Campbell Biology Concepts & Connections 2015
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1 A Correlation of Concepts & Connections 2015 To the Science,
2 , Science - Table of Contents From Molecules to Organisms: Structures and Processes... 3 Ecosystems: Interactions, Energy, and Dynamics... 5 Heredity: Inheritance and Variation of Traits... 5 Unity and Diversity
3 , Science - BIOLOGY From Molecules to Organisms: Structures and Processes 1. Use models to compare and contrast how SE: 37-40, 42-47, 37 (Figure 3.4 B, C), 38 the structural characteristics of (Figure 3.5). 39 (Figure 3.7 & Section 3.4 carbohydrates, nucleic acids, proteins, and, 40 (Figure 3.8 A, B), 42 (Figure lipids define their function in organisms A, B, C), 43 (Figure 3.12 A, B), 44 (Figure 3.13A, B, C), 45 (Figure 3.14), 46 (Figure 3.16), 47 (Figure 3.17) 2. Obtain, evaluate, and communicate information to describe the function and diversity of organelles and structures in various types of cells (e.g., muscle cells having a large amount of mitochondria, plasmids in bacteria, chloroplasts in plant cells). 3. Formulate an evidence-based explanation regarding how the composition of deoxyribonucleic acid (DNA) determines the structural organization of proteins. a. Obtain and evaluate experiments of major scientists and communicate their contributions development of the structure of DNA and development of the central dogma of molecular biology. b. Obtain, evaluate, and communicate information that explains how advancements in genetic technology (e.g., Human Genome Project, Encyclopedia of DNA Elements [ENCODE] project, 1000 Genomes Project) have contributed understanding as to how a genetic change at the DNA level may affect proteins, and in turn, influence the appearance of traits. c. Obtain information to identify errors that occur during DNA replication (e.g., deletion, insertion, translocation, substitution, inversion, frame-shift, point mutations). SE: 55-69, 122 (Chapter 7 Review question #12), 205 SE: , 190 (Section 10.6 Review, 191 (Section 10.7 Review, 195 (Section Review, 196 (Section Review SE: , , 183 (Section 10.1 Review, 207 (Chapter 10 Review question #12) SE: , 234 (Section 12.2 Review, 235 (Section 12.3 Review, 238 (Section 12.7 Review SE: 199 3
4 , Science - 4. Develop and use models to explain the role of the cell cycle during growth and maintenance in multicellular organisms (e.g., normal growth and/or uncontrolled growth resulting in tumors). 5. Plan and carry out investigations to explain feedback mechanisms (e.g., sweating and shivering) and cellular processes (e.g., active and passive transport) that maintain homeostasis. a. Plan and carry out investigations to explain how the unique properties of water (e.g., polarity, cohesion, adhesion) are vital to maintaining homeostasis in organisms. 6. Analyze and interpret data from investigations to explain the role of products and reactants of photosynthesis and cellular respiration in the cycling of matter and the flow of energy. a. Plan and carry out investigations to explain the interactions among pigments, absorption of light, and reflection of light. SE: , 127 (Figure 8.2A), 128 (Figure 8.3B), 129 (Figure 8.4), (Figure 8.5), 131 (Section 8.5 Review, 132 (Figure 8.6A, B), 134 (Figure 8.8A, B), (Figure 8.13), 139 (Section 8.13 Review, 140 (Figure 8.14 & Section 8.14 Review SE: 75-79, 87 (Chapter 5 Review questions #13 and #14), , 531 (Chapter 26 Review question #9) SE: 26-27, 28, 31 (Chapter 2 Review question #14) SE: , 105 (Chapter 6 Review questions #13-17), , 122 (Chapter 7 Review question #14) Supporting information SE: , 673 4
5 , Science - Ecosystems: Interactions, Energy, and Dynamics 7. Develop and use models to illustrate SE: 680, , 697 (Chapter 34 Review examples of ecological hierarchy levels, question #19), including biosphere, biome, ecosystem, community, population, and organism. 8. Develop and use models to describe the cycling of matter (e.g., carbon, nitrogen, water) and flow of energy (e.g., food chains, food webs, biomass pyramids, ten percent law) between abiotic and biotic factors in ecosystems. 9. Use mathematical comparisons and visual representations to support or refute explanations of factors that affect population growth (e.g., exponential, linear, logistic). 10. Construct an explanation and design a real-world solution to address changing conditions and ecological succession caused by density-dependent and/or densityindependent factors.* SE: , , 758 (Chapter 37 Review question #2, 3, 5) SE: , 727 (Section 36.4 Review, 731 (Section 36.7 Review SE: , 729 (Section 36.5 Review, 731, 737 (Chapter 36 Review question #10) Heredity: Inheritance and Variation of Traits 11. Analyze and interpret data collected SE: , , 156 (Figure 9.3A, from probability calculations to explain the B), 158 (Figure 9.5A), 159 (Figure 9.5B & variation of expressed traits within a Figure 9.6), 160 (Figure 9.7), 166 (Figure population. 9.11A), 169 (Figure 9.14), 171 (Figure 9.16), 172 (Figure 9.17), 173 (Figure 9.18C), 176 (Figure 9.21B, C, D) a. Use mathematics and computation to predict phenotypic and genotypic ratios and percentages by constructing Punnett squares, including using both homozygous and heterozygous allele pairs. b. Develop and use models to demonstrate codominance, incomplete dominance, and Mendel s laws of segregation and independent assortment. SE: , 159 (Section 9.5 Review question & Section 9.6 Review, 179 (Chapter 9 Review question #6-8) SE: , , 156 (Figure 9.3A, B), (Figure 9.5A, B), 166 (Figure 9.11A, B), 167 (Figure 9.12) 5
6 , Science - c. Analyze and interpret data (e.g., pedigree charts, family and population studies) regarding Mendelian and complex genetic disorders (e.g., sickle-cell anemia, cystic fibrosis, type 2 diabetes) to determine patterns of genetic inheritance and disease risks from both genetic and environmental factors. 12. Develop and use a model to analyze the structure of chromosomes and how new genetic combinations occur through the process of meiosis. a. Analyze data to draw conclusions about genetic disorders caused by errors in meiosis (e.g., Down syndrome, Turner syndrome). Unity and Diversity 13. Obtain, evaluate, and communicate information to explain how organisms are classified by physical characteristics, organized into levels of taxonomy, and identified by binomial nomenclature (e.g., taxonomic classification, dichotomous keys). a. Engage in argument to justify the grouping of viruses in a category separate from living things. 14. Analyze and interpret data to evaluate adaptations resulting from natural and artificial selection that may cause changes in populations over time (e.g., antibioticresistant bacteria, beak types, peppered moths, pest-resistant crops). SE: , 168, 177, 161 (Section 9.8 Review, 163 (Figure 9.9B), 166 (Section 9.9 Review, 177 (Figure 9.22 & Section 9.22 Review SE: , 141 (Figure 8.15), 142 (Figure 8.16 & Figure 8.17A), 143 (Figure 8.17B) SE: , 146 (Section 8.20 Review SE: , 309 (Section Review, 310 (Try This) 311 (Section Review SE: 2-4, SE: , 272, 683 6
7 , Science Engage in argument from evidence (e.g., mathematical models such as distribution graphs) to explain how the diversity of organisms is affected by overpopulation of species, variation due to genetic mutations, and competition for limited resources. 16. Analyze scientific evidence (e.g., DNA, fossil records, cladograms, biogeography) to support hypotheses of common ancestry and biological evolution. SE: 265, , 728 (Figure 36.5A, B, C), 729 (Figure 36.6 & Section 36.6 Review SE: , , , 296 (Section 15.3 Review, 297 (Section 15.4 Review, 314 (Section Review 7
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