Learning Standard (Table 10-1 Section 2)

Learning is defined as the combination of both knowledge and practice, not separate content and process learning goals: Core ideas in the framework are specified not as explanations to be consumed by learners. The performances combine core ideas and practices. The practices include several methods for generating and using evidence to develop, refine, and apply scientific explanations to construct accounts of scientific phenomena. Students learn and demonstrate proficiency with core ideas by engaging in these knowledge-building practices to explain and make scientifically informed decisions about the world.

Learning Standard (K.MD)

Describe and compare measurable attributes. The authors used measurements to compare cell density and morphology throughout the experiment.

Learning Standard (7.SP)

Use random sampling to draw inferences about a population. The authors isolated a segment from the bioreactor to further measure and study the cells within it.

Learning Standard (K.MD)

Describe and compare measurable attributes. The authors used measurements to compare the oscillations seen in cell growth throughout time.

Learning Standard (W.7)

Conduct research projects to answer questions. The authors use six experiments to receive accurate data.

Common Core State Standards Statistics and Probability S-IC.6 Evaluate reports based on data.

Physics 2 Essential Knowledge 4.C.3: Organisms use feedback mechanisms to maintain their internal environments and respond to external environmental changes.

A conclusion summarized by the authors based on experiments that have been done to distinguish the bulk autophagy and selective autophagy that happened in various organelles, and only ER-phagy is required by Lst1 coat protein.

To draw a conclusion which exclusively functional in one particular experiment, the designs of various experiments are needed in order to rule out other possibilities.

A conclusion summarized by the authors based on experiments that have been done to distinguish the bulk autophagy and selective autophagy that happened in various organelles, and only ER-phagy is required by Lst1 coat protein.

To draw a conclusion which exclusively functional in one particular experiment, the designs of various experiments are needed in order to rule out other possibilities.

Constructing Evidence and Designing Solutions (SEP6) and RST.11-12.7/8- The authors used previously-known concepts of anatomy, biology, and micro devices to design a lung-on-a-chip that is proven to model the alveolar-capillary interface more realistically than any other available technology. http://www.corestandards.org/ELA-Literacy/

"Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms." RST.11-12.2

The authors summarize their work by stating that the 'basic' functions of the human alveolar-capillary interface are reconstituted in their lung-on-a-chip device. Most importantly, their work demonstrates that mimicking the lungs in this way and improving on their work in the future can lead to even more realistic 3D models for drug testing. http://www.corestandards.org/Math/

Learning Standard: IST-3.A.1 Cells communicate with one another through direct contact with other cells or from a distance via chemical signaling— a. Cells communicate by cell-to-cell contact.

Describe the processes that allow ions and other molecules to move across membranes. Learning Objective: ENE-2.J

Read more at: https://apcentral.collegeboard.org/media/pdf/ap-biology-course-and-exam-description.pdf

Explain how the structure of biological membranes influences selective permeability. Learning Objective ENE-2.C

Read More at: https://apcentral.collegeboard.org/media/pdf/ap-biology-course-and-exam-description.pdf

Key question raised by the authors, how the dispersed site throughout the ER are recognized by the selective autophagy receptors to deliver the cargo for degradation.

The authors hypothesized that, COP11 coat proteins which involved in membrane-budding at the ER, could involve in ER-phagy.

What are the differences between proteasome and autophagosome?

A conclusion summarized by the authors based on experiments that have been done to distinguish the bulk autophagy and selective autophagy that happened in various organelles, and only ER-phagy is required by Lst1 coat protein.

To draw a conclusion which exclusively functional in one particular experiment, the designs of various experiments are needed in order to rule out other possibilities.

AP Biology Essential knowledge 2.C.1.b: Positive feedback mechanisms amplify responses and processes in biological organisms. The variable initiating the response is moved farther away from the initial set-point. Amplification occurs when the stimulus is further activated which, in turn, initiates an additional response that produces system change.

Link https://secure-media.collegeboard.org/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf

AP Biology Essential knowledge 3.A.2.a: The cell cycle is a complex set of stages that is highly regulated with checkpoints, which determine the ultimate fate of the cell.

Link: https://secure-media.collegeboard.org/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf

Essential knowledge 3.A.2.a.1: Interphase consists of three phases: growth, synthesis of DNA, preparation for mitosis.

Link: https://secure-media.collegeboard.org/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf

This idea ties well to the Next Generation Science Standards Disciplinary Core Idea ETS1.B: Developing Possible Solutions.

The authors here describe a way to test various physical models to improve the sensing capability of their tactile sensor. It is important to understand the creative process of developing a new design to solve an engineering problem, whether it is using physical models and/or computers. In this specific case, the researchers propose that testing a variety of different physical factors, such as various magnetic materials, PDMS thicknesses, and fabrication processes, can help optimize the tactile sensor's efficiency.

Next Generation Science Standards Disciplinary Core Idea ETS1.B: Developing Possible Solutions

"The creative process of developing a new design to solve a problem is a central element of engineering." (page 206). Various actuation methods have been designed and tested to ensuring the fast motion of this soft robot

https://www.nap.edu/read/13165/chapter/12#206

The adhesive silicone and polyethylene terephthalate (PET) substrate attributes to the deformable body of the soft robot.

This insect-scale soft robot prototype is built using a curved piezoelectric PVDF unimorph structure that flexes when voltage is applied to it, creating forward movement of the robot. The polyvinylidene difluoride (PVDF), a piezoelectric material, periodically bends when driven with AC voltage.

Learning Standard: Scientific Investigations Use a Variety of Methods (NS1). New technologies advance scientific knowledge. (HS-LS1-2). Without technologies such as photolithography or advanced microscopy the devices and methods utilized in this paper would not be possible.

Learning Standard: Constructing Evidence and Designing Solutions (SEP6). This standard states that there is a range of possible engineering solutions and the best is dependent upon the design requirements and the criteria used for evaluation. The authors list the design requirements of microfluidics as inexpensive, easy to operate, with few moving parts.

Learning Standard ETS1.C: Optimizing the Design Solution. The authors optimized the mixing design by changing the mixing elements to a staggered herringbone pattern.

Learning Standard ETS1.A: Defining and Delimiting an Engineering Problem. This standard requires students to accurately recognize and define an engineering problem. In this paper the authors are addressing a difficult problem, mixing fluids at the microscale.

Constructing Evidence and Designing Solutions (SEP6):

The engineers designed a soft robot by mimicking principles of animal locomotion such as speed, utility and sturdiness.

Crosscutting Concepts: Scale, Proportion, and Quantity

It is important to recognize the correlation between different speed and energy measurements with changes in scale and proportion. Here, an arthropod will outperform a larger animal in terms of moving speed (expressed in body length per unit time) due to its small size.

Common Core State Standards English Language Arts-Literacy: Key Ideas and Details: RST.11-12.1.

The authors discuss the pros and cons of miniaturizing a robot to make it faster.

Constructing Evidence and Designing Solutions (SEP6):

The knowledge that arthropods use the aerial phase to achieve high speeds was leveraged in order to ensure the fast movement of this soft robot.

Crosscutting Concepts: Structure and Function

The movement patterns exhibited by the hind legs of certain mammals, like horses, have aided in their high running speeds.

Next Generation Science Standards Disciplinary Core Idea ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

"How do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect the natural world?" (page 212)

https://www.nap.edu/read/13165/chapter/12?term=ETS2.B#212

LC circuits is an important topic on the AP Physics C guidelines that falls under the Electricity and Magnetism section. The LC oscillation circuit in this tactile sensor plays a huge role in converting pressure loads into digital signals.

This topics directly aligns with the AP Biology Essential knowledge 3.E.2. This standard focused on the detection, transmission, and integration of external and internal stimuli throughout the nervous system and how responses are produced based on them.

ETS1.A: Defining and Delimiting an Engineering Problem

What is a design for? What are the criteria and constraints of a successful solution?

ETS1.C: Optimizing the Design Solution

How can the various proposed design solutions be compared and improved?

AP Biology Learning Objective LO 3.19,21:

The student is able to describe the connection between the regulation of gene expression and observed differences between individuals in a population.

The student can use representations to describe how gene regulation influences cell products and function.

AP Biology Learning Objective LO 3.5-6:

The student can explain how heritable information can be manipulated using common technologies.

The student can predict how a change in a specific DNA or RNA sequence can result in changes in gene expression.

Next Generation Science Standards HS-LS4.1:

Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

AP Biology Learning Objective LO 2.42:

The student is able to pose a scientific question concerning the behavioral or physiological response of an organism to a change in its environment.

AP Biology Learning Objective LO 1.25:

The student is able to describe a model that represents evolution within a population.

AP Biology Learning Objectives LO 1.16:

The student is able to justify the scientific claim that organisms share many conserved core processes and features that evolved and are widely distributed among organisms today.

Next Generation Science Standards HS-LS4.1:

Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Connects to Learning Standards, A Framework for K-12 Science Education, Disciplinary Core Ideas: LS2.C Ecosystems Dynamics, Functioning, and Resilience:

"Anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species."

Connects to Learning Standard, Vision and Change for Undergraduate Biology Education Core Competencies and Disciplinary Practices: VC3 Ability to use modeling and simulation:

"Use mathematical modeling and simulation tools to describe living systems."

Connects with Learning Standards, A Framework for K-12 Science Education, Crosscutting Concepts: Scale, proportion, and quantity:

"In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance."

AP Essential Knowledge Enduring Understanding 1.C

AP Chemistry Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.

AP Chemistry Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific question.

Common Core ELA - Literacy RST 11.12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades

Common Core ELA Literacy RST 11.12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

AP Chemistry Essential Knowledge 4D: Reaction rates may be increased by the presence of a catalyst.

This paper connects to Vision and Change Core Competencies and Disciplinary Practices 6 by presenting the ecological consequences of marine plastic pollution in a societal context.

The authors developed a model to represent a large-scale system. Next Generation Science Standards: Connects to Practice 2: Developing and using models https://ngss.nsta.org/practices.aspx?id=2

This paper connects to Vision and Change Core Competencies and Disciplinary Practices 3 and 4 by using modeling and emphasizing the interdisciplinary nature of science.

Stability and Change: Crosscutting Concepts: The tortoise has evolved to be able to reorient itself if flipped over. This allows the species to survive over time.

Constructing Evidence and Designing Solutions (SEP6): Using the shape and behavior of the toroise, the engineers were able to design their device to function in their desired way

Next Generation Science Standards Disciplinary Core Idea ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

"How do science, engineering, and the technologies that result from them affect the ways in which people live? How do they affect the natural world?" (page 212)

https://www.nap.edu/read/13165/chapter/12?term=ETS2.B#212

AP Physics 2 Learning Standard: "Essential Knowledge 2.C.1: "The magnitude of the electric force F exerted on an object with electric charge q by an electric field E is F = qE. The direction of the force is determined by the direction of the field and the sign of the charge, with positively charged objects accelerating in the direction of the field and negatively charged objects accelerating in the direction opposite the field. This should include a vector field map for positive point charges, negative point charges, spherically symmetric charge distributions, and uniformly charged parallel plates" (page 33).

https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-physics-2-course-and-exam-description.pdf

AP Biology Essential knowledge 3.E.2: Animals have nervous systems that detect external and internal signals, transmit and integrate information, and produce responses.

AP Biology: Curriculum Framework 2012–2013, (page 62 and page 90): https://secure-media.collegeboard.org/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf

When compared to past research, the resulting effects of the silencing of Smed-dvl-1(RNAi) and Smed-dvl-2(RNAi) are similar to previous results.

See the Nature of Science in the Next Generation Science Standards.

Using the process of science to identify and evaluate possible explanations for a natural phenomenon.

Click here to learn more about the process of science: https://media.hhmi.org/biointeractive/click/understanding-science/#/intro/4

Science is collaborative.

Vision and Change Core Competency #5: Ability to communicate and collaborate with other disciplines. The Nature of Science and NGSS (#7): Science is a Human Endeavor.

Scientists often use models to represent complex systems. See NGSS Cross Cutting Concepts and Science and Engineering Practices (#2) and AP Science Practices (#1).

As a well documented case of natural selection, mechanisms of evolution are clearly described among finches on the Galápagos islands. Learn more with these activities from HHMI BioInteractive. https://www.biointeractive.org/classroom-resources/natural-selection-and-evolution-darwins-finches

Proof of concept is testing a design idea or an assumption, or demonstrating the functionality of a concept or a theory to prove its practical potential. While not all research projects end with a finished product or a breakthrough, they lay the foundation and demonstrate feasibility for future work.

This exemplifies the idea that research and learning can sometimes take multiple tries to perfect an idea.

Inferring results from experiments

CCSS.MATH.CONTENT.HSS.ID.B.6: Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

The demonstration of the mechanical integrity is important to the overall function of the model. If the heart cannot withstand the stresses from normally bodily functions, it will not serve as a good replacement in a human body.

The authors collaboratively planned their investigation to produce data to serve as the basis for evidence, and in the design, decide on the types of data, and the accuracy of the data to produce reliable measurements, and to consider the precision of the data.

The authors developed a model based on evidence to illustrate the relationships between systems and between components of a system.

Most of the species that have ever lived on Earth did not go extinct during one of the five great mass extinctions. Typically, extinctions occur in small bursts and are followed by a long period of speciation. Since mass extinctions occur on a grand scale, they provide much information about the pacing and duration of change during their aftermath. The re-evolution of species and ecosystems on such a large scale provides an explanation for the pattern and timing of both ecological and evolutionary change observed in the fossil record.

Constructing Explanations and Designing Solutions (SEP6): Evaluate a solution to a complex real world problem, based on scientific knowledge, student generated sources of evidence, prioritized criteria, and trade off considerations.

The Common Core English and Language Arts Standards: RST.11-12.4: Determine the meaning symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.

National Health Education Standards SM-7: students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

The helium isotopes were measured from the fluid inclusions using mass spectrometry. Mass Spectrometry is a specialized technique, which is used to determine relative abundances of isotopes from a sample. See Essential Knowledge 1.D.2 in the AP Chemistry Course and Exam Description.

Here, the authors have brought together several batches of data, where each batch represents the relative abundances of isotopes present in fluid inclusions inside diamonds, like helium, Pb-Sr, trace-elements, and carbon isotopes. After collecting this data, they have plotted them in multiple graphs to highlight comparisons between them. This is very common in scientific research and requires training in data analysis and graph plotting. This is also recommended in the Science Practice 5 of AP Physics 2 Course and Exam Description.

The Nature of Science and the Next Generation Science Standards:

NS3-Scientific knowledge is open to revision in light of new evidence.

This shows that science builds on the replication of studies to increase confidence in findings. Further, science advances by current studies building on those from the past.

The authors showed that ZI GABA neurons send input to the PVT. They then assessed through further experimentation whether these PVT neurons are involved in food intake. Thus, they have used scientific questioning and evidence to build on their model of how the ZI controls feeding behavior.

Science is a way of knowing.

Science is both a body of knowledge that represents a current understanding of natural systems and the processes used to refine, elaborate, revise, and extend this knowledge.

Scientific knowledge is open to revision in light of new evidence.

Scientific argumentation is a mode of logical discourse used to clarify the strength of relationships between ideas and evidence that may result in revision of an explanation.

Scientists often make models to describe something cumbersome and complicated. In the experiments above, the scientists used synthetic RNA as a model for natural genetic material.

In this paragraph, Crick is assuring us that the results are not an "artifact" of the model: Synthetic RNA is fundamentally the same as natural RNA.

Scientific knowledge is open to revision in light of new evidence.

Science addresses questions about the natural and material world.

Great scientists tend to think in terms of questions which guide their discoveries. Good questions keep us curious, objective, and goal-oriented.

Science benefits when scientists communicate and collaborate across disciplines.

Science would make little progress without the exchange of ideas, especially across different disciplines. Here George Gamow, a theoretical physicist, shares his ideas about the genetic code with Linus Pauling, one of the pioneers of quantum chemistry.

http://scarc.library.oregonstate.edu/coll/pauling/dna/corr/sci9.001.43-gamow-lp-19531022.html

NGSS-Science and engineering practices

Practice 2: Developing and using models

https://ngss.nsta.org/PracticesFull.aspx

Next Generation Science Standards Disciplinary Core Ideas:

ESS3.D Global Climate Change

Though the magnitudes of human impacts are greater than they have ever been, so too are human abilities to model, predict, and manage current and future impacts.

AP Physics 1

Dynamics: Essential Knowledge 3.C.4

Contact forces result from the interaction of one object touching another object and they arise from interatomic electrical forces. These forces include tension, friction, normal, spring, and buoyant. (See page 23)

Common Core State Standards English Language Arts-Literacy

RST.11-12.8

Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

Next Generation Science Standards Disciplinary Core Idea ETS2.B: Influence of Engineering, Technology, and Science on Society and the Natural World

The student may consider how manufacturing, research, consumer preference, and governmental regulation can impact the widespread adoption of a technology.

"Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs"<br> This paper constructs an argument on how plants phenology changes due to the warming climate and how they adapt to these changes. Link: https://www.nextgenscience.org/pe/k-ess2-2-earths-systems

AP Biology Standards EK1.A.4: Molecular, morphological, and genetic information of existing and extinct organisms add to our understanding evolution. Biochemical and genetic similarities, such as DNA nucleotide and protein sequences, provide evidence for evolution and ancestry.

Next Generation standard LS2.A: Interdependent Relationships in Ecosystems

AP Biology Standards EK2.D.1: All biological systems from cells and organisms to populations, communities, and ecosystems are affected by complex biotic and abiotic interactions involving exchange of matter and free energy.

AP Biology Standards EK4.B.2: Cooperative behavior within or between populations contributes to the survival of the populations, i.e. mutualistic relationships.

AP Biology Standards EK1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.

AP Biology Standards EK 1.B.2: Phylogenetic trees and cladograms are graphical representations (models) of evolutionary history that can be tested.

AP Biology Standards EK 1.B.1: DNA and RNA are carriers of genetic information through transcription, translation, and replication.

AP Biology Standards EK1.A.4: Biochemical and genetic similarities, such as DNA nucleotide and protein sequences, provide evidence for evolution and ancestry.

NGSS Nature of Science: Scientific Investigations Use a Variety of Methods and Scientific Knowledge is Open to Revision in Light of New Evidence

Next Generation Standards LS3.B Cross cut: Cause and Effect

Next Generation Standards LS1.A: Structure and Function LS2.A: Interdependent Relationships in Ecosystems

AP Biology Standards EK2.D.1: All biological systems are affected by complex biotic and abiotic interactions.

A Framework for K-12 Science Education: Disciplinary Core Ideas, Practice ETS1.A: Defining and Delimiting an Engineering Problem.

Common Core State Standards English Language Arts-Literacy, RST 11-12.6: Students should be able to explain why the authors provided this example in the paper, specifically addressing how it adds to the reader's understanding of the research.

http://www.corestandards.org/ELA-Literacy/RST/11-12/

AP Science Practices, Practice 6: The student can work with scientific explanations and theories.

Students should be able to articulate the authors' reasoning that led them to develop this theory. Looking at the results of the paper, students may also list specific conclusions that support or refute this theory.

https://apcentral.collegeboard.org/courses/resources/science-practices

AP Science Practices, Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.

Looking at the model in Figure 1A, students should be able to provide a verbal explanation of what the diagram is showing and what each shape and symbol represents.

https://apcentral.collegeboard.org/courses/resources/science-practices

A Framework for K-12 Science Education: Disciplinary Core Ideas, Practice ETS1.A: Defining and Delimiting an Engineering Problem.

After reading and engaging with the article, students should be able to define:

1. What a similarity search is
2. What the limitations are with traditional LSH algorithms
3. How the fly algorithm helps improve similarity searches

https://www.nap.edu/read/13165/chapter/12#203

AP Biology Practices Essential Knowledge 1.B.1: Students should be able to discuss how this statement supports the idea that "Organisms share many conserved core processes and features that evolved and are widely distributed among organisms today."

http://media.collegeboard.com/digitalServices/pdf/ap/10b_2727_AP_Biology_CF_WEB_110128.pdf

A Framework for K-12 Science Education: Science and Engineering Practices, Practice 7: Students should be able to evaluate whether the authors of this study accomplished their goal, citing specific evidence from the paper to support their argument.

https://www.nap.edu/read/13165/chapter/7

Common Core State Standards English Language Arts-Literacy, RST 11-12.6: Students should be able to explain why the authors provided this example in the paper, specifically addressing how it adds to the reader's understanding of the research.

http://www.corestandards.org/ELA-Literacy/RST/11-12/

NGSS Disciplinary Core Ideas, Learning Standard 2: Ecosystems: Interactions, Energy, and Dynamics

The study looks into how evolution of one species impacts the ecosystem around it, thereby impacting the organisms around it. This goes back to the idea that organisms living in the same area interact and can determine the survival or decreased success of the other. The rapidly spreading species competes with other organisms in the area for resources, effecting the success of its surroundings.

NGSS Disciplinary Core Ideas, Learning standard 4: Biological Evolution: Unity and Diversity.

The evolution of the spreading species is evident in Figure 3 as it shows the changes in allele frequency due to the changing environmental conditions (larger gaps).

NGSS Disciplinary Core Ideas, Learning standard 4: Biological Evolution: Unity and Diversity.

LS4.C: Adaptations Evolution leads to more fit and adapted species for specific environments.

In this study, this phenomenon leads to the superior expansive and competitive ability of the evolving population over the non-evolving population.

The article connects to the Learning Standards, Common Core: Statistics and Probability (Construct viable arguments and critique the reasoning of others).

This paper connects to the English Language Arts Standards 11-12.1. It analyzes the problem of plastic waste in the ocean and explains the method used to estimate which countries likely generate most of the waste. The authors describe the sources of uncertainty in their estimates, and this paper also identifies strategies for reducing the amount of plastic waste entering the ocean in the future.

Common Core State Standards CCSS.ELA-LITERACY.RST.11-12.9

The student may synthesize information from different experiments into a coherent understanding of participants' attitudes towards the morality of a self-driving car's action versus buying a car programmed in a specific way.

http://www.corestandards.org/ELA-Literacy/RST/11-12/9/

Next Generation Science Learning Standard 3LS4-2- Biological Evolution: Unity and Diversity https://www.nextgenscience.org/pe/3-ls4-2-biological-evolution-unity-and-diversity

This learning standard focuses on how characteristics can play into natural selection as well as evolution. This paper highlights how climate change is causing natural selection to favor bumble bees with shorter tongues.

Next Generation Science Standards: Connects to Practice 2: Developing and using models

The authors developed and used an animal model to study how different levels of tau might interact with amyloid-β to cause the symptoms of Alzheimer’s disease.

www.nap.edu/openbook.php?record_id=13165&page=42A

This paper illustrates the Science Practices standards (SP.1-SP.4).

The authors take observed phenomena, note that they have yet to be fully explored, and carefully form testable hypotheses about their role in the development of Alzheimer’s disease.

In their study, the researchers combine knowledge from earlier research using mouse models to study the molecular basis of the disease with two main observations:

(1) Tau is known to build up in Alzheimer’s disease patients, and

(2) a higher than normal level of tau protein results in a higher risk for developing the disease.

They hypothesize that changing the level of tau will result in less severe disease symptoms, which they carefully test in well-designed experiments, choosing powerful methods to collect and analyze data and to control for as many variables as possible.

Finally, they incorporate their findings into a general model for tau working together with amyloid-β to cause the symptoms of Alzheimer’s disease.

http://apcentral.collegeboard.com/apc/public/repository/cbscs-science-standards-2009.pdf (Page iii)

Connects to Next Generation Science Standards Science and Engineering Practice 6: Constructing explanations (for science) and designing solutions (for engineering).

Connects to AP Science Practice 1:

The student can use representations and models to communicate scientific phenomena and solve scientific problems.

Can you, based on the procedure described in the text, explain how the different microlattices are manufactured?

The Common Core English and Language Arts Standards

• 11-12.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

Next Generation Science Standards: Connects to Practice 2: Developing and using models

The authors developed and used an animal model to study how different levels of tau might interact with amyloid-β to cause the symptoms of Alzheimer’s disease.

www.nap.edu/openbook.php?record_id=13165&page=42A

This paper illustrates the Science Practices standards (SP.1-SP.4).

The authors take observed phenomena, note that they have yet to be fully explored, and carefully form testable hypotheses about their role in the development of Alzheimer’s disease.

In their study, the researchers combine knowledge from earlier research using mouse models to study the molecular basis of the disease with two main observations:

(1) Tau is known to build up in Alzheimer’s disease patients, and

(2) a higher than normal level of tau protein results in a higher risk for developing the disease.

They hypothesize that changing the level of tau will result in less severe disease symptoms, which they carefully test in well-designed experiments, choosing powerful methods to collect and analyze data and to control for as many variables as possible.

Finally, they incorporate their findings into a general model for tau working together with amyloid-β to cause the symptoms of Alzheimer’s disease.

http://apcentral.collegeboard.com/apc/public/repository/cbscs-science-standards-2009.pdf (Page iii)

Next Generation Science Standards

ETS2.B: Influence of engineering, technology, and science on society and the natural world.

This is good example of how basic research can translate into real-world applications.

http://www.nap.edu/openbook.php?record_id=13165&page=212

Next Generation Science Standards Practice 1: Asking Questions and Defining Problems

The authors clearly state the question that they want to answer, followed by a description of the experiments used to answer it.

http://www.nap.edu/openbook.php?record_id=13165&page=54

Next Generation Science Standards Practice 2: Developing and using models

This is something that cannot be directly tested in humans, so the authors must develop a model to test their hypothesis.

http://www.nap.edu/read/13165/chapter/7#56

The article connects to NGSS 8 practices for science and engineering Practice 8 and Science practices for AP Biology Practice 7 by explaining why the coagulation process is important in water treatment and relating it to the knowledge of the disinfection process.

The article connects to English Language Arts Standards 11-12.2 by summarizing how sulfide causes sewer corrosion.

AP Biology Essential knowledge 3.A.2.a.2: The cell cycle is directed by internal controls or checkpoints. Internal and external signals provide stop-and-go signs at the checkpoints.

AP Biology Essential Knowledge 3.A.2.a.3: Cyclins and cyclin-dependent kinases control the cell cycle.

AP Biology Essential Knowledge 2.B.3: Eukaryotic cells maintain internal membranes that partition the cell into specialized regions.

The Next Generation Science Standards, LS1.C: Organization for Matter and Energy Flow in Organisms

Guiding question: How do organisms obtain and use the matter and energy they need to live and grow?

http://www.nap.edu/read/13165/chapter/10#147

The Next Generation Science Standards, LS1.D: Information Processing

Guiding question: How do organisms detect, process, and use information about the environment?

http://www.nap.edu/read/13165/chapter/10#149

The Next Generation Learning Standards, Crosscutting Concept 2: Cause and Effect

http://www.nap.edu/openbook.php?record_id=13165&page=88

The Next Generation Science Standards, LS1.A: Structure and Function

Guiding question: How do the structures of organisms enable life's functions?

http://www.nap.edu/openbook.php?record_id=13165&page=144

What do you think about the material properties achieved by the proposed objects? Do they satisfy the criteria indicated as desired in the introduction of the article?

Next Generation Science Standards, Science and Engineering Practice 4: Analyzing and interpreting data

What experiment can you propose to answer this question?

AP Biology Science Practices:

• Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. • Practice 4: The student can plan and implement data collection strategies appropriate to a particular scientific question.

According to what you have read so far, can you explain the goal of the present study?

Next Generation Science Standards Science and Engineering Practice 1: Asking questions (for science) and defining problems (for engineering)

http://www.nextgenscience.org/get-to-know

Connects to Essential knowledge 3.A.1 in AP Biology Course Description.

http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html

The paper connects to Vision and Change Core Competencies and Disciplinary Practice Competency 6 while showing students how science could be connected to society even in the process of data collection.

The paper connects to the English Language Arts Standards 11-12.6 as it analyzes the problem of sewer corrosion and explains the main sources of high sulfide concentrations with the designed experiments and modeling. Moreover, it identifies the importance of an integrated urban water management system as an issue that remains unresolved.

The article connects to the Learning Standards, Common Core: Statistics and Probability (Construct viable arguments and critique the reasoning of others) :

The paper critiques the current division in drinking water production and sewer/wastewater management in the decision-making process and encourages the implementation of a water cycle approach that integrates these governmental subsystems.

This paper connects to NGSS 8 practices for science and engineering Practice 1 and Science Practices for AP Biology Practice 3 by describing the problem that sulfide is the main reason for sewer corrosion globally.

The paper connects to Learning Standards Common Core:Statistics and Probability (Make inferences and justify conclusions from sample surveys, experiments, and observational studies) : Figures 1 and 2 demonstrate results from gathered data and surveys explaining that aluminum sulfate has a major role as a sulfate source in sewer corrosion.

Vision and Change Core Competencies and Disciplinary Practice. Competency 4: Ability to tap into the interdisciplinary nature of science

This paper relies heavily on the data collected by national public health organizations, previous observations and research, and the ability of biostatisticians and mathematicians to analyze the data in new and creative ways.

Common Core: Statistics & Probability: Calculate expected values and use them to solve problems

The authors have calculated the length of immunomodulation in this paper and used it as a model to understand the impact of measles on childhood infectious disease mortality, students have been able to follow that process in this paper.

Vision and Change Core Competencies and Disciplinary Practice. Competency 1: Ability to apply the process of science Students who read this article are being shown how scientists gather and analyze data to test a hypothesis and come to conclusions. They are then asked new questions based on those conclusions and evaluating the results.

NGSS 8 practices for science and engineering/Science practices for AP biology. Practice #6 The student can work with scientific explanations and theories

This paper deals with a topic which has been well researched in the past, in order to understand this work students must understand the previous theories and how the authors theory of using high-income country data provides a new explanation on previous observed phenomenon

English Language and Standards (Science & Technical Subjects) 11-12.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or preforming technical tasks; analyze the specific results based on explanations in the text.

This article requires students to follow a process which analyzes data based on 4 stages of testing to evaluate a conclusion

Connects to Essential Knowledge 3.A.1 of AP Biology Course Description.

http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html

Connects to Essential Knowledge 3.A.3 of AP Biology Course Description.

http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2117.html

In this paragraph, Hansen and colleagues structure information to show how public global imaging data sets such as Landsat data can be used to address environmental, economic, and social issues.

Hansen and colleagues use linear models (y=mx+b) to test whether the trends in forest loss in Indonesia and Brazil are both significant through time. What did they find?

Science is collaborative and support from scientific research can come from many different sources. Check out which organizations helped to fund this research.

Gordon and Betty Moore Foundation

U.S. Geological Survey

Google, Inc.

David and Lucile Packard Foundation

NASA

US Agency for International Development

Connects to Vision and Change Core Competency #1: ability to apply the process of science.

The authors look beyond their own conclusions and consider additional questions that should be investigated in the future.

Connects to Vision and Change Core Competency #6: ability to understand the relationship between science and society.

The authors relate their findings to the link between psychological research and public policy.

The experiments in this article also use nonrandomized groups (i.e., participants cannot be randomly assigned to be a member of the Democratic or Republican party).

How might you run a similar study using randomized groups? What would this add to our understanding of happiness?

This connects to Science Practices for AP Biology Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.

Connects to NGSS Practice 1 (Asking questions [for science] and defining problems [for engineering]) and Practice 3 (Planning and carrying out investigations).

How would you design a study to evaluate this idea? How do the researchers go about testing their hypotheses?

Connects to English Language Arts Standards Science & Technical Subjects Grade 11-12 11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

Connects to Vision and Change Core Competencies and Disciplinary Practice Competency 6: Ability to understand the relationship between science and society

Connects to Vision and Change Core Competencies and Disciplinary Practice Competency 1: Ability to apply the process of science

Connects to Common Core: Statistics & Probability Model with mathematics

Connects to Common Core: Statistics & Probability Interpret linear models

Connects to Common Core: Statistics & Probability Summarize, represent, and interpret data on two categorical and quantitative variables

Connects to Vision and Change Core Competencies and Disciplinary Practice Competency 6: Ability to understand the relationship between science and society

LearningStandards

LearningStandards test

Standards