(B) know that hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions are incorporated into theories; Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (C) know scientific theories are based on natural and physical phenomena and are capable of being tested by multiple independent researchers. Unlike hypotheses, scientific theories are well established and highly reliable explanations, but they may be subject to change as new areas of science and new technologies are developed; Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (D) distinguish between scientific hypotheses and scientific theories; Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where:
(E) plan and implement descriptive, comparative, and experimental investigations, including asking questions, formulating testable hypotheses, and selecting equipment and technology; Apply Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (F) collect and organize qualitative and quantitative data and make measurements with accuracy and precision using tools such as probes, standard laboratory glassware, microscopes, various prepared slides, stereoscopes, metric rulers, balances, gel electrophoresis apparatuses, micropipettes, hand lenses, Celsius thermometers, hot plates, lab notebooks or journals, timing devices, Petri dishes, lab incubators, dissection equipment, meter sticks, and models, diagrams, or samples of biological specimens or structures; Apply Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where:
(G) analyze, evaluate, make inferences, and predict trends from data; and Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (H) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and technology-based reports. Apply Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, so as to encourage critical thinking by the student; Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (B) communicate and apply scientific information extracted from various sources such as current events, published journal articles, and marketing materials; Apply Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where:
(C) draw inferences based on data related to promotional materials for products and services; Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (D) evaluate the impact of scientific research on society and the environment; Evaluate Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (E) evaluate models according to their limitations in representing biological objects or events; and Evaluate Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (F) research and describe the history of biology and contributions of scientists. Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where:
(4) Science concepts. The student knows that cells are the basic structures of all living things with specialized parts that perform specific functions and that viruses are different from cells. The student is expected to: (A) compare and contrast prokaryotic and eukaryotic cells including their complexity, and compare and contrast scientific explanations for cellular complexity; Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (B) investigate and explain cellular processes, including homeostasis, and transport of molecules; and Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (C) compare the structures of viruses to cells, describe viral reproduction, and describe the role of viruses in causing diseases such as human immunodeficiency virus (HIV) and influenza. Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (5) Science concepts. The student knows how an organism grows and the importance of cell differentiation. The student is expected to: (A) describe the stages of the cell cycle, including deoxyribonucleic acid (DNA) replication and mitosis, and the importance of the cell cycle to the growth of organisms; Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where:
(B) describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in cell differentiation; and Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (C) recognize that disruptions of the cell cycle lead to diseases such as cancer. Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (6) Science concepts. The student knows the mechanisms of genetics such as the role of nucleic acids and the principles of Mendelian and non-Mendelian gentics. The student is expected to: (A) identify components of DNA, identify how information for specifying the traits of an organism is carried in the DNA, and examine scientific explanations for the origin of DNA; Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (B) recognize that components that make up the genetic code are common to all organisms; Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where:
(C) explain the purpose and process of transcription and translation using models of DNA and RNA; Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (D) recognize that gene expression is a regulated process; Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (E) identify and illustrate changes in DNA and evaluate the significance of these changes; Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (F) predict possible outcomes of various genetic combinations such as monohybrid crosses, dihybrid crosses, and non-Mendelian inheritance; and Apply Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where:
(D) analyze and evaluate how the elements of natural selection, including inherited variation, the potential of a population to produce more offspring than can survive, and a finite supply of environmental resources, result in differential reproductive success; Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (E) analyze and evaluate the relationship of natural selection to adaptation and to the development of diversity in and among species; and Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (F) analyze other evolutionary mechanisms, including genetic drift, gene flow, mutation, and recombination. Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (8) Science concepts. The student knows that taxonomy is a branching classification based on the shared characteristics of organisms and can change as new discoveries are made. The student is expected to: (A) define taxonomy and recognize the importance of a standardized taxonomic system to the scientific community; Remember Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where:
(B) categorize organisms using a hierarchical classification system based on similarities and differences shared among groups; and Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (C) compare characteristics of taxonomic groups, including archaea, bacteria, protists, fungi, plants, and animals. Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (9) Science concepts. The student knows the significance of various molecules involved in metabolic processes and energy conversions that occur in living organisms. The student is expected to: (A) compare the functions of different types of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids; Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (B) compare the reactants and products of photosynthesis and cellular respiration in terms of energy, energy conversions, and matter; and Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where:
(11) Science concepts. The student knows that biological systems work to achieve and maintain balance. The student is expected to: (A) summarize the role of microorganisms in both maintaining and disrupting the health of both organisms and ecosystems; and Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (B) describe how events and processes that occur during ecological succession can change populations and species diversity. Understand Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (12) Science concepts. The student knows that interdependence and interactions occur within an environmental system. The student is expected to: (A) interpret relationships, including predation, parasitism, commensalism, mutualism, and competition, among organisms; Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: (B) compare variations and adaptations of organisms in different ecosystems; Analyze Select One: Remember Understand Apply Analyze Evaluate Create Select One: Observed Partially Observed Not Observed Where: