Biology Unit 6: Matter, Energy, and Climate Change

This unit builds toward the following NGSS performance Expectations (PE’s). Links to evidence statements are provided:

• HS-LS1-5 - Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. [Clarification Statement: Emphasis is on illustrating inputs and outputs of matter and the transfer and transformation of energy in photosynthesis by plants and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, and conceptual models.] [Assessment Boundary: Assessment does not include specific biochemical steps.]

• HS-LS1-7: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.[Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the process of cellular respiration.] [Assessment Boundary: Assessment should not include identification of the steps or specific processes involved in cellular respiration.]

• HS-LS2-3 - Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. [Clarification Statement: Emphasis is on conceptual understanding of the role of aerobic and anaerobic respiration in different environments.] [Assessment Boundary: Assessment does not include the specific chemical processes of either aerobic or anaerobic respiration.]

• HS-LS2-4 - Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. [Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.] [Assessment Boundary: Assessment is limited to proportional reasoning to describe the cycling of matter and flow of energy.]

• HS-LS 2-5 - Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. [Clarification Statement: Examples of models could include simulations and mathematical models.] [Assessment Boundary: Assessment does not include the specific chemical steps of photosynthesis and respiration.]

• HS-ESS2-2 - Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.]

• HS-ESS 2-6 - Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.]

• HS-ESS2-7 - Construct an argument based on evidence about the simultaneous coevolution of Earth’s systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.]

• HS-ESS3-3 - Create a computational simulation to illustrate the relationships among management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.]

• HS-ESS3-4 - Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).]

This unit contains these Life Science Grade 9-12 DCI elements.

• LS1.C: Organization for Matter and Energy Flow in Organisms

  • The process of photosynthesis converts light energy to stored chemical energy by converting carbon dioxide plus water into sugars plus released oxygen

  • As matter and energy flow through different organizational levels of living systems, chemical elements are recombined in different ways to form different products.

  • As a result of these chemical reactions, energy is transferred from one system of interacting molecules to another. Cellular respiration is a chemical process in which the bonds of food molecules and oxygen molecules are broken and new compounds are formed that can transport energy to muscles. Cellular respiration also releases the energy needed to maintain body temperature despite ongoing energy transfer to the surrounding environment.

• LS2.B: Cycles of Matter and Energy Transfer in Ecosystems

  • Photosynthesis and cellular respiration (including anaerobic processes) provide most of the energy for life processes.

  • Plants or algae form the lowest level of the food web. At each link upward in a food web, only a small fraction of the matter consumed at the lower level is transferred upward, to produce growth and release energy in cellular respiration at the higher level. Given this inefficiency, there are generally fewer organisms at higher levels of a food web. Some matter reacts to release energy for life functions, some matter is stored in newly made structures, and much is discarded. The chemical elements that make up the molecules of organisms pass through food webs and into and out of the atmosphere and soil, and they are combined and recombined in different ways. At each link in an ecosystem, matter and energy are conserved.

  • Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged among the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.

• PS3.D: Energy in Chemical Processes

  • The main way that solar energy is captured and stored on Earth is through the complex chemical process known as photosynthesis. (secondary)

• ESS2.A: Earth Materials and Systems

  • Earth’s systems, being dynamic and interacting, cause feedback effects that can increase or decrease the original changes.

• ESS2.D: Weather and Climate

  • Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.

  • Changes in the atmosphere due to human activity have increased carbon dioxide concentrations and thus affect climate.

  • The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s reradiation into space.

  • Gradual atmospheric changes were due to plants and other organisms that captured carbon dioxide and released oxygen.

• ESS2.E Biogeology

  • The many dynamic and delicate feedbacks between the biosphere and other Earth systems cause a continual coevolution of Earth’s surface and the life that exists on it.

• ESS3.C: Human Impacts on Earth Systems

  • The sustainability of human societies and the biodiversity that supports them requires responsible management of natural resources.

  • Scientists and engineers can make major contributions by developing technologies that produce less pollution and waste and that preclude ecosystem degradation.

• ETS1.B: Developing Possible Solutions

  • When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary)

This unit focuses on these Science and Engineering Practices

• Developing and Using Models Modeling in 9–12 builds on K–8 experiences and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds.

  • Use a model based on evidence to illustrate the relationships between systems or between components of a system.

  • Develop a model based on evidence to illustrate the relationships between systems or between components of a system.

• Using Mathematical and Computational Thinking 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.

  • Use mathematical representations of phenomena or design solutions to support claims.

  • Create a computational model or simulation of a phenomenon, designed device, process, or system.

• Engaging in Argument from Evidence Engaging in argument from evidence in 9-12 builds on K-8 experiences and progresses to using appropriate and sufficient evidence and scientific reasoning to defend and critique claims and explanations about the natural and designed world(s). Arguments may also come from current scientific or historical episodes in science.

  • Construct an oral and written argument or counter-arguments based on data and evidence.

• Analyzing and Interpreting Data Analyzing data in 9-12 builds on K-8 experiences and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data.

  • Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution.

• Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories.

  • Construct and revise an explanation based on valid and reliable evidence obtained from a variety of sources (including students’ own investigations, models, theories, simulations, and peer review) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

  • Design or refine a solution to a complex real-world problem based on scientific knowledge, student generated sources of evidence, prioritized criteria, and tradeoff considerations.

This unit contains these Crosscutting Concepts

• Stability and Change

  • Feedback (negative or positive) can stabilize or destabilize a system.

  • Much of science deals with constructing explanations of how things change and how they remain stable.

  • Change and rates of change can be quantified and modeled over very short or very long periods of time. Some system changes are irreversible.

• Systems and System Models

  • Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions — including energy, matter and information flows — within and between systems at different scales.

• Energy and Matter

  • Changes of energy and matter in a system can be described in terms of energy and matter flows into, out of, and within that system.

  • Energy cannot be created or destroyed; it only moves between one place and another place, between objects and/or fields, or between systems.

  • Energy drives the cycling of matter within and between systems.

  • The total amount of energy and matter in closed systems is conserved.

This unit contains this connection to the Nature of Science

• Science is a Human Endeavor Science is a result of human endeavors, imagination, and creativity.

This unit contains this connection to Engineering, technology, and applications of science

• Influence of Engineering, Technology, and Science on Society and the Natural World

  • New technologies can have deep impacts on society and the environment, including some that were not anticipated. Analysis of costs and benefits is a critical aspect of decisions about technology.

  • Modern civilization depends on major technological systems.

  • Engineers continuously modify these technological systems by applying scientific knowledge and engineering design practices to increase benefits while decreasing costs and risks.