Prentice Hall Biology 2004 (Miller/Levine) Correlated to: Delaware Science Performance Indicators, Level Two (Grade 10)

Transcription

1 Prentice Hall Biology 2004 (Miller/Levine) Delaware Science Performance Indicators, Level Two (Grade 10) LEVEL TWO: (GRADE 10) Chemical Reactions Chemical reactions involve the breaking and or forming of chemical bonds causing atoms to become rearranged into new substances that have different properties from the original material. During a chemical reaction, energy is either absorbed or released when chemical bonds are formed or broken Conduct experimental observations and cite evidence (e.g., formation of a precipitate, evolution of gas, change of color, release/absorption of energy in the form of heat, light, or sound) as to whether or not a chemical reaction has occurred. Standard(s) 2.21, 2.22, Analyze chemical equations for a variety of common types of reactions (e.g., synthesis, decomposition, replacement and combustion) and identify the reactants and products in the equation. Standard(s) 2.21, Identify the number of atoms on each side of a chemical equation to determine if the equation is balanced. Recognize that balanced chemical equations illustrate that the mass of the products is equal to the mass of the reactants. (Conservation of matter). Standard(s) 2.21, Investigate factors (e.g., presence of a catalyst, temperature, concentration) that influence the rate at which reactions occur. Construct simple diagrams to demonstrate and to explain that activation energy is required for the reaction to reach the transition state (the point at which the system has the highest potential energy) and that there is an energy difference between reactants and products. Standard(s) 2.22 SE: 34, 42, 54-55, 81, 206, 215, 231, TE: 34, 42, 49, 54-55, 81, 206, 215, 231, TR: Laboratory Manual A: Chapter 2 Lab; Chapter 9 Lab; Laboratory Manual B: Chapter 2 Lab; Chapter 6 Lab; Chapter 19 Lab; Chapter 21 Lab; Chapter 38 Lab SE: 42, 49, 50, 51, 203, 222, 224, 225, 232 TE: 42, 49, 50, 51, 203, 222, 224, 225, 232 TR: Laboratory Manual A: Chapter 8 Lab SE: 42, 49, 50, 51, 203, 222, 224, 225, 232 TE: 42, 49, 50, 51, 203, 222, 224, 225, 232 TR: Laboratory Manual A: Chapter 8 Lab SE: 34, 42, 49, 50, 51, 54-55, 81, 206, 215, 222, 224, 225, 231, 232, TE: 34, 42, 49, 50, 51, 54-55, 81, 206, 215, 222, 224, 225, 231, 232, TR: Laboratory Manual A: Chapter 2 Lab; Chapter 8 Lab; Chapter 9 Lab; Laboratory Manual B: Chapter 2 Lab; Chapter 6 Lab; Chapter 19 Lab; Chapter 21 Lab; Chapter 38 Lab - 1 -

2 10.05 Analyze reaction diagrams for some common chemical reactions to compare the amount of heat energy absorbed by the reaction to the amount of heat energy released. Explain using the diagrams that if the products of the reactions are at a higher energy level than the reactants, then the reaction has absorbed heat energy (endothermic), but if the products of the reaction are at a lower energy level than the reactants, then heat energy has been released (exothermic). Standard(s) 2.22, Recognize that in general, synthesis reactions require energy while decomposition reactions usually release energy. Standard(s) 3.15 SE: 34, 42, 49, 50, 51, 54-55, 81, 206, 215, 222, 224, 225, 231, 232, TE: 34, 42, 49, 50, 51, 54-55, 81, 206, 215, 222, 224, 225, 231, 232, TR: Laboratory Manual A: Chapter 2 Lab; Chapter 8 Lab; Chapter 9 Lab; Laboratory Manual B: Chapter 2 Lab; Chapter 6 Lab; Chapter 19 Lab; Chapter 21 Lab; Chapter 38 Lab SE: 34, 42, 49, 50, 51, 54-55, 81, 206, 215, 222, 224, 225, 231, 232, TE: 34, 42, 49, 50, 51, 54-55, 81, 206, 215, 222, 224, 225, 231, 232, TR: Laboratory Manual A: Chapter 2 Lab; Chapter 8 Lab; Chapter 9 Lab; Laboratory Manual B: Chapter 2 Lab; Chapter 6 Lab; Chapter 19 Lab; Chapter 21 Lab; Chapter 38 Lab Chemical Reactions and Energy Transfer in Life Processes The energy organisms need to perform essential life processes, initially comes from the sun. Plants are able to absorb light energy and convert it into chemical energy which is stored in sugars produced by the plants. As other organisms metabolize these sugars, some of the energy escapes as heat Use data obtained from investigations to explain the processes used by autotrophs to capture light energy and produce molecules such as simple sugars and starch. Measure the rate of photosynthesis and recognize that photosynthesis is an endothermic reaction in which sunlight is continually needed if carbohydrates are to be synthesized. Standard(s) 3.15, 3.31, 6.22, Identify the reactants and the products in an equation that represent photosynthesis. Explain how the equation demonstrates the Law of Conservation of Matter. Standard(s) 6.22, SE: 201, 202, 203, , , 215 TE: 210 TR: Core Teaching Resources: Section Review 8-1, 8-2, 8-3; Lesson Plan: Section 8-1, 8-2, 8-3; Guided Reading and Study Workbook: Section 8-1, 8-2, 8-3; Laboratory Manual A: Chapter 8 Lab; Laboratory Manual B: Chapter 8 Lab; Biotechnology Manual: Lab, 17 Issue 4 TECH: itext: Section 8-1, 8-2, 8-3; Presentation Assistant Plus: Interest Grabber 8-1, 8-2, 8-3; Section Outline 8-1, 8-2, 8-3; ABC Videotape Library: 8, 9, 10, 11; Lab Simulations CD- ROM; Photosynthesis; Computer Test Bank; SE: 201, 202, 203, , , 215 TE: 210 TR: Core Teaching Resources: Section Review 8-1, 8-2, 8-3; Lesson Plan: Section 8-1, 8-2, 8-3; Guided Reading and Study Workbook: Section 8-1, 8-2, 8-3; Laboratory Manual A: Chapter 8 Lab - 2 -

3 (Continued) Identify the reactants and the products in an equation that represent photosynthesis. Explain how the equation demonstrates the Law of Conservation of Matter. Standard(s) 6.22, Calculate the relative amount of chemical potential energy stored in chemical bonds of a variety of foods. Recognize that all matter does not contain the same amount of energy. Standard(s) 3.15, Explain that as organisms break down the high energy compounds in foods, some of the energy escapes as heat. Construct diagrams to illustrate this point. Standard(s) Analyze a variety of graphs or pyramids (e.g., pyramids of numbers, pyramid of biomass, pyramid of energy) that represent energy flow in food chains and food webs. Explain why in general, fewer organisms can be supported at each trophic level of the pyramid and why sunlight needs to be continually fed into the system. Standard(s) 8.11, 8.13 (Continued) TR: Laboratory Manual B: Chapter 8 Lab; Biotechnology Manual: Lab, 17 Issue 4 TECH: itext: Section 8-1, 8-2, 8-3; Presentation Assistant Plus: Interest Grabber 8-1, 8-2, 8-3; Section Outline 8-1, 8-2, 8-3; ABC Videotape Library: 8, 9, 10, 11; Lab Simulations CD- ROM; Photosynthesis; Computer Test Bank; SE: 44-48, , , , TE: 45, 224, 226, 972 TR: Core Teaching Resources: Section Review 2-3, 9-1, 9-2, 38-1; Enrichment 9; Real World Lab Chapter 9; Lesson Plan: Section 2-3, 9-1, 9-2, 38-1; Guided Reading and Study Workbook: Section 2-3, 9-1, 9-2, 38-1; Issues and Decision Making: 5, 35, 39, 49; Laboratory Manual A: Chapter 2 Lab; Chapter 9 Lab; Laboratory Manual B: Chapter 2 Lab; Chapter 9 Lab; TECH: itext: Section 2-3, 9-1, 9-2, 38-1; Presentation Assistant Plus: Interest Grabber 2-3, 9-1, 9-2, 38-1; Section Outline 2-3, 9-1, 9-2, 38-1; Figure: 2-11, 2-13, 2-16, 2-17, 9-2, 9-3, 9-4, 9-6, 9-7, 38-6, 38-7, 38-8; ABC Videotape Library: 12, 13, 14, 15; Lab Simulations CD- ROM: Properties of Biomolecules, Cell Respiration ; Computer Test Bank; SE: TE: 67, 71 TR: Core Teaching Resources: Section Review 3-2; Lesson Plan: Section 3-2; Guided Reading and Study Workbook: Section 3-2 TECH: itext: Section 3-2; Presentation Assistant Plus: Interest Grabber 3-2; Section Outline 3-2; Figure: 3-8; Computer Test Bank; SE: TE: 67, 71 TR: Core Teaching Resources: Section Review 3-2; Lesson Plan: Section 3-2; Guided Reading and Study Workbook: Section 3-2 TECH: itext: Section 3-2; Presentation Assistant Plus: Interest Grabber 3-2; Section Outline 3-2; Figure: 3-8; Computer Test Bank; - 3 -

4 10.12 Investigate where humans position themselves on the food chain. Describe individual and global benefits that could be realized from humans eating at a lower trophic level. Standard(s) 3.31, 8.11, Investigate how seasonal variations in solar energy in an ecosystem affects the biomass of producers. Relate this variation to the total number of consumers the system supports and identify ways in which ecosystems reduce energy demands during times of decreased solar energy input (e.g., leaves falling, estivation, migration). Standard(s) 4.14, 8.11, Investigate the effect of human induced changes on the population size and the diversity of organisms found in an ecosystem. Explain the effect of the changes on the amount of energy available at each trophic level of the ecosystem. Standard(s) 8.13, 8.31, 8.32, 8.33 SE: TE: 67, 71 TR: Core Teaching Resources: Section Review 3-2; Lesson Plan: Section 3-2; Guided Reading and Study Workbook: Section 3-2 TECH: itext: Section 3-2; Presentation Assistant Plus: Interest Grabber 3-2; Section Outline 3-2; Figure: 3-8; Computer Test Bank; SE: 67-73, 74-80, 81, 87-89, 90-97, , , , 641 TE: 67, 71, 76, 78, 88, 92, 94, 107, 110, 126 TR: Core Teaching Resources: Section Review 3-2, 3-3; Enrichment: Chapter 3, 4, 5; Exploration: Chapter 3, 4; Lesson Plan: Section 3-2, 3-3, 4-1, 4-2, 4-3, 4-4, 5-2; Guided Reading and Study Workbook: Section 3-2, 3-3, 4-1, 4-2, 4-3, 4-4, 5-2; Issues and Decision Making: 46, 48; Biotechnology Manual: Issue 4, Concept 8; Laboratory Manual A: Chapter 3 Lab; Chapter 4 Lab; Laboratory Manual B: Chapter 3 Lab; Chapter 4 Lab TECH: itext: 3-2, 3-3, 4-1, 4-2, 4-3, 4-4, 5-2; Presentation Assistant Plus: Interest Grabber 3-2, 3-3, 4-1, 4-2, 4-3, 4-4, 5-2; Section Outline 3-2, 3-3, 4-1, 4-2, 4-3, 4-4, 5-2; Figure: 3-8, 3-13, 3-14, 4-2, 4-5, 4-11, 4-17, 5-7; Biodetectives Videotapes: Pfiesteria : A Killer in the Water ; Computer Test Bank; SE: , , , , 161, 700 TE: 148, 151, 155 TR: Core Teaching Resources: Section Review 6-1, 6-2, 6-3, 6-4; Enrichment: 6-2; Exploration: Chapter 6; Lesson Plan: Section 6-1, 6-2, 6-3, 6-4; Guided Reading and Study Workbook: Section 6-1, 6-2, 6-3, 6-4; Issues and Decision Making 1, 3, 21, 22, 23, 25, 26, 27, 29, 30, 31, 32, 34, 35, 50; Laboratory Manual A: Chapter 6 Lab; Laboratory Manual B: Chapter 6 Lab; TECH: itext: Section 6-1, 6-2, 6-3, 6-4; Presentation Assistant Plus: Interest Grabber: 6-1, 6-2, 6-3, 6-4; Section Outline 6-1, 6-2, 6-3, 6-4; Figure: 6-12, 6-16, 6-22; Computer Test Bank; - 4 -

5 Cell Structures and Function Structural variations in cells are related to the different functions they perform. Although there is no one common cell, all cells are organized around a similar plan Use microscopes to observe a variety of cells from each of the kingdoms. Identify similarities and differences among the cells and explain how structural variations determine the function that each of the cells perform. Standard(s) 6.11, Describe the differences in the complexity of cells. Distinguish between cells (prokaryotes) that are relatively simple with no true nucleus from cells (eukaryotes) that have more complex organization with a true nucleus and membrane bound organelles. Standard(s) 6.12, Observe cellular models to identify major organelles. Select several of the cellular organelles and explain how the highly specialized functions of each is directly related to its structure. Standard(s) 6.12, 6.13 SE: , , , , , , , , TE: 169, 172, 175, 178, 181, 472, 473, 475, 477, 497, 498, 500, 505, 506, 507, 511, 512, 517, 518, 527, 529 TR: Core Teaching Resources: Section Review 7-1, 7-2, 19-1, 20-1, 20-2, 20-3, 20-4, 20-5, 21-1; Exploration: Chapter 19; Design an Experiment: Chapter 20; Lesson Plan: Section 7-1, 7-2, 19-1, 20-1, 20-2, 20-3, 20-4, 20-5, 21-1; Guided Reading and Study Workbook: Section 7-1, 7-2, 19-1, 20-1, 20-2, 20-3, 20-4, 20-5, 21-1; Biotechnology Manual: Lab 1, 5; Laboratory Manual A: Chapter 20 Lab; Laboratory Manual B: Chapter 19 Lab; Chapter 20 Lab TECH: itext: Section 7-1, 7-2, 19-1, 20-1, 20-2, 20-3, 20-4, 20-5, 21-1; Presentation Assistant Plus: Interest Grabber 7-1, 7-2, 19-1, 20-1, 20-2, 20-3, 20-4, 20-5, 21-1; Section Outline 7-1, 7-2, 19-1, 20-1, 20-2, 20-3, 20-4, 20-5, 21-1; Figure: 7-6, 7-11, 19-2, 20-4, 20-5, 20-7, 20-17, 20-22, 20-23, 21-2; Computer Test Bank; SE: TE: 169, 172 TR: Core Teaching Resources: Section Review 7-1; Lesson Plan: Section 7-1; Guided Reading and Study Workbook: Section 7-1; TECH: itext: Section 7-1; Presentation Assistant Plus: Interest Grabber 7-1; Section Outline 7-1; Computer Test Bank; SE: TE: 175, 178, 191 TR: Core Teaching Resources: Section Review 7-2; Lesson Plan: Section 7-2; Guided Reading and Study Workbook: Section 7-2; TECH: itext: Section 7-2; Presentation Assistant Plus: Interest Grabber 7-2; Section Outline 7-2; Figure: 7-6, 7-11; Computer Test Bank; - 5 -

6 10.18 Use microscopes to observe the chloroplasts of a plant cell. Recognize that these organelles specialize in the process of photosynthesis. Relate the structure of the chloroplast to the process of photosynthesis. Standard(s) 6.12, 6.21, 6.22 SE: TE: 210 TR: Core Teaching Resources: Section Review 8-3; Design an Experiment: Chapter 8; Lesson Plan: Section 8-3; Guided Reading and Study Workbook: Section 8-3; Biotechnology Manual: Lab 17, Issue 4; TECH: itext: Section 8-3; Presentation Assistant Plus: Interest Grabber 8-3; Section Outline 8-3; Figure: ; Computer Test Bank; The plasma membrane is a selective barrier that regulates what substances enter and leave the cell. Cell surface area to volume ratio affects the rate of diffusion into and out of the cell. Transport mechanisms across the membrane are dependent on membrane structure and concentration gradients Use demonstrations to explain the process of Brownian motion. Describe how the process of diffusion or the movement of molecules from an area of high concentration to an area of low concentration (down the concentration gradient) occurs because of molecular collisions. Standard(s) Recognize that the movement of water into and out of living cells is vital to life processes and that the diffusion of water through a semi-permeable membrane is referred to as osmosis. Standard(s) 6.13 SE: , TE: 184, 185, 186, 189 TR: Core Teaching Resources: Section: 7-3; Real World Lab: Chapter 7; Lesson Plan: Section 7-3; Guided Reading and Study Workbook: Section 7-3; Laboratory Manual A: Chapter 7 Lab TECH: itext: Section 7-3; Presentation Assistant Plus: Interest Grabber 7-3; Section Outline 7-3; Figure: 7-12, 7-15, 7-19; ABC Videotape Library: 5, 6, 7; Lab Simulations CD-ROM; Biomembranes 1: Membrane Structure and Transport ; Computer Test Bank; SE: , TE: 184, 185, 186, 189 TR: Core Teaching Resources: Section: 7-3; Real World Lab: Chapter 7; Lesson Plan: Section 7-3; Guided Reading and Study Workbook: Section 7-3; Laboratory Manual A: Chapter 7 Lab TECH: itext: Section 7-3; Presentation Assistant Plus: Interest Grabber 7-3; Section Outline 7-3; Figure: 7-12, 7-15, 7-19; ABC Videotape Library: 5, 6, 7; Lab Simulations CD-ROM; Biomembranes 1: Membrane Structure and Transport ; Computer Test Bank; - 6 -

7 10.21 Distinguish between active and passive transport. Recognize that active transport requires energy in order to move molecules from an area of low concentration to an area of high concentration (against the concentration gradient). Standard(s) Use fluid mosaic models of the plasma membrane to explain how its structure regulates the movement of materials across the membrane. Standard(s) Design a controlled experiment to investigate the capacity of the cell membrane to regulate what enters and leaves the cell. Expose cells (e.g., chicken egg, plant cells) to solutions of different concentrations and explain the relationship between the solutions and the internal environment of the cell (hypotonic, isotonic, hypertonic). Relate the results of the investigation to every day examples of this phenomenon (e.g., food preservation using salt and sugar, dehydration from drinking seawater, rehydration of produce on grocery shelves by spraying with water). Standard(s) 6.13 SE: , TE: 184, 185, 186, 189 TR: Core Teaching Resources: Section: 7-3; Real World Lab: Chapter 7; Lesson Plan: Section 7-3; Guided Reading and Study Workbook: Section 7-3; Laboratory Manual A: Chapter 7 Lab TECH: itext: Section 7-3; Presentation Assistant Plus: Interest Grabber 7-3; Section Outline 7-3; Figure: 7-12, 7-15, 7-19; ABC Videotape Library: 5, 6, 7; Lab Simulations CD-ROM; Biomembranes 1: Membrane Structure and Transport ; Computer Test Bank; SE: , TE: 184, 185, 186, 189 TR: Core Teaching Resources: Section: 7-3; Real World Lab: Chapter 7; Lesson Plan: Section 7-3; Guided Reading and Study Workbook: Section 7-3; Laboratory Manual A: Chapter 7 Lab TECH: itext: Section 7-3; Presentation Assistant Plus: Interest Grabber 7-3; Section Outline 7-3; Figure: 7-12, 7-15, 7-19; ABC Videotape Library: 5, 6, 7; Lab Simulations CD-ROM; Biomembranes 1: Membrane Structure and Transport ; Computer Test Bank; SE: , TE: 184, 185, 186, 189 TR: Core Teaching Resources: Section: 7-3; Real World Lab: Chapter 7; Lesson Plan: Section 7-3; Guided Reading and Study Workbook: Section 7-3; Laboratory Manual A: Chapter 7 Lab TECH: itext: Section 7-3; Presentation Assistant Plus: Interest Grabber 7-3; Section Outline 7-3; Figure: 7-12, 7-15, 7-19; ABC Videotape Library: 5, 6, 7; Lab Simulations CD-ROM; Biomembranes 1: Membrane Structure and Transport ; Computer Test Bank; - 7 -

8 10.24 Construct cell models (e.g., phenolphthalein-agar cubes, potato-iodine cubes) to investigate the relationship among cell size, surface area to volume ratio and the rates of diffusion into and out of the cell. Speculate why large organisms have developed from many cells rather than one large cell. Standard(s) 6.13 SE: , , TE: 184, 185, 186, 189, 241 TR: Core Teaching Resources: Section: 7-3; Real World Lab: Chapter 7; Lesson Plan: Section 7-3; Guided Reading and Study Workbook: Section 7-3; Laboratory Manual A: Chapter 7 Lab TECH: itext: Section 7-3; Presentation Assistant Plus: Interest Grabber 7-3; Section Outline 7-3; Figure: 7-12, 7-15, 7-19; ABC Videotape Library: 5, 6, 7; Lab Simulations CD-ROM; Biomembranes 1: Membrane Structure and Transport ; Computer Test Bank; Biochemistry Photosynthesis and cellular respiration are complimentary processes to the flow of energy and the cycling of matter in ecosystems. All organisms including plants use the process of cellular respiration to transform high energy food molecules produced during photosynthesis into energy for conducting life processes Manipulate molecular models to demonstrate that carbon is neither a strong electron acceptor nor a strong electron donor and is thus able to form covalent bonds with many elements. Use the molecular models to explain how carbon atoms uniquely bond to one another to form a large variety of molecules including those necessary for life. Standard(s) 2.13, Use molecular models or visual representations to explain why complex carbohydrates are polymers. Describe the process by which water is removed from sugar molecules (dehydration synthesis) to form carbohydrates and is added to break them down (hydrolysis). Standard(s) 2.14, 2.25 SE: TE: 45 TR: Core Teaching Resources: Section Review 2-3; Lesson Plan: Section 2-3; Guided Reading and Study Workbook: Section 2-3; Laboratory Manual A: Chapter 2 Lab; Laboratory Manual B: Chapter 2 Lab; TECH: itext: Section 2-3; Presentation Assistant Plus: Interest Grabber 2-3; Section Outline2-3; Figure 2-11, 2-13, 2-17; Lab Simulations CD-ROM: Properties of Biomolecules ; Computer Test Bank; SE: TE: 45 TR: Core Teaching Resources: Section Review: 2-3; Lesson Plan: Section 2-3; Guided Reading and Study Workbook: Section 2-3; Laboratory Manual A: Chapter 2 Lab; Laboratory Manual B: Chapter 2 Lab; TECH: itext: Section 2-3; Presentation Assistant Plus: Interest Grabber 2-3; Section Outline2-3; Figure 2-11, 2-13, 2-17; Lab Simulations CD-ROM: Properties of Biomolecules ; Computer Test Bank; - 8 -

9 10.27 Recognize that when chemical bonds between sugar molecules are broken (hydrolysis) energy is released and that heterotrophs must break chemical bonds in food molecules during cellular respiration to obtain the energy needed for life processes. Standard(s) 2.22, 2.25, Recognize that during cellular respiration, carbohydrates and other food molecules are broken down and transformed into chemical energy, ATP, and that in this form, energy can then be used to do cell work. (e.g., transporting materials across the cell membrane, conducting nerve impulses, contracting muscle fibers.). Standard(s) Refer to the results of previous rate of reaction investigations and reaction diagrams to explain how enzymes lower the energy of activation and permit low temperature chemical reactions to occur in cells. Standard(s) 2.22, 3.15, Select an enzyme substrate system (e.g., amylase/starch, protease/gelatin, catalase/hydrogen peroxide) and investigate factors that affect the rate of enzyme catalyzed reactions( e.g., temperature, light, ph, enzyme/substrate concentration). Standard(s) 2.22 SE: , TE: 224, 226 TR: Core Teaching Resources: Section Review 9-1, 9-2; Enrichment: Chapter 9; Lesson Plan: Section 9-1, 9-2; Guided Reading and Study Workbook: Section 9-1, 9-2; Laboratory Manual A: Chapter 9 Lab; Laboratory Manual B: Chapter 9 Lab; TECH: itext: Section 9-1, 9-2; Presentation Assistant Plus: Interest Grabber 9-1, 9-2; Section Outline 9-1, 9-2; Figure: 9-2, 9-3, 9-4, 9-6, 9-7; ABC Videotape Library: 12, 14, 15; Lab Simulations CD-ROM: Cell Respiration ; Computer Test Bank; SE: , TE: 224, 226 TR: Core Teaching Resources: Section Review 9-1, 9-2; Enrichment: Chapter 9; Lesson Plan: Section 9-1, 9-2; Guided Reading and Study Workbook: Section 9-1, 9-2; Laboratory Manual A: Chapter 9 Lab; Laboratory Manual B: Chapter 9 Lab; TECH: itext: Section 9-1, 9-2; Presentation Assistant Plus: Interest Grabber 9-1, 9-2; Section Outline 9-1, 9-2; Figure: 9-2, 9-3, 9-4, 9-6, 9-7; ABC Videotape Library: 12, 14, 15; Lab Simulations CD-ROM: Cell Respiration ; Computer Test Bank; SE: TE: 52, 53 TR: Core Teaching Resources: Section 2-4; Design an Experiment: Chapter 2; Lesson Plan: Section 2-4; Guided Reading and Study Workbook: Section 2-4 TECH: itext: Section 2-4; Presentation Assistant Plus: Interest Grabber 2-4; Section Outline2-4; Figure: 2-19, 2-21; ABC Videotape Library: 4; Computer Test Bank; SE: TE: 52, 53 TR: Core Teaching Resources: Section 2-4; Design an Experiment: Chapter 2; Lesson Plan: Section 2-4; Guided Reading and Study Workbook: Section 2-4 TECH: itext: Section 2-4; Presentation Assistant Plus: Interest Grabber 2-4; Section Outline2-4; Figure: 2-19,

10 (Continued) Select an enzyme substrate system (e.g., amylase/starch, protease/gelatin, catalase/hydrogen peroxide) and investigate factors that affect the rate of enzyme catalyzed reactions( e.g., temperature, light, ph, enzyme/substrate concentration). Standard(s) Design investigations to develop reasonable explanations concerning the complimentary relationship (cycling of matter and the flow of energy) between photosynthesis and cellular respiration. For example, a small snail, a water plant, a light source, and a ph indicator can be used as part of an experimental design to explain the relationship. Standard(s) 6.23, 6.24, 8.12, Analyze the equation for cellular respiration along with the equation for photosynthesis. Use the formulas to identify the reactants and products in each process and to explain the complimentary nature of the processes. Standard(s) 2.21, 6.23, 6.24, 8.12, 8.13 (Continued) TECH: ABC Videotape Library: 4; Computer Test Bank; SE: 67-73, 74-80, 81, 332 TE: 67, 71, 76, 78 TR: Core Teaching Resources: Section Review 3-2, 3-3; Lesson Plan: Section 3-2, 3-3; Guided Reading and Study Workbook: Section 3-2, 3-3; Biotechnology Manual: Issue 4; Laboratory Manual A: Chapter 3 Lab; Laboratory Manual B: Chapter 3 Lab; TECH: itext: Section 3-2, 3-3; Presentation Assistant Plus: Interest Grabber 3-2, 3-3; Section Outline 3-2, 3-3; Figure: 3-8, 3-13, 3-14; Computer Test Bank; SE: , , 215, , TE: 210, 224, 226 TR: Core Teaching Resources: Section Review 8-2, 8-3, 9-1, 9-2; Lesson Plan: Section 8-2, 8-3, 9-1, 9-2; Guided Reading and Study Workbook: Section 8-2, 8-3, 9-1, 9-2; Enrichment: 8-2, 9-1; Design an Experiment: Chapter 8; Real World Lab: Chapter 9; Biotechnology Manual: Lab 17, Issues 4; Laboratory Manual A: Chapter 8 Lab; Chapter 9 Lab; Laboratory Manual B: Chapter 8 Lab; Chapter 9 Lab; TECH: itext: Section 8-2, 8-3, 9-1, 9-2; Presentation Assistant Plus: Interest Grabber 8-2, 8-3, 9-1, 9-2; Section Outline 8-2, 8-3, 9-1, 9-2; Figure: 8-5, 8-7, 8-10, 8-11, 9-2, 9-3, 9-4, 9-6, 9-7; ABC Videotape Library: 9, 10, 11, 12, 13, 14, 15; Lab Simulations CD-ROM: Photosynthesis, Cell Respiration ; Computer Test Bank;

11 Transmission of Genetic Information from Cell to Cell and from Generation to Generation When a cell reaches a certain size, it begins a series of changes that permit it to divide into two cells. During the doubling process, the genetic information, or the DNA, is copied exactly Reanalyze data obtained from the cellular model investigations that determined the relationship among cell size, surface area to volume ratio and the rate of diffusion into and out of the cell. Relate the results of the investigation to the need for cells to divide in order to function efficiently. Standard(s) Manipulate simple chromosomal models (e.g., 3-4 sets of chromosomes) to demonstrate that as a diploid cell replicates, it forms two new sets of identical chromosomes. Standard(s) 7.11, Observe a series of pictures, slides or models that illustrate the stages of mitosis. Sequence the stages and describe distinctive differences observed in the chromosomes during the stages. Standard(s) 7.21 SE: TE: 241 TR: Core Teaching Resources: Section Review: 10-1; Lesson Plan: Section 10-1; Guided Reading and Study Workbook: Section 10-1; TECH: itext: Section 10-1; Presentation Assistant Plus: Interest Grabber 10-1; Section Outline 10-1; Ratio of Surface Area to Volume in Cells: 10-1; Computer Test Bank; SE: , TE: 244, 245, 246, 247 TR: Core Teaching Resources: Section Review 10-2; Enrichment: 10-2; Exploration : Chapter 10; Lesson Plan: Section 10-2; Guided Reading and Study Workbook: Section 10-2; Biotechnology Manual: Lab 3; Laboratory Manual A: Chapter 10 Lab; Laboratory Manual B: Chapter 10 Lab; TECH: itext: Section 10-2; Presentation Assistant Plus: Interest Grabber 10-2; Section Outline 10-2; Figure: 10-4, 10-5; ABC Videotape Library: 16; Lab Simulations CD-ROM: Mitosis ; Computer Test Bank; SE: , TE: 244, 245, 246, 247 TR: Core Teaching Resources: Section Review 10-2; Enrichment: 10-2; Exploration : Chapter 10; Lesson Plan: Section 10-2; Guided Reading and Study Workbook: Section 10-2; Biotechnology Manual: Lab 3; Laboratory Manual A: Chapter 10 Lab; Laboratory Manual B: Chapter 10 Lab; TECH: itext: Section 10-2; Presentation Assistant Plus: Interest Grabber 10-2; Section Outline 10-2; Figure: 10-4, 10-5; ABC Videotape Library: 16; Lab Simulations CD-ROM: Mitosis ; Computer Test Bank;

12 10.36 Recognize that genes are subunits of chromosomes and are composed of DNA molecules which transmit genetic information from cell to cell during mitosis. Standard(s) 7.11, Construct models (pop beads, pipe cleaners) to demonstrate that DNA is a long twisted, double stranded polymer composed of small sub-units. Explain how the order of the sub-units on one strand of DNA provides a template that determines the order of the sub-units on the other strand of DNA. Standard(s) 2.25, 7.11, Use DNA models to demonstrate that during mitosis when the DNA (chromosome) replicates the strands separate and the old strand serves as the template for the new complementary strand. Recognize that through this replication process, two identical strands of DNA are formed exactly like the original double stranded molecule. Standard(s) 7.11, 7.21 SE: TE: 291, 293 TR: Core Teaching Resources: Section Review 12-1; Enrichment: 12-1; Lesson Plan: Section 12-1; Guided Reading and Study Workbook: Section 12-1; Biotechnology: Lab 4, 5, 6; Laboratory Manual A: Chapter 12 Lab; Laboratory Manual B: Chapter 12 Lab TECH: itext: Section 12-1, Presentation Assistant Plus: Interest Grabber 12-1; Section Outline 12-1; Figure: 12-2, 12-4, 12-7; ABC Videotape Library: 20; Computer Test Bank; SE: , , 313 TE: 291, 293, 295, 297, 298 TR: Core Teaching Resources: Section Review 12-1, 12-2; Enrichment: 12-1; Exploration: Chapter 12; Lesson Plan: Section 12-1, 12-2; Guided Reading and Study Workbook: Section 12-1, 12-2; Biotechnology Manual: Lab 4, 5, 6; Laboratory Manual A: Chapter 12 Lab; Laboratory Manual B: Chapter 12 Lab; TECH: itext: Section 12-1, 12-2; Presentation Assistant Plus: Interest Grabber 12-1, 12-2; Section Outline12-1, 12-2; Figure: 12-2, 12-4, 12-5, 12-7, 12-10, 12-11; ABC Videotape Library: 20, 21; Computer Test Bank; SE: , 313 TE: 295, 297, 298 TR: Core Teaching Resources: Section Review 12-2; Exploration: Chapter 12; Lesson Plan: Section 12-2; Guided Reading and Study Workbook: Section 12-2; TECH: itext: Section 12-2; Presentation Assistant Plus: Interest Grabber 12-2; Section Outline 12-2; Figure: 12-2; ABC Videotape Library: 21; Computer Test Bank;

13 DNA code directs the synthesis of proteins associated with traits in organisms. Humans ability to manipulate the code has ethical and economic implications for society Use models of DNA, RNA, and amino acids to demonstrate the mechanism by which DNA directs the synthesis of proteins. Explain that a gene is a section of DNA that directs the synthesis of a specific protein associated with a specific trait in an organism. Recognize that a gene mutation (change in the order of DNA subunits) can cause a structural change in a protein which can result in the alteration of a trait. Standard(s) 7.11, Investigate how the human ability to manipulate genetic material can be applied to many areas of medicine, biology, and agriculture. Discuss the ethical, legal, social, and public policy implications that these applications raise. Standard(s) 7.51, 7.52 SE: , TE: 302, 303, 307 TR: Core Teaching Resources: Section Review 12-3, 12-4; Lesson Plan: Section 12-3, 12-4; Guided Reading and Study Workbook: Section 12-3, 12-4; TECH: itext: Section 12-3, 12-4; Presentation Assistant Plus: Interest Grabber 12-3, 12-4; Section Outline 12-3, 12-4; Figure: 12-14, 12-17, 12-18, 12-20; ABC Videotape Library: 25, 26, 27, 28, 29; Computer Test Bank; SE: , , , 330, , TE: 324, 329 TR: Core Teaching Resources: Section Review 13-1, 13-2, 13-3, 13-4; Enrichment: Chapter 13; Design an Experiment: Chapter 13; Lesson Plan: Section 13-1, 13-2, 13-3, 13-4; Guided Reading and Study Workbook: Section 13-1, 13-2, 13-3, 13-4; Biotechnology Manual: Issues 1, 4; Concept: 5, 7; Lab: 12, 14, 15, 17, 18, 19; Issues and Decision Making: 18, 24; BioDetectives: Investigations in Forensics: 4 TECH: itext: Section 13-1, 13-2, 13-3, 13-4; Presentation Assistant Plus: Interest Grabber 13-1, 13-2, 13-3, 13-4; Section Outline 13-1, 13-2, 13-3, 13-4; Figure: 13-6, 13-7, 13-8, 13-9, 13-10, 13-13; ABC Videotape Library: 30; Computer Test Bank; Through a special type of cell division known as meiosis, the chromosome number of gametes or sex cells is reduced by one half and genes are shuffled and recombined. During sexual reproduction, the diploid chromosome number is restored Recognize that during the formation of gametes or sex cells (meiosis) the number of chromosomes is reduced by one half and genes are shuffled and recombined. Standard(s) 7.22, 7.31 SE: , 281 TE: 277, 278 TR: Core Teaching Resources: Section Review 11-4; Enrichment: Chapter 11; Lesson Plan: Section 11-4; Guided Reading and Study Workbook: Section 11-4; TECH: itext: Section 11-4; Presentation Assistant Plus: Interest Grabber 11-4; Section Outline 11-4; Figure: 11-15; ABC Videotape Library: 17, 18, 22; Computer Test Bank;

14 10.42 Construct cellular models (e.g., modeling clay, pop beads) to represent a male or female diploid animal that has a limited number of sets of chromosomes (e.g., 2-3). Track how meiosis affects the distribution of chromosomes and the shuffling of genes. Standard(s) Demonstrate through the use of diagrams or models that meiosis promotes genetic diversity via crossing over, genetic recombination, mutations. Standard(s) 7.13, 7.22, Observe karyotypes of human chromosomes (paired and sequenced) and differentiate between the autosomes and the sex chromosomes. Standard(s) 7.53 SE: , , , 281 TE: 270, 273, 274, 277, 278, 279 TR: Core Teaching Resources: Section Review 11-3, 11-4, 11-5; Exploration: Chapter 11; Lesson Plan: Section 11-3, 11-4, 11-5; Guided Reading and Study Workbook: Section 11-3, 11-4, 11-5; Biotechnology Manual: Lab 2; Laboratory Manual A: Chapter 11 Lab; Laboratory Manual B: Chapter 11 Lab; TECH: itext: Section 11-3, 11-4, 11-5; Presentation Assistant Plus: Interest Grabber 11-3, 11-4, 11-5; Section Outline 11-3, 11-4, 11-5; Figure: 11-10, 11-11, 11-15, 11-19; ABC Videotape Library: 17, 18, 22; Computer Test Bank; SE: , , , 281, TE: 270, 273, 274, 277, 278, 279, 307 TR: Core Teaching Resources: Section Review 11-3, 11-4, 11-5, 12-4; Exploration: Chapter 11; Lesson Plan: Section 11-3, 11-4, 11-5, 12-4; Guided Reading and Study Workbook: Section 11-3, 11-4, 11-5, 12-4; Biotechnology Manual: Lab 2; Laboratory Manual A: Chapter 11 Lab; Laboratory Manual B: Chapter 11 Lab; TECH: itext: Section 11-3, 11-4, 11-5, 12-4; Presentation Assistant Plus: Interest Grabber 11-3, 11-4, 11-5, 12-4; Section Outline 11-3, 11-4, 11-5, 12-4; Figure: 11-10, 11-11, 11-15, 11-19, 12-20; ABC Videotape Library: 17, 18, 22, 27, 28, 29; Computer Test Bank; SE: , , , 361 TE: 350, 352, 357 TR: Core Teaching Resources: Section Review 14-1, 14-2, 14-3; Enrichment: Chapter 14; Real World Lab: Chapter 14; Lesson Plan: Section 14-1, 14-2, 14-3; Guided Reading and Study Workbook: Section 14-1, 14-2, 14-3; Biotechnology Manual: Lab 2, 10, 11, 12; Issues and Decision Making: 7, 9, 10, 11, 12; Laboratory Manual A: Chapter 14 Lab; Laboratory Manual B: Chapter 14 Lab; TECH: itext: Section 14-1, 14-2, 14-3; Presentation Assistant Plus: Interest Grabber 14-1, 14-2, 14-3; Section Outline 14-1, 14-2, 14-3; Figure: 14-3, 14-4, 14-8, 14-13, 14-18, 14-21; ABC Videotape Library: 23, 24, 30; Computer Test Bank;

15 10.45 Use models to demonstrate that during meiosis, the gametes receive a single sex chromosome. Explain that during fertilization, a sex chromosome contributed by the mother and one contributed by the father determines the sex of the offspring. Standard(s) 7.22, Use models or diagrams to demonstrate that the diploid chromosome number is restored during fertilization. Standard(s) 7.22 SE: , TE: 341, 1017 TR: Core Teaching Resources: Section Review 14-1, 39-1; Lesson Plan: Section 14-1, 39-1; Guided Reading and Study Workbook: Section 14-1, 39-1; TECH: itext: Section 14-1, 39-1; Presentation Assistant Plus: Interest Grabber 14-1, 39-1; Section Outline 14-1, 39-1; Computer Test Bank; SE: , TE: 341, 1017 TR: Core Teaching Resources: Section Review 14-1, 39-1; Lesson Plan: Section 14-1, 39-1; Guided Reading and Study Workbook: Section 14-1, 39-1; TECH: itext: Section 14-1, 39-1; Presentation Assistant Plus: Interest Grabber 14-1, 39-1; Section Outline 14-1, 39-1; Computer Test Bank; Patterns of inheritance for specific traits can be predicted and the probability of those traits being expressed can be determined Conduct simulation activities (e.g., use beans, kernels of corn, pop beads to represent alleles for a specific trait) to demonstrate how genetic information is passed from one generation to the next. Based on the results of the simulation, explain the basic principles of Mendelian genetics: inherited characteristics are controlled by genes occurring in pairs, a dominant gene can mask the effect of a recessive gene, a pair of genes separate during the formation of sex cells. Standard(s) Use Punnett squares and pedigree charts to determine probabilities and patterns of inheritance such as dominant/recessive, codominance, sex-linkage, multi-allele inheritance. Standard(s) 7.12 SE: , , , 281 TE: 263, 265, 266, 270, 273, 274, 277, 278 TR: Core Teaching Resources: Section Review 11-1, 11-3, 11-4; Enrichment: Chapter 11; Lesson Plan: Section 11-1, 11-3, 11-4; Guided Reading and Study Workbook: Section 11-1, 11-3, 11-4; Laboratory Manual A: Chapter 11 Lab; Laboratory Manual B: Chapter 11 Lab; TECH: itext: Section 11-1, 11-3, 11-4; Presentation Assistant Plus: Interest Grabber 11-1, 11-3, 11-4; Section Outline 11-1, 11-3, 11-4; Figure: 11-3, 11-10, 11-11, 11-15; ABC Videotape Library: 17, 18, 19, 22; Computer Test Bank; SE: , , , TE: 267, 269, 270, 273, 274 TR: Core Teaching Resources: Section Review 11-2, 11-3, 14-1, 14-2; Enrichment: Chapter 11, 14; Lesson Plan: Section 11-2, 11-3, 14-1, 14-2; Guided Reading and Study Workbook: Section 11-2, 11-3, 14-1, 14-2; Biotechnology Manual: Lab 10, Issues 2, 3; Issues and Decision Making: 7; Laboratory Manual A: Chapter 11 Lab; Chapter 14 Lab; Laboratory Manual B: Chapter 11Lab; Chapter 14 Lab

16 (Continued) Use Punnett squares and pedigree charts to determine probabilities and patterns of inheritance such as dominant/recessive, codominance, sex-linkage, multi-allele inheritance. Standard(s) Investigate patterns of inheritance for several well known human genetic disorders (e.g., autosomal recessive/cystic fibrosis, autosomal dominant/huntington s Disease, sex linked/hemophilia). Explain the probability of offspring inheriting the disorder and the advances medical research has made in treating the disorder. Standard(s) 7.12, 7.31, 7.51, 7.52, Perform probability activities (using pennies, candies, etc.) to simulate gender determination or the inheritance of a particular trait. Based on results of the activities explain the effect sample size has on the match between probable outcomes and predicted results. Standard(s) 7.12, 7.31 (Continued) TECH: itext: Section 11-2, 11-3, 14-1, 14-2; Presentation Assistant Plus: Interest Grabber 11-2, 11-3, 14-1, 14-2; Section Outline 11-2, 11-3, 14-1, 14-2; Figure: 11-10, 11-11, 14-3, 14-4, 14-8, 14-13; ABC Videotape Library: 23, 24; Biodetectives Videotapes: Coming Home: A Nation s Pledge; Computer Test Bank; SE: , TE: TR: Core Teaching Resources: Section Review 14-1, 14-2; Enrichment: Chapter 14; Lesson Plan: Section 14-1, 14-2; Guided Reading and Study Workbook: Section 14-1, 14-2; Biotechnology Manual: Lab 10, Issues 2, 3; Issues and Decision Making: 7; Laboratory Manual A: Chapter 14 Lab; Laboratory Manual B: Chapter 14 Lab; TECH: itext: Section 14-1, 14-2; Presentation Assistant Plus: Interest Grabber 14-1, 14-2; Section Outline 14-1, 14-2; Figure: 14-3, 14-4, 14-8, 14-13; ABC Videotape Library: 23, 24; Biodetectives Videotapes: Coming Home: A Nation s Pledge; Computer Test Bank; SE: TE: 267, 269 TR: Core Teaching Resources: Section Review 11-2; Enrichment: Chapter 11; Lesson Plan: Section 11-2; Guided Reading and Study Workbook: Section 11-2; TECH: itext: Section 11-2; Presentation Assistant Plus: Interest Grabber 11-2; Section Outline 11-2; Computer Test Bank; Species acquire many of their unique characteristics through biological evolution which involves the selection of naturally occurring variations in populations. Mutations (changes in DNA) and recombination are the sources of these variations which give some species survival and reproductive advantage over others in the species Recognize mutation (changes in DNA) and recombination as the sources of heritable variations that give individuals within a species survival and reproductive advantage or disadvantage over others in the species. Describe how a variety of influences may cause gene mutations. Standard(s) 7.13, 7.31, 7.32, 7.43 SE: , , , , 387, , , , 411 TE: 307, 370, 377, 382, 396, 400 TR: Core Teaching Resources: Section Review 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Enrichment: Chapter 15, 16; Exploration: Chapter 15, 16; Lesson Plan: Section 12-4, 15-1, 15-2, 15-3, 16-1, 16-2,

17 (Continued) Recognize mutation (changes in DNA) and recombination as the sources of heritable variations that give individuals within a species survival and reproductive advantage or disadvantage over others in the species. Describe how a variety of influences may cause gene mutations. Standard(s) 7.13, 7.31, 7.32, Conduct a natural selection simulation and use data generated from it to describe how environmentally favored traits are perpetuated over generations while less favorable traits decrease in frequency. Standard(s) 7.31, 7.32, Cite evidence (Darwin s finches, fossils, melanin in peppered moths, anatomical or biochemical comparisons) from a variety of extinct and present day species to support evolution and natural selection. Draw reasonable conclusions regarding evolutionary change over time. Standard(s) 7.31, 7.32, 7.43 (Continued) TR: Guided Reading and Study Workbook: Section 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Issues and Decision Making: 16; Laboratory Manual A: Chapter 15, Lab; Chapter 16 Lab; Laboratory Manual B: Chapter 15, Lab; Chapter 16 Lab TECH: itext: Section 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Presentation Assistant Plus: Interest Grabber 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Section Outline12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Figure: 12-20, 15-1, 15-7, 15-14, 15-15, 16-2, 16-3, 16-6, 16-7, 16-8; ABC Videotape Library: 27, 28, 29; Biodetectives Videotapes: The Galapagos Islands: A Glimpse Into the Past ; Computer Test Bank; SE: , 387 TE: 382 TR: Core Teaching Resources: Section Review 15-3; Exploration: Chapter 15; Lesson Plan: Section 15-3; Guided Reading and Study Workbook: Section 15-3; Laboratory Manual A: Chapter 15 Lab; Laboratory Manual B: Chapter 15 Lab; TECH: itext: Section 15-3; Presentation Assistant Plus: Interest Grabber 15-3; Section Outline 15-3; Figure: 15-14, 15-15; Computer Test Bank; SE: , , 387, TE: 370, 382, 417, 418, 419 TR: Core Teaching Resources: Section Review 15-1, 15-3, 17-1; Enrichment: Chapter 15, 17; Exploration: Chapter 15; Lesson Plan: Section 15-1, 15-3, 17-1; Guided Reading and Study Workbook: Section 15-1, 15-3, 17-1; Issues and Decision Making: 14; Laboratory Manual A: Chapter 15 Lab; Laboratory Manual B: Chapter 15 Lab; Chapter 17 Lab TECH: itext: Section 15-1, 15-3, 17-1; Presentation Assistant Plus: Interest Grabber 15-1, 15-3, 17-1; Section Outline 15-1, 15-3, 17-1; Figure: 15-1, 15-14, 15-15, 17-2, 17-5; Biodetectives Videotapes: Mummies: Ties to the Past ; Computer Test Bank;

18 10.54 Recognize that evolution involves changes in the genetic make-up of whole populations over time, not changes in the genes of an individual organism. Distinguish between short term physiological adaptations in an organism (e.g., skin tanning and muscular development) and long term evolutionary changes in a population (e.g., cranial capacity and curvature of the spinal). Standard(s) 7.31, 7.32, Trace the history and context of the development of the theory of natural selection. Use natural selection as an example to explain how science advances knowledge through careful observation, rigorous testing of hypotheses, and formation of theories. Standard(s) 7.31, 7.32, 7.43 SE: , , , , 387, , , , 411 TE: 307, 370, 377, 382, 396, 400 TR: Core Teaching Resources: Section Review 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Enrichment: Chapter 15, 16; Exploration: Chapter 15, 16; Lesson Plan: Section 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Guided Reading and Study Workbook: Section 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Issues and Decision Making: 16; Laboratory Manual A: Chapter 15, Lab; Chapter 16 Lab; Laboratory Manual B: Chapter 15, Lab; Chapter 16 Lab TECH: itext: Section 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Presentation Assistant Plus: Interest Grabber 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Section Outline 12-4, 15-1, 15-2, 15-3, 16-1, 16-2, 16-3; Figure: 12-20, 15-1, 15-7, 15-14, 15-15, 16-2, 16-3, 16-6, 16-7, 16-8; ABC Videotape Library: 27, 28, 29; Biodetectives Videotapes: The Galapagos Islands: A Glimpse Into the Past ; Computer Test Bank; SE: , , , 387 TE: 370, 377, 382 TR: Core Teaching Resources: Section Review 15-1, 15-2, 15-3; Enrichment: Chapter 15; Exploration: Chapter 15; Lesson Plan: Section 15-1, 15-2, 15-3; Guided Reading and Study Workbook: Section 15-1, 15-2, 15-3; Laboratory Manual A: Chapter 15 Lab; Laboratory Manual B: Chapter 15 Lab; TECH: itext: Section 15-1, 15-2, 15-3; Presentation Assistant Plus: Interest Grabber 15-1, 15-2, 15-3; Section Outline 15-1, 15-2, 15-3; Figure: 15-1, 15-7, 15-14, 15-15; Computer Test Bank;