# Human Centered Design of Biotechnology

## The Impact Of Economics and Ethics On The Adoption of Human Biotechnology

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## Appendix

### Standards Addressed in this unit:

Both content and mathematical practices standards are addressed in this unit. The content standards related to each specific objective are listed in parenthesis next to the objective in the Specific Objectives And Common Core Standards subsection. In addition to the content’s standards, students will have opportunity to demonstrate all eight standards of mathematical practices during the course of this unit. Students will strategically make use of the results from their data analysis, mathematical models, opinion surveys and precise terminologies to construct viable arguments and critique each other’s reasoning. Students will make sense of economic and health disparities among nations quantitatively and in abstract terms. Finally, students will make justifiable recommendations to address the observed patterns of economic and health disparities among nations.

#### Content Standards:

- HSF-IF.C.7e Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.
- HSF-LE.A.4 For exponential models, express as a logarithm the solution to
*ab*=^{ct}*d*where*a*,*c*, and*d*are numbers and the base*b*is 2, 10, or*e*; evaluate the logarithm using technology. - HSF-IF.B.4 For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.
- HSF-BF.B.5 Understand the inverse relationship between exponents and logarithms and use this relationship to solve problems involving logarithms and exponents.
- HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
- HSF-LE.A.3 Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.
- HSS-ID.B.6 Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.
- HSS-ID.B.6a Fit a function to the data; use functions fitted to data to solve problems in the context of the data. Use given functions or choose a function suggested by the context. Emphasize linear, quadratic, and exponential models.
- HSS-ID.B.6c Fit a linear function for a scatter plot that suggests a linear association.
- HSS-ID.C.7 Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
- HSS-ID.C.8 Compute (using technology) and interpret the correlation coefficient of a linear fit.

#### Standards For Mathematical Practices Addressed in this unit:

- MATH.PRACTICE.MP1Make sense of problems and persevere in solving them.
- MATH.PRACTICE.MP2Reason abstractly and quantitatively.
- MATH.PRACTICE.MP3Construct viable arguments and critique the reasoning of others.
- MATH.PRACTICE.MP4 Model with mathematics.
- MATH.PRACTICE.MP5Use appropriate tools strategically.
- MATH.PRACTICE.MP6 Attend to precision.
- MATH.PRACTICE.MP7Look for and make use of structure.
- MATH.PRACTICE.MP8Look for and express regularity in repeated reasoning.