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These are the questions that should be answered in order to be prepared for the test. The number on each attachment corresponds to the section.

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1. Understand structure and function of cells 

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1. Understand structure and function of cells 

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LS1.A

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HS-LS1 From Molecules to Organisms: Structures and Processes | Next Generation Science Standards

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Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [ Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]

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3. Understanding growth and development of orgnasims

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3. Understanding growth and development of orgnasims

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LS1.B

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HS-LS1 From Molecules to Organisms: Structures and Processes | Next Generation Science Standards

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Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [ Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]

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4. Understnad matter and energy flow in organisms  

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4. Understnad matter and energy flow in organisms  

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LS1.C

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HS-LS1 From Molecules to Organisms: Structures and Processes | Next Generation Science Standards

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Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells. [ Assessment Boundary: Assessment does not include identification of specific cell or tissue types, whole body systems, specific protein structures and functions, or the biochemistry of protein synthesis.]

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5. Understand interdependent relationships in ecosystems

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5. Understand interdependent relationships in ecosystems

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LS2.A, LS4.D

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HS-LS4-6 Biological Evolution: Unity and Diversity | Next Generation Science Standards

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Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.

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2. Understand the heirarchical organization and functioning of systems in multicellular organisms  

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2. Understand the heirarchical organization and functioning of systems in multicellular organisms  

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LS1.A, LS1.D

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MS-LS1-8 From Molecules to Organisms: Structures and Processes | Next Generation Science Standards

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Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories. [ Assessment Boundary: Assessment does not include mechanisms for the transmission of this information.]

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6. Understand cycles of matter and energy transfer

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6. Understand cycles of matter and energy transfer

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LS2.B

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MS-LS2-3 Ecosystems: Interactions, Energy, and Dynamics

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Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem. [Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.]

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7. Understand ecosystem  dynamics, functioning, and resilience 

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7. Understand ecosystem  dynamics, functioning, and resilience 

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LS2.C

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MS-LS2-4 Ecosystems: Interactions, Energy, and Dynamics

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Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.]

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LS3.A

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MS-LS3-1 Heredity: Inheritance and Variation of Traits | Next Generation Science Standards

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Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.]

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9. Understand variation of traits and genetic engineering

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9. Understand variation of traits and genetic engineering

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LS3.B

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MS-LS3-1 Heredity: Inheritance and Variation of Traits | Next Generation Science Standards

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Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. [Clarification Statement: Emphasis is on conceptual understanding that changes in genetic material may result in making different proteins.]

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10. Understand common ancestry and diversity 

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10. Understand common ancestry and diversity 

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LS4.A

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Students who demonstrate understanding can:

MS-LS4-1.

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Common Core State Standards Connections:

Students who demonstrate understanding can:

MS-LS4-1.

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Common Core State Standards Connections:

Students who demonstrate understanding can:

MS-LS4-1.

Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past. [Clarification Statement: Emphasis is on finding patterns of changes in the level of complexity of anatomical structures in organisms and the chronological order of fossil appearance in the rock layers.] [Assessment Boundary: Assessment does not include the names of individual species or geological eras in the fossil record.]

The performance expectation above was developed using the following elements from the NRC document A Framework for K-12 Science Education:

Science and Engineering Practices
Analyzing data in 6-8 builds on K-5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge is Based on Empirical Evidence

Science knowledge is based upon logical and conceptual connections between evidence and explanations.

Disciplinary Core Ideas

Crosscutting Concepts
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Connections to Nature of Science

Scientific Knowledge Assumes an Order and Consistency in Natural Systems

Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Common Core State Standards Connections:

* The performance expectations marked with an asterisk integrate traditional science content with engineering through a Practice or Disciplinary Core Idea.

The section entitled "Disciplinary Core Ideas" is reproduced verbatim from A Framework for K-12 Science Education: Practices, Cross-Cutting Concepts, and Core Ideas. Integrated and reprinted with permission from the National Academy of Sciences.

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MS-LS4-1 Biological Evolution: Unity and Diversity

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Students who demonstrate understanding can: MS-LS4-1. Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.

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LS4.B

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MS-LS4-4 Biological Evolution: Unity and Diversity | Next Generation Science Standards

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Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment. [Clarification Statement: Emphasis is on using simple probability statements and proportional reasoning to construct explanations.]

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LS4.C

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HS-LS4-6 Biological Evolution: Unity and Diversity | Next Generation Science Standards

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Mathematical and computational thinking in 9-12 builds on K-8 experiences and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data. Simple computational simulations are created and used based on mathematical models of basic assumptions.