# High school: Science

A course roadmap (science). Language: en. By @si. Licence: CC BY-SA 4.0. 0 of 60 concepts ready. In the app: https://ai.page/roadmap/ga-sci-high-school

Part of: [Georgia: Science](https://ai.page/roadmap/ga-sci.md)

Goal: Georgia academic standards: Science, High school

## 1. Obtain, evaluate, and communicate information to assess the theory of evolution.

- [Genetic Mutation](https://ai.page/c/genetic-mutation/index.md): Explain genetic mutation as a random change in DNA sequence, describe causes of mutation (e.g. radiation, chemicals, copying errors), and explain that most mutations are neutral, some harmful, and a few beneficial
- [How Natural Selection Works](https://ai.page/c/how-natural-selection-works/index.md): Explain natural selection as the mechanism of evolution: heritable variation + competition for resources + differential survival and reproduction = change in allele frequency over generations
- [Evidence for Evolution](https://ai.page/c/evidence-for-evolution/index.md): Describe the main types of evidence for evolution: the fossil record (change over time), comparative anatomy (homologous structures), and the geographic distribution of related species
- [The Biodiversity Crisis](https://ai.page/c/the-biodiversity-crisis/index.md): Quantify the current biodiversity crisis: extinction rates 100-1000x the background rate; explain methods for measuring biodiversity loss (species-area relationship, population viability analysis, IUCN Red List categories); evaluate rewilding case studies — Yellowstone wolf reintroduction triggering a trophic cascade that changed river courses; Iberian lynx recovery; describe minimum viable population theory and conservation triage; examine ethical debates in deciding which species to prioritise

## 2. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.

- [Food Webs & Interdependence](https://ai.page/c/food-webs-and-interdependence/index.md): Construct and interpret food webs showing the interdependence of organisms in an ecosystem, explaining how a change in one population affects others
- [Biodiversity & Resilience](https://ai.page/c/biodiversity-and-resilience/index.md): Explain what biodiversity means, why high biodiversity makes ecosystems more resilient, and describe the ways human activity threatens biodiversity (habitat destruction, pollution, invasive species, climate change)
- [The Carbon Cycle](https://ai.page/c/the-carbon-cycle/index.md): Describe the carbon cycle, tracing carbon through photosynthesis, respiration, feeding, decomposition, and combustion, and explain the role of each process

## 3. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms.

- [Pathogens & the Immune System](https://ai.page/c/pathogens-and-the-immune-system/index.md): Explain how pathogens (bacteria, viruses, and fungi) cause disease and describe how the immune system responds, including the roles of white blood cells (phagocytosis, antibody production) and the concept of immunity
- [Grouping Species Using DNA](https://ai.page/c/grouping-species-using-dna/index.md): Explain cladistics: organisms are grouped by shared derived characters, not just similarity; how phylogenetic trees are built using molecular data (DNA sequence alignment) and the molecular clock; explain why birds are technically a group within dinosaurs (crown Avemetatarsalia); distinguish convergent evolution (unrelated species evolving similar traits) from parallel evolution; introduce horizontal gene transfer and why the tree of life is more accurately a web; explain why classification systems keep changing as new data emerge

## 4. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations.

- [Predicting Inherited Traits](https://ai.page/c/predicting-inherited-traits/index.md): Explain how alleles are inherited in sexual reproduction and use Punnett squares to predict the probability of offspring inheriting a characteristic, including dominant and recessive alleles

## 5. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells.

- [How the Body Stays in Balance](https://ai.page/c/how-the-body-stays-in-balance/index.md): Explain homeostasis as the process of maintaining a stable internal environment; describe the main feedback loop systems (negative feedback) using blood glucose regulation (insulin/glucagon) and body temperature as concrete examples; and connect the endocrine system (hormone-secreting glands) to the nervous system as two complementary communication systems with different speeds and durations
- [Cells Under the Microscope](https://ai.page/c/cells-under-the-microscope/index.md): Understand that all living organisms are made of cells and use a light microscope to observe, interpret, and record cell structure

## 6. Obtain, evaluate, and communicate information to explain the properties of and relationships between electricity and magnetism.

- [Electromagnets](https://ai.page/c/electromagnets/index.md): Describe the magnetic effect of an electric current (a current-carrying wire produces a magnetic field), and investigate how the strength of an electromagnet depends on current, number of coil turns, and core material

## 7. Obtain, evaluate, and communicate information to explain the properties of waves.

- [Waves & Different Materials](https://ai.page/c/waves-and-different-materials/index.md): Explain how waves can be absorbed, transmitted, or reflected by different materials, and apply these interactions to explain colour perception, sight, communication technologies, and the effects of different surfaces on wave behaviour

## 8. Obtain, evaluate, and communicate information to explain the relationships among force, mass, and motion.

- [Universal Gravitation](https://ai.page/c/universal-gravitation/index.md): Describe gravity as a universal attractive force between all masses, explain that orbital motion arises because gravity provides the centripetal force keeping objects in orbit, and compare gravitational field strengths on different planets
- [Newton's First & Second Laws](https://ai.page/c/newton-s-first-and-second-laws/index.md): State and apply Newton's First Law (an object stays at rest or constant velocity unless acted on by a resultant force) and Second Law (force = mass × acceleration), including the relationship between mass, force, and acceleration
- [Investigating Forces](https://ai.page/c/investigating-forces/index.md): Plan and carry out investigations into forces, including measuring force with a newton meter, investigating Hooke's Law, and collecting and interpreting motion data to test Newton's laws

## 9. Obtain, evaluate, and communicate information to explain transformations and flow of energy within a system.

- [Net Zero & Energy Transition](https://ai.page/c/net-zero-and-energy-transition/index.md): Evaluate the energy transition required to reach net zero: renewable energy scaling, electrification of transport and heat, green hydrogen; describe carbon capture and storage (CCS) and direct air capture (DAC); introduce proposed solar radiation management techniques (stratospheric aerosol injection, marine cloud brightening) and their potential risks and governance challenges; critically evaluate the role of individual behaviour change versus systemic policy in reducing emissions
- [Calculating Dietary Energy](https://ai.page/c/calculating-dietary-energy/index.md): Calculate and evaluate energy intake and requirements in a healthy daily diet, interpreting food labels and nutritional data
- [Conduction, convection, and radiation](https://ai.page/c/conduction-convection-and-radiation/index.md): Describe and compare the three mechanisms of heat transfer — conduction (particle vibration through solids), convection (fluid movement in liquids/gases), and radiation (infrared waves) — and explain that the rate of transfer depends on temperature difference

## 10. Obtain, evaluate, and communicate information to explain the properties of solutions.

- [Acids, Alkalis & pH](https://ai.page/c/acids-alkalis-and-ph/index.md): Define acids and alkalis in terms of hydrogen ion concentration, describe the pH scale (0–14), and explain how indicators are used to identify and measure acidity or alkalinity

## 11. Obtain, evaluate, and communicate information from the Periodic Table to explain the relative properties of elements based on patterns of atomic structure.

- [The Periodic Table](https://ai.page/c/the-periodic-table/index.md): Describe the organisation of the periodic table into periods and groups, explain the contribution of Mendeleev, and use the table to identify metals, non-metals, and predict patterns in reactivity

## 12. Obtain, evaluate, and communicate information about how life on Earth responds to and shapes Earth's systems.

- [Earth's Atmosphere & CO2](https://ai.page/c/earth-s-atmosphere-and-co2/index.md): Describe the composition of Earth's atmosphere (mainly nitrogen and oxygen, with small amounts of CO₂ and other gases), explain how human activity increases CO₂, and describe the impact on global climate
- [Extinction & Rapid Change](https://ai.page/c/extinction-and-rapid-change/index.md): Explain how environmental change can outpace a species' ability to adapt through natural selection, leading to extinction, using historical and contemporary examples

## 13. Obtain, evaluate, and communicate information to investigate the interaction of solar energy and Earth's systems to produce weather and climate.

- [Global Wind Patterns](https://ai.page/c/global-wind-patterns/index.md): Explain that unequal solar heating drives large-scale atmospheric circulation: Hadley cells (0-30°), Ferrel cells (30-60°), and polar cells (60-90°) produce the trade winds, westerlies, and polar easterlies; describe how the Coriolis effect from Earth's rotation deflects winds rightward in the Northern Hemisphere; explain the jet stream as a fast high-altitude wind that steers weather systems; connect jet stream waviness and Arctic amplification to prolonged extreme weather
- [Reading Ancient Climate Records](https://ai.page/c/reading-ancient-climate-records/index.md): Explain how ice cores preserve ancient air bubbles, isotope ratios, and volcanic markers allowing reconstruction of temperature and CO2 going back 800,000 years; describe tree rings, ocean sediment cores, coral skeletons, and pollen records as additional climate proxies; explain how climate models are built and validated against the palaeoclimate record; describe the IPCC process of synthesising scientific evidence across thousands of studies to produce consensus assessments
- [Hurricanes, Tornadoes & Monsoons](https://ai.page/c/hurricanes-tornadoes-and-monsoons/index.md): Explain how hurricanes form and intensify over warm ocean water (latent heat release, low-pressure spiral); describe tornado formation within supercell thunderstorms; explain monsoon mechanics driven by temperature differences between land and sea; introduce attribution science — how scientists use climate models to calculate whether and by how much climate change increased the probability or intensity of a specific extreme weather event

## 14. Obtain, evaluate, and communicate information to understand how rock relationships and fossils are used to reconstruct the Earth's past.

- [The Rock Cycle](https://ai.page/c/the-rock-cycle/index.md): Explain the rock cycle: how igneous rocks form from magma, sedimentary rocks from compressed sediment, and metamorphic rocks from heat and pressure, and how all rock types can transform into one another over geological time
- [Reconstructing Ancient Ecosystems](https://ai.page/c/reconstructing-ancient-ecosystems/index.md): Reconstruct an ancient ecosystem using multiple independent lines of evidence: isotope analysis of teeth to infer diet and migration, bone histology (growth rings) to estimate age and growth rate, coprolite chemistry for diet, and palaeobotany for habitat — understanding that palaeontology is an evidence-synthesis discipline

## 15. Obtain, evaluate, and communicate information to explore the actions of water, wind, ice, and gravity as they relate to landscape change.

- [Hazard Assessment & Evacuation](https://ai.page/c/hazard-assessment-and-evacuation/index.md): Explain probabilistic hazard assessment using eruption recurrence intervals and fault slip rates; describe how volcano observatories monitor ground deformation, gas emissions, and seismicity to issue alert levels; explore why communities remain near active hazards (fertile volcanic soil, poverty, cultural ties); discuss the ethics and politics of evacuation decisions and the social justice dimensions of disaster risk

## 16. Obtain, evaluate, and communicate information to understand how plate tectonics creates certain geologic features, landforms, Earth materials, and geologic hazards.

- [How Tectonic Plates Move](https://ai.page/c/how-tectonic-plates-move/index.md): Understand that convection currents in the molten mantle drive the movement of rigid tectonic plates; distinguish between convergent (collision/subduction), divergent (spreading ridges), and transform (sliding) plate boundaries; explain why volcanoes, earthquakes, and mountain chains cluster at boundaries; introduce the Wilson cycle of supercontinent assembly and breakup

## 17. Obtain, evaluate, and communicate information to investigate the composition and formation of Earth systems, including the Earth's place in the solar system.

- [The solar system (age 11+)](https://ai.page/c/the-solar-system-age-11/index.md): Describe the detailed structure of the solar system, including moons, asteroids, and comets, compare orbital periods and distances of the planets, and distinguish between planets, dwarf planets, and other bodies

## 18. Obtain, evaluate, and communicate information about the properties that describe solutions and the nature of acids and bases.

- [How Materials Change State](https://ai.page/c/how-materials-change-state/index.md): Explain melting, freezing, boiling, condensing, and sublimation using the particle model, interpreting heating and cooling curves to identify melting and boiling points
- [Writing Science Reports](https://ai.page/c/writing-science-reports/index.md): Communicate scientific findings in a structured report using appropriate scientific vocabulary, SI units, and standard notation; describe how peer review and replication contribute to the reliability of scientific knowledge

## 19. Obtain, evaluate, and communicate information about how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions.

- [Physical vs Chemical Changes](https://ai.page/c/physical-vs-chemical-changes/index.md): Distinguish between physical changes (reversible, no new substances formed) and chemical changes (new substances formed, often irreversible), using conservation of mass to understand both types

## 20. Obtain, evaluate, and communicate information about the chemical and physical properties of matter resulting from the ability of atoms to form bonds.

- [Ceramics, Polymers & Composites](https://ai.page/c/ceramics-polymers-and-composites/index.md): Describe the properties and uses of ceramics (hard, brittle, heat-resistant), polymers (flexible, lightweight, variable), and composites (combine properties of constituent materials), giving real-world examples of each

## 21. Obtain, evaluate, and communicate information about the use of the modern atomic theory and periodic law to explain the characteristics of atoms and elements.

- [Atoms, Elements & Compounds](https://ai.page/c/atoms-elements-and-compounds/index.md): Explain the differences between atoms, elements, and compounds; describe the simple Bohr model of the atom (nucleus with protons and neutrons, electrons in shells); and write and interpret chemical symbols and simple formulae
- [Where Elements Come From](https://ai.page/c/where-elements-come-from/index.md): Explain stellar nucleosynthesis: the Big Bang produced mainly hydrogen and helium; main-sequence fusion builds elements up to iron; and supernovae produce elements heavier than iron and scatter them into space — meaning the atoms in our bodies were forged in ancient stars

## 22. Obtain, evaluate, and communicate information about the effects of human population growth on global ecosystems.

- [Human Reproduction](https://ai.page/c/human-reproduction/index.md): Describe the structure and function of the male and female human reproductive systems, and explain the processes of fertilisation, gestation, and birth including the role of the placenta

## 23. Obtain, evaluate, and communicate information to analyze human impact on natural resources.

- [Finite Resources & Recycling](https://ai.page/c/finite-resources-and-recycling/index.md): Explain that many raw materials (metals, fossil fuels, minerals) are finite resources, describe the environmental costs of extraction, and evaluate the benefits of recycling and the circular economy

## 24. Obtain, evaluate, and communicate information to evaluate types, availability, allocation, and sustainability of energy resources.

- [Renewable vs non-renewable energy](https://ai.page/c/renewable-vs-non-renewable-energy/index.md): Distinguish between renewable energy resources (solar, wind, hydroelectric, tidal, geothermal, biomass) and non-renewable resources (coal, oil, gas, nuclear), comparing their advantages, disadvantages, and environmental impacts

## 25. Obtain, evaluate, and communicate information to investigate the flow of energy and cycling of matter within an ecosystem.

- [Predator Loss and Ecosystem Effects](https://ai.page/c/predator-loss-and-ecosystem-effects/index.md): Quantify energy transfer efficiency through trophic levels (~10% rule); explain trophic cascades: how removing an apex predator triggers a chain of ecosystem changes (sea otters → sea urchin explosion → kelp forest collapse); define 'fishing down the food web'; evaluate evidence for ocean rewilding — shark reintroduction, whale recovery driving nutrient cycling; understand why ecosystem-based fisheries management is needed

## 26. Obtain, evaluate, and communicate information about electrical and magnetic force interactions.

- [Motors & the Motor Effect](https://ai.page/c/motors-and-the-motor-effect/index.md): Explain the motor effect as the force on a current-carrying conductor in a magnetic field, and describe how this principle is used in electric motors and loudspeakers

## 27. Obtain, evaluate, and communicate information about the importance of conservation laws for mechanical energy and linear momentum in predicting the behavior of physical systems.

- [Energy can't be created or destroyed](https://ai.page/c/energy-can-t-be-created-or-destroyed/index.md): Explain the principle of conservation of energy (energy cannot be created or destroyed, only transferred between stores), and describe how energy is dissipated as thermal energy to the surroundings in all real processes

## 28. Obtain, evaluate, and communicate information about how forces affect the motion of objects.

- [Resultant Forces](https://ai.page/c/resultant-forces/index.md): Describe forces as vector quantities with both magnitude and direction, distinguish between balanced forces (zero resultant, no change in motion) and unbalanced forces (non-zero resultant, causes acceleration or deceleration)

## 29. Obtain, evaluate, and communicate information about the relationship between distance, displacement, speed, velocity, and acceleration as functions of time.

- [Reading Distance-Time Graphs](https://ai.page/c/reading-distance-time-graphs/index.md): Read and plot distance-time graphs for moving objects; interpret the gradient (steepness) of a line as speed; identify stationary periods (horizontal sections), constant speed (straight diagonal lines), and relative speeds by comparing gradients; calculate average speed from the gradient of a straight-line segment using speed = distance ÷ time

## 30. Obtain, evaluate, and communicate information on how microorganisms generate energy for cellular functions.

- [Photosynthesis](https://ai.page/c/photosynthesis/index.md): Explain photosynthesis as the process by which plants use light energy to convert carbon dioxide and water into glucose and oxygen, and describe how mineral nutrients are absorbed through roots

## 31. Obtain, evaluate, and communicate information to analyze the processing of matter and energy in the cardiovascular, respiratory, digestive and urinary systems.

- [Digestion & Enzymes](https://ai.page/c/digestion-and-enzymes/index.md): Describe the organs of the human digestive system and how food is physically and chemically digested, including the role of enzymes as biological catalysts

## 32. Obtain, evaluate, and communicate information to analyze the structure and function of the integumentary, skeletal, and muscular systems.

- [The Human Skeleton](https://ai.page/c/the-human-skeleton/index.md): Describe the structure and four main functions of the human skeleton: support, protection, movement, and production of blood cells in bone marrow
- [Joints, Tendons & Ligaments](https://ai.page/c/joints-tendons-and-ligaments/index.md): Explain biomechanics — the interaction between skeleton and muscles at joints, including the roles of tendons (attach muscle to bone) and ligaments (attach bone to bone)
- [Body Temperature Regulation](https://ai.page/c/body-temperature-regulation/index.md): Explain how the human body detects and responds to environmental changes including temperature, including the role of the skin in temperature regulation (sweating, shivering, vasodilation, vasoconstriction)

## 33. Obtain, evaluate, and communicate information to analyze anatomical structures of the human body.

- [Cells to Organ Systems](https://ai.page/c/cells-to-organ-systems/index.md): Describe the hierarchical organisation of multicellular organisms: cells → tissues → organs → organ systems → organism

## 34. Obtain, evaluate, and communicate information about the characteristics, physical features, and boundaries of the oceans.

- [Deep-Ocean Exploration Technology](https://ai.page/c/deep-ocean-exploration-technology/index.md): Explain how crewed submersibles (Alvin, Deepsea Challenger) and remotely operated vehicles (ROVs) allow exploration of the deep; describe acoustic seafloor mapping using sonar and why only ~25% of the ocean floor has been mapped at high resolution; explore why the deep ocean is harder to explore than the surface of the Moon (pressure, cold, darkness, communication difficulties); survey astrobiology missions targeting ocean worlds in our solar system

## 35. Obtain, evaluate, and communicate information to identify and formulate hypotheses about patterns of health and disease.

- [Drawing conclusions from evidence (age 12+)](https://ai.page/c/drawing-conclusions-from-evidence-age-12/index.md): Identify patterns and trends in data, draw conclusions that directly address the hypothesis with quantitative reference to evidence, and evaluate the investigation by distinguishing between systematic and random errors and proposing targeted improvements

## 36. Obtain, evaluate, and communicate information about the impact of insects on the production of food and other products and in popular culture and commerce.

- [Pollination & Pollinator Decline](https://ai.page/c/pollination-and-pollinator-decline/index.md): Explain the importance of insect pollination for plant reproduction and human food security, and discuss the consequences of pollinator decline

## 37. Obtain, evaluate, and communicate information about the roles of insects in ecosystems.

- [Plant Reproduction](https://ai.page/c/plant-reproduction/index.md): Describe the structure of a flower and explain the processes of wind and insect pollination, fertilisation, seed and fruit formation, and seed dispersal in plants

## 38. Obtain, evaluate, and communicate information to analyze the diversity of plant adaptations and responses to changing environmental conditions.

- [Species Distribution & Change](https://ai.page/c/species-distribution-and-change/index.md): Explain how environmental change (climate change, habitat loss, pollution) affects the distribution of species, including range shifts, local extinction, and invasive species
- [Variation in Species](https://ai.page/c/variation-in-species/index.md): Explain variation within and between species, distinguishing between continuous variation (e.g. height) and discontinuous variation (e.g. blood group), and between genetic and environmental causes

## 39. Obtain, evaluate, and communicate information to discuss how the past, current, and future explorations of space impact our investigations of the connections between cosmic phenomena and conditions ne

- [Finding Exoplanets](https://ai.page/c/finding-exoplanets/index.md): Describe how astronomers detect planets around other stars using transit photometry (dip in starlight as a planet crosses) and radial velocity (Doppler wobble of the star), explain the habitable zone concept, and discuss what atmospheric biosignatures — such as oxygen, methane, and water vapour detected together — would suggest about a planet

## 40. Obtain, evaluate, and communicate information about the connections between mass, gravity and fusion with respect to the life cycle of stars.

- [Life Cycle of a Star](https://ai.page/c/life-cycle-of-a-star/index.md): Describe the life cycle of a star from nebula through main sequence to its end state (white dwarf, neutron star, or black hole depending on mass), and relate the life cycle to the origin of elements heavier than hydrogen

## Health: 0 of 100

Of its 60 own concepts: 0 have an explanation, 0 have practice, 0 have a measurement question, 0 have a checked version.

Findings (each is a task for anyone's AI):

- Genetic Mutation has no explanation yet
- How Natural Selection Works comes before Variation in Species, which it needs
- How Natural Selection Works has no explanation yet
- Evidence for Evolution has no explanation yet
- The Biodiversity Crisis has no explanation yet
- Food Webs & Interdependence has no explanation yet
- Biodiversity & Resilience has no explanation yet
- The Carbon Cycle comes before Photosynthesis, which it needs
- The Carbon Cycle has no explanation yet
- Pathogens & the Immune System has no explanation yet
- Grouping Species Using DNA has no explanation yet
- Predicting Inherited Traits has no explanation yet
- How the Body Stays in Balance has no explanation yet
- Cells Under the Microscope has no explanation yet
- Electromagnets has no explanation yet
- Waves & Different Materials has no explanation yet
- Universal Gravitation comes before The solar system (age 11+), which it needs
- Universal Gravitation has no explanation yet
- Newton's First & Second Laws comes before Resultant Forces, which it needs
- Newton's First & Second Laws has no explanation yet
- Investigating Forces has no explanation yet
- Net Zero & Energy Transition comes before Reading Ancient Climate Records, which it needs
- Net Zero & Energy Transition has no explanation yet
- Calculating Dietary Energy has no explanation yet
- Conduction, convection, and radiation has no explanation yet
- Acids, Alkalis & pH has no explanation yet
- The Periodic Table comes before Atoms, Elements & Compounds, which it needs
- The Periodic Table has no explanation yet
- Earth's Atmosphere & CO2 has no explanation yet
- Extinction & Rapid Change has no explanation yet
- Global Wind Patterns has no explanation yet
- Reading Ancient Climate Records has no explanation yet
- Hurricanes, Tornadoes & Monsoons has no explanation yet
- The Rock Cycle has no explanation yet
- Reconstructing Ancient Ecosystems has no explanation yet
- Hazard Assessment & Evacuation has no explanation yet
- How Tectonic Plates Move has no explanation yet
- The solar system (age 11+) has no explanation yet
- How Materials Change State has no explanation yet
- Writing Science Reports comes before Drawing conclusions from evidence (age 12+), which it needs
- Writing Science Reports has no explanation yet
- Physical vs Chemical Changes comes before Atoms, Elements & Compounds, which it needs
- Physical vs Chemical Changes has no explanation yet
- Ceramics, Polymers & Composites has no explanation yet
- Atoms, Elements & Compounds has no explanation yet
- Where Elements Come From has no explanation yet
- Human Reproduction has no explanation yet
- Finite Resources & Recycling has no explanation yet
- Renewable vs non-renewable energy has no explanation yet
- Predator Loss and Ecosystem Effects has no explanation yet

Credit: The structure of Georgia academic standards: Science (https://airtable.com/appAqCJWFHZMaNUh2/tblGy4kx6tGuscLHj/viwE5G0UuqG8WME5q/recku2PvvT5Fd2BC1/fldIxltCXshIi374r/attxwOMTVNLJ4pOoF?blocks=hide); concepts from the Marble Skill Taxonomy (v1), © Generative Spark, Inc. (withmarble.com), text CC BY-SA 4.0, database ODbL 1.0: https://github.com/withmarbleapp/os-taxonomy, mapped to its standards by Marble.