effects of genetic drift, migration and artificial selection on the genetic makeup of a population. 1.9 The student is able to evaluate evidence provided by data from many scientific disciplines that support biological evolution. 5.3 1A4 1.10 10 The student is able to refine evidence based on data from many scientific disciplines that support biological evolution. 5.2 1.A4 1.11 The student is able to design a plan to answer scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology. 4.2 1A4 1.12 The student is able to connect scientific evidence from many scientific disciplines to support the modern concept of evolution. 7.1 1A4 1.13 The student is able to construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution. 1.1 2.1 1A4 1.14 The student is able to pose scientific questions that correctly identify essential properties of shared, core life processes that provide insights into the history of life on Earth 3.1 1B1 1.15 The student is able to describe specific examples of conserved core biological processes and features shared by all domains or within one domain of life, and how these shared, conserved core processes and features support the concept of common ancestry for all organisms. 7.2 1B1 1.16 The student is able to justify the scientific claim 6.1 1B1
that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today. 1.17 The student is able to pose scientific questions about a group of organisms whose relatedness is described by a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree. 3.1 1B2 1.18 The student is able to evaluate evidence provided by a data set in conjunction with a phylogenetic tree or a simple cladogram to determine evolutionary history and speciation. 5.3 1B2 1.19 The student is able create a phylogenetic tree or simple cladogram that correctly represents evolutionary history and speciation from a provided data set. 1.1 1B2 1.20 The student is able to analyze data related to questions of speciation and extinction throughout the Earth’s history. 5.1 1C1 1.21 The student is able to analyze data related to questions of speciation and extinction throughout the Earth’s history. 4.2 1C1 1.22 The student is able to use data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future. 6.4 1C2 1.23 The student is able to justify the selection of data that address questions related to reproductive isolation and speciation. 4.1 1C2 1.24 The student is able to describe speciation in an isolated population and connect it to change in 7.2 1C2
expression result in specialization of cells, tissues and organs. 4.8 The student is able to evaluate scientific questions concerning organisms that exhibit complex properties due to the interaction of their constituent parts 3.3 4A3 4.9 The student is able to predict the effects of a change in a component(s) of a biological system on the functionality of an organism(s). 6.4 4A4 4.10 The student is able to refine representations and models to illustrate biocomplexity due to interactions of the constituent parts. 1.3 4A4 4.11 The student is able to justify the selection of the kind of data needed to answer scientific questions about the interaction of populations within communities. 1.4 4.1 4A5 4.12 The student is able to apply mathematical routines to quantities that describe communities composed of populations of organisms that interact in complex ways. [See 2.2 4A5 4.13 The student is able to predict the effects of a change in the community’s populations on the community. 6.4 4A5 4.14 The student is able to apply mathematical routines to quantities that describe interactions among living systems and their environment, which result in the movement of matter and energy. 2.2 4A6 4.15 The student is able to use visual representations to analyze situations or solve problems qualitatively to illustrate how interactions among living systems and with their environment result in the movement of matter and energy 1.4 4A6 4.16 The student is able to predict the effects of a change of matter or energy availability on communities 6.4 4A6 4.17 The student is able to analyze data to identify how molecular interactions affect structure and function. 5.1 4B1 4.18 The student is able to use representations and models to analyze how cooperative interactions within organisms promote efficiency in the use of energy and matter 1.4 4B2 4.19 The student is able to use data analysis to refine observations and measurements regarding the effect of population interactions on patterns of species distribution and abundance. 5.2 4B3 4.20 The student is able to explain how the distribution of ecosystems changes over time by identifying large-scale events that have resulted in these changes in the past. [See 6.3 4B3 4.21 The student is able to predict consequences of human actions on both local and global ecosystems 6.4 4B3