Biology Concepts and Connections

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1 A Correlation of Biology Concepts and Connections 9th Edition, 2018 To the Next Generation Science Standards Life Science Performance Expectations

2 Table of Contents HS-LS1 From Molecules to Organisms: Structures and Processes... 3 HS-LS2 Ecosystems: Interactions, Energy, and Dynamics HS-LS3 Heredity: Inheritance and Variation of Traits HS-LS4 Biological Evolution: Unity and Diversity

3 HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. Module 3.15 question, page 51 Chapter 3 review question 16, page 53 Module 4.5 question, page 62 Module 4.6 question, page 52 Module 4.5 question, page 62 Module 4.6 question, page 63 Module 10.2 question, page 189 Module 10.6 question, page 194 Module question, page 200 Module 3.15 The nucleic acids DNA and RNA are information-rich polymers of nucleotides, pages Module 4.5, The nucleus contains the cell s genetic instructions, page 62 Module 4.6, Ribosomes make proteins for use the cell and for export, page 63 Module 10.2, DNA and RNA are polymers of nucleotides, pages Module 10.6, Genes control phenotypic traits through the expression of proteins, page 194 Module 10.7, Genetic information written in codons is translated into amino acid sequences, page 195 Module 10.8, The genetic code dictates how codons are translated into amino acids, page 196 Module 10.9, Transcription produced genetic messages in the form of RNA, page 197 Module 10.10, Eukaryotic RNA is processed before leaving the nucleus as mrna, page 198 Module 10.11, Transfer RNA molecules serve as interpreters during translation, page Module 10.12, Ribosomes build polypeptides, page 200 Module 10.13, An initiation codon marks the start of an mrna message, page Module 10.14, Elongation adds amino acids to the polypeptide chain until a stop codon terminates translation, page 201 3

4 (Continued) HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells. HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. (Continued) Module 10.15, Review: The flow of genetic information in the cell is DNA >RNA >protein, page 202 Module 20.2 question, page 419 Module 20.2, Structure fits function at all levels of organization in animal bodies, page 419 Module 20.3, Tissues are groups of cells with a common structure and function, page 420 Module 20.4, Epithelial tissue covers the body and lines its organs and cavities, page 420 Module 20.5, Connective tissue binds and supports other tissues, page 421 Module 20.6, Muscle tissue functions in movement, page 422 Module 20.7, Nervous tissue forms a communication network, page 422 Module 20.8, Organs are made up of tissues, page 423 Module 20.10, Organ systems work together to perform life s functions, pages Module 20.11, The integumentary system protects the body, page 426 4

5 HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. Module 8.7, The rate of cell division is affected by environmental factors, page 137 Module 8.8, Growth Factors signal the cell cycle control system, page 138 Module Signal transduction pathways convert messages received at the cell surface to responses within the cell, page 224 Module 16.11, Stomach microbiota affect health and disease, pages Module 20.13, Structural adaptations enhance exchange with the environment, pages Module 20.14, Animals regulate their internal environment, page 429 Module 20.15, Homeostasis relies on negative feedback, page 430 Module 22.9 Breathing is automatically controlled, page 465 Module 24.2, Inflammation mobilized the innate immune response, page 491 Module 25.1, An animal s regulation of body temperature helps maintain homeostasis, page 510 Module 25.2, Thermoregulation involves adaptations that balance heat gain and loss, pages Module 25.4, Animals balance their levels of water and solutes through osmoregulation, pages Module 25.8 Hormones regulate the urinary system, page 517 Module 26.5, The hypothalamus, which is closely tied to the pituitary, connects the nervous and endocrine systems, pages Module 26.6, The Thyroid regulates development and metabolism, page 528 Module 26.7, The gonads secrete sex hormones, page 529 Module 26.8, Pancreatic hormones regulate blood glucose level, page 530 Module 26.9, Diabetes is a common endocrine disorder, page 531 5

6 (Continued) HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis. HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (Continued) Module 26.10, The adrenal glands mobilize response to stress. page 532 Figure 8.4, The eukaryotic cell cycle, page 133; Figure 8.5, The stages of cell division by mitosis, pages Figure 8.6, Cytokinesis Chapter 8 review question 17, page 155 Module 8.3, The large, complex chromosomes of eukaryotes duplicate with each cells division, page 132 Module 8.4, The cell cycle includes growing and division phases, page 133 Module 8.5, Cell division is a continuum of dynamic changes, pages Module: 8.6, Cytokinesis differs for plant and animal cells, page 136 Module 11.2, Chromosome structure and chemical modifications can affect gene expression, pages, Module 11.8, Cell signaling and waves of gene expression direct animal development, page 218 6

7 HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. Figure 7.5B, an overview of the two stages of photosynthesis, page 115; Figure 7.8, A mechanical analogy of the light reactions, page 118 Module 7.8 question, page 118 Module 7.9 The light reactions take place within the thylakoid membranes, page 119; Figure 7.10, Details of the Calvin cycle, page 120 Module 7.2, Photosynthesis occurs in chloroplast in plant cells, page 113 Module 7.4, Photosynthesis is a redox process, as is cellular respiration, pages 114 Module 7.5, Photosynthesis occurs in two stages which are linked by ATP and NADPH, page 115 Module 7.6, Visible radiation absorbed by pigments drives the light reactions, page 116 Module 7.7, Photosystems capture solar energy, page 117 Module 7.8, Two photosystems connected by an electron transport chain generate ATP and NADPH, page 118 Module 17.9, The light reactions take place within the thylakoid membranes Module 7.10, ATP and NADPN power sugar synthesis in the Calvin cycle, page 116 7

8 HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules. Module 3.3 question, page 40 Module 3.8 question, page 44 Module 3.1, Life s molecular diversity is based on the properties of carbon, page 38 Module 3.2, A few chemical groups are key to the functioning of biological molecules, page 39 Module 3.3, Cells make large molecules from a limited set of small molecules, page 40 Module 3.4, Monosaccharides are the simplest carbohydrates, page 41 Module 3.5, Two monosaccharides are linked to form a disaccharide, page 42 Module 3.7, Polysaccharides are long chains of sugar units, page 43 Module 3.8, Fats are lipids that are mostly energy-storage molecules, page 44 Module 3.10, Phospholipids and steroids are important lipids with a variety of functions, page 46 Module 3.12, Proteins have a wide range of functions and structures, page 47 Module 3.13 Proteins are made from amino acids linked by peptide bonds, page 48 Module 3.14, A protein s functional shape results from four levels of structure, page 49 Module 3.15 The nucleic acids DNA and RNA are information-rich polymers of nucleotides, page 50 8

9 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. Figure 6.3, Summary equation for cellular respiration, page 95; Figure 6.5B, Oxidation of an organic fuel with accompanying reduction of NAD + to NADH, page 96; Figure 6.5C, Electrons releasing energy for ATP synthesis as they fall down an energy staircase from NADH through an electron transport chain to O 2, page 96; Figure 6.6, An overview of cellular respiration, page 97; Figure 6.7C, Details of Glycolysis, page 99; Figure 6.9B, A closer look at the citric acid cycle, page 101; Figure 6.10A, Oxidative phosphorylation, page 102; Figure 6.11, an estimated tally of the ATP produced per molecule of glucose by substratelevel and oxidative phosphorylation in cellular respiration, page 104 Module 6.3, Cellular respiration banks energy in ATP molecules, page 95 Module 6.5, Cells capture energy from electrons falling from organic fuels to oxygen, page 96 Module 6.6, Overview: Cellular respiration occurs in three main stages, page 97 Module 6.7, Glycolysis harvests chemical energy by oxidizing glucose to pyruvate, pages Module 6.8, After pyruvate is oxidized, the citric acid cycle completes the energy-yielding oxidation of organic molecules, pages Module 6.9, Most ATP production occurs by oxidative phosphorylation, page 102 Module 6.11, Review: Each molecule of glucose yields many molecules of ATP, Page 104 9

10 HS-LS2 Ecosystems: Interactions, Energy, and Dynamics HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales. Module 36.3 question, page 729; Figure 36.3 Three Types of survivorship curves, page 729; Figure 36.4A, Exponential growth of rabbits, page 730 Module 36.4 question, page 731; Figure 36.4B, Growth of population of fur seals, page 731; Figure 36.4C, Logistic growth and exponential growth compared, page 731; Figure 36.5A, Declining reproductive, Figure 36.5B, Increasing mortality, Figure 36.5C, Weather change as a densityindependent factor, page 732; Figure 36.6, Population cycles of the snowshoe hare and the lynx, page 733 Module 36.1, Population ecology is the study of how and why populations change, page 728 Module Density and dispersion patterns are important population variables, pages Module 36.3, Life tables track survivorship in populations, page 729 Module 36.4, Idealized models predict patterns of population growth, pages Module 36.5, Multiple factors may limit population growth, pages Module 36.6, Some populations have boom-orbust cycles, page 733 Module 36.7, Evolution shapes life histories, pages Module 36.8, Principles of population ecology have practical applications, page 735 Module 36.9, The human population continues to increase, but the growth rate is slowing, pages Module 36.11, An ecological footprint is a measure of resource consumption, pages

11 HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. Chapter 13 Review question 15, page 279; Figure 36.4A, Exponential growth of rabbits, page 730; Figure 36.4B, Growth of population of fur seals, page 731; Figure 36.4C, Logistic growth and exponential growth compared, page 731 Module 36.4 question, page 731; Figure 36.5A, Declining reproductive, Figure 36.5B, Increasing mortality, Figure 36.5C, Weather change as a densityindependent factor, page 732; Figure 36.6, Population cycles of the snowshoe hare and the lynx, page 733 Module 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pages Module 13.9, Evolution occurs within populations, page 269 Module 13.10, The Hardy-Weinberg equation can test whether a population is evolving, pages Module Natural selection, genetic drift, and gene flow can cause microevolution, pages Module 13.13, Natural selection is the only mechanism that consistently leads to adaptive evolution, page 273 Module 13.14, Natural selection can alter variation in a population in three ways, pages 274 Module Adaptive radiations have increased the diversity of life, pages 308 Module 36.1, Population ecology is the study of how and why populations change, page 728 Module Density and dispersion patterns are important population variables, pages Module 36.3, Life tables track survivorship in populations, page

12 (Continued) HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. 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. (Continued) Module 36.4, Idealized models predict patterns of population growth, pages Module 36.5, Multiple factors may limit population growth, pages Module 36.6, Some populations have boom-orbust cycles, page 731 Module 36.7, Evolution shapes life histories, pages Module 37.14, Ecosystem ecology emphasizes energy flow and chemical cycling, pages 754 Module 37.15, Primary production sets the energy budget for ecosystems, page Module 37.16, Energy supply limits the length of food chains, page 755 Module 37.17, An energy pyramid explains the ecological cost of meat, page 756 Module 37.18, Chemicals are cycled between organic matter and abiotic reservoirs, pages Module 37.19, The carbon cycle depends on photosynthesis and respiration, page 757 Module 37.20, The phosphorus cycle depends on the weathering of rock, page 758 Module 37.21, The nitrogen cycle depends on bacteria, pages

13 HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. Chapter 37 Review question 14, page 763 Module 37.14, Ecosystem ecology emphasizes energy flow and chemical cycling, pages 754 Module 37.15, Primary production sets the energy budget for ecosystems, page Module 37.16, Energy supply limits the length of food chains, page 755 Module 37.17, An energy pyramid explains the ecological cost of meat, page 756 Module 37.18, Chemicals are cycled between organic matter and abiotic reservoirs, pages Module 37.19, The carbon cycle depends on photosynthesis and respiration, page 757 Module 37.20, The phosphorus cycle depends on the weathering of rock, page 758 Module 37.21, The nitrogen cycle depends on bacteria, pages Figure 37.19, Try This, page 757 Figure 38.4B, Try This, page 771 Module 37.19, The carbon cycle depends on photosynthesis and respiration, page

14 HS-LS2-6. Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem Module 37.2 question, page 744 Module 37.3 question, page 745 Module 37.7 question, page 747 Module question, page 753 Module 37.2, Interspecific interactions are fundamental to community structure, page 744 Module 37.3, Competition may occur when a shared resource is limited, page 745 Module 37.4, Mutualism benefits both partners, page 745 Module 37.5, Predation leads to diverse adaptations in prey species, page 746 Module 37.6, Herbivory leads to diverse adaptations in plants, page 746 Module 37.7, Parasites and pathogens can affect community composition, pages 747 Module 36.8, Trophic structure is a key factor in community dynamics, page 748 Module 37.9, Food chains interconnect, forming food webs, page 749 Module 37.10, Species diversity include species richness and relative abundance, page 750 Module 37.11, Some species have a disproportionate impact of diversity, page 751 Module 37.12, Disturbance is a prominent feature of most communities, page 752 Module 37.13, Invasive species can devastate communities, page

15 HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.* Module 37.22, A rapid inflow of nutrients degrades aquatic ecosystems, page 760 Module 37.23, Ecosystem services are essential to human well-being, page 761 Module 38.1, Loss of biodiversity included the loss of ecosystems, species, and genes, pages Module 38.2, Habitat loss, invasive species, overharvesting, pollution, and climate change are major threats to biodiversity, pages Module 38.3, Rapid warming is changing the global climate, page 770 Module 38.4, Human activities are responsible for rising concentrations of greenhouse gases, page 771 Module 38.5, Climate change affects biomes, ecosystems, communities, and populations, pages Module 38.6, Climate change is an agent of natural selection, page 773 Module 38.7, Protecting endangered populations is one goal of conservation biology, page 774 Module 38.8, Sustaining ecosystems and landscapes is a conservation priority, page 775 Module 38.9, Establishing protected areas slows the loss of biodiversity, page 776 Module 38.10, Zoned reserves are an attempt to reverse ecosystem disruption, page 777 Module 38.11, The Yellowstone to Yukon Conservation Initiative seeks to preserve biodiversity by connecting protected areas, pages Module The study of how to restore degraded habitats is a developing science, pages Module 38.13, Sustainable development is an ultimate goal, page

16 HS-LS2-8. Evaluate the evidence for the role of group behavior on individual and species chances to survive and reproduce. Module question, page 720 Module question, page 721; Chapter 35 Review question 10, page 725 Module 35.17, Sociobiology places social behavior in an evolutionary context, page 719 Module 35.18, Territorial behavior parcels out spaced and resources, page 719 Module 35.19, Agnostic behavior often resolves confrontations between competitors, page 720 Module 35.20, Dominance hierarchies are maintained by agonistic behavior, page 720 Module Altruistic acts can often be explained by the concept of inclusive fitness, page 721 Module 35.22, Jane Goodall revolutionized our understanding of chimpanzee behavior, page

17 HS-LS3 Heredity: Inheritance and Variation of Traits HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring. Module 9.16, Chromosome behavior accounts for Mendel s laws, pages Module 9.17, Genes on the same chromosome tend to be inherited together, page 716 Module 9.18, Crossing over produces new combinations of alleles, pages Module 9.20, Chromosomes determine sex in many species, pages Module 9.21, Sex-linked genes exhibit a unique pattern of inheritance, page 120 Module 9.22, Human sex-linked disorders affect mostly males, page 121 Module 10.6, Genes control phenotypic traits through the expression of proteins, page 194 Module 10.7, Genetic information written in codons is translated into amino acid sequences, page 195 Module 10.16, Mutations can affect genes, page

18 HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors. Supporting content: Module 8.15, Independent orientation of chromosomes in meiosis and random fertilization lead to varied offspring, page 145 Module 8.16, Homologous chromosomes may carry different versions of genes, page 146 Module 8.17, Crossing over further increased genetic variability, pages 147 Module 8.22, New species can arise from errors in cell division, page 151 Module 9.15, The environment affects many characters, page 174 Module 10.16, Mutations can affect genes, page 203 Module 11.2, Chromosome structure and chemical modification can affect gene expression, pages Module 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pages

19 HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. Module 9.3 question, page 161 Module 9.5 question, page 163 Module 9.7 question, page 160 Module 9.8 question, page 165 Module 9.9 question, page 167 Module 9.11 question, page 171 Module 9.12 question, page 171 Module 9.14 question, page 173 Module 9.17 question, page 177 Module 9.21 question, page 180 Module 9.22 question, page 181 Module 9.3, Mendel s law of segregation describes the inheritance of a single character, pages Module 9.5, The law of independent assortment is revealed by tracking two characters at once, pages Module 9.6, Geneticists can use a testcross to determine unknown genotypes, page 163 Module 9.7, Mendel s laws reflect the rules of probability, page 164 Module 9.8, Genetic traits in humans can be tracked through family pedigrees, page 165 Module 9.9, Many inherited traits in humans are controlled by a single gene, pages Module 9.11, Incomplete dominance results in intermediate phenotypes, pages Module 9.12, Many genes have more than two alleles in the population, page 171 Module 9.13, A single gene may affect many phenotypic characters, page 172 Module 9.14, A single character may be influenced by many genes, page 173 Module 9.16, Chromosome behavior accounts for Mendel s laws, pages Module 9.17, Genes on the same chromosome tend to be inherited together, page 176 Module 9.18, Crossing over produces new combinations of alleles, pages

20 (Continued) HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. (Continued) Module 9.20, Chromosomes determine sex in many species, pages Module 9.21, Sex-linked genes exhibit a unique pattern of inheritance, page 180 Module 9.22 Human sex-linked disorders affect mostly males, page 181 HS-LS4 Biological Evolution: Unity and Diversity HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Module 13.4 question, page 265 Module 15.7 question, page 305 Module question, page 313 Module question, page 317 Chapter 15 review question 17, page 320 Module 1.9, Theme: Evolution is the core theme of biology, pages Module 12.21, Genomes hold the clues to human evolution, pages 254 Module 13.2, The study of fossils provides strong evidence for evolution, page 262 Module 13.3, Fossils of transitional forms support Darwin s theory of evolution, page 263 Module 13.4, Homologies proved strong evidence for evolution, pages Module 13.5, Homologies indicate patterns of descent that can be shown on an evolutionary tree, page 265 Module 13.7, Scientists can observe natural selection in action, page 267 Module 13.9, Evolution occurs within populations, page 269 Module 13.10, The Hardy-Weinberg equation can test whether a population is evolving, pages Module 15.6, The fossil record documents the history of life, pages, Module 15.7, Continental drift has played a major role in macroevolution, pages Module 15.10, Adaptive radiations have increased the diversity of life, page

21 (Continued) HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment. (Continued) Module 15.15, Phylogenies based on homologies reflect evolutionary history, pages 313 Module 15.17, An organism s evolutionary history is documented in its genome, pages Module 13.7 question, page 267 Module question, page 273 Module 13.6, Darwin proposed natural selection as the mechanism of evolution, page Module 13.7, Scientists can observe natural selection in action, page 267 Module 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pages Module 13.9, Evolution occurs within populations, page 269 Module 13.12, Natural selection, genetic drift, and gene flow can cause microevolution, pages Module 13.13, Natural selection is the only mechanism that consistently leads to adaptive evolution, page 273 Module 36.7, Evolution shapes life histories, pages

22 HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait. Figure 13.7, Try This, page 267; Figure 36.7, Try This, page 734 Module question, page 271 Module 13.7, Scientists can observe natural selection inaction, page 267 Module 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pages Module 13.9, Evolution occurs within populations, page 269 Module 13.10, The Hardy-Weinberg equation can test whether a population is evolving, page Module 13.11, The Hardy-Weinberg equation is useful in public health science, page 271 Module 36.7, Evolution shapes life histories, pages Module 37.2, Interspecific interactions are fundamental to community structure, page 744 Module 37.3, Competition may occur when a shared resource is limited, page 745 Module 37.5, Predation leads to diverse adaptations in prey species, page 746 Module 37.6, Herbivory leads to diverse adaptations in plants, page 746 Module 37.7, Parasites and pathogens can affect community composition, pages

23 HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations. Module question, page 273 Module question, page 273 Module 13.12, Natural selection, genetic drift, and gene flow can cause microevolution, pages Module 13.13, Natural selection is the only mechanism that consistently leads to adaptive evolution, page 273 Module 13.14, Natural selection can alter variation in a population in three ways, pages 274 Module 13.15, Sexual selection may lead to phenotypic differences between males and females, page 275 Module 13.16, The evolution of drug-resistant microorganisms is a serious public health concern, page 276 Module 13.17, Diploidy and balancing selection preserve genetic variation, pages Module 13.18, Natural selection cannot fashion perfect organisms, page

24 HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species. Module 14.4 question, page 286 Module 14.5 question, page 287 Module 14.7 question, page 289 Module 14.8 question, page 290; Chapter 14 review question 18, page 295 Module question, page 308 Module 36.5 question, page 733 Module question, page 751 Module question, page 752 Module 14.4, In allopatric speciation, geographic isolation leads to speciation, page 286 Module 14.5, Reproductive barriers can evolve as populations diverge, 287 Module 14.8, Isolated islands are often showcases for speciation, page 290 Module 14.9, Long-term field studies document evolution in Darwin s finches, page 291 Module 15.9, Five mass extinctions have altered the course of evolution, pages Module 15.10, Adaptive radiations have increased the diversity of life, page 308 Module 36.4, Idealized models predict patterns of population growth, pages Module 36.5, Multiple factors may limit population growth, pages Module 36.6, Some populations have boomand-bust cycles, page 733 Module 36.7, Evolution shapes life histories, pages Module 37.10, Species diversity include relative abundance and species richness, page 750 Module 37.11, Some species have a disproportionate impact of diversity, page 751 Module 37.12, Disturbance is a prominent feature of most communities, page 752 Module 37.13, Invasive species can devastate communities, page 753 Module 38.6, Climate change is an agent of natural selection, page

25 HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.* Module 37.22, A rapid inflow of nutrients degrades aquatic ecosystems, page 760 Module 37.23, Ecosystem services are essential to human well-being, page 761 Module 38.1, Loss of biodiversity included the loss of ecosystems, species, and genes, pages Module 38.2, Habitat loss, invasive species, overharvesting, pollution, and climate change are major threats to biodiversity, pages Module 38.3, Rapid warming is changing the global climate, page 770 Module 38.4, Human activities are responsible for rising concentrations of greenhouse gases, page 771 Module 38.5, Climate change affects biomes, ecosystems, communities, and populations, pages Module 38.6, Climate change is an agent of natural selection, page 773 Module 38.7, Protecting endangered populations is one goal of conservation biology, page 774 Module 38.8, Sustaining ecosystems and landscapes is a conservation priority, page 775 Module 38.9, Establishing protected areas slows the loss of biodiversity, page 776 Module 38.10, Zoned reserves are an attempt to reverse ecosystem disruption, page 777 Module 38.11, The Yellowstone to Yukon Conservation Initiative seeks to preserve biodiversity by connecting protected areas, pages Module 38.12, The study of how to restore degraded habitats is a developing science, pages Module 38.13, Sustainable development is an ultimate goal, page

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