Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
A Correlation of Campbell Biology Concepts and Connections 8th Edition, ©2015 To the Oklahoma Academic Standards for Biology I A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I BIOLOGY I HS-LS1 From Molecules to Organisms: Structures and Processes Performance Expectations HS-LS1-1 Students who demonstrate SE/TE: Chapter 10, Review question 1, understanding can: p. 207 Construct an explanation based on evidence Supporting content: for how the structure of DNA determines Lesson 3.15, DNA and RNA are the two the structure of proteins, which carry out types of nucleic acids, p. 45 the essential functions of life through Lesson 3.16, Nucleic acids are polymers of systems of specialized cells. nucleotides, pp. 46-47 Lesson 10.6, Genes control phenotypic traits through the expression of proteins, p. 190 Lesson 10.7, Genetic information is translated into amino acid sequences, p. 191 Lesson 10.8, The genetic code dictates how codons are translated into amino acids, p. 192 Lesson 10.9, Transcription produced genetic message in the form of RNA, p. 193 Lesson 10.10, Eukaryotic RNA is processed before leaving the nucleus as mRNA, p. 194 Lesson 10.11, Transfer RNA molecules serve as interpreters during translation, pp. 194-195 Lesson 10.12, Ribosomes build polypeptides, p. 196 Lesson 10.13, An initiation codon marks the start of an mRNA message, pp. 196-197 Lesson 10.14, Elongation adds amino acids to the polypeptide chain until a stop codon terminates translation, p. 197 Lesson 10.15, Review: The flow of genetic information in the cell is DNA RNA protein, p. 198 SE = Student Edition 2 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I SE/TE: Supporting content: Lesson 20.2, Structure fits function at all levels of organization in animal bodies, p. 415 Lesson 20.3, Tissues are groups of cells with a common structure and function, p. 416 Lesson 20.4, Epithelial tissue covers the body and lines its organs and cavities, p. 416 Lesson 20.5, Connective tissue binds and supports other tissues, p. 417 Lesson 20.6, Muscle tissue functions in movement, p. 418 Lesson 20.7, Nervous tissue forms a communication network, p. 418 Lesson 20.8, Organs are made up of tissues, p. 419 Lesson 20.10, Organ systems work together to perform life’s functions, pp. 420-421 Lesson 20.11, The integumentary system protects the body, p. 422 HS-LS1-2 Students who demonstrate understanding can: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms. SE = Student Edition 3 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I SE/TE: Student investigation of feedback mechanisms, Chapter 20 Review, question 11, p. 427 Supporting content: Lesson 8.7, Anchorage, cell density, and chemical growth factors affect sell division, p. 133 Lesson 8.8, Growth Factors signal the cell cycle control system, p. 134 Lesson 11.10 Signal transduction pathways convert messages received at the cell surface to responses within the cell, p. 220 Lesson 16.11, Stomach microbiota affect health and disease, pp. 328-329 Lesson 20.13, Structural adaptations enhance exchange with the environment, pp. 424-425 Lesson 20.14, Animals regulate their internal environment, p. 425 Lesson 20.15, Homeostasis relies on negative feedback, p. 426 Lesson 22.9 Breathing is automatically controlled, p. 461 Lesson 24.2, Inflammation mobilized the innate immune response, p. 487 Lesson 25.1, An animal’s regulation of body temperature helps maintain homeostasis, p. 506 Lesson 25.2, Thermoregulation involves adaptations that balance heat gain and loss, pp. 506-507 Lesson 25.4, Animals balance their levels of water and solutes through osmoregulation, pp. 508-509 25.8 Hormones regulate the urinary system, p. 513 26.5, The hypothalamus, which is closely tied to the pituitary, connects the nervous and endocrine systems, pp. 522-523 26.6, The Thyroid regulates development and metabolism, p. 524 26.7, The gonads secrete sex hormones, p. 525 26.8. Pancreatic hormones regulate blood glucose level, p. 526 HS-LS1-3 Students who demonstrate understanding can: Plan and conduct an investigation to provide evidence of the importance of maintaining homeostasis in living organisms. SE = Student Edition 4 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I (Continued) HS-LS1-3 Students who demonstrate understanding can: Plan and conduct an investigation to provide evidence of the importance of maintaining homeostasis in living organisms. HS-LS1-4 Students who demonstrate understanding can: Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms. (Continued) 26.9, Diabetes is a common endocrine disorder, p. 527 26.10, The adrenal glands mobilize response to stress, pp. 528-529 HS-LS1-5 Students who demonstrate understanding can: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy. SE/TE: Figure 7.5, an overview of the two stages of photosynthesis, p. 111; Figure 7.8, A mechanical analogy of the light reactions, p. 114; Lesson 7.9 Light reactions take place within the thylakoid membranes, p. 115; Figure 7.10, Details of the Calvin cycle, p. 116 SE = Student Edition SE/TE: Figure 8.4, The eukaryotic cell cycle, p. 129; Figure 8.5, The stages of cell division by mitosis, pp. 130-131 Supporting content: Lesson 8.3, The large, complex chromosomes of eukaryotes duplicate with each cells division, p. 128 Lesson 8.4, The cell cycle includes growing and division phases, p. 129 Lesson 8.5, Cell division is a continuum of dynamic changes, pp. 130-131 Lesson 11.2 Chromosome structure and chemical modifications can affect gene expression, pages, 212-213 Lesson 11.8 Cell signaling and waves of gene expression direct animal development, p. 218 5 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS1-6 Students who demonstrate understanding can: 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. SE/TE: Lesson 3.3 question, p. 36; Lesson 3.7 question, p. 39; Lesson 3.8 question, p. 40; Lesson 3.10 question, p. 42 Supporting content: Lesson 3.1, Life’s molecular diversity is based on the properties of carbon, p. 34 Lesson 3.2, A few chemical groups are key to the functioning of biological molecules, p. 35 Lesson 3.3, Cells make large molecules from a limited set of small molecules, p. 36 Lesson 3.4, Monosaccharides are the simplest carbohydrates, p. 37 Lesson 3.5, Two monosaccharides are linked to form a disaccharide, p. 38 Lesson 3.7, Polysaccharides are long chains of sugar units, p. 39 Lesson 3.8, Fats are lipids that are mostly energy-storage molecules, p. 40 Lesson 3.10, Phospholipids and steroids are important lipids with a variety of functions, p. 42 Lesson 3.12, Proteins have a wide range of functions and structures, p. 43 Lesson 3.13 Proteins are made from amino acids linked by peptide bonds, p. 44 Lesson 3.14, A protein’s functional shape results from four levels of structure, p. 45 Lesson 3.15 DNA and RNA are two types of nucleic acids, p. 46 Lesson 3.16, Nucleic acids are polymers of nucleotides, pp. 46-47 HS-LS1-7 Students who demonstrate understanding can: 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. SE/TE: Figure 6.6, An overview of cellular respiration, p. 93; Figure 6.7C, Details of Glycolysis, p. 95; Figure 6.9B, A closer look at the citric acid cycle, p. 97; Figure 6.10A, Oxidative phosphorylation, p. 98 SE = Student Edition 6 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS2 Ecosystems: Interactions, Energy, and Dynamics Performance Expectations HS-LS2-1 Students who demonstrate SE/TE: Figure 36.4A, Exponential growth understanding can: of rabbits, p. 726; Figure 36.4B, Growth of Use mathematical and/or computational population of fur seals, p. 727; Figure representations to support explanations of 36.4C, Logistic growth and exponential factors that affect carrying capacity of growth compared, p. 727; Figure 36.5A, ecosystems at different scales. Declining reproductive, Figure 36.5B, Increasing mortality, Figure 36.5C, Weather change as a density-independent factor, p. 728; Figure 36.6, Population cycles of the snowshoe hare and the lynx, p. 729 HS-LS2-2 Students who demonstrate understanding can: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales. SE/TE: Figure 36.4A, Exponential growth of rabbits, p. 726; Figure 36.4B, Growth of population of fur seals, p. 727; Figure 36.4C, Logistic growth and exponential growth compared, p. 727; Figure 36.5A, Declining reproductive, Figure 36.5B, Increasing mortality, Figure 36.5C, Weather change as a density-independent factor, p. 728; Figure 36.6, Population cycles of the snowshoe hare and the lynx, p. 729 HS-LS2-3 Students who demonstrate understanding can: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions. SE/TE: Supporting content: Lesson 37.14, Ecosystem ecology emphasizes energy flow and chemical cycling, pp. 750-751 Lesson 37.16, Energy supply limits the length of food chains, p. 751 Lesson 37.17, A pyramid of production explains the ecological cost of meat, p. 752 Lesson 37.18, Chemicals are cycled between organic matter and abiotic reservoirs, pp. 752-753 Lesson 37.19, The carbon cycle depends on photosynthesis and respiration, p. 753 Lesson 37.20, The phosphorus cycle depends on the weathering of rock, p. 754 Lesson 37.21, The nitrogen cycle depends on bacteria, pp. 754-755 SE = Student Edition 7 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS2-4 Students who demonstrate understanding can: Use a mathematical representation to support claims for the cycling of matter and flow of energy among organisms in an ecosystem. SE/TE: Supporting content: Lesson 37.14, Ecosystem ecology emphasizes energy flow and chemical cycling, pp. 750-751 Lesson 37.16, Energy supply limits the length of food chains, p. 751 Lesson 37.17, A pyramid of production explains the ecological cost of meat, p. 752 Lesson 37.18, Chemicals are cycled between organic matter and abiotic reservoirs, pp. 752-753 Lesson 37.19, The carbon cycle depends on photosynthesis and respiration, p. 753 Lesson 37.20, The phosphorus cycle depends on the weathering of rock, p. 754 Lesson 37.21, The nitrogen cycle depends on bacteria, pp. 754-755 HS-LS2-5 Students who demonstrate understanding can: Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere. SE/TE: Figure 38.4B, Try This, p. 767 Supporting content: Lesson 37.19, The carbon cycle depends on photosynthesis and respiration, p. 753 SE = Student Edition 8 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I SE/TE: Lesson 37.2 question, p. 740; Lesson 37.3 question, p. 741; Lesson 37.7 question, p. 743; Lesson 37.13 question, p. 749 Supporting content: Lesson 37.2, Interspecific interactions are fundamental to community structure, p. 740 Lesson 37.3, competition may occur when a shared resource is limited, p. 741 Lesson 37.4, Mutualism benefits both partners, p. 741 Lesson 37.5, Predation leads to diverse adaptations in prey species, p. 742 Lesson 37.6, Herbivory leads to diverse adaptations in plants, p. 742 Lesson 37.7, Parasites and pathogens can affect community composition, pp. 743 Lesson 36.8, Trophic structure is a key factor in community dynamics, p. 744 Lesson 37.9, Food chains interconnect, forming food webs, p. 745 Lesson 37.10, Species diversity include relative abundance and species richness, p. 746 Lesson 37.11, Some species have a disproportionate impact of diversity, p. 747 Lesson 37.12, Disturbance is a prominent feature of most communities, p. 748 Lesson 37.13, Invasive species can devastate communities, p. 749 HS-LS2-6 Students who demonstrate understanding can: 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. SE = Student Edition 9 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS2-8 Students who demonstrate understanding can: Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce. SE/TE: Lesson 35.19 question, p. 716; Lesson 35.21 question, p. 717; Chapter 35 Review question 9, p. 721 Supporting content: Lesson 35.17, Sociobiology places social behavior in an evolutionary context, p. 715 Lesson 35.18, Territorial behavior parcels out spaced and resources, p. 715 Lesson 35.19, Agnostic behavior often resolves confrontations between competitors, p. 716 Lesson 35.20, Dominance hierarchies are maintained by agonistic behavior, p. 716 Lesson 35.21 Altruistic acts can often be explained by the concept of inclusive fitness, p. 717 Lesson 35.22, Jane Goodall revolutionized our understanding of chimpanzee behavior, p. 718 HS-LS3 Heredity: Inheritance and Variation of Traits Performance Expectations HS-LS3-1 Students who demonstrate SE/TE: Supporting content: understanding can: Lesson 9.16, Chromosome behavior Ask questions to clarify relationships about accounts for Mendel’s laws, pp. 170-171 the role of DNA and chromosomes in coding Lesson 9.17, Genes on the same the instructions for characteristic traits chromosome tend to be inherited together, passed from parents to offspring. p. 712 Lesson 9.18, Crossing over produces new combinations of alleles, pp. 172-173 Lesson 9.20, Chromosomes determine sex in many species, pp. 174-175 Lesson 9.21, Sex-linked genes exhibit a unique pattern of inheritance, p. 176 Lesson 9.22, Human sex-linked disorders affect mostly males, p. 177 Lesson 10.6, Genes control phenotypic traits through the expression of proteins, p. 190 Lesson 10.7, Genetic information written in codons is translated into amino acid sequences, p. 191 Lesson 10.16, Mutations can affect genes, p. 199 SE = Student Edition 10 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS3-2 Students who demonstrate understanding can: 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. SE = Student Edition SE/TE: Supporting content: Lesson 8.15, Independent orientation of chromosomes in meiosis and random fertilization lead to varied offspring, p. 141 Lesson 8.16, Homologous chromosomes may carry different versions of genes, p. 142 Lesson 8.17, Crossing over further increased genetic variability, pp. 142-143 Lesson 8.22, New species can arise from errors in cell division, p. 147 Lesson 9.15, The environment affects many characters, p. 170 Lesson 10.16, Mutations can affect genes, p. 199 Lesson 11.2, Chromosome structure and chemical modification can affect gene expression, pp. 212-213 Lesson 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pp. 264-265 11 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS3-3 Students who demonstrate understanding can: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population. SE = Student Edition SE/TE: Lesson 9.3 question, p. 157; Lesson 9.5 question, p. 159; Lesson 9.7 question, p. 160; Lesson 9.9 question, p. 163; Lesson 9.11 question, p. 167 Supporting content: Lesson 9.3, Mendel’s law of segregation describes the inheritance of a single character, pp. 156-157 Lesson 9.5, The law of independent assortment is revealed by tracking two characters at once, pp. 158-159 Lesson 9.6, Geneticists can use a testcross to determine unknown genotypes, p. 159 Lesson 9.7, Mendel’s laws reflect the rules of probability, p. 160 Lesson 9.8, Genetic traits in humans can be tracked through family pedigrees, p. 161 Lesson 9.9, Many inherited traits in humans are controlled by a single gene, pp. 162163 Lesson 9.11, Incomplete dominance results in intermediate phenotypes, pp. 166-167 Lesson 9.12, Many genes have more than two alleles in the population, p. 167 Lesson 9.13, A single gene may affect many phenotypic characters, p. 168 Lesson 9.14, A single character may be influenced by many genes, p. 169 Lesson 9.16, Chromosome behavior accounts for Mendel’s laws, pp. 170-171 Lesson 9.17, Genes on the same chromosome tend to be inherited together, p. 172 Lesson 9.18, Crossing over produces new combinations of alleles, pp. 172-173 Lesson 9.20, Chromosomes determine sex in many species, pp. 174-175 9.21, Sex-linked genes exhibit a unique pattern of inheritance, p. 176 9.22 Human sex-linked disorders affect mostly males, p. 177 12 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS4 Biological Diversity and Unity Performance Expectations HS-LS4-1 Students who demonstrate understanding can: Analyze and evaluate how evidence such as similarities in DNA sequences, anatomical structures, and order of appearance of structures during embryo-logical development contribute to the scientific explanation of biological diversity. SE = Student Edition SE/TE: Lesson 13.4 question, p. 261; Lesson 15.5 question, p. 298; Lesson 15.7 question, p. 301; Lesson 15.14 question, p. 308 Supporting content: Lesson 1.7, Evolution explains the unity and diversity of life, pp. 8-9 Lesson 12.21, Genomes hold the clues to human evolution, pp. 250 Lesson 13.2, The study of fossils provides strong evidence for evolution, p. 258 Lesson 13.3, Fossils of transitional forms support Darwin’s theory of evolution, p. 259 Lesson 13.4, Homologies proved strong evidence for evolution, pp. 260-261 Lesson 13.5, Homologies indicate patterns of descent that can be shown on an evolutionary tree, p. 261 Lesson 13.7, Scientists can observe natural selection in action, p. 263 Lesson 13.9, Evolution occurs within populations, p. 265 Lesson 13.10, The Hardy-Weinberg equation can test whether a population is evolving, pp. 266-267 Lesson 15.6, The fossil record documents the history of life, pages, 298-299 Lesson 15.7, Continental drift has played a major role in macroevolution, pp. 300-301 Lesson 15.10, Adaptive radiations have increased the diversity of life, p. 304 Lesson 15.14, Phylogenies based on homologies reflect evolutionary history, pp. 308-309 Lesson 15.17, An organism’s evolutionary history is documented in its genome, pp. 312-313 13 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS4-2 Students who demonstrate understanding can: Construct an explanation based on evidence that biological diversity is influenced by (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. SE = Student Edition SE/TE: Chapter 13 Review, question 9, p. 275 Supporting content: Lesson 13.6, Darwin proposed natural selection as the mechanism of evolution, p. 262 Lesson 13.7, Scientists can observe natural selection in action, p. 263 Lesson 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pp. 264-265 Lesson 13.9, Evolution occurs within populations, p. 265 Lesson 13.12, Natural selection, genetic drift, and gene flow can cause microevolution, pp. 268-269 Lesson 13.13, Natural selection is the only mechanism that consistently leads to adaptive evolution, p. 269 Lesson 36.7, Evolution shapes life histories, pp. 730-731 14 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS4-3 Students who demonstrate understanding can: 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. SE = Student Edition SE/TE: Figure 36.7, Try This, p. 730 Supporting content: Lesson 13.7, Scientists can observe natural selection inaction, p. 263 Lesson 13.8, Mutation and sexual reproduction produce the genetic variation that makes evolution possible, pp. 264-265 Lesson 13.9, Evolution occurs within populations, p. 265 Lesson 13.10, The Hardy-Weinberg equation can test whether a population is evolving, p. 266-267 Lesson 13.11, The hardy-Weinberg equation is useful in public health science, p. 267 Lesson 36.7, Evolution shapes life histories, pp. 730-731 Lesson 37.2, Interspecific interactions are fundamental to community structure, p. 740 Lesson 37.3, competition may occur when a shared resource is limited, p. 741 Lesson 37.4, Mutualism benefits both partners, p. 741 Lesson 37.5, Predation leads to diverse adaptations in prey species, p. 742 Lesson 37.6, Herbivory leads to diverse adaptations in plants, p. 742 Lesson 37.7, Parasites and pathogens can affect community composition, pp. 743 15 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS4-4 Students who demonstrate understanding can: Construct an explanation based on evidence for how natural selection leads to adaptation of populations. SE = Student Edition SE/TE: Lesson 13.12 question, p. 269; Lesson 13.13 question, p. 269 Supporting content: Lesson 13.12, Natural selection, genetic drift, and gene flow can cause microevolution, pp. 268-269 Lesson 13.13, Natural selection is the only mechanism that consistently leads to adaptive evolution, p. 269 Lesson 13.14, Natural selection can alter variation in a population in three ways, pp. 270 Lesson 13.15, Sexual selection may lead to phenotypic differences between males and females, p. 271 Lesson 13.16, The evolution of drugresistant microorganisms is a serious public health concern, p. 272 Lesson 13.17, Diploidy and balancing selection preserve genetic variation, pp. 272-273 Lesson 13.18, Natural selection cannot fashion perfect organisms, p. 273 16 TE = Teacher’s Edition A Correlation of Campbell Biology: Concepts and Connections, 8th Edition, ©2015 to the Oklahoma Academic Standards for Biology I Campbell Biology Concepts and Connections 8th Edition, ©2015 Oklahoma Academic Standards for Biology I HS-LS4-5 Students who demonstrate understanding can: Synthesize, communicate, and evaluate the information that describes how changes in environmental conditions can affect the distribution of traits in a population causing: 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. SE = Student Edition SE/TE: Lesson 14.4 question, p. 282; Lesson 14.5 question, p. 283; Lesson 14.8 question, p. 286; Lesson 15.10 question, p. 304; Lesson 36.5 question, p. 729; Lesson 37.11 question, p. 747; Lesson 37.12 question, p. 748 Supporting content: Lesson 14.4, In allopatric speciation, geographic isolation leads to speciation, p. 282 Lesson 14.8, Isolated islands are often showcases for speciation, p. 286 Lesson 14.9, Lake Victoria is a living laboratory for studying speciation, p. 287 Lesson 15.9, During mass extinctions, large numbers of species are lost, pp. 302-303 Lesson 15.10, Adaptive radiations have increased the diversity of life, p. 304 Lesson 36.4, Idealized models predict patterns of population growth, pp. 726-727 Lesson 36.5, Multiple factors may limit population growth, pp. 728-729 Lesson 36.6, Some populations have “boom-and-bust” cycles, p. 729 Lesson 36.7, Evolution shapes life histories, pp. 730-731 Lesson 37.10, Species diversity include relative abundance and species richness, p. 746 Lesson 37.11, Some species have a disproportionate impact of diversity, p. 747 Lesson 37.12, Disturbance is a prominent feature of most communities, p. 748 Lesson 37.13, Invasive species can devastate communities, p. 749 17 TE = Teacher’s Edition