1 ) Use models to compare and contrast how the structural characteristics of
carbohydrates, nucleic acids, proteins, and lipids define their function in
organisms.
2 ) Obtain, evaluate, and communicate information to describe the function and
diversity of organelles and structures in various types of cells (e.g., muscle
cells having a large amount of mitochondria, plasmids in bacteria, chloroplasts
in plant cells).
3 ) Formulate an evidence-based explanation regarding how the composition of
deoxyribonucleic acid (DNA) determines the structural organization of proteins.
a. Obtain and evaluate experiments of major scientists and communicate
their contributions to the development of the structure of DNA and to the
development of the central dogma of molecular biology.
b. Obtain, evaluate, and communicate information that explains how advancements in genetic technology (e.g., Human Genome Project, Encyclopedia of DNA Elements [ENCODE] project, 1000 Genomes Project) have contributed to the understanding as to how a genetic change at the DNA level may affect proteins and, in turn, influence the appearance of traits.
c. Obtain information to identify errors that occur during DNA replication
(e.g., deletion, insertion, translocation, substitution, inversion, frame-shift,
point mutations).
4 ) Develop and use models to explain the role of the cell cycle during growth
and maintenance in multicellular organisms (e.g., normal growth and/or
uncontrolled growth resulting in tumors).
NAEP Framework
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Biology
All Resources:
0
5 ) Plan and carry out investigations to explain feedback mechanisms (e.g.,
sweating and shivering) and cellular processes (e.g., active and passive
transport) that maintain homeostasis.
a. Plan and carry out investigations to explain how the unique properties
of water (e.g., polarity, cohesion, adhesion) are vital to maintaining
homeostasis in organisms.
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Biology
All Resources:
0
6 ) Analyze and interpret data from investigations to explain the role of
products and reactants of photosynthesis and cellular respiration in the cycling
of matter and the flow of energy.
a. Plan and carry out investigations to explain the interactions among
pigments, absorption of light, and reflection of light.
7 ) Develop and use models to illustrate examples of ecological hierarchy
levels, including biosphere, biome, ecosystem, community, population, and
organism.
8 ) Develop and use models to describe the cycling of matter (e.g., carbon,
nitrogen, water) and flow of energy (e.g., food chains, food webs, biomass
pyramids, ten percent law) between abiotic and biotic factors in ecosystems.
NAEP Framework
Alabama Alternate Achievement Standards
Science (2015)
Grade(s): 9 - 12
Biology
All Resources:
0
9 ) Use mathematical comparisons and visual representations to support or
refute explanations of factors that affect population growth (e.g., exponential,
linear, logistic).
10 ) Construct an explanation and design a real-world solution to address
changing conditions and ecological succession caused by density-dependent and/or
density-independent factors.*
11 ) Analyze and interpret data collected from probability calculations to
explain the variation of expressed traits within a population.
a. Use mathematics and computation to predict phenotypic and genotypic
ratios and percentages by constructing Punnett squares, including using both
homozygous and heterozygous allele pairs.
b. Develop and use models to demonstrate codominance, incomplete dominance,
and Mendel's laws of segregation and independent assortment.
c. Analyze and interpret data (e.g., pedigree charts, family and population
studies) regarding Mendelian and complex genetic disorders (e.g., sickle-cell
anemia, cystic fibrosis, type 2 diabetes) to determine patterns of genetic
inheritance and disease risks from both genetic and environmental factors.
13 ) Obtain, evaluate, and communicate information to explain how organisms are
classified by physical characteristics, organized into levels of taxonomy, and
identified by binomial nomenclature (e.g., taxonomic classification, dichotomous
keys).
a. Engage in argument to justify the grouping of viruses in a category
separate from living things.
14 ) Analyze and interpret data to evaluate adaptations resulting from natural
and artificial selection that may cause changes in populations over time (e.g.,
antibiotic-resistant bacteria, beak types, peppered moths, pest-resistant
crops).
15 ) Engage in argument from evidence (e.g., mathematical models such as
distribution graphs) to explain how the diversity of organisms is affected by
overpopulation of species, variation due to genetic mutations, and competition
for limited resources.
NAEP Framework
Science (2015)
Grade(s): 9 - 12
Biology
All Resources:
0
16 ) Analyze scientific evidence (e.g., DNA, fossil records, cladograms,
biogeography) to support hypotheses of common ancestry and biological evolution.