Wayfinder GED — Science Tier Map
Life, Physical, Earth & Space sciences plus Science Practices, with math/reading crossover noted explicitly.
GED TIER MAP: SCIENCE
Complete Curriculum Structure — Life, Physical, Earth & Space Sciences + Practices
Version: 1.0 — June 2026
Source: Lacefield Adaptive Learning System
Status: Ready for assignment generation with integrated
math and reading crossover
PART 1: SCIENCE ON THE GED TEST
Test structure: - ~90 minutes total - ~34 questions (multiple choice + short answer) - Three reading passages (3-4 paragraphs each) + 8-10 questions per passage - Passages drawn from: life science, physical science, earth/space science - Question types: recall, inference, application, data interpretation, reasoning about evidence
Load-bearing skills (not memorization): 1. Reading comprehension of scientific passages (same skills as RLA Reading Comprehension) 2. Data interpretation (graphs, tables, charts — math application) 3. Distinguishing evidence from speculation (which claims are supported by data?) 4. Cause vs. correlation (does the data show causation or just relationship?) 5. Evaluating experimental design (was this test fair? Are there confounding variables?)
Key insight: Students who read well and understand basic statistics can pass GED science even with modest content knowledge. Students with deep science knowledge but weak reading/data skills will fail. The test is reading + reasoning, not memorization.
PART 2: LIFE SCIENCE (SCI-LS)
Tier 1: Foundations — Cell Structure & Function
Concept SCI-LS-01: Cell Structure & Basic Function ★ CORE
What it is: - Prokaryotic cells (bacteria, archaea): no nucleus, no membrane-bound organelles - Eukaryotic cells (plants, animals, fungi): nucleus (contains DNA), membrane-bound organelles - Key organelles: - Nucleus: contains DNA, controls cell - Mitochondria: produces ATP (energy) — “powerhouse of the cell” - Chloroplasts: (plants only) photosynthesis - Cell membrane: controls what enters/exits - Ribosomes: make proteins - Endoplasmic reticulum: protein and lipid synthesis - Golgi apparatus: packages proteins for export
Why it matters: Every GED science question about how cells work, what cells need to survive, how cells respond to environment traces back to structure-function relationships.
GED question pattern: “A cell was exposed to a hypertonic solution. Which organelle would be most affected?” (Answer depends on understanding cell membrane function.)
Math crossover: - Surface area to volume ratio (why cells must be small) - Percentages (what percentage of a cell’s volume is mitochondria?)
Reading crossover: - Identifying main idea in a passage about cell structure - Inferring function from structure description
Misconceptions: - MIS-SCI-01: “The nucleus is the only important organelle” — All organelles have functions; mitochondria/chloroplasts are just as critical - MIS-SCI-02: “Plant and animal cells are completely different” — They’re more similar than different; plants have extra organelles (chloroplast, cell wall) - MIS-SCI-03: “Cells are big enough to see without a microscope” — Most cells are 10-100 micrometers; invisible to the eye
Diagnostic probe: “A plant cell and an animal cell are compared. What’s one thing they both have? What’s one thing only the plant cell has? Why does the plant cell need it?” → Red flag: Cannot identify shared structures and specialized structures → needs review of basic cell anatomy
Prerequisite: None — foundational
Tier 2: Cell Processes & Energy
Concept SCI-LS-02: Photosynthesis & Cellular Respiration ★ CORE
What it is:
Photosynthesis (plants): - Light energy + CO₂ + H₂O → Glucose (sugar) + O₂ - Occurs in chloroplasts - Produces the glucose that powers the cell and becomes food for other organisms - Produces oxygen as a byproduct (this oxygen is what we breathe)
Cellular respiration (all living cells): - Glucose + O₂ → CO₂ + H₂O + ATP (energy) - Occurs in mitochondria - Breaks down glucose to release energy stored in chemical bonds - ATP is the usable energy currency of cells
Relationship: They’re complementary. Photosynthesis stores energy in glucose; cellular respiration releases it.
Why it matters: The foundation for understanding how organisms get and use energy. Appears in nearly every GED science passage.
Math crossover: - Energy conversion percentages (photosynthesis is ~1-3% efficient) - Ratios in chemical equations - Graphing photosynthetic rates under different light conditions
Reading crossover: - Understanding multi-step processes from description - Inferring what would happen if CO₂ or water were limited - Distinguishing “produces glucose” from “uses glucose”
Misconceptions: - MIS-SCI-04: “Plants get their energy from soil” — Plants make their own energy via photosynthesis; soil provides minerals, not energy - MIS-SCI-05: “Photosynthesis only happens in the light” — The light-dependent reactions require light; the light-independent reactions (Calvin cycle) don’t - MIS-SCI-06: “Humans use photosynthesis” — Only plants, algae, and some bacteria; humans only use cellular respiration
Diagnostic probe: “Why do plants need sunlight but animals don’t? What’s the energy path from sun to you?” → Red flag: Cannot trace energy from light to glucose to ATP, or conflates photosynthesis with respiration → needs concept rebuild
Prerequisite: SCI-LS-01 (cell structure)
Tier 3: Genetics & Heredity
Concept SCI-LS-03: DNA, Genes & Inheritance ★ CORE
What it is: - DNA: Deoxyribonucleic acid — the molecule that carries genetic instructions - Gene: A segment of DNA that codes for a specific protein or trait - Chromosome: A structure containing many genes (humans have 46 chromosomes = 23 pairs) - Allele: A variant of a gene (e.g., allele for blue eyes, allele for brown eyes) - Dominant vs. recessive: Dominant alleles express even with one copy; recessive need two copies - Genotype: The genetic makeup (what alleles you have) - Phenotype: The observable trait (what you actually look like)
Example: Eye color - Genotype: Bb (one brown allele, one blue allele) - Phenotype: Brown eyes (brown is dominant)
Why it matters: Genetics is tested heavily on GED science. But the GED doesn’t require learning Punnett squares in detail — it requires understanding inheritance patterns and interpreting genetic information.
Math crossover: - Punnett squares (grids showing probability of allele combinations) - Percentages (probability of trait inheritance) - Ratios (3:1 dominant:recessive in F2 generation)
Reading crossover: - Understanding what “dominant” and “recessive” mean - Interpreting pedigree charts (family trees showing inheritance) - Inferring genotype from phenotype
Misconceptions: - MIS-SCI-07: “You inherit one gene from each parent” — You inherit one ALLELE of each gene from each parent; genes are segments of DNA, alleles are versions - MIS-SCI-08: “Dominant means more common” — Dominant means the trait shows even with one copy; rarity is unrelated (some dominant traits are rare) - MIS-SCI-09: “If your parents don’t have a trait, you can’t” — If both parents are recessive (no dominant allele), you can’t have the dominant phenotype; but you can be a carrier of a recessive allele they pass to you
Diagnostic probe: “A father has brown eyes (genotype Bb). A mother has blue eyes (genotype bb). What are the chances their child will have blue eyes?” → Red flag: Cannot set up or interpret a basic Punnett square → needs Punnett square skill building
Prerequisite: SCI-LS-01
Tier 4: Evolution & Natural Selection
Concept SCI-LS-04: Evolution by Natural Selection ★ CORE
What it is: - Variation: Individuals in a population have different traits - Inheritance: Traits are heritable (passed to offspring) - Differential reproduction: Individuals with advantageous traits survive and reproduce more - Result over generations: The frequency of advantageous traits increases in the population
This is the mechanism, not the evidence. Students often confuse “how evolution works” with “evidence that evolution happened.”
How we know evolution happened: - Fossil record (life changed over time) - Genetic similarity between species (all life shares DNA) - Observed evolution (bacteria developing antibiotic resistance, peppered moths changing color) - Biogeography (similar species on different islands despite geographic isolation)
Misconceptions: - MIS-SCI-10: “Evolution means organisms become better or more complex” — Evolution means better adapted to the environment; a parasite can be “more evolved” (better adapted) than a complex organism - MIS-SCI-11: “Evolution and natural selection are the same thing” — Natural selection is the mechanism; evolution is the result - MIS-SCI-12: “Evolution is just a theory so it’s unproven” — Scientific theory (like gravity) is the highest level of certainty, not a guess - MIS-SCI-13: “Evolution explains the origin of life” — Evolution explains how life diversified after it began; abiogenesis explains how life began
Math crossover: - Population frequency changes (percentages, ratios) - Graph interpretation (tracking allele frequency over generations) - Probability (likelihood of mutation, survival)
Reading crossover: - Distinguishing evidence from explanation - Identifying what a study actually shows vs. what claim is being made - Reading about evolutionary biology without importing religious/political bias
Diagnostic probe: “A population of beetles is 90% brown and 10% green. A predator hunts during the day and can see green better. After 10 generations, the population is 10% brown and 90% green. Why did this happen? Is this evolution?” → Red flag: Cannot identify natural selection mechanism or conflates evolution with improvement → needs concept rebuild
Prerequisite: SCI-LS-01, SCI-LS-03 (genes are heritable)
Tier 5: Ecology & Organisms in Systems
Concept SCI-LS-05: Ecology — Population, Community, Ecosystem ★ CORE
What it is: - Population: All individuals of one species in an area - Community: Multiple populations (species) living together - Ecosystem: Community + physical environment (water, soil, air, temperature)
Energy flow: - Producers (plants) capture solar energy - Primary consumers (herbivores) eat producers - Secondary consumers (carnivores) eat primary consumers - Food chains show linear relationships; food webs show complex relationships - Energy decreases at each level (~10% transfer efficiency — this is KEY for GED math questions)
Nutrient cycling: - Carbon cycle: atmospheric CO₂ → photosynthesis → glucose → respiration → CO₂ back - Nitrogen cycle: atmospheric N₂ → (bacteria fix it) → usable nitrogen in soil → plants take it up → animals eat plants → nitrogen returns to soil - Water cycle: evaporation → condensation → precipitation → runoff/infiltration
Population dynamics: - Exponential growth (J-curve): unlimited resources = population doubles repeatedly - Logistic growth (S-curve): growth slows as resources become limited - Carrying capacity: maximum population size an environment can support
Misconceptions: - MIS-SCI-14: “All organisms get energy from the sun” — Only producers do; consumers get energy by eating other organisms - MIS-SCI-15: “Energy is recycled like water and nutrients” — Energy flows through ecosystems and is eventually lost as heat; matter is recycled, energy is not - MIS-SCI-16: “Removing one species doesn’t matter much” — Removal can cascade through food webs, disrupting many species
Math crossover: - Energy percentage calculations (10% rule at each trophic level) - Population doubling time calculations - Graphing exponential vs. logistic growth - Interpreting carrying capacity from graphs
Reading crossover: - Understanding ecological relationships from description - Inferring what would happen if one species were removed - Distinguishing predation, parasitism, mutualism, competition
Diagnostic probe: “In a food chain: grass → grasshopper → frog → hawk. If grass captures 1000 units of energy, approximately how much energy will the hawk have available?” → Red flag: Cannot apply 10% rule or estimate energy transfer → needs math review of percentages and pyramid structure
Prerequisite: SCI-LS-02 (energy flow from photosynthesis/respiration), SCI-LS-04 (populations adapt)
PART 3: PHYSICAL SCIENCE (SCI-PS)
Tier 1: Motion & Forces
Concept SCI-PS-01: Motion, Speed & Velocity ★ CORE
What it is: - Speed: How fast something moves (distance ÷ time) — always positive - Velocity: Speed with direction (e.g., 60 mph north) — can be negative - Acceleration: Change in velocity (speeding up, slowing down, or changing direction)
Newton’s First Law: An object in motion stays in motion; an object at rest stays at rest unless a force acts on it. (Inertia)
Newton’s Second Law: F = ma (Force = mass × acceleration). More force or less mass = more acceleration.
Newton’s Third Law: For every action, there’s an equal and opposite reaction. (You push on the ground; ground pushes back on you.)
Why it matters: Appears in GED passages about cars, sports, space, everyday scenarios.
Math crossover: - Calculating speed (distance ÷ time) - Graphing position vs. time, velocity vs. time - F = ma calculations - Average velocity over distance
Reading crossover: - Understanding what “acceleration” means (not just speeding up) - Inferring direction from velocity description
Misconceptions: - MIS-SCI-17: “Heavier objects fall faster” — All objects fall at the same acceleration due to gravity (ignoring air resistance) - MIS-SCI-18: “Something moving needs a constant force to keep moving” — Once moving, it continues without force (First Law); you need force to change motion - MIS-SCI-19: “Action and reaction are different magnitudes” — Third Law: they’re exactly equal in magnitude, opposite in direction
Diagnostic probe: “A car is traveling north at 60 mph, then slows to 40 mph. Is the acceleration north or south? Why?” → Red flag: Cannot identify direction of acceleration (it’s opposite the velocity change) → needs vector understanding
Prerequisite: None — foundational
Tier 2: Energy
Concept SCI-PS-02: Kinetic & Potential Energy, Energy Conservation ★ CORE
What it is: - Kinetic energy: Energy of motion (KE = 1/2 × m × v²) — depends on speed (not direction) - Potential energy: Stored energy (PE = m × g × h) — depends on position - Law of conservation of energy: Total energy in a closed system is constant; energy transforms but doesn’t disappear
Example: A ball at the top of a hill has high PE and low KE. As it rolls down, PE converts to KE. At the bottom, KE is highest, PE is lowest. Total stays the same.
Why it matters: Explains how energy transforms in systems. Common GED question: “If mechanical energy is conserved and kinetic energy increases, what must happen to potential energy?” (Answer: decrease)
Math crossover: - KE and PE calculations - Graphing energy transformations - Percentage of energy lost to friction/heat
Misconceptions: - MIS-SCI-20: “Energy disappears when you stop moving” — Energy transforms; the kinetic energy becomes thermal energy (heat), sound energy, internal energy - MIS-SCI-21: “Potential energy is only gravity PE” — There’s also elastic PE (springs), chemical PE (batteries), thermal PE (heat)
Diagnostic probe: “A ball is dropped from a building. Initially it has high potential energy and zero kinetic energy. Just before hitting the ground, what’s true about its PE and KE?” → Red flag: Cannot apply conservation of energy principle → needs conceptual rebuild
Prerequisite: SCI-PS-01 (understanding motion/velocity)
Tier 3: Waves & Sound
Concept SCI-PS-03: Waves, Wavelength, Frequency ★ CORE
What it is: - Wave: A disturbance that transfers energy without transferring matter - Wavelength (λ): Distance between consecutive wave peaks (measured in meters, nanometers for light) - Frequency (f): Number of waves passing a point per second (measured in hertz, Hz) - Amplitude: Height of the wave (related to energy/intensity) - Wave speed: v = λ × f (speed = wavelength × frequency)
Types of waves: - Mechanical waves: Need a medium (sound in air/water, ocean waves) - Electromagnetic waves: Don’t need a medium (light, radio, X-rays, all travel at speed of light)
Visible light spectrum: Red (long wavelength, low frequency) to violet (short wavelength, high frequency). Wavelength and frequency are inversely related.
Why it matters: Sound, light, radio, medical imaging — all involve waves. GED questions often ask about relationships between frequency/wavelength or how waves change when passing between media.
Math crossover: - v = λ × f calculations - Inverse relationships (as wavelength increases, frequency decreases for constant speed) - Graphing wave properties
Reading crossover: - Understanding what “frequency” means in context (not just repeating) - Distinguishing mechanical from electromagnetic waves
Misconceptions: - MIS-SCI-22: “Higher frequency = longer wavelength” — Inverse relationship; higher frequency = shorter wavelength (for constant speed) - MIS-SCI-23: “Light is a mechanical wave” — Light is electromagnetic; it doesn’t need a medium - MIS-SCI-24: “Sound travels faster in air than water” — Sound travels ~5x faster in water than air due to density
Diagnostic probe: “Two waves have the same speed. Wave A has a frequency of 10 Hz; Wave B has a frequency of 5 Hz. Which wave has the longer wavelength? Why?” → Red flag: Cannot apply inverse relationship → needs math and physics review
Prerequisite: None — but understanding graphs helpful
Tier 4: Atoms & Matter
Concept SCI-PS-04: Atomic Structure & Periodic Table ★ CORE
What it is: - Atom: Smallest unit of matter that retains properties of an element - Subatomic particles: - Protons (+ charge, nucleus) - Neutrons (no charge, nucleus) - Electrons (− charge, orbits nucleus) - Atomic number: Number of protons (defines the element) - Mass number: Protons + neutrons - Isotope: Same element (same protons) but different neutrons (different mass number)
Periodic table: - Organized by atomic number (left to right, top to bottom) - Groups (vertical columns): similar chemical properties - Periods (horizontal rows): same number of electron shells
Why it matters: GED passages mention atoms, elements, isotopes. Understanding atomic structure helps with chemical reactions, radioactivity, bonding.
Math crossover: - Calculating mass number and atomic number from subatomic particle counts - Half-life calculations for radioactive decay - Percentage composition calculations
Reading crossover: - Understanding what “isotope” means - Distinguishing element from atom from molecule
Misconceptions: - MIS-SCI-25: “Atoms are the smallest things in the universe” — Subatomic particles are smaller; beyond that are quarks and fundamental particles - MIS-SCI-26: “All atoms of an element are identical” — Isotopes have different numbers of neutrons - MIS-SCI-27: “Electrons orbit the nucleus like planets around the sun” — Electrons exist in probability clouds (orbitals), not fixed orbits
Diagnostic probe: “Element X has atomic number 6. What does this tell you about X? How would an isotope of X differ?” → Red flag: Cannot identify protons from atomic number or explain isotope difference → needs atomic structure review
Prerequisite: None — foundational
Tier 5: Chemical Reactions & Bonding
Concept SCI-PS-05: Chemical Bonds & Reactions ★ CORE
What it is: - Chemical bond: Force holding atoms together (ionic, covalent, metallic) - Ionic bond: Atoms transfer electrons; results in charged ions that attract - Covalent bond: Atoms share electrons - Chemical reaction: Bonds break and new bonds form; atoms are rearranged
Key principle: Atoms aren’t created or destroyed; they’re rearranged. A reaction’s input atoms equal its output atoms (Law of Conservation of Mass).
Energy in reactions: - Exothermic: Releases heat (combustion, neutralization) - Endothermic: Absorbs heat (melting, evaporation, photosynthesis)
Why it matters: GED passages describe reactions: combustion, digestion, rusting, photosynthesis. Understanding bonds and energy helps predict what happens.
Math crossover: - Balancing chemical equations - Stoichiometry (calculating amounts of reactants/products) - Energy calculations in reactions
Reading crossover: - Understanding what “exothermic” and “endothermic” mean - Inferring what will happen in a reaction scenario
Misconceptions: - MIS-SCI-28: “Chemical reactions create or destroy atoms” — Atoms are conserved; they’re just rearranged - MIS-SCI-29: “All chemical reactions release energy” — Endothermic reactions absorb energy - MIS-SCI-30: “A covalent bond is stronger than an ionic bond” — Strength depends on specific atoms and situation; neither is universally stronger
Diagnostic probe: “In the reaction C + O₂ → CO₂, what happened to the atoms? How much carbon went in? How much came out?” → Red flag: Cannot apply conservation of mass or balance simple equations → needs chemistry fundamentals
Prerequisite: SCI-PS-04 (atomic structure)
PART 4: EARTH & SPACE SCIENCE (SCI-ES)
Tier 1: Geology & Rocks
Concept SCI-ES-01: Rocks, Minerals & Rock Cycle ★ CORE
What it is: - Mineral: Solid, naturally occurring, crystalline structure, specific chemical composition - Rock: Aggregate of minerals (multiple minerals stuck together) - Rock types: - Igneous: Formed from cooling magma (granite, basalt) - Sedimentary: Formed from compressed sediment (sandstone, limestone) - Metamorphic: Formed from existing rock changed by heat/pressure (marble, slate)
Rock cycle: Igneous rock → weathering → sediment → sedimentary rock → heat/pressure → metamorphic rock → melting → magma → igneous rock
Why it matters: Understanding rock types and the rock cycle explains landscapes, fossils, mineral resources, plate tectonics.
Math crossover: - Age dating calculations (radiometric dating uses half-life math) - Percentage composition of rocks/minerals - Scale on geologic time
Reading crossover: - Understanding how rocks form from description - Inferring what type of rock something is based on where it formed
Misconceptions: - MIS-SCI-31: “Rocks are inert and unchanging” — Rocks are constantly weathering and transforming through the rock cycle - MIS-SCI-32: “All hard, solid things underground are rocks” — Soil, clay, and sediment are not rocks until cemented together - MIS-SCI-33: “Metamorphic rocks are melted rocks” — They’re changed by heat and pressure, not melted (if melted, they’d become igneous)
Diagnostic probe: “Limestone is a sedimentary rock. If limestone is buried deep and heated under pressure, what type of rock does it become? What’s the process called?” → Red flag: Cannot identify metamorphic rock or understand rock cycle → needs cycle review
Prerequisite: None — foundational
Tier 2: Plate Tectonics & Earthquakes
Concept SCI-ES-02: Plate Tectonics, Earthquakes & Volcanism ★ CORE
What it is: - Plate tectonics: Earth’s crust is broken into plates that move - Plate boundaries: - Divergent: Plates pull apart (mid-ocean ridges, new crust forms) - Convergent: Plates push together (subduction zones, mountains form, earthquakes/volcanoes occur) - Transform: Plates slide past each other (San Andreas Fault, earthquakes)
Earthquakes: - Caused by sudden movement along faults (cracks in crust) - Energy released as seismic waves (P-waves travel fast, S-waves slower, surface waves slowest) - Magnitude (Richter scale) measures energy release - Damage depends on magnitude AND depth AND distance from population
Volcanism: - Occurs at divergent and convergent boundaries - Magma (molten rock underground), lava (molten rock at surface) - Types: shield volcanoes (gentle), cinder cones (explosive), composite (very explosive)
Why it matters: Explains geography, natural disasters, mountain formation, deep ocean features.
Math crossover: - Richter scale calculations (logarithmic, not linear) - Distance calculations from earthquake epicenter - Speed of seismic waves - Depth of subduction zones
Reading crossover: - Understanding plate boundary behavior from description - Inferring what happens when plates collide/separate/slide
Misconceptions: - MIS-SCI-34: “Earthquakes happen randomly” — They occur predictably along plate boundaries - MIS-SCI-35: “Stronger earthquakes always cause more damage” — Damage depends on magnitude, depth, and proximity to cities - MIS-SCI-36: “Volcanoes occur randomly” — They occur at specific plate boundaries
Diagnostic probe: “The Pacific Plate and North American Plate slide past each other at the San Andreas Fault. What type of plate boundary is this? What’s likely to happen there?” → Red flag: Cannot identify transform boundary or predict earthquakes → needs plate tectonics review
Prerequisite: SCI-ES-01 (rock types)
Tier 3: Weather & Climate
Concept SCI-ES-03: Atmosphere, Weather & Climate ★ CORE
What it is: - Weather: Short-term atmospheric conditions (hours to days) - Climate: Long-term average weather patterns (decades to centuries)
Atmosphere composition: - ~78% nitrogen, ~21% oxygen, ~1% argon, trace CO₂ and other gases - Layers: troposphere (weather), stratosphere (ozone), mesosphere, thermosphere
Water cycle: - Evaporation (liquid → gas) - Condensation (gas → liquid, forms clouds) - Precipitation (rain, snow) - Infiltration (water enters ground) or runoff (flows to oceans)
Climate factors: - Solar radiation (input energy) - Greenhouse effect (CO₂, methane trap heat) - Ocean currents (distribute heat) - Latitude and altitude (temperature varies)
Why it matters: Understanding climate helps with interpreting weather patterns, understanding climate change, predicting weather impacts.
Math crossover: - Calculating percent changes in temperature - Interpreting climate graphs - Calculating humidity (dew point) - Graph interpretation of temperature/precipitation trends
Reading crossover: - Distinguishing weather from climate - Understanding what “greenhouse effect” means - Interpreting climate data from graphs and charts
Misconceptions: - MIS-SCI-37: “Weather and climate are the same thing” — Weather is short-term (tomorrow’s forecast); climate is long-term average - MIS-SCI-38: “Ozone depletion causes climate change” — Ozone hole and climate change are separate problems (though related) - MIS-SCI-39: “If it’s cold this winter, climate change isn’t real” — Climate change is long-term trend, not about individual seasons
Diagnostic probe: “Carbon dioxide increased in the atmosphere by 50% over the last 50 years. How does this affect the greenhouse effect? What should happen to global temperature as a result?” → Red flag: Cannot connect CO₂ to greenhouse effect or predict temperature outcome → needs climate mechanism review
Prerequisite: None — but energy understanding (SCI-LS-02) helpful
Tier 4: Space & Astronomy
Concept SCI-ES-04: Solar System, Stars & Galaxies ★ CORE
What it is: - Solar system: Sun + planets + moons + asteroids + comets - Planet types: - Terrestrial: Rocky, dense, close to sun (Mercury, Venus, Earth, Mars) - Jovian: Gas/ice giants, far from sun (Jupiter, Saturn, Uranus, Neptune) - Stars: Massive balls of plasma that produce light and heat via fusion - Galaxies: Billions of stars bound together (Milky Way is ours) - Universe: Everything (billions of galaxies)
Stellar evolution: - Stars form from collapsing gas clouds - Main sequence (stable hydrogen burning) lasts billions of years - End state depends on mass: white dwarf, neutron star, or black hole
Gravitational concepts: - Gravity is attraction between masses - Inverse square law: gravity weakens with distance squared - Keeps planets in orbit, moons around planets
Why it matters: GED passages describe space exploration, satellite technology, gravitational effects.
Math crossover: - Distance calculations (light-years, AU — astronomical units) - Scale comparison (Earth vs. Sun vs. galaxy sizes) - Inverse square law calculations - Orbital mechanics (basic)
Reading crossover: - Understanding what “light-year” means - Distinguishing stars, planets, moons, asteroids - Understanding how galaxies differ from stars
Misconceptions: - MIS-SCI-40: “Gravity only acts downward” — Gravity acts between all masses in all directions - MIS-SCI-41: “The sun is closest star, so all planets orbit the sun” — Close doesn’t mean closest; many stars are closer than other stars - MIS-SCI-42: “Meteorites are falling stars” — Meteorites are asteroid fragments; stars don’t fall
Diagnostic probe: “The sun’s gravity keeps Earth in orbit. If the sun’s mass doubled, what would happen to Earth’s orbit?” → Red flag: Cannot reason about gravity’s effect on orbits → needs gravity/orbital mechanics review
Prerequisite: None — but understanding motion (SCI-PS-01) helpful
PART 5: SCIENCE PRACTICES (SCI-PR)
Tier 1-2: Experimental Design & Evidence
Concept SCI-PR-01: Experimental Design & Variables ★ CORE
What it is: - Independent variable: What you change (the cause) - Dependent variable: What you measure (the effect) - Control group: No treatment, baseline comparison - Experimental group: Gets the treatment
Example: Testing if a new fertilizer increases tomato yield - Independent variable: fertilizer vs. no fertilizer - Dependent variable: tomato yield (number, weight, size) - Control group: tomatoes with no fertilizer - Experimental group: tomatoes with fertilizer - Controls (holding constant): light, water, temperature, soil type, plant age
Confounding variables: Other factors that could affect the result and muddy the conclusion.
Why it matters: Most GED science passages describe experiments or studies. You need to understand what was tested, what was controlled, and whether conclusions are justified.
Reading crossover: - Identifying variables from experiment description - Spotting confounding variables - Evaluating whether an experiment actually supports the claim
Misconceptions: - MIS-SCI-43: “More data is always better” — Data quality (proper controls, careful measurement) matters more than quantity - MIS-SCI-44: “Correlation proves causation” — Correlation (two things varying together) doesn’t prove one caused the other - MIS-SCI-45: “One experiment proves something” — Scientific proof requires repeatability across multiple studies
Diagnostic probe: “A researcher wants to test if coffee improves memory. They give 10 people coffee, test their memory, and find it’s above average. Does this prove coffee improves memory? Why or why not?” → Red flag: Cannot identify missing control group or confounding variables (caffeine vs. other factors, above-average compared to what?) → needs experimental design review
Prerequisite: None — foundational
Tier 3: Data Interpretation & Evidence Evaluation
Concept SCI-PR-02: Reading & Interpreting Data ★ CORE
What it is: - Tables: Rows and columns of data - Line graphs: Show trends over time (continuous variables) - Bar graphs: Compare categories (discrete variables) - Scatter plots: Show relationship between two variables - Error bars: Show uncertainty/range in measurements
Key questions for any graph: 1. What are the axes? What units? 2. What does the pattern show? 3. What’s the trend (up, down, flat, curved)? 4. Are there outliers? 5. What are the limitations? (What’s NOT shown?)
Why it matters: Nearly every GED science question includes a graph, table, or data set. You must read graphs accurately and draw appropriate conclusions.
Math crossover: - Calculating slope from line graphs (rate of change) - Interpreting percentage changes from data - Reading multiple data sources to compare
Reading crossover: - Understanding axis labels and units - Distinguishing what data shows vs. what a claim asserts - Identifying data gaps or limitations
Misconceptions: - MIS-SCI-46: “If the line goes up, more is always better” — Depends on what’s being measured; increasing death rate is bad - MIS-SCI-47: “Visual size of a graph region equals the data magnitude” — Graph scaling can distort perception; always read axis values - MIS-SCI-48: “Correlation visible in a graph proves causation” — Correlation doesn’t prove causation; other explanations may exist
Diagnostic probe: “A graph shows carbon dioxide levels rising over 100 years and global temperature rising over the same period. Does this prove CO₂ causes climate change?” → Red flag: Cannot distinguish correlation from causation or identify need for confounding variable analysis → needs evidence evaluation review
Prerequisite: SCI-PR-01 (basic experimental understanding)
Tier 4: Evidence vs. Speculation
Concept SCI-PR-03: Distinguishing Evidence from Speculation ★ CORE
What it is: - Evidence: Observable, measurable, reproducible data - Inference: Reasonable conclusion from evidence (“The fossil shows the organism was aquatic”) - Speculation: Guess without sufficient support (“Dinosaurs went extinct because they were lazy”) - Hypothesis: Testable prediction based on existing evidence - Scientific law: Consistent pattern observed repeatedly (Newton’s laws) - Scientific theory: Explanation supported by massive evidence (evolution, germ theory)
The GED will ask: “Which statement is supported by evidence?” OR “Which is an inference vs. an observation?”
Why it matters: Distinguishing evidence from speculation is critical for reading scientific passages and evaluating claims.
Reading crossover: - Understanding what “evidence-based” means - Identifying claims that overreach the data - Recognizing unsupported speculation
Misconceptions: - MIS-SCI-49: “Theory means a guess” — Scientific theory is supported by extensive evidence; it’s the opposite of a guess - MIS-SCI-50: “Inference and observation are the same” — Observation is direct (I see a fossil); inference is interpretation (“It lived in water”) - MIS-SCI-51: “No evidence means something isn’t real” — Absence of evidence doesn’t prove absence; it just means we haven’t found it yet
Diagnostic probe: “Observation: A dead organism is buried in sediment. Inference: This organism died 10 million years ago. Is the inference supported by the observation? What additional evidence would be needed?” → Red flag: Cannot identify gap between observation and dating claim → needs evidence-evaluation review and introduction to radiometric dating methods
Prerequisite: SCI-PR-02 (reading data and understanding experiments)
PART 6: PREREQUISITE CHAINS & SUCCESS CRITERIA
Life Science Chain
SCI-LS-01 (Cell Structure)
↓
SCI-LS-02 (Photosynthesis & Respiration) ← FOUNDATION 1
↓
SCI-LS-03 (Genetics) & SCI-LS-04 (Evolution) ← FOUNDATION 2
↓
SCI-LS-05 (Ecology) ← depends on all aboveRed flags: - If SCI-LS-01 is weak, do NOT advance - If SCI-LS-02 is weak, students struggle with ecology - If SCI-LS-04 is weak, skip it; focus on SCI-LS-03 and SCI-LS-05
Physical Science Chain
SCI-PS-01 (Motion & Forces)
↓
SCI-PS-02 (Energy) ← FOUNDATION 1
↓
SCI-PS-03 (Waves) — semi-independent, can teach with SCI-PS-02
↓
SCI-PS-04 (Atomic Structure)
↓
SCI-PS-05 (Chemical Reactions) ← depends on SCI-PS-04Earth & Space Science Chain
SCI-ES-01 (Rocks & Minerals)
↓
SCI-ES-02 (Plate Tectonics) ← FOUNDATION 1
↓
SCI-ES-03 (Weather & Climate) — can teach independently
↓
SCI-ES-04 (Astronomy) — independent from othersScience Practices Chain
SCI-PR-01 (Experimental Design)
↓
SCI-PR-02 (Data Interpretation) ← FOUNDATION 1
↓
SCI-PR-03 (Evidence vs. Speculation) ← depends on SCI-PR-02PART 7: SUCCESS CRITERIA
For Science Concepts: - ≥85% accuracy on 2 consecutive passage-based questions about the concept - Can explain the mechanism (not just state the fact) - Can identify the concept in a new scenario (transfer test) - Can read a graph/data table and apply the concept
For Data Interpretation: - Can correctly read axis labels and values - Can identify trends (increasing, decreasing, cyclic) - Can calculate basic rates from data (slope, percent change) - Can distinguish what data shows from what a claim asserts
For Experimental Design: - Can identify independent and dependent variables - Can identify confounding variables and control groups - Can evaluate whether an experiment supports a claim - Can predict what would happen if variables were changed
End of GED Science Tier Map
All prerequisites are firm — breaking them leads to foundation gaps that compound downstream.