A Correlation of To the Science Biology
A Correlation of, 2014 to the, Table of Contents From Molecules to Organisms: Structures and Processes... 3 Ecosystems: Interactions, Energy, and Dynamics... 4 Heredity: Inheritance and Variation of Traits... 5 Unity and Diversity... 6 2
A Correlation of, 2014 to the, BIOLOGY From Molecules to Organisms: Structures and Processes 1. Use models to compare and contrast how the structural characteristics of carbohydrates, nucleic acids, proteins, and lipids define their function in organisms. SE/TE: 46-49, 49 (Section Assessment #2, 3), 56-57 (Chapter Assessment #18, 21, 22) TE: 46 (Connect to Chemistry), 48 (Use Models) Lab Manual A: Making Models of Macromolecules, 213-218 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. SE/TE: 193 (Quick Lab), 193-205, 203 (Quick Lab), 205 (Section Assessment #1-6), 206-207, 216 (Analyzing Data), 230-234, 234 (Quick Lab), 244 (Chapter Assessment #14), 251-253, 264-265, 424-425, 556-557, 933 SE/TE: 344-345, 350-352, 352 (Quick Lab), 353, 362-365, 365 (Section Assessment #2), 366, 367 (Quick Lab), 367-371, 371 (Section Assessment #2) Lab Manual A: From DNA to Protein Synthesis, 77-80 a. Obtain and evaluate experiments of major scientists and communicate their contributions to the development of the structure of DNA and to the 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 to the understanding as to how a genetic change at the DNA level may affect proteins, and in turn, influence the appearance of traits. SE/TE: 338-341, 343 (Section Assessment #1, 2, 3, 4), 345-348, 348 (Section Assessment #2, 3) TE: 370 (How Science Works) SE/TE: 403-409, 405 (Quick Lab), 409 (Section Assessment #1, 2), 413-414 (Chapter Assessment #18-26), 421-427, 425 (Quick Lab), 427 (Section Assessment #1-4), 428-434, 434 (Section Assessment #1, 2), TE: 406 (Use Models) 3
A Correlation of, 2014 to the, c. Obtain information to identify errors that occur during DNA replication (e.g., deletion, insertion, translocation, substitution, inversion, frame-shift, point mutations). 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. SE/TE: 372-374, 374 (Quick Lab), 376 (Section Assessment #1, 3) SE/TE: 279-285, 283 (Quick Lab), 284 (Section Assessment #2-4), 286-290, 290 (Section Assessment #1-3) TE: 280 (How Science Works) SE/TE: 208-213, 214-217, 217 (Section Assessment #1, 2), 222 (Chapter Assessment #33), 827-830, 830 (Section Assessment #1), 865-867, 866 (Quick Lab), 867 (Section Assessment #2), 886, 967, 969 (Section Assessment #3), 984-987 (Figure 34-7), 986 (Figure 34-10), 987 (Section Assessment #2), 1004 (Chapter Assessment #9-11) SE/TE: 40-41, 686 (Quick Lab), 687 (Section Assessment #3) SE/TE:, 230-241, 234 (Quick Lab), 234 Lesson Assessment #3), 240 (Analyzing Data), 4246 (Chapter Assessment #10, 12, 29-32, 36, 37), 250-260, 253 (Section Assessment #3), 260 (Section Assessment 1-4), 268 (Chapter Assessment #7, 11) Lab Manual A: 233-237, Photosynthesis and Cellular Respiration a. Plan and carry out investigations to explain the interactions among pigments, absorption of light, and reflection of light. SE/TE: 234 (Quick Lab) Lab Manual A: Plant Pigments and Photosynthesis, 49-54 Ecosystems: Interactions, Energy, and Dynamics 4
A Correlation of, 2014 to the, 7. Develop and use models to illustrate examples of ecological hierarchy levels, 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. SE/TE: 64-65 (Figure 3-1), 68 (Section Assessment #1), 90-93 (Chapter Assessment #3, 4, 30) SE/TE: 69-71, 72 (Quick Lab), 73-78, 78 (Section Assessment #1-3), 79-86, 86 (Section Assessment #1-5), 91-92 (Chapter Assessment #18, 19, 26, 31, 32) TE: 76 (How Science Works), 77 (Analyzing Data) Lab Manual A: The Effect of Fertilizer on Algae, 25-28; Photosynthesis and Cellular Respiration 233-237 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/TE: 132-135, 135 (Analyzing Data), 135 (Section Assessment #2-4), 148 (Chapter Assessment #4-8) Lab Manual A: The Growth of Cycle of Yeast, 35-38 SE/TE: 106-109, 108 (Quick Lab), 137-141, 141 (Section Assessment #1, 2, 3), 146, 148-149 (Chapter Assessment #11-17, 19, 20, 21, 28) 149 (Solve the Chapter Mystery) Heredity: Inheritance and Variation of Traits 11. Analyze and interpret data collected SE/TE: 311 (Quick Lab), 313-317, 315 from probability calculations to explain the (Quick Lab), 319-321, 320 (Analyzing variation of expressed traits within a Data), 334 (Chapter Assessment #26-28, population. 32, 33) TE: 314 (Connect To Math), 317 (Quick Facts) 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. SE/TE: 313-318, 315 (Quick Lab), 318 (Section Assessment #1, 2, 4), 321 (Section Assessment #3) TE: 314 (Connect To Math) Lab Manual A: Independent Assortment and Gene Linkage, 243-248 5
A Correlation of, 2014 to the, b. Develop and use models to demonstrate codominance, incomplete dominance, and Mendel s laws of segregation and independent assortment. 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). SE/TE: 313-319, 318 (Section Assessment #2), 321 (Section Assessment #1, 3) SE/TE: 394-400, 395 (Quick Lab), 397 (Section Assessment #4), 400 (Analyzing Data), 401 (Section Assessment #1, 2), 413 (Chapter Assessment #15), 414 (Chapter Assessment #31-33) SE/TE: 324-325, 392-395, 401 (Figure 14-9) SE/TE: 401, 401 (Section Assessment #3), 414 (Chapter Assessment #30) SE/TE: 510-528, 513 (Quick Lab), 515 (Section Assessment #1-3), 520 (Quick Lab), 522 (Section Assessment #1-4), 528 (Section Assessment #1-3), 530 (Design Your Own Lab), 533-535 (Chapter Assessment #1-41), 533 (Solve the Chapter Mystery) 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/TE: 574 SE/TE: 457-458, 457 (Quick Lab), 461-464, 464 (Section Assessment #1-3), 472-473, 473 (Section Assessment #5), 477 (Chapter Mystery), 478 (Chapter Assessment #38), 488-492, 491 (Analyzing Data) 6
A Correlation of, 2014 to the, 15. 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/TE: 131-135, 137-140, 138 (Quick Lab), 150 (Chapter Assessment #34, 35), 484-486 SE/TE: 451-453, 453 (Section Assessment #2), 464-473, 470 (Analyzing Data), 473 (Section Assessment #1-5), 477 (Chapter Assessment # 25-29, 35, 36), 516-520, 521-522, 522 (Section Assessment #4) 7