain the effects of Earth’s surface processes. - **SG5.a**: Ask questions to understand the effects of regional climate on weathering processes and soil formation. - **SG5.b**: Construct an argument from evidence to explain how sedimentary rock formation and chemical weathering changes greenhouse gas concentrations in Earth’s atmosphere. - **SG5.c**: Obtain, evaluate, and communicate information to characterize the formation of landforms in desert and glacial environments. (Clarification statement: Information sources should include, geologic maps, topographic maps, cross-sectional maps, and remote sensing data.) - **SG5.d**: Develop and use models to examine the erosional and depositional features of various coastal systems - **SG5.e**: Plan and carry out an investigation to analyze how surface water and groundwater act as major agents of change in fluvial systems. (Clarification statement: Include surface reservoirs, groundwater reservoirs, and fluvial systems, as well as the processes of infiltration, runoff, evaporation, and precipitation.) ### SG6: Earth's Geologic Resources Obtain, evaluate, and communicate information to investigate the distribution, extraction, and use of resources on the Earth and other bodies in the Solar System. - **SG6.a**: Ask questions to investigate the origin, distribution, and economic importance of geologic resources, including those mined in Georgia. (Clarification statement: Include kaolin, marble, gold, dimension stone and crushed stone aggregate, sand and gravel as major parts of the state economy.) - **SG6.b**: Construct an argument from evidence to support a claim about the impact of extraction and use of geological resources in the environment and human life. (Clarification statement: Impact of climate change, drilling for oil, mining and fracking should be discussed here.) - **SG6.c**: Analyze and interpret data to predict and develop evidence for the occurrence and distribution of geologic resources on the Moon, other planets, and extraterrestrial bodies (asteroids, meteors, and comets). ## Earth Systems (40.06400) ### SES1: Earth Systems Composition 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: Plate Tectonics Overview 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.b**: Develop and use models for the different types of plate tectonic settings (convergent, divergent and transform boundaries). - **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: Erosion and Landscape Change 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.b**: Develop a model of the processes and geologic hazards that result from both sudden and gradual mass wasting. - **SES3.c**: Construct an explanation that relates the past and present actions of ice, wind, and water to landform distribution and landscape change. - **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: Rock Records and Fossils 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: Solar Energy and Earth's Climate 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.c**: Construct an argument that predicts weather patterns based on interactions among ocean currents, air masses, and topography. - **SES5.d**: Analyze and interpret data to show how temperature and precipitation produce the pattern of climate regions (zones) on Earth. - **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. - **SES5.f**: Construct an argument relating changes in global climate to variation to Earth/sun relationships and atmospheric composition. ### SES6: Life Shaping Earth's Systems 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. - **SES6.d**: Analyze and interpret data that relates changes in global climate to natural and anthropogenic modification of Earth's atmosphere and oceans. ## Oceanography (40.07100) ### SO1: Human Ocean Exploration Obtain, evaluate, and communicate information about how and why humans explore our ocean. - **SO1.a**: Obtain, evaluate, and communicate information that compares historical and modern motivations for ocean exploration and methods of exploration. - **SO1.b**: Define problems and challenges associated with oceanographic research and exploration. (Clarification statement: Emphasis should be on using technology to address issues such as seawater corrosiveness, deep sea temperatures and pressure, water depth, distance from land, and wave action.) ### SO2: Ocean Characteristics and Boundaries Obtain, evaluate, and communicate information about the characteristics, physical features, and boundaries of the oceans. - **SO2.a**: Analyze and interpret geologic data to describe how the Earth’s ocean basins, ocean and atmosphere were formed. - **SO2.b**: Construct an argument from evidence to support the role of plate tectonics in shaping the physical features of the ocean and continents. - **SO2.c**: Analyze and interpret data to understand how the dynamic events at plate boundaries influence the physical features of oceans and continents. (Clarification statement: Events such as tsunamis and earthquakes should be included in this element.) - **SO2.d**: Develop and use models to investigate geological features from the continental margins to the deep ocean basins. (Clarification statement: Models should provide scale information about the features being represented.) - **SO2.e**: Ask questions to classify the sources of different types of marine sediments. ### SO3: Ocean Energy Flow Obtain, evaluate, and communicate information to model the flow of energy in the ocean. - **SO3.a**: Construct an explanation to support the claim that some of the earliest life forms originated in the ocean. - **SO3.b**: Ask questions to compare and contrast the relative role of photosynthesis and chemosynthesis in oceanic biologic productivity and describe the oceanic realms in which each mode of primary production occurs. (Clarification statement: Distinguish between photosynthesis and chemosynthesis in ocean organisms.) - **SO3.c**: Develop and use models to analyze the flow of energy and cycling of matter in marine ecosystems. (Clarification statement: This includes food webs and trophic levels.) - **SO3.d**: Ask questions to investigate relationships between biotic and abiotic factors in marine ecosystems including estuaries, coral reefs, kelp forests, the open ocean, and the deep ocean. ### SO4: Ocean-Weather-Climate Relationships Obtain, evaluate, and communicate information that describes the complex relationships between weather, climate and the oceans. - **SO4.a**: Develop a model to explain the effects of tilt of the earth, solar energy inputs, and heat capacity of land and oceans on the resulting patterns of weather and climate. - **SO4.b**: Ask questions to investigate and provide explanations about the influence of the Coriolis Effect on winds, ocean currents, and climate. - **SO4.c**: Analyze and interpret data to develop models for global patterns of atmospheric and oceanic circulation. (Clarification statement: Include the role of deep water currents in oceanic circulation.) - **SO4.d**: Construct an explanation for variations in global weather patterns such as El Nino, hurricanes, and monsoons and design solutions to minimize the impact of these systems on human populations - **SO4.e**: Use mathematics and computational thinking to explain how climate change influences the ocean. (Clarification statement: Emphasis is on sea level rise and ocean acidification.) ### SO5: Waves, Tides, and Coasts Obtain, evaluate, and communicate information on how waves and tides are created and their influence on coastal processes. - **SO5.a**: Develop and use models to demonstrate how ocean waves are generated. (Clarification statement: Consideration should be given to the type of waves formed by wind, atmospheric pressure gradients, gravitation, earthquakes, storms, and surface tension forces.) - **SO5.b**: Use mathematics and computational thinking to analyze the properties of ocean waves and how they change as they interact with the seafloor. - **SO5.c**: Construct an argument based on evidence from tide tables and lunar calendars to explain the role of the moon and sun in the formation of tides and tidal patterns. - **SO5.d**: Construct an explanation for the effects of waves and tides on coastlines, including how they interact with sandy shorelines to transport sediments, influence barrier islands, and affect the marine organisms that live there. ### SO6: Seawater Properties and Structure Obtain, evaluate, and communicate information on the physical and chemical properties of seawater and how they influence the structure of the ocean. - **SO6.a**: Develop and use a model to demonstrate how the ocean and land are connected by the hydrologic and other biogeochemical cycles. - **SO6.b**: Plan and carry out an investigation to discover the unique properties of seawater when compared to fresh water. (Clarification statement: Water quality monitoring could be used to address this element.) - **SO6.c**: Ask questions to investigate how the water column is structured based upon the physical properties of seawater (temperature, salinity, density). - **SO6.d**: Develop an argument based on evidence to support the claim that the physical properties of sea water influence the evolution, adaptations and distributions of marine organisms. (Clarification statement: This should include addressing how invertebrate and vertebrate organisms are differently impacted by sea water properties.) ### SO7: Ocean Resource Stewardship Obtain, evaluate, and communicate information about how humans use the ocean as a resource and the need for responsible stewardship. - **SO7.a**: Construct an argument based on evidence about the impact that extraction of physical, geological, chemical, and biological resources from the oceans has on marine ecosystems. - **SO7.b**: Design, evaluate, and refine solutions on how to use the ocean as a source of alternative energy. - **SO7.c**: Construct an explanation based on evidence on how recreation and transportation impact marine ecosystems. - **SO7.d**: Analyze and interpret data to investigate the causes of ocean acidification, biomagnification of pollutants, ocean deoxygenation, and eutrophication. - **SO7.e**: Construct an argument based on evidence to examine policies and laws related to responsible stewardship of the oceans. - **SO7.f**: Design and evaluate a sustainability plan that includes conservation efforts to reduce human impact on the ocean. (Clarification statement: Human impact should include the role of individuals living inland.) ## Physics (40.08100) ### SP1: Motion as Functions of Time 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. * Analyze one-dimensional problems involving changes of direction, using algebraic signs to represent vector direction. * 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. - **SP1.c**: Ask questions to compare and contrast scalar and vector quantities. - **SP1.d**: Analyze and interpret data of two-dimensional motion with constant acceleration. * Resolve position, velocity, or acceleration vectors into components (x and y, horizontal and vertical). * Add vectors graphically and mathematically by adding components. * Interpret problems to show that objects moving in two dimensions have independent motions along each coordinate axis. * Design an experiment to investigate the projectile motion of an object by collecting and analyzing data using kinematic equations. * Predict and describe how changes to initial conditions affect the resulting motion. * Calculate range and time in the air for a horizontally launched projectile. ### SP2: Forces and Motion Obtain, evaluate, and communicate information about how forces affect the motion of objects. - **SP2.a**: Construct an explanation based on evidence using Newton's Laws of how forces affect the acceleration of a body. * Explain and predict the motion of a body in absence of a force and when forces are applied using Newton's 1st Law (principle of inertia). * Calculate the acceleration for an object using Newton's 2nd Law, including situations where multiple forces act together. * Identify the pair of equal and opposite forces between two interacting bodies and relate their magnitudes and directions using Newton's 3rd Law. - **SP2.b**: Develop and use a model of a Free Body Diagram to represent the forces acting on an object (both equilibrium and non-equilibrium). - **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. * Calculate the magnitude of a centripetal acceleration. - **SP2.e**: Develop and use a model to describe the mathematical relationship between mass, distance, and force as expressed by Newton's Universal Law of Gravitation. ### SP3: Conservation Laws Overview 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.a**: Ask questions to compare and contrast open and closed 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. * Calculate the kinetic energy of an object. * Calculate the amount of work performed by a force on 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. - **SP3.d**: Construct an argument supported by evidence of the use of the principle of conservation of momentum to * explain how the brief application of a force creates an impulse. * describe and perform calculations involving one dimensional momentum. * connect the concepts of Newton's 3rd law and impulse. * experimentally compare and contrast inelastic and elastic collisions. ### SP4: Wave Properties and Applications Obtain, evaluate, and communicate information about the properties and applications of waves. - **SP4.a**: Develop and use mathematical models to explain mechanical and electromagnetic waves as a propagating disturbance that transfers energy. - **SP4.b**: Develop and use models to describe and calculate characteristics related to the interference and diffraction of waves (single and double slits). - **SP4.c**: Construct an argument that analyzes the production and characteristics of sounds waves. - **SP4.d**: Plan and carry out investigations to characterize the properties and behavior of electromagnetic waves. - **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. * Analyze experimentally and mathematically aspects of reflection and refraction of light waves and describe the results using optical ray diagrams. * Perform calculations related to reflections from plane surfaces and focusing using thin lenses. - **SP4.f**: Plan and carry out investigations to identify the behavior of light using lenses. - **SP4.g**: Plan and carry out investigations to describe changes in diffraction patterns associated with geometry and wavelength for mechanical and electromagnetic waves. ### SP5: Electrical and Magnetic Forces Obtain, evaluate, and communicate information about electrical and magnetic force interactions. - **SP5.a**: Develop and use mathematical models and generate diagrams to compare and contrast the electric and gravitational forces between two charged objects. - **SP5.b**: Plan and carry out investigations to demonstrate and qualitatively explain charge transfer by conduction, friction, and induction. - **SP5.c**: Construct an explanation based on evidence of the behavior of charges in terms of electric potential energy. - **SP5.d**: Plan and carry out an investigation of the relationship between voltage, current, and power for direct current circuits. - **SP5.e**: Plan and carry out investigations to clarify the relationship between electric currents and magnetic fields. ### SP6: Nuclear Changes of Matter Obtain, evaluate, and communicate information about nuclear changes of matter and related technological applications. - **SP6.a**: Develop and use models to explain, compare, and contrast nuclear processes including radioactive decay, fission, and fusion. - **SP6.b**: Construct an argument to compare and contrast mechanisms and characteristics of radioactive decay. - **SP6.c**: Develop and use mathematical models and representations to calculate the amount of substance present after a given amount of time based on its half-life and relate this to the law of conservation of mass and energy. ## Forensic Science (40.09300) ### SFS1: Forensic Crime Scene Investigation Obtain, evaluate, and communicate information to properly conduct a forensic investigation of a crime scene. - **SFS1.a**: Construct an explanation of how scientific forensic techniques used in collecting and submitting evidence for admissibility in court have evolved over time. (Clarification statement: Emphasis is on Locard’s Exchange Principle, Frye standard, Daubert ruling) - **SFS1.b**: Plan and carry out investigations using the scientific protocols for analyzing a crime scene (e.g., search, isolate, collect, and record). - **SFS1.c**: Construct an argument from evidence explaining the relevance of possible evidence at the site of an investigation. - **SFS1.d**: Develop models to analyze and communicate information obtained from the crime scene. (Clarification statement: Properly document and sketch a crime scene.) ### SFS2: Physical, Trace, Digital Evidence Obtain, evaluate, and communicate information on various scientific techniques to analyze physical, trace, and digital evidence. - **SFS2.a**: Plan and carryout an investigation to determine the value of physical and trace evidence. - **SFS2.b**: Plan and carryout an investigation to analyze the morphology and types of hair, fibers, soil and glass evidence in order to make a physical match examination. - **SFS2.c**: Use models for the evaluation of handwriting and document evidence. - **SFS2.d**: Analyze and interpret data to evaluate digital sources of evidence. - **SFS2.e**: Ask questions to determine the appropriate uses of chromatography and spectroscopy in evidence analysis. (Clarification statement: Addressing spectroscopy at an analytical chemistry level is not required.) ### SFS3: Biological Evidence in Forensics Obtain, evaluate, and communicate information relating to biological evidence in forensic investigations. - **SFS3.a**: Ask questions to investigate types of toxins, poisons, and drugs and their effects on the body. - **SFS3.b**: Analyze and interpret data to investigate the effects of blood alcohol content on the body. - **SFS3.c**: Construct an explanation to distinguish the difference between human and animal blood. - **SFS3.d**: Plan and carry out an investigation to analyze the physics of bloodstain patterns. - **SFS3.e**: Plan and carry out an investigation involving DNA processing and analysis. ### SFS4: Impression Evidence Overview Obtain, evaluate, and communicate information to analyze the role of impression evidence in order to make a physical match examination. - **SFS4.a**: Construct an explanation for utilizing the appropriate technique to lift and evaluate identifiable, latent, plastic and patent fingerprints. (Clarification statement: Classifying print and minutiae patterns are addressed in this element. Students should be able to explain why they are using a specific technique.) - **SFS4.b**: Analyze and interpret data regarding impression evidence. (Clarification statement: Impression evidence could include ballistics, tool marks, footwear, tire impressions, etc.). - **SFS4.c**: Construct an explanation to support the significance of impression evidence in an investigation. ### SFS5: Medicolegal Death Investigation Obtain, evaluate, and communicate information to Medicolegal Death Investigations. - **SFS5.a**: Ask questions to identify various causes and mechanisms of death (blunt force trauma, heart attack, bleeding, etc.). - **SFS5.b**: Construct an argument based on evidence that pertains to the manner of death (natural, homicide, suicide, accidental, or undetermined). - **SFS5.c**: Use mathematics and computational thinking to explain post mortem changes used to determine post mortem interval (PMI): * Rigor mortis * Livor mortis * Algor mortis * Gastric contents - **SFS5.d**: Analyze and interpret entomological data to evaluate the role insects play in decomposition and determining PMI. - **SFS5.e**: Plan and carry out an investigation to analyze height, sex, age, and race to develop an anthropological profile of the victim and potential perpetrator.