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CP Biology HORRY COUNTY SCHOOLS PLANNING GUIDE 2009-2010
STANDARD B-2: The student will demonstrate an understanding of the structure and function of cells and their
organelles.
Time needed: (3.5 Weeks on 4x4 Block)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Content Indicators:
B-2.1 Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the
basic units of structure and function in living things; and all presently existing cells arose from previously
existing cells).
B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus,
mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum (ER), Golgi apparatus,
cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).
B-2.3 Compare the structures and organelles or prokaryotic and eukaryotic cells.
B-2.4 Explain the process of cell differentiation as the basis for the hierarchal organization of organisms
(including cells, tissues, organs, and organ systems).
B-2.5 Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell.
B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called
prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.
B-2.7 Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond
to the environment, and recognize the consequences of uncontrolled cell division.
Inquiry Indicators:
B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting
a scientific investigation.
B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision
and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs,
models, and/or technology.
B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the
hypothesis.
B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and
materials).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
- 2 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Investigations
Teacher created
lesson (Cell
Theory and
prokaryotic/
eukaryotic cells)
Teaching
Periods
3
Comparing Cells
Investigation
(P 92 text)
1
Week
Additional
Resources
 3 parts of the
cell theory
Study Guide
pp 1-2
 Compare
prokaryotic
and
eukaryotic
cells
Interactive
Reader Ch 3
Assessment
Recall origin and
scientists involved
Compare structure
Alignment to
HCS Core
Curriculum
B
B
B
B
2.1
2.2
1.2
1.9
B
B
B
B
2.2
2.3
1.2
1.9
ID scope parts and
understand magnification
 Measuring
microscopic
objects
Teacher created
activity
(Microscope
introduction)
Modeling of cell
P. 93 (or teacher
substitution)
(Pp 11-15 Lab
binder)
 Key Concepts
& Processes
2
 Demonstrate
similarities
and
differences
within
eukaryotic
cells.
 Summarize
the function
of organelles
in plant and
animal cells
 Describe the
internal
structures of
eukaryotic
cells
Relate the structure of
organelles with function
Week 2
- 3 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Investigations
Teaching
Periods
 Key Concepts
& Processes
Additional
Resources
Assessment
Teacher created
activity (Compare
cells & tissues lab
using slides)
1
 Cell
differentiatio
n relating
hierarchical
organization
of organisms
Ch 1 pp 7-11
Explain the process of cell
differentiation as the basis
for the hierarchical
organization of organisms
B 2.4
B 2.5
Quick lab p. 83
text modeling cell
membranes
4
 Demonstrate
how the cell
membrane is
a barrier that
separates a
cell from the
external
environment
Interactive
Reader Ch 3
Explain how active,
passive, and facilitated
transport serves to
maintain the homeostasis
of the cell.
B
B
B
B
B
B
B
 Study the
structure of
the cell
membrane
Lab Binder
pp 1-3
Diffusion Across a
Membrane p. 88
 Explain how
active,
passive, and
facilitated
transport
works to
maintain
homeostasis
Interactive
Reader Ch 1
Alignment to
HCS Core
Curriculum
2.5
1.1
1.2
1.4
1.5
1.6
1.9
- 4 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Investigations
Teaching
Periods
 Key Concepts
& Processes
4-5
 Identify
factors that
limit cell size
Understand why cells
divide at different rates
Onion Root Lab
p 143
 Compare
rates of
division in
different cell
types
List major events in each
phase of the cell cycle
COMPUTER LAB
*Animating
mitosis
lab binder p. 3739/classzone
Cancer Cells p147
Quick
Lab/microscopes
 Describe the
stages of the
cell cycle
Week 4
Week 3
Modeling cell
surface area to
volume ratio
p. 156
2
 Understand
how normal
cell regulation
works in
comparison to
the
consequences
of
uncontrolled
cell growth
Additional
Resources
Assessment
Identify differences
between normal and
abnormal cells
Alignment to
HCS Core
Curriculum
B
B
B
B
B
2.6
1.2
1.5
1.6
1.9
B
B
B
B
2.7
1.2
1.3
1.9
- 5 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Standard B-3: The student will demonstrate an understanding of the flow of energy within and between living
systems.
Time Needed: (3 Weeks on 4x4 Block)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Content Indicators:
B-2.8 Explain the factors that affect the rates of biochemical reactions (including pH, temperature, and the role of
enzymes as catalysts).
B-3.1 Summarize the overall process by which photosynthesis converts solar energy into chemical energy and
interpret the chemical equation for the process.
B-3.2 Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical
equation for cellular respiration.
B-3.3 Recognize the overall structure of adenosine triphosphate (ATP)—namely, adenine, the sugar ribose, and
three phosphate groups—and summarize its function (including the ATP-ADP [adenosine diphosphate]
cycle).
B-3.4 Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are
related to their relative caloric values.
B-3.5 Summarize the functions of proteins, carbohydrates, and fats in the human body.
Inquiry Indicators:
B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting
a scientific investigation.
B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision
and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs,
models, and/or technology.
B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the
hypothesis.
B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and
materials).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
- 6 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Week 1
Investigations
Teaching
Periods
Key Concepts &
Processes
Additional
Resources
Assessment
ETV
Streamline
Proteins,
Lipids, and
carbohydrate
structure and
function.
(3 separate
videos)
http://www.
mrstephens.c
om/Biology
Illustrate
the
structure of
various
organic
molecules
including
ATP
Teacher created activity
(model organic molecules
including ATP)
1
 Differentiate the
structure of organic
molecules
Teacher created activity
Identifying organic
compounds lab and caloric
values
1.5
 Determine the
source of organic
compounds in living
tissues
COMPUTER LAB
Calorimetry lab (virtual lab
p 59)
.5
 Measuring the
caloric value of
organic molecules
Page 59
(book) Lab
Sheet: page
57 lab
manual
Enzyme lab p 57
1
 Factors that affect
the rate of
biochemical
reactions
Pg. 17 lab
manual
Alignment
to HCS
Core
Curriculum
B 3.3
B 3.4
B 3.5
Summarize
the source
of organic
compounds
in living
tissues
and the
relative
caloric
values of
organic
molecules
B 3.4
B-1.2
B-1.9
Explain the
factors that
influence
the rate of
biochemical
reactions
B-2.8
B-1.2
B-1.5
B-1.9
B-3.5
B-1.2
B-1.9
- 7 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Investigations
Teacher created activity/
Photosynthesis Lab p 106
Teaching
Periods
3
Key Concepts &
Processes
 Relate light intensity
to the rate of
photosynthesis
Additional
Resources
Assessment
Dark
Reactions of
Photosynthes
is ETV
Streamline
Summarize
the overall
process of
photosynth
esis and
interpret
the
chemical
equation.
Page 13 unit
2 lab manual
Alignment
to HCS
Core
Curriculum
B-3.1
B-1.1
B-1.2
B-1.3
B-1.5
B-1.6
B-1.9
Week 2
The Effects of
Light intensity
and
wavelength on
the rate of
photosynthesi
s
http://www.
biologycorner
.com
Cellular respiration lab p
126 (p 17 lab binder unit
2)
2
 The chemical
Aerobic and
processes of aerobic Anaerobic
cellular respiration
Respiration
http://www.
sp.uconn.edu
/~terry/Com
mon/respirat
ion.html
Summarize
the process
of aerobic
cellular
respiration
B-3.2
B-1.4
B-1.5
B-1.9
- 8 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Week 3
Investigations
Teaching
Periods
Investigate Fermentation
in foods p 127 (p 20 lab
binder)
1
COMPUTER LAB
Cellular respiration virtual
lab p 127
1
Reteach /Review
1-2
Key Concepts &
Processes

The chemical
processes of
anaerobic cellular
respiration
 Linking
photosynthesis and
cellular respiration
Additional
Resources
Assessment
Energy and
the Chemistry
of Life
Aerobic
Cellular
Respiration
ETV
Summarize
the process
of
anaerobic
cellular
respiration
Streamline SC
Elements of
Biology:
Matter and
Energy:
Organization
in Living
Systems
Glycolysis and
Cellular
Respiration
Streamline
ETV
Explain the
biological
relationship
between
photosynth
esis and
cellular
respiration
Alignment
to HCS
Core
Curriculum
B-3.2
B-1.1
B-1.2
B-1.3
B-1.4
B-1.5
B-1.6
B-1.9
B-3.1
B-3.2
B-1.2
B-1.5
- 9 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
STANDARD B-4: The student will demonstrate an understanding of the molecular basis of heredity.
Time Needed: (4 Weeks on 4x4 Block)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Content Indicators:
B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-4.2 Summarize the relationship among DNA, genes, and chromosomes.
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins
B-4.4 Summarize the basic processes involved in protein synthesis (including transcription and translation).
B-4.5 Summarize the characteristics of the phases of meiosis I and II.
B-4.6 Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent
assortment, and dominance).
B-4.7 Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel’s principles of
genetics.
B-4.8 Compare the consequences of mutations in body cells with those in gametes.
B-4.9 Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the
principles of modern genetics.
Inquiry Indicators:
B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting
a scientific investigation.
B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision
and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs,
models, and/or technology.
B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the
hypothesis.
B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and
materials).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
Week 1
- 10 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Investigations
Teaching
Periods
Teacher created lesson:
DNA structure and function
*Students should build a
model of DNA with
manipulatives
2
 Identifying DNA as
the genetic material
 Nucleotide
components and
complimentary base
pairing
DNA extraction, pg. 229
1
 Identifying overall
structure of DNA
Transcription & Translation
Modeling Transcription
Investigation, pg. 257
2
 Differences in
structure and
function of RNA,
codon translation to
amino acids
Animated Biology
Classzone: Build a Protein
Key Concepts &
Processes
Additional
Resources
PBS NOVA
DNA
workshop
http://learn.
genetics.uta
h.edu/conte
nt/begin/dn
a
Assessment
Alignment
to HCS Core
Curriculum
Illustrate 3
parts of the
nucleotide.
Construct
DNA
compliment.
B4.1
B4.2
Explain the
function of
detergents
and enzymes
in DNA
extraction
B1.2
B1.9
Recall
differences
in DNA &
RNA,
Translate
RNA into
amino acid
chain
B4.3
B4.4
Week 2
- 11 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Mutation mechanisms &
cancer
Introduce carcinogens and
their effects on DNA.
Complete UV Light and
Skin Cancer, pg. 256
1
 Identifying mistakes
in DNA and the
resulting effects on
the genome.
Hands-on
activity
using snapbeads, pg.
253 Teacher
edition.
Relate
changes in
DNA to cell
cycle
B4.4
B1.1
B1.2
B1.3
B1.4
B1.5
B1.6
B1.9
Meiosis and the formation
of haploid cells: Teacher
Created
Complete Modeling Meiosis
Investigation, pg. 192
2
 Summarize phase I
& II of Meiosis
Meiosis
video clip
from
McDougal
Littel power
presentation
Relate
gametogene
sis to
inheritance
of traits
B4.5
Introduction of Mendel &
heredity
Teacher created lesson
1
 Summarize Mendel’s
experiments and his
theories of heredity
Classzone:
Mendel’s
experiments
classzone.co
m
Explain the
relationship
among
Mendel’s
laws.
B4.6
Complete Probability
Practice Investigation, pg.
193
1
 Using Mendel’s Law
of Segregation to
predict inheritance
of traits
Demonstrate
ability to use
Punnett
Squares and
probability
to predict
offspring
B4.6
B1.5
Week 3
- 12 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Traits and Probability
Complete Dihybrid Cross
activity on pg. 188
1
 Using Mendel’s Law
of Independent
Assortment
Extending Mendelian
principles
Introduce codominance,
incomplete dominance,
multiple alleles, polygenic
inheritance. Complete
codominance investigation
pg. 208
3
 What are the other
patterns of
inheritance?
Make a baby
lab
Demonstrate
ability to use
Punnett
Squares and
probability
to predict
offspring
B4.6
What are the
complex
patterns of
inheritance?
B4.6
Predict
inheritance
patterns
B4.7
 How are
chromosomes
organized in a
Karyotype?
Pg. 202 quick lab: Sexlinked inheritance
Human Genetics and
Pedigrees
Pedigree analysis pg. 218
1
 The chromosomes
on which genes are
located can affect
the expression of
phenotype
- 13 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Week 4
Genetic Disorders: Teacher
created lesson
DNA Manipulation
Complete investigation:
Modeling Genetic
Engineering on pg. 286
2
 Learn about various
genetic
disorders,their
transmission
patterns, and the
Human Genome
Project
PBS NOVA’s
“Cracking
the Code”
Summarize
the cause
and effect of
various
genetic
disorders
B4.8
B1.8
2
 Introduce process of
recombinant DNA.
ETV
streaming
video:Geneti
c Technology
& Transgenic
Plants
How do
scientists
manipulate
DNA? What
controversie
s exist?
B4.9
B1.8
GATTACA
(movie)
Modeling
Forensics pg.
268
- 14 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Standard B-5: The student will demonstrate an understanding of biological evolution and the diversity of life.
Standard B-6: The student will demonstrate an understanding of the interrelationships among organisms and the
biotic and abiotic components of their environments.
Time Needed: (4 Weeks on 4x4 Block)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Content Indicators:
B-5.1 Summarize the process of natural selection.
B-5.2 Explain how genetic processes result in the continuity of life-forms over time.
B-5.3 Explain how diversity within a species increases the chances of its survival.
B-5.4 Explain how genetic variability and environmental factors lead to biological evolution.
B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that
underlies the theory of biological evolution.
B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze
aspects of evolutionary theory.
B-5.7 Use a phylogenetic three to identify the evolutionary relationships among different groups of organisms.
B-3.6
Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids,
number of pyramids, and biomass pyramids)
B-6.1
Explain how the interrelationships among organisms (including predation, competition, parasitism,
mutualism, and commensalism) generate stability within ecosystems.
Explain how populations are affected by limiting factors
Illustrate the processes of succession in ecosystems.
Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and
water)
Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining
the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and
recycling nutrients).
Explain how human activities (including population growth, technology, and consumption of resources
B-6.2
B-6.3
B-6.4
B-6.5
B-6.6
Inquiry Indicators:
B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting
a scientific investigation.
B-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision
and accuracy of each particular instrument.
- 15 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs,
models, and/or technology.
B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the
hypothesis.
B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and
materials).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
Week 1
- 16 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Investigations
Teaching
Periods
Principles and Evidence
of Evolution
Teacher Created
Lesson,
Quick Lab/Inferring:
Piecing Together
Evidence (p. 313)
2
Key Concepts & Processes
 Introduce basis of
evolution and the
scientists that led to the
discovery of evolution
including evidence.
-Anatomy
-Embryology
-Paleontology
-Biochemistry
Evolutionary
Relationships
Construct a Cladogram
(p.525)
1
 Overview of
classification based on
evolutionary
relationships.
Theory of Natural
Selection
Investigation:
Predator-Prey Pursuit
(p. 315)
1
 Investigate Darwin’s
contributions to Natural
Selection
Investigation:
Adaptations in Beaks
(p. 321)
1
- relationship to evolution
- effect on populations
Additional
Resources
Assessment
ETV
Streamline
SC: Icons
of Science
(Full VideoDarwin)
Describe how
the fields of
Anatomy,
Embryology,
Paleontology,
and
Biochemistry
contribute to the
evidence that
scientists use to
determine
evolutionary
theory.
PBS
Evolution
http://ww
w.pbs.org/
wgbh/evol
ution/
Alignment
to HCS
Core
Curriculum
B 5.5
B 5.6
B 1.5
B 5.6
B 5.7
B 1.5
Classzone:
AnimatedNatural
Selection
Summarize the
process of
natural selection
B 5.1
Explain how
diversity within
a species
increases the
chances of its
survival.
B 5.3
- 17 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Week 2
The Evolution of
Populations
Investigation: Natural
Selection in African
Swallow Tails (p. 334)
3-4
 Investigate Evolution of
Populations
 How genetic variations
occur within a
population and create
diversity among
organisms
Classzone:
Animated
Evolutionar
y Arms
Race
Explain how
genetic
processes result
in the continuity
of life-forms
over time.
B
B
B
B
B
5.1
5.2
5.3
5.5
5.4
Teacher
Domain-BT
Corn Video
Investigation: Genetic
Drift (p. 337)
B 5.6
Patterns in Sexual
Selection (P. 339)
B 1.5
- 18 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Principles of Ecology
2
 Introduction: Basics of
Ecology
-Levels of Organization
-Biotic/Abiotic
 Cycles in Nature
-Water
-Nitrogen
-Carbon
-Ecological Succession
Distinguish and
summarize biotic
and abiotic
factors in an
ecosystem
B
B
B
B
B
B
B
B
1
 Movement of Energy
-Ecosystems
-Food Chains/FoodWebs
-Feeding Relationships
-Biomass Pyramids
Illustrate the
flow of energy
through
ecosystems.
B 3.6
B 6.1
1
 Interactions in
Ecosystems
-Habitat/Niche
-Symbiotic Relationships
Explain how the
interrelationship
s among
organisms
generate
stability within
ecosystems.
B
B
B
B
6.1
6.3
1.5
1.6
1
 Population Density,
limiting factors and
carrying capacity
Explain how
populations are
affected by
limiting factors.
B
B
B
B
6.2
1.2
1.5
1.6
Week 3
Investigation:
Limiting Nutrients for
Algae (p. 448)
Energy flow and
distribution in
ecosystems
Classzone Animation:
Build a Food Web
Teacher created
lesson
Interactions in
Ecosystems
Investigation:
Modeling Predation (p.
435)
COMPUTER LAB
Population Growth
Patterns
Virtual Lab:
Estimating
Population Size
Carbon
Cycle
activity
http://epa.
gov/climat
echange/ki
ds/carbon_
cycle_versi
on2.html
Classzone:
AnimatedWhat
Limits
Population
Growth?
6.2
6.4
6.5
1.2
1.3
1.5
1.6
1.9
- 19 -HORRY COUNTY SCHOOLS PLANNING GUIDE 2008-09
Human Impact on
Ecosystems
1
 Human Impact on
Ecosystems
-Growth
-Natural Resources
-Air Quality
-Water Quality
Classzone:
Animates
(Human
Effects on a
Food Web)
1
 Threats to Biodiversity
& Conservation
Classzone:
Invasive
Species
WebQuest
(p. 507)
Teacher Created
Lesson
Reteach/Review
4
Week 4
Investigation: Water
Quality Testing (p.
506)
Explain how
human activities
affect the
physical and
chemical cycles
and processes of
Earth.
B
B
B
B
6.6
1.5
1.6
1.9