prentice hall biology: concepts and connections, 5th … to: arkansas biology curriculum framework...

Prentice Hall Biology: Concepts and Connections, 5th Edition © 2006Correlated to:

Arkansas Biology Curriculum Framework(Grades 9-12)

ARKANSAS BIOLOGY CURRICULUM FRAMEWORK

PAGE (S) WHERE TAUGHT(If submission is not a text, cite appropriate

resource(s))

• carbohydrates SE: 37, 38, 39, 102, 103

IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Word Roots; Chapter 3-Lecture Outline, Modules: 3.4, 3.5, 3.6, 3.7

TR: Chapter Review: 48-49; Student Study Guide: 23-24, 29, 429

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 3D, 3E; Campbell Image Presentation Library-Animations: Disaccharides, Polysaccharides; Transparencies: Figure 3.4B, Figure 3.4C, Figure 3.5, Table 3.6, Figure 3.7

• proteins SE: 19, 36, 42, 43, 44, 45, 46, 47, 59, 80-81, 102, 190, 221, 500, 521, Appendix 2

IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Modules: 3.11, 3.12, 3.13, 3.14, 3.15

TR: Chapter Review: 48-49; Student Study Guide: 22, 23, 26, 27, 48, 112, 441

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 3G, 3H, 4E; Campbell Image Presentation Library-Animations: Contractile Proteins, Defensive Proteins, Signal Proteins, Storage Proteins, Structural Proteins, Transport Proteins, Sensory Proteins, Gene Regulatory Proteins, Protein Structure Introduction, Primary Protein Structure, Secondary Protein Structure, Tertiary Protein Structure, Quaternary Protein Structure; Transparencies: Figure 3.14A, Figure 3.14B, Figure 3.14C, Figure 3.14D

• enzymes SE: 32, 42, 49, 71, 76, 77, 78, 81, 86, 233, 436, 438-439

IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Modules: 5.5, 5.6, 5.7, 5.8, 5.9; Chapter 12- Lecture Outline, Module: 12.2

Strand: Molecules and Cells

Standard 1: Students shall demonstrate an understanding of the role of chemistry in life processes.

MC.1.B.1 Describe the structure and function of the major organic molecules found in living systems:

1SE = Student Edition - IG = Instructor's Guide - TR = Teaching Resources - TECH = Technology





resource(s))

TR: Chapter Review: 86-87; Student Study Guide: 47, 134, 135-137, 138, 432, 444-445

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3G, 5D, 12A, 21A; Web/CD-Thinking As A Scientist: How Is The Rate of Enzyme Catalysis Measured; Campbell Image Presentation Library-Animations: Enzymes, How Enzymes Work, Restriction Enzymes; Transparencies: Figure 5.5A, Figure 5.5B, Figure 5.6; Biology Labs Online: How Enzymes Work

• lipids SE: 40, 41, 58

IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Modules: 3.8, 3.9

TR: Chapter Review: 48-49; Student Study Guide: 25, 29, 429

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 3F; Campbell Image Presentation Library: Lipids Animation

• nucleic acids SE: 36, 47, 48

IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16


TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3I, 3J; Campbell Image Presentation Library: Secondary Protein Structure Animation; Biology Labs Online: Nucleic Acids

MC.1.B.2 Describe the relationship between an enzyme and its substrate molecule(s)

SE: 77, 78, 79, 80, 81, 86, 87

IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Lecture Outline, Modules: 5.6, 5.7, 5.8, 5.10, 5.11, 5.12, 5.13







resource(s))

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 5D, 5E, 5F, 5G; Web/CD-Thinking As A Scientist: How Is The Rate Of Enzyme Catalysis Measured, How Do Cells Communicate With Each Other; Transparencies: Figure 5.6, Figure 5.8, Figure 5.11A, Figure 5.11B, Figure 5.12, Figure 5.13A, Figure 5.13B, Figure 5.13C; Biology Labs Online: How Enzymes Work

• surface tension SE: 25, 26,



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 2I; Campbell Image Presentation Library-Animations: Water Structure, Cohesion of Water

• adhesion SE: 648-649


TR: Chapter Review: 660-661; Student Study Guide: 358, 480

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 32A; Web/CD-Thinking As A Scientist: How Is The Rate of Transpiration Calculated; Transparency: Figure 32.3

• cohesion SE: 25, 648-649

IG: Chapter 2-Lecture Outline, Module: 2.11; Chapter 32-Lecture Outline, Module: 32.3

TR: Chapter Review: 30, 660-661; Student Study Guide: 13-15, 358, 427, 480

MC.1.B.3 Investigate the properties and importance of water and its significance for life:






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 2I, 32A; Web/CD-Thinking As A Scientist: How Is The Rate of Transpiration Calculated; Transparency: Figure 32.3

• polarity SE: 24

IG: Chapter 2-Lecture Outline, Modules: 2.9, 2.10

TR: Chapter Review: 30-31; Student Study Guide: 13-15, 427

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 2G; Transparencies: Figure 2A, Figure 2H

• pH SE: 27, 77

IG: Chapter 2-Lecture Outline, Module: 2.15


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 2J; Transparency: Figure 2.15

• activation energy SE: 5, 63, 72, 73, 74, 75, 76



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5A, 5B; Web/CD-Thinking As A Scientist: How Do Temperature And Light Affect Primary Production; Transparencies: Figure 5.5A, Figure 5.5B

• exergonic reactions SE: 74, 75, 76

IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Modules: 5.3, 5.4, 5.5

MC.1.B.4 Explain the role of energy in chemical reactions of living systems:






resource(s))


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5B, 5C; Transparencies: Figure 5.2B, Figure 5.3B

• endergonic reactions SE: 74, 75, 76



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5B, 5C; Transparencies: Figure 5.2B, Figure 5.3A

MC.2.B.1 Construct a hierarchy of life from cells to ecosystems

SE: 2, 3, 4, 129, 415, 426

IG: Chapter 1-Lecture Outline, Modules: 1.1, 1.3; Chapter 8-Lecture Outline, Module: 8.5; Chapter 20-Lecture Outline, Module: 20.2

TR: Chapter Review: 13, 149; Student Study Guide: 1, 80, 227

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 1A; Transparency: Figure 1.1

MC.2.B.2 Compare and contrast prokaryotes and eukaryotes

SE: 4, 55, 56, 57, 63, 127, 128-136, 210-211, 213-217, 261, 263, 272-273, 310, 316-317, 322-331, 332-339, 342-343, 344-347, 348-356, 357-363

IG: Chapter 16-Teaching Objectives; Chapter 16-Lecture Outline, Modules: 16.7-16.16, 16.17-16.25

TR: Chapter Review: 340-341; Student Study Guide: 35, 36, 179, 180, 181-182, 183-184, 430, 453

Standard 2: Students shall demonstrate an understanding of the structure and function of cells.






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4B, 4C, 8A, 16B, 16C; Web/CD-Thinking As A Scientist: What Are The Modes Of Nutrition In Prokaryotes; Campbell Image Presentation Library: Prokaryotic Flagella Video; Transparencies: Figure 8.3A, Figure 8.5, Figure 16.10, Figure 16.17, Figure 16.19

• organelles SE: 2, 51, 56, 58-62, 63, 67

IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 4-Lecture Outline, Modules: 4.5-4.13, 4.14-4.15, 4.19

TR: Chapter Review: 68-69; Student Study Guide: 1, 37, 425, 430

TECH: Transparencies: Figure 4.3, Table 4.19

• ribosomes SE: 55, 56, 57, 58, 196



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 4D; Transparencies: Figure 4.3B, Figure 4.4A, Figure 4.4B, Figure 4.5

• cytoskeleton SE: 64-65



TECH: Transparency: Figure 4.16

MC.2.B.4 Relate the function of the plasma (cell) membrane to its structure

SE: 55, 71, 79, 80-81, 82-83, 85, 86

MC.2.B.3 Describe the role of sub-cellular structures in the life of a cell:






resource(s))

IG: Chapter 4-Key Terms; Chapter 4-Word Roots; Chapter 4-Lecture Outline, Module: 4.3; Chapter 5-Teaching Objectives; Chapter 5-Lecture Outline, Modules: 5.10, 5.11, 5.12, 5.13, 5.14, 5.15, 5.16, 5.17, 5.18, 5.19, 5.20

TR: Chapter Review: 86; Connecting The Concepts: 87; Student Study Guide: 35, 44, 48, 49, 430, 432

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4B, 5E, 5F, 5G, 5H, 5I, 5J, 5K; Web/CD-Thinking As A Scientist: How Does Osmosis Affect Cells; Campbell Image Presentation Library-Animations: Membrane Structure, Receptor Proteins, Diffusion Osmosis, Plasmolysis, Active Transport; Transparencies: Figure 5.11A, Figure 5.11B, Figure 5.12, Figure 5.14A, Figure 5.14B, Figure 5.15, Figure 5.18

MC.2.B.5 Compare and contrast the structures of an animal cell to a plant cell

SE: 56-57, 62, 67, 83, 132, 628-629

IG: Chapter 4-Teaching Objectives; Chapter 4-Lecture Outline, Modules: 4.4, 4.18, 4.19; Chapter 5-Lecture Outline, Module: 5.17; Chapter 8-Lecture Outline, Module: 8.7; Chapter 31-Lecture Outline, Module: 31.5

TR: Chapter Review: 68-69; Student Study Guide: 36, 39, 40, 82, 430, 436

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4C, 4D, 4J, 4K, 8C; Web/CD-Thinking As A Scientist: How Are Space Rocks Analyzed For Signs Of Life; Campbell Image Presentation Library: Animal Mitosis Video; Transparencies: Figure 4.4A, Figure 4.4B, Figure 4.18A, Figure 4.18B, Table 4.19, Figure 8.4A, Figure 8.7A, Figure 8.7B, Figure 31.5A

MC.2.B.6 Compare and contrast the functions of autotrophs and heterotrophs

SE: 108, 326, 340

IG: Chapter 7-Teaching Objectives; Chapter 7-Key Terms; Chapter 7-Word Roots; Chapter 7-Lecture Outline, Module: 7.1; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Module: 16.11






resource(s))


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Are The Modes Of Nutrition In Prokaryotes; Transparency: Table 16.11

• diffusion SE: 81, 82, 468

IG: Chapter 5-Teaching Objectives; Chapter 5-Lecture Outline, Modules: 5.14, 5.15


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5H, 5I; Campbell Image Presentation Library: Diffusion Animation; Transparencies: Figure 5.14A, Figure 5.14B

• osmosis SE: 82-83



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 5J; Web/CD-Thinking As A Scientist: How Does Osmosis Affect Cells; Campbell Image Presentation Library: Osmosis Animation; Transparency: Figure 5.16

• endocytosis SE: 84-85

IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Modules: 5.19, 5.20


MC.2.B.7 Compare and contrast active transport and passive transport mechanisms:






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 5K, 5L; Campbell Image Presentation Library-Animations: Exocytosis And Endocytosis Introduction, Receptor Mediated Endocytosis; Transparencies: Figure 5.19B, Figure 5.19C

• exocytosis SE: 84-85

IG: Chapter 5-Teaching Objectives; Chapter 5-Key Terms; Chapter 5-Word Roots; Chapter 5-Lecture Outline, Module: 5.19

TR: Chapter Review 86-87; Student Study Guide: 51-52, 432

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 5L; Campbell Image Presentation Library: Exocytosis Animation; Transparency: Figure 5.19A

• phagocytosis SE: 85


TR: Chapter Review 86-87; Student Study Guide: 51-52, 432

TECH: Campbell Image Presentation Library: Phagocytosis Animation

• pinocytosis SE: 85


TR: Chapter Review: 86; Student Study Guide: 51-52, 432

TECH: Campbell Image Presentation Library: Pinocytosis Animation

• interphase SE: 129, 130, 138

MC.2.B.8 Describe the main events in the cell cycle, including the differences in plant and animal cell division:






resource(s))


TR: Chapter Review: 149-151; Student Study Guide: 80, 83, 84, 436-437

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8A; Web/CD-Thinking As AScientist: How Much Time Do Cells Spend In Each Phase Of Mitosis; Campbell Image Presentation Library-Animations: Interphase I, Late Interphase; Transparencies: Figure 8.6, Figure 8.7A, Figure 8.7B, Figure 8.15

• mitosis SE: 129-131, 136, 140, 150


TR: Chapter Review: 149-151; Student Study Guide: 81, 82, 83, 84, 85, 436-437

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8B, 8C; Web/CD-Thinking As A Scientist: How Much Time Do Cells Spend In Each Phase Of Mitosis; Campbell Image Presentation Library: Mitosis Overview Animation, Mitosis And Cytokinesis Animation, Animal Mitosis Video; Transparency: Figure 8.15

• cytokinesis SE: 129, 131, 132, 139

IG: Chapter 8-Teaching Objectives; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.6, 8.7, 8.11


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8B, 8C; Campbell Image Presentation Library-Animations: Mitosis And Cytokinesis, Telophase I And Cytokinesis, Meiosis II And Cytokinesis






resource(s))

• prophase SE: 130, 138, 139, 140

IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.6, 8.14, 8.15


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8E; Campbell Image Presentation Library-Animations: Prophase, Prophase I; Transparency: Figure 8.14

• metaphase SE: 130-131, 138, 139, 140, 171


TR: Chapter Review: 149, 178; Student Study Guide: 81, 84, 101, 436, 437, 439

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8E; Campbell Image Presentation Library-Animations: Metaphase, Metaphase I; Transparencies: Figure 8.14, Figure 8.16

• anaphase SE: 130, 131, 138, 139, 140, 171



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8E; Campbell Image Presentation Library: Anaphase I Animation; Transparency: Figure 8.14

• telophase. SE: 130, 131, 139, 140


MC.2.B.9 List in order and describe the stages of mitosis:






resource(s))


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 8E; Campbell Image Presentation Library: Telophase I And Cytokinesis Animation; Transparency: Figure 8.14

MC.2.B.10 Analyze the meiotic maintenance of a constant chromosome number from one generation to the next

SE: 136-143, 171-174, 178

IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Word Roots; Chapter 8-Lecture Outline, Modules: 8.12-8.18; Chapter 9-Teaching Objectives; Chapter 9-Key Terms, Chapter 9-Lecture Outline, Modules: 9.18-9.21

TR: Chapter Review: 149-150, 178; Student Study Guide: 84, 85, 101, 102, 437, 439

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8D, 8E, 8F, 9E; Transparencies: Figure 8.12, Figure 8.14, Figure 8.16, Figure 8.17A, Figure 9.18, Figure 9.19

MC.2.B.11 Discuss homeostasis using thermoregulation as an example

SE: 425, 426, 468, 505, 508-515, 520, 527, 528-529

IG: Chapter 20-Teaching Objectives; Chapter 20-Key Terms; Chapter 20-Word Roots; Chapter 20-Lecture Outline, Modules: 20.13, 20.14; Chapter 25-Teaching Objectives; Chapter 25-Key Terms; Chapter 25-Word Roots; Chapter 25-Lecture Outline, Modules: 25.1, 25.2, 25.3

TR: Chapter Review: 427, 516; Student Study Guide: 232-233, 281, 282, 461, 469

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 20H; Web/CD-Thinking As A Scientist: How Does Temperature Affect Metabolic Rate In Daphnia; Campbell Image Presentation Library-Animation: Negative Feedback, Positive Feedback; Transparencies: Figure 20.12B, Figure 20.14, Figure 25.1, Figure 25.2B






resource(s))

MC.3.B.1 Compare and contrast the structure and function of mitochondria and chloroplasts

SE: 63, 86, 98, 99, 109, 112-117, 332

IG: Chapter 4-Teaching Objectives; Chapter 4-Key Terms; Chapter 4-Word Roots; Chapter 4-Lecture Outline, Module: 4.15; Chapter 5-Teaching Objectives; Chapter 5-Lecture Outline, Module: 5.21; Chapter 6-Lecture Outline, Module: 6.10; Chapter 7-Teaching Objectives; Chapter 7-Lecture Outline, Modules: 7.2, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11

TR: Chapter Review: 68, 86, 104, 121; Student Study Guide: 38, 60, 72-73, 430, 433, 434

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4G, 5M, 7A, 7C, 7D; Transparencies: Figure 4.15, Figure 6.10, Figure 7.2

• glycolysis SE: 93, 94, 95, 100, 101



TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 6A, 6D, 6E; Web/CD-Thinking As A Scientist: How Is The Rate Of Cellular Respiration Measured; Transparencies: Figure 6.6, Figure 6.7A, Figure 6.7B, Figure 6.7C; Biology Labs Online: Stages Of Cellular Respiration And Fermentation

• citric acid cycle SE: 93, 96-97, 100


Standard 3: Students shall demonstrate an understanding of how cells obtain and use energy (energetics).

MC.3.B.2 Describe and model the conversion of stored energy in organic molecules into usable cellular energy (ATP):






resource(s))


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6B, 6D; Campbell Image Presentation Library: Citric Acid Cycle Animation; Transparencies: Figure 6.6, Figure 6.9A, Figure 6.9B

• electron transport chain SE: 92, 93, 98, 99, 100, 114

IG: Chapter 6-Teaching Objectives; Chapter 6-Key Terms; Chapter 6-Lecture Outline, Modules: 6.5, 6.6, 6.10, 6.11, 6.12


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6C, 6D; Campbell Image Presentation Library: Electron Transport Animation; Transparencies: Figure 6.5A, Figure 6.5B, Figure 6.5C, Figure 6.6, Figure 6.10, Figure 6.11

• lactic acid fermentation SE: 101



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6E; Campbell Image Presentation Library: Fermentation Animation; Transparencies: Figure 6.13A, Figure 6.13B

• alcoholic fermentation SE: 101



MC.3.B.3 Compare and contrast aerobic and anaerobic respiration:






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6E; Campbell Image Presentation Library: Fermentation Animation; Transparencies: Figure 6.13A, Figure 6.13B

• light dependent reactions SE: 111, 112-115

IG: Chapter 7-Key Terms; Chapter 7-Lecture Outline, Modules: 7.5, 7.6, 7.7, 7.8, 7.9, 7.11

TR: Chapter Review: 121, 123; Student Study Guide: 68-73, 434

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 7A, 7B, 7C, 7D; Web/CD-Thinking As A Scientist: How Is The Rate Of Photosynthesis Measured; Campbell Image Presentation Library: The Light Reactions Animation; Transparencies: Figure 7.5, Figure 7.6A, Figure 7.6B, Figure 7.7B, Figure 7.7C, Figure 7.8A, Figure 7.8B, Figure 7.9, Figure 7.11; Biology Labs Online: Photosynthesis Reviewed And Extended

• light independent reactions SE: 111, 112-115

IG: Chapter 7-Key Terms; Chapter 7-Lecture Outline, Modules: 7.5, 7.6, 7.7, 7.8, 7.9, 7.10, 7.11

TR: Chapter Review: 121, 123; Student Study Guide: 68-73, 434

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 7A, 7B, 7C, 7D, 7E; Web/CD-Thinking As A Scientist: How Is The Rate Of Photosynthesis Measured; Campbell Image Presentation Library-Animations: The Light Reactions, The Calvin Cycle; Transparencies: Figure 7.5, Figure 7.6A, Figure 7.6B, Figure 7.7B, Figure 7.7C, Figure 7.8A, Figure 7.8B, Figure 7.9, Figure 7.10A, Figure 7.10B, Figure 7.11; Biology Labs Online: Photosynthesis Reviewed And Extended

MC.3.B.4 Describe and model the conversion of light energy to chemical energy by photosynthetic organisms:






resource(s))

MC.3.B.5 Compare and contrast cellular respirationand photosynthesis as energy conversion pathways

SE: 88-92, 93-99, 100, 101, 102, 103, 106-111, 112-115, 116-117, 118, 119, 120

IG: Chapter 6-Teaching Objectives; Chapter 6-Lecture Outline, Modules: 6.1-6.5, 6.6-6.13, 6.14-6.16; Chapter 7-Teaching Objectives; Chapter 7-Key Terms; Chapter 7-Word Roots; Chapter 7-Lecture Outline, Modules: 7.1-7.5, 7.6-7.9, 7.10, 7.11-7.12, 7.13-7.14

TR: Chapter Review: 104-105, 121-122, 123, 124; Student Study Guide: 56-64, 68-74, 433, 434, 435

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 6D, 7A, 7B; Web/CD-Thinking As A Scientist: How Is The Rate Of Photosynthesis Measured; Transparencies: Figure 7.3C, Figure 7.4A, Figure 7.4B, Figure 7.5, Figure 7.11, Figure 7.12

HE.4.B.1 Summarize the outcomes of Gregor Mendel’s experimental procedures

SE: 154-155, 156-159, 160, 161-165, 166-170, 171

IG: Chapter 9-Lecture Outline, Modules: 9.1-9.10, 9.11-9.17, 9.18

TR: Chapter Review: 178-179; Student Study Guide: 92-98, 99-101, 439

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 9A, 9B, 9C, 9D; Transparencies: Figure 9.2C, Figure 9.2D, Figure 9.3A, Figure 9.3B, Figure 9.4, Figure 9.5A, Figure 9.5B, Figure 9.6, Figure 9.7, Figure 9.8B, Figure 9.9A, Table 9.9, Figure 9.10A, Figure 9.12A, Figure 9.12B, Figure 9.13, Figure 9.14, Figure 9.15, Figure 9.18

• dominance SE: 156, 157, 158, 162-163, 166-167

IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.3, 9.4, 9.5, 9.9

HE.4.B.2 Differentiate among the laws and principles of inheritance:

Strand: Heredity and Evolution

Standard 4: Students shall demonstrate an understanding of heredity.






resource(s))


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 9A, 9D; Transparencies: Figure 9.3A, Figure 9.3B, Figure 9.4, Figure 9.12A, Figure 9.12B

• segregation SE: 156-157, 171

IG: Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Modules: 9.3, 9.18


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 9A; Transparencies: Figure 9.5A, Figure 9.7

• independent assortment SE: 138-139, 158-159, 171



TECH: Transparencies: Figure 9.5A, Figure 9.5B

HE.4.B.3 Use the laws of probability and Punnett squares to predict genotypic and phenotypic ratios

SE: 156, 157, 160, 166, 169


TR: Chapter Review: 178-179; Student Study Guide: 93, 95-96, 104, 105, 106, 107, 108, 439, 440, 441

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 9A, 9C; Transparencies: Figure 9.3A, Figure 9.3B, Figure 9.7A, Figure 9.12A, Figure 9.15






resource(s))

• sex linkage SE: 175, 176, 177

IG: Chapter 9-Teaching Objectives; Chapter 9-Key Terms; Chapter 9-Lecture Outline, Modules: 9.22, 9.23, 9,24


TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activity: 9F; Web/CD-Thinking As A Scientist: How Is The Chi Square Test Used In Genetic Analysis; Transparencies: Figure 9.22A, Figure 9.22B, Figure 9.22C, Figure 9.22D, Figure 9.23A, Figure 9.23B, Figure 9.23C, Figure 9.23D, Figure 9.24B; Biology Labs Online: Sex Chromosomes And Sex Linked Genes

• codominance SE: 167

IG: Chapter 9-Key Terms; Chapter 9-Word Roots; Chapter 9-Lecture Outline, Module: 9.13



• crossing over SE: 142-143, 172-173, 174

IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Module: 8.18; Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Modules: 9.20, 9.21

TR: Chapter Review: 150, 178; Student Study Guide: 85, 102, 437, 439

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8F, 9E; Web/CD-Thinking As A Scientist: How Is Crossing Over Measured In The Fungus Sordaria; Campbell Image Presentation Library: Crossing Over Animation; Transparencies: Figure 8.18A, Figure 8.18B, Figure 9.20C, Figure 9.21B

HE.4.B.4 Examine different modes of inheritance:






resource(s))

• incomplete dominance SE: 166-167



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 9D; Transparencies: Figure 9.12A, Figure 9.12B

• multiple alleles SE: 156-157, 167, 171

IG: Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Modules: 9.3, 9.13, 9.18



HE.4.B.5 Analyze the historically significant work of prominent geneticists

SE: Aristotle, 154; Mendel, 154-165; Morgan, 174; Sturtevant, 174; Griffith, 182, 204; Chase, 182-184; Hershey, 182-184; Chargaff, 186; Crick, 186-187; Franklin, 186, 187; Watson, 186-187; Wilkins, 186-187; Beadle, 190; Garrod, 190; Tatum, 190; Nirenberg, 192; Jacob, 210; Monod, 210; Steward, 212; Wilmut, 218; Bishop, 223; Varmus, 223; King, 226; Wilson, 226; Jeffreys, 230; Venter, 245; Lander, 249; Hardy, 266; Weinberg, 266

IG: Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Modules: 9.1, 9.2, 9.3; Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Modules:10.1, 10.3, 10.4, 10.6, 10.8; Chapter 11-Lecture Outline, Modules: 11.1, 11.19; Chapter 12-Lecture Outline, Introduction, Modules: 12.15, 12.20

TR: Chapter Review: 178, 206, 250; Student Study Guide: 92, 94, 105, 108, 109, 134, 440

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10A, 12F; Campbell Image Presentation Library: Hershey Chase Experiment Animation; Transparency: Figure 10.1B






resource(s))

• monosomy SE: 144, 145, 146

IG: Chapter 8-Teaching Objectives; Chapter 8-Lecture Outline, Modules: 8.19, 8.20, 8.21



• trisomy SE: 144, 145, 146, 164-165

IG: Chapter 8-Teaching Objectives; Chapter 8-Key Terms; Chapter 8-Lecture Outline, Modules: 8.19, 8.20, 8.21; Chapter 9-Teaching Objectives; Chapter 9-Lecture Outline, Module: 9.10

TR: Chapter Review: 150, 178; Student Study Guide: 86, 87, 98-99, 438, 439

TECH: Transparencies: Figure 8.19, Figure 8.20A, Figure 8.20B, Figure 8.20C, Figure 8.21A, Figure 8.21B

HE.5.B.1 Model the components of a DNA nucleotide and an RNA nucleotide

SE: 47, 184-185

IG: Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16; Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Module: 10.2

TR: Chapter Review: 206-207; Student Study Guide: 28, 109, 110, 429, 441

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3I, 10A, 10B, 10C, 10D; Campbell Image Presentation Library: Secondary Protein Structure Animation; Transparencies: Figure 3.16A, Figure 3.16B, Figure 3.16C, Figure 10.2A, Figure 10.2B, Figure 10.2C; Biology Labs Online: Nucleic Acids

HE.4.B.6 Evaluate karyotypes for abnormalities:

Standard 5: Students shall investigate the molecular basis of genetics.






resource(s))

HE.5.B.2 Describe the Watson-Crick double helix model of DNA, using the base-pairing rule (adenine-thymine, cytosine-guanine)

SE: 47, 186, 187

IG: Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16; Chapter 10-Lecture Outline, Module: 10.3


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10C, 10D; Campbell Image Presentation Library: DNA Structure Animation; Transparencies: Figure 3.16C, Figure 10.3A, Figure 10.3B, Figure 10.3C, Figure 10.3D

HE.5.B.3 Compare and contrast the structure and function of DNA and RNA

SE: 4-5, 47, 184-185, 186-187, 190, 193, 194, 198, 244-245

IG: Chapter 1-Teaching Objectives; Chapter 1-Lecture Outline, Module: 1.4; Chapter 3-Teaching Objectives; Chapter 3-Key Terms; Chapter 3-Lecture Outline, Module: 3.16; Chapter 10-Teaching Objectives; Chapter 10-Key Terms; Chapter 10-Lecture Outline, Modules: 10.2, 10.3, 10.6, 10.9, 10.10, 10.15; Chapter 12-Lecture Outline, Module: 12.15

TR: Chapter Review: 206-207; Student Study Guide: 109, 110, 112, 141, 425, 429, 441, 445

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 3I, 10C, 10D, 12F, 12G; Campbell Image Presentation Library-Animations: DNA Structure, DNA Replication Overview; Transparencies: Figure 3.16A, Figure 3.16B, Figure3.16C, Figure 10.2A, Figure 10.2B, Figure 10.2C, Figure 10.2D, Figure 10.3D; Biology Labs Online: The Flow Of Genetic Information From DNA To RNA To Protein

HE.5.B.4 Describe and model the processes of replication, transcription, and translation

SE: 188, 189, 190, 191, 192, 193, 194, 196, 197, 198, 214-215, 216






resource(s))

IG: Chapter 10-Teaching Objectives; Chapter 10-Key Terms; Chapter 10-Lecture Outline, Modules: 10.4, 10.5, 10.6, 10.9, 10.13; Chapter 11-Lecture Outline, Modules: 11.6, 11.8

TR: Chapter Review: 206-207; Student Study Guide: 111, 113-114, 126, 441, 443

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10E, 10G, 10H; Web/CD-Thinking As A Scientist: What Is The Correct Model For DNA Replication; Campbell Image Presentation Library-Animations: DNA Replication Overview, DNA Replication, Transcription, Translation, Control Of Translation; Transparencies: Figure 10.4A, Figure 10.4B, Figure 10.5A, Figure 10.7, Figure 10.9A, Figure 10.9B, Figure 10.13B, Figure 10.15, Figure 11.9

HE.5.B.5 Compare and contrast the different types of mutation events, including point mutation, frameshift mutation, deletion, and inversion

SE: 148, 150, 199, 202-203, 220, 222-223, 225, 270-271

IG: Chapter 8-Key Terms; Chapter 8-Lecture Outline, Module: 8.23; Chapter 10-Teaching Objectives; Chapter 10-Key Terms; Chapter 10-Lecture Outline, Modules: 10.16, 10.20; Chapter 11-Lecture Outline, Modules: 11.16, 11.17, 11.18

TR: Chapter Review: 206-207; Student Study Guide: 87, 115, 127, 128-129, 438, 441, 443

TECH: Transparencies: Figure 8.23A, Figure 10.16B, Figure 11.16A, Figure 11.16B, Figure 11.17A, Figure 11.17B, Figure 11.18B

• beneficial SE: 199, 258, 259, 264, 270-271, 272-273

IG: Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Module: 10.16; Chapter 13-Lecture Outline, Modules: 13.5, 13.12


HE.5.B.6 Identify effects of changes brought about by mutations:






resource(s))

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activity: 13.12; Campbell Image Presentation Library: Genetic Variation From Sexual Recombination Animation; Transparencies: Figure 10.16B, Figure 13.12A, Figure 13.12B, Figure 13.12C; Biology Labs Online: The Flow Of Genetic Information From DNA To RNA To Protein

• harmful SE: 148, 168, 199, 202-203, 222-223, 225, 270-271, 498

IG: Chapter 9-Lecture Outline, Module: 9.14; Chapter 10-Lecture Outline, Module: 10.16; Chapter 11-Lecture Outline, Modules: 11.16, 11.18; Chapter 13-Lecture Outline, Module: 13.12

TR: Chapter Review: 206-207, 228-229, 502-503; Student Study Guide: 87, 115, 128-129, 152, 438,441, 443, 447

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 24A; Web/CD-Thinking As A Scientist: How Do You Diagnose A Genetic Disorder, Why Do AIDS Ratios Differ Across The U.S.; Transparencies: Figure 9.14, Figure 10.16A, Figure 10.16B

• neutral SE: 199, 267, 270, 273

IG: Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Module: 10.16; Chapter 13-Lecture Outline, Modules: 13.7, 13.12, 13.14


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity:13D; Transparency: Figure 13.14

HE.6.B.1 Compare and contrast Lamarck’s explanation of evolution with Darwin’s theory of evolution by natural selection

SE: 8, 256-261, 263, 266-267, 290, 298, 306

Standard 6: Students shall examine the development of the theory of biological evolution.






resource(s))

IG: Chapter 13-Teaching Objectives; Chapter 13-Key Terms; Chapter 13-Lecture Outline, Modules: 13.1, 13.2, 13.3, 13.4


TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 13A, 13B, 13C; Web/CD-Thinking As A Scientist: How Do Environmental Changes Affect A Population; Campbell Image Presentation Library-Videos: Galapagos Island Overview, Galapagos Tortoise, Galapagos Marine Iguana, Galapagos Sea Lion; Transparencies: Figure 13.1B, Figure 13.2C; Biology Labs Online: Darwin’s Theory Of Evolution

HE.6.B.2 Recognize that evolution involves a change in allele frequencies in a population across successive generations

SE: 266-267, 268-269

IG: Chapter 13-Lecture Outline, Modules: 13.7, 13.8, 13.9

TR: Chapter Review: 276-277; Student Study Guide: 151-152, 447-448

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 13D; Web/CD-Thinking As A Scientist: How Can Frequency Of Alleles Be Calculated; Transparency: Figure 13.12

HE.6.B.3 Analyze the effects of mutations and the resulting variations within a population in terms of natural selection

SE: 199, 264, 265, 270-271, 272-273, 274, 275

IG: Chapter 10-Lecture Outline, Module: 10.16; Chapter 13-Teaching Objectives; Chapter 13-Key Terms; Chapter 13-Word Roots; Chapter 13-Lecture Outline, Modules: 13.5, 13.6, 13.11-13.18

TR: Chapter Review: 276-277; Student Study Guide: 149-150, 153, 154, 155, 447, 448

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 13E; Web/CD-Thinking As A Scientist: How Do You Diagnose A Genetic Disorder; Transparency: Figure 13.16






resource(s))

HE.6.B.4 Illustrate mass extinction events using a time line

SE: 297, 298-303, 339, 390

IG: Chapter 15-Teaching Objectives; Chapter 15-Lecture Outline, Modules: 15.1, 15.2, 15.3, 15.4, 15.5; Chapter 16-Lecture Outline, Module: 16.25; Chapter 18-Lecture Outline, Module: 18.19

TR: Chapter Review: 311-312, 341; Student Study Guide: 168, 169, 451

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 15A, 15B; Campbell Image Presentation Library: Macroevolution Animation; Transparencies: Figure 15.1, Figure 15.3B, Figure 15.5

• fossil record SE: 260-261, 290, 296-297, 298-299, 302-303, 304, 308, 391

IG: Chapter 13-Teaching Objectives; Chapter 13-Key Terms; Chapter 13-Lecture Outline, Module: 13.3; Chapter 14-Lecture Outline, Module: 14.10; Chapter 15-Teaching Objectives; Chapter 15-Lecture Outline, Introduction, Modules: 15.1, 15.2,15.5, 15.6, 15.9; Chapter 18-Lecture Outline, Module: 18.20; Chapter 19-Lecture Outline, Module: 19.6

TR: Chapter Review: 276, 311-312; Student Study Guide: 168, 169, 222, 451, 459

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 15A, 19B; Transparencies: Figure 15.9A; Figure 15.9B; Figure 15.9C; Figure 19.1B

• DNA analysis SE: 263, 266-269, 308-309, 398-399, 405

IG: Chapter 13-Lecture Outline, Modules: 13.7, 13.9, 13.10; Chapter 15-Lecture Outline, Modules: 15.6-15.9; Chapter 19-Lecture Outline, Introduction, Module: 19.6

TR: Chapter Review: 276, 311; Student Study Guide: 152, 169-170, 171, 172, 447-448, 451-452

HE.6.B.5 Evaluate evolution in terms of evidence as found in the following:






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 13D, 19B; Web/CD-Thinking As A Scientist: How Is Phylogeny Determined Using Protein Comparisons; Campbell Image Presentation Library: Causes Of Microevolution Animation; Transparencies: Table 13.4, Figure 13.7A, Figure 13.7B

• artificial selection SE: 258


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Do Environmental Changes Affect A Population; Transparency: Figure 13.2B

• morphology SE: 281

IG: Chapter 14-Key Terms; Chapter 14-Lecture Outline, Module: 14.2

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Does Bone Structure Shed Light On The Origin Of Birds

• embryology SE: 262

IG: Chapter 13-Teaching Objectives; Chapter 13-Lecture Outline, Module: 13.4


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 13C

• viral evolution SE: 200, 201, 202-203

IG: Chapter 10-Teaching Objectives; Chapter 10-Lecture Outline, Modules: 10.17, 10.18, 10.19, 10.20


• geographic distribution of related species SE: 284, 286, 288, 302-303

IG: Chapter 14-Lecture Outline, Introduction, Modules: 14.4, 14.6, 14.8; Chapter 15-Lecture Outline, Module: 15.5






resource(s))


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 14B, 15B; Transparency: Figure 14.8B

• antibiotic and pesticide resistance in various organisms

SE: 233, 234, 264, 272, 325, 498, 685, 769

IG: Chapter 12-Lecture Outline, Modules: 12.2, 12.3; Chapter 13-Lecture Outline, Modules: 13.5, 13.13; Chapter 16-Lecture Outline, Module: 16.10; Chapter 24-Key Terms; Chapter 24-Word Roots; Chapter 24-Lecture Outline, Module: 24.12; Chapter 34-Lecture Outline, Module: 34.3; Chapter 38-Lecture Outline, Module: 38.4

TR: Chapter Review: 276-277, 700, 782-783; Student Study Guide: 418, 419, 490-491

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Are The Patterns Of Antibiotic Resistance, How Can Antibiotic Resistant Plasmids Transform E Coli; Transparencies: Figure 12.2, Figure 13.5B, Figure 38.4

HE.6.B.6 Compare the processes of relative dating and radioactive dating to determine the age of fossils

SE: 290, 298, 299, 302-303

IG: Chapter 13-Lecture Outline, Module: 13.2; Chapter 14-Lecture Outline, Module: 14.10; Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Modules: 15.1, 15.2, 15.5

TR: Chapter Review: 294, 311-312; Student Study Guide: 162-163, 168-169, 450, 451

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 15A, 15B; Campbell Image Presentation Library: Macroevolution Animation; Transparencies: Figure 14.10A, Figure 14.10B, Table 15.1

HE.6.B.7 Interpret a Cladogram SE: 306-307






resource(s))

IG: Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Word Roots; Chapter 15-Lecture Outline, Module: 15.8



• Bacteria SE: 6, 54, 127, 232-233, 310, 322-323, 326, 328

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.2; Chapter 8-Lecture Outline, Module: 8.3; Chapter 12-Lecture Outline, Modules: 12.1, 12.2; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.11, 16.13

TR: Chapter Review: 13, 249-251, 311-312; Student Study Guide: 3, 173, 179, 425, 452, 453

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation, Cyanobacteria Video; Transparencies: Figure 4.2A, Figure 12.1, Figure 15.10B; Table 16.8, Table 16.11

• Archaea SE: 6, 310, 322-323

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Teaching Objectives; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.12

TR: Chapter Review: 13, 311, 340-341; Student Study Guide: 3, 179, 181, 425, 453

Standard 7: Students shall demonstrate an understanding that organisms are diverse.

CDL.7.B.1 Differentiate among the different domains:

Strand: Classification and the Diversity of Life






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation; Transparencies: Figure 15.10B, Table 16.8

• Eukarya SE: 4, 6, 7, 67, 310, 334

IG: Chapter 1-Lecture Outline, Modules: 1.3, 1.5;Chapter 4-Lecture Outline, Module: 4.19; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Lecture Outline, Module: 16.19

TR: Chapter Review: 13, 68, 311, 340; Student Study Guide: 3, 40, 173, 183, 425, 430, 452, 453

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 4J, 4K, 15C; Transparencies: Figure 1.3; Table 4.19; Figure 15.10B; Figure 16.19

• Eubacteria SE: 6, 54, 127, 232-233, 305, 310, 322-323, 326, 328

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.2; Chapter 8-Lecture Outline, Module: 8.3; Chapter 12-Lecture Outline, Modules: 12.1, 12.2; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.11, 16.13

TR: Chapter Review: 13, 249-251, 311-312; Student Study Guide: 3, 173, 179, 425, 452, 453

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation, Cyanobacteria Video; Transparencies: Figure 4.2A, Figure 12.1, Figure 15.7A, Figure 15.10B; Table 16.8, Table 16.11

• Archaea SE: 6, 305, 310, 322-323

CDL.7.B.2 Differentiate the characteristics of the six kingdoms:






resource(s))

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Teaching Objectives; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.8, 16.12

TR: Chapter Review: 13, 311, 340-341; Student Study Guide: 3, 179, 181, 425, 453

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16C; Campbell Image Presentation Library: Classification Schemes Animation; Transparencies: Figure 15.7A, Figure 15.10B, Table 16.8

• Protista SE: 6, 305, 310, 332-339, 369

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Lecture Outline, Modules: 15.7, 15.10; Chapter 16-Teaching Objectives; Chapter 16-Key Terms; Chapter 16-Lecture Outline, Modules: 16.17, 16.18, 16.19, 16.20, 16.21, 16.22, 16.23, 16.24, 16.25; Chapter 18-Lecture Outline, Module: 18.2

TR: Chapter Review: 311-312, 340-341; Student Study Guide: 3, 173, 183-184, 202, 425, 452, 453, 457

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparencies: Figure 15.10A; Figure 16.19; Figure 18.2A

• Fungi SE: 7, 309, 310, 342-343, 357-363

IG: Chapter 1-Lecture Outline, Module: 1.5;Chapter 15-Lecture Outline, Modules: 15.9, 15.10; Chapter 17-Teaching Objectives; Chapter 17-Key Terms; Chapter 17-Lecture Outline, Modules: 17.15-17.22

TR: Chapter Review: 311-312, 364-365; Student Study Guide: 3, 173, 195-197, 425, 452, 455






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 17H, 17I; Web/CD-Thinking As A Scientist: How Does The Fungus Pilobolus Succeed As A Decomposer; Campbell Image Presentation Library: Fungus Life Cycle Animation; Transparencies: Figure 15.9B, Figure 17.16, Figure 17.17A

• Plantae SE: 6, 7, 57, 310, 625, 626-627, 628-629, 636, 646, 652, 659

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.4; Chapter 31-Lecture Outline, Modules: 31.2, 31.3, 31.4, 31.5; Chapter 32-Lecture Outline, Modules: 32.1, 32.6, 32.15

TR: Chapter Review: 68-69, 311-312, 642-643, 660-661; Student Study Guide: 345, 346-347, 479

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 4D, 7B, 15C; Transparency: Figure 31.2

• Animalia SE: 7, 56-57, 305, 310, 366-367, 368-371, 393, 430, 432, 440-441, 442

IG: Chapter 1-Lecture Outline, Module: 1.5;Chapter 4-Lecture Outline, Module: 4.4;Chapter 18-Teaching Objectives; Chapter 18-Lecture Outline, Introduction, Modules: 18.1, 18.2,18.3, 18.4, 18.22, 18.23; Chapter 21-Lecture Outline, Modules: 21.1, 21.3, 21.13, 21.14

TR: Chapter Review: 68-69, 311-312, 395-397, 450-451; Student Study Guide: 201, 202, 203, 204, 212, 457

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 4D, 15C, 18C; Transparencies: Figure 15.7A; Figure 18.2A; Figure 18.4; Figure 18.22

• kingdom SE: 6, 305, 310

CDL.7.B.3 Identify the seven major taxonomic categories:






resource(s))

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Modules: 15.7, 15.10

TR: Chapter Review: 311; Student Study Guide: 171, 173, 452

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C; Campbell Image Presentation Library: Classification Schemes Animation; Transparencies: Figure 15.7A; Figure 15.10A

• phylum SE: 305


TR: Chapter Review: 311; Student Study Guide: 171, 452

TECH: Transparency: Figure 15.7A

• class SE: 305



TECH: Transparency: Figure 15.7A

• order SE: 305




• family SE: 305






resource(s))




• genus SE: 304-305




• species SE: 6, 265, 280-281, 282-283, 284, 286, 304-305

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 13-Key Terms; Chapter 13-Lecture Outline, Module: 13.6; Chapter 14-Lecture Outline, Modules: 14.2, 14.3, 14.4, 14.6, 14.10; Chapter 15-Teaching Objectives; Chapter 15-Key Terms; Chapter 15-Lecture Outline, Module: 15.7

TR: Chapter Review: 249-251, 311; Student Study Guide: 159-160, 161, 162, 171, 449, 450, 452

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Do New Species Arise By Genetic Isolation; Transparencies: Table 14.3, Table 14.6A, Figure 15.7A; Figure 15.7B

CDL.7.B.4 Classify and name organisms based on their similarities and differences applying taxonomic nomenclature using dichotomous keys

SE: 2, 3, 6, 280, 304-305, 310, 326, 368, 371, 382-383, 385, 386, 393, 395-396, 415






resource(s))

IG: Chapter 1-Key Terms; Chapter 1-Lecture Outline, Modules: 1.1, 1.5; Chapter 14-Lecture Outline, Module: 14.2; Chapter 15-Lecture Outline, Modules: 15.7, 15.10; Chapter 16-Lecture Outline, Module: 16.11; Chapter 18-Lecture Outline, Modules: 18.1, 18.12, 18.14, 18.15, 18.22

TR: Chapter Review: 311, 395-396; Student Study Guide: 171-172, 201, 210, 211, 212, 452, 456-457

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1A, 1B, 15C, 18A, 18B, 18C, 20B; Web/CD-Thinking As A Scientist: How Are Insect Species Identified; Transparencies: Figure 1.1, Figure 15.7A, Figure 15.7B, Figure 18.4, Figure 18.15, Figure 18.22

CDL.7.B.5 Investigate Arkansas' biodiversity using appropriate tools and technology

SE: 356, 728, 766, 767, 775

IG: Chapter 17-Lecture Outline, Module: 17.14; Chapter 37-Lecture Outline, Module: 36.1, 37.1; Chapter 38-Lecture Outline, Modules: 38.1, 38.2, 38.8

TR: Student Study Guide: 406-407, 488

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Are Trees Identified By Their Leaves, How Are Impacts On Community Diversity Measured

CDL.7.B.6 Compare and contrast the structures and characteristics of viruses (lytic and lysogenic cycles) with non-living and living things

SE: 180-181, 200-203

IG: Chapter 10-Key Terms; Chapter 10-Lecture Outline, Introduction, Modules: 10.17, 10.18, 10.19, 10.20, 10.21







resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10I, 10J; Campbell Image Presentation Library-Animations: Phage Lytic Cycle, Simplified Viral Reproductive Cycle; Transparencies: Figure 10.17, Figure 10.18A, Figure 10.18B, Figure 10.19

CDL.7.B.7 Evaluate the medical and economic importance of viruses

SE: 180-181, 182-183, 201, 202, 203, 222-223, 227, 358, 484-486, 498

IG: Chapter 10-Lecture Outline, Introduction, Modules: 10.1, 10.17, 10.18, 10.19, 10.20, 10.21; Chapter 11-Lecture Outline, Module: 11.16; Chapter 24-Lecture Outline, Introduction, Modules: 24.1, 24.12

TR: Chapter Review: 206-207, 502-503; Student Study Guide: 109, 116, 441

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 10A, 10B, 10I, 10J, 10K, 11F; Web/CD-Thinking As A Scientist: Why Do AIDS Rates Differ Across The US, What Causes Infections In AIDS Patients; Campbell Image Presentation Library: Hershey Chase Experiment Animation; Transparencies: Figure 10.1A, Figure 10.1B, Figure 10.1C, Figure 10.18A, Figure 10.19, Figure 10.21B, Table 11.20, Figure 24.1B

• sexual reproduction SE: 124-125, 126, 348, 358, 360, 536-537, 538-547, 636-640

IG: Chapter 1-Lecture Outline, Module: 1.4; Chapter 8-Lecture Outline, Introduction, Module: 8.1; Chapter 17-Lecture Outline, Modules: 17.4, 17.16; Chapter 27-Teaching Objectives; Chapter 27-Key Terms; Chapter 27-Lecture Outline, Modules: 27.1, 27.2, 27.3, 27.4, 27.5, 27.6

TR: Chapter Review: 562-563; Student Study Guide: 78, 195-196, 302, 305, 436, 455, 472-473

CDL.7.B.8 Compare and contrast life cycles of familiar organisms






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8E, 27A, 27B; Campbell Image Presentation Library-Animations: Female Reproductive Anatomy, Male Reproductive Anatomy; Transparencies: Figure 17.16, Figure 27.2A, Figure 27.2C, Figure 27.3A, Figure 27.3B, Figure 27.5

• asexual reproduction SE: 125, 127, 136, 358, 536-537, 641, 642

IG: Chapter 8-Key Terms; Chapter 8-Lecture Outline, Introduction, Modules: 8.3, 8.11; Chapter 17-Lecture Outline, Module: 17.6; Chapter 27-Key Terms; Chapter 27-Lecture Outline, Module: 27.1; Chapter 31-Lecture Outline, Modules: 31.14, 31.15

TR: Chapter Review: 642-643; Student Study Guide: 78, 82-83, 195-196, 353, 436, 455, 479

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 8E, 17H, 17I; Campbell Image Presentation Library: Hydra Budding Video; Transparencies: Figure 8.3A, Figure 17.16

• metamorphosis SE: 368, 382

IG: Chapter 18-Word Roots; Chapter 18-Lecture Outline, Modules: 18.1, 18.12

TR: Chapter Review: 395-397

TECH: Transparency: Figure 18.1B

• alternation of generations SE: 338, 348-355

IG: Chapter 16-Lecture Outline, Module: 16.24; Chapter 17-Teaching Objectives; Chapter 17-Key Terms; Chapter 17-Lecture Outline, Modules: 17.4-17.13







resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17C, 17D, 17E, 17F; Web/CD-Thinking As A Scientist: What Are The Different Stages Of A Fern Life Cycle; Campbell Image Presentation Library: Moss Life Cycle Animation, Fern Life Cycle Animation, Pine Life Cycle Animation, Flowering Plant Life Cycle Video; Transparencies: Figure 17.4, Figure 17.5, Figure 17.6, Figure 17.8, Figure 17.10

CDL.7.B.9 Classify bacteria according to their characteristics and adaptations

SE: 6, 54, 204-205, 232-233, 271, 272, 310, 314-315, 322-323, 324-325, 328, 683, 758-759

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.2; Chapter 10-Lecture Outline, Modules: 10.22, 10.23; Chapter 12-Lecture Outline, Module: 12.1; Chapter 13-Lecture Outline, Modules: 13.12, 13.13; Chapter 16-Lecture Outline, Introduction, Modules: 16.8, 16.10, 16.13; Chapter 34-Lecture Outline, Introduction; Chapter 37-Lecture Outline, Module: 37.18

TR: Chapter Review: 311, 340-341; Student Study Guide: 3, 35, 179, 425, 429, 453

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 1B, 15C, 16B, 16C; Transparencies: Figure 4.2A, Figure 15.10B, Table 16.8, Figure 37.18

CDL.7.B.10 Evaluate the medical and economic importance of bacteria

SE: 205, 232-237, 272, 329, 330-331, 437, 658-659, 758, 778

IG: Chapter 10-Lecture Outline, Module: 10.23; Chapter 12-Lecture Outline, Modules: 12.1-12.7;Chapter 13-Lecture Outline, Module: 13.3; Chapter 16-Lecture Outline, Modules: 16.14, 16.15, 16.16; Chapter 21-Lecture Outline, Module: 21.10; Chapter 32-Lecture Outline, Modules: 32.13, 32.14; Chapter 37-Lecture Outline, Module: 37.18; Chapter 38-Lecture Outline, Module: 38.11

TR: Chapter Review: 249-251, 660; Student Study Guide: 134, 135-137, 181, 361, 444-445, 453, 481






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Can Antibiotic Resistant Plasmids Transform E Coli; Campbell Image Presentation Library: Restriction Enzymes Animation, Cloning A Gene Animation; Transparencies: Figure 10.23A, Figure 10.23B, Figure 10.23C, Figure 12.1, Figure 12.3, Figure 12.4, Table 12.6, Figure 32.13, Figure 37.18

• plant-like SE: 333, 334, 338, 344

IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.19, 16.24; Chapter 17-Lecture Outline, Module: 17.1


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparencies: Figure 16.19, Figure 16.24C

• animal-like SE: 333, 334, 369

IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.19; Chapter 18-Lecture Outline, Module: 18.2

TR: Chapter Review: 340-341; Student Study Guide: 183-184, 201, 453, 456-457

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparencies: Figure 16.19, Figure 18.2A

• fungal-like SE: 333, 334



CDL.7.B.11 Describe the characteristics used to classify protists:






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Kinds Of Protists Are Found In Various Habitats; Transparency: Figure 16.19

CDL.7.B.12 Evaluate the medical and economic importance of protists

SE: 333, 334, 335, 336, 337, 767

IG: Chapter 16-Lecture Outline, Modules: 16.18, 16.20, 16.21, 16.22, 16.23; Chapter 38-Lecture Outline, Module: 38.2

TR: Chapter Review: 340; Student Study Guide: 183-184, 453

CDL.7.B.13 Compare and contrast fungi with other eukaryotic organisms

SE: 6-7, 67, 310, 334, 342-343, 357-363

IG: Chapter 1-Lecture Outline, Module: 1.5; Chapter 4-Lecture Outline, Module: 4.19; Chapter 15-Lecture Outline, Module: 15.10; Chapter 16-Lecture Outline, Module: 16.19; Chapter 17-Teaching Objectives; Chapter 17-Lecture Outline, Introduction, Modules: 17.15-17.22


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17H, 17I; Web/CD-Thinking As A Scientist: How Does The Fungus Pilobolus Succeed As A Decomposer; Campbell Image Presentation Library: Fungus Life Cycle Animation; Transparencies: Table 4.19, Figure 16.19, Figure 17.16, Figure 17.17A, Figure 17.18A, Figure 17.18B

CDL.7.B.14 Evaluate the medical and economic importance of fungi

SE: 342-343, 361, 362, 363

IG: Chapter 17-Lecture Outline, Introduction, Modules: 17.19, 17.20, 17.21, 17.22


CDL.7.B.15 Differentiate between vascular and nonvascular plants

SE: 346, 347, 630

IG: Chapter 17-Lecture Outline, Module: 17.3; Chapter 31-Lecture Outline, Module: 31.6






resource(s))


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 17B; Transparency: Figure 17.3A

CDL.7.B.16 Differentiate among cycads, gymnosperms, and angiosperms

SE: 347, 350, 351, 352, 353, 354, 355, 625-626

IG: Chapter 17-Teaching Objectives; Chapter 17-Key Terms; Chapter 17-Lecture Outline, Modules: 17.3, 17.7-17.13; Chapter 31-Lecture Outline, Modules: 31.2, 31.3

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17B, 17E, 17F

• roots SE: 626, 627, 630, 631, 632, 633, 647

IG: Chapter 31-Teaching Objectives; Chapter 31-Key Terms; Chapter 31-Lecture Outline, Modules: 31.3, 31.4, 31.6, 31.7; Chapter 32-Lecture Outline, Module: 32.2

TR: Chapter Review: 642-643; Student Study Guide: 346-347, 348, 358, 479, 480

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 31A; Campbell Image Presentation Library: Root Growth In A Radish Seed Time Lapse Video; Transparencies: Figure 31.3, Figure 31.6, Figure 31.7B

• stems SE: 626, 627, 629, 630, 631, 632-633, 634

IG: Chapter 31-Teaching Objectives; Chapter 31-Key Terms; Chapter 31-Lecture Outline, Modules: 31.3, 31.4, 31.5, 31.6, 31.7, 31.8


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 31A; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparencies: Figure 31.3, Figure 31.5E, Figure 31.6, Figure 31.7C

• leaves SE: 626, 627, 630, 631, 670-671

CDL.7.B.17 Describe the structure and function of the major parts of a plant:






resource(s))

IG: Chapter 31-Teaching Objectives; Chapter 31-Key Terms; Chapter 31-Lecture Outline, Modules: 31.3, 31.4, 31.6; Chapter 33-Lecture Outline, Module: 33.7

TR: Chapter Review: 642-643; Student Study Guide: 345, 346-347, 348, 368, 479, 482

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 31A, 33A; Transparencies: Figure 31.3, Figure 33.7B

• flowers SE: 352-353, 354, 355, 636-637, 638, 639

IG: Chapter 17-Lecture Outline, Modules: 17.9, 17.10, 17.11, 17.12, 17.13; Chapter 31-Lecture Outline, Modules: 31.9, 31.10, 31.11, 31.12

TR: Chapter Review: 364-365, 642-643; Student Study Guide: 192, 193, 351, 352, 455, 479

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17F, 31C, 31D; Campbell Image Presentation Library: Flower Blooming Video, Flowering Plant Life Cycle Video, Fruit Development Animation; Transparencies: Figure 17.9B, Figure 17.10, Figure 31.9A, Figure 31.9B, Figure 31.10, Figure 31.11A, Figure 31.11B, Figure 31.12B

• epidermal SE: 630, 631


TR: Chapter Review: 642; Student Study Guide: 346-347, 348, 479

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparency: Figure 31.6

• ground SE: 630, 631



CDL.7.B.18 Relate the structure of plant tissue to its function






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparency: Figure 31.6

• vascular SE: 345, 346, 630, 631



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 17B; Web/CD-Thinking As A Scientist: What Are The Functions Of Monocot Tissues; Transparency: Figure 31.6

CDL.7.B.19 Evaluate the medical and economic importance of plants

SE: 202, 247, 248, 354, 356, 361, 408, 642, 644-645, 655, 656-657, 668, 669, 671, 676-677, 678, 748

IG: Chapter 10-Lecture Outline, Module: 10.19; Chapter 12-Lecture Outline, Modules: 12.18, 12.19; Chapter 17-Lecture Outline, Modules: 17.12, 17.14, 17.19; Chapter 19-Lecture Outline, Module: 19.11; Chapter 31-Lecture Outline, Module: 31.15; Chapter 32-Lecture Outline, Introduction, Modules: 32.9, 32.10, 32.11; Chapter 33-Lecture Outline, Modules: 33.4, 33.5, 33.8, 33.14, 33.15; Chapter 37-Lecture Outline, Module: 37.5TR: Chapter Review: 250, 364, 678-680; Student Study Guide: 194, 360, 361, 367, 368, 455, 481, 482

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 12G, 12H, 17G, 32D; Transparencies: Figure 12.18A, Table 17.14, Figure 33.14B

• radial SE: 370, 371, 373, 393

IG: Chapter 18-Lecture Outline, Modules: 18.3, 18.6, 18.9, 18.22

TR: Chapter Review: 395-397; Student Study Guide: 202, 204, 206, 212, 457

CDL.7.B.20 Identify the symmetry of organisms:






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 18C; Transparencies: Figure 18.3A, Figure 18.4, Figure 18.22

• bilateral SE: 370, 371, 374, 375, 376-377, 384, 393, 574

IG: Chapter 18-Lecture Outline, Modules: 18.3, 18.4, 18.7, 18.8, 18.9, 18.13, 18.22; Chapter 28-Lecture Outline, Module: 28.10


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 18C; Transparencies: Figure 18.3A, Figure 18.4, Figure 18.5, Figure 18.9A, Figure 18.22

• asymmetrical SE: 370



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 18C; Transparency: Figure 18.5D

CDL.7.B.21 Compare and contrast the major invertebrate classes according to their nervous, respiratory, excretory, circulatory, and digestive systems

SE: 372, 373, 374, 375, 376-377, 378-379, 380-381, 382-383, 384, 385

IG: Chapter 18-Lecture Outline, Modules: 18.5-18.13, 18.14


TECH: Transparencies: Figure 18.5D, Figure 18.7A, Figure 18.9A, Figure 18.10A, Figure 18.11A, Figure 18.12A, Figure 18.13A

CDL.7.B.22 Compare and contrast the major vertebrate classes according to their nervous, respiratory, excretory, circulatory, digestive, reproductive and integumentary systems

SE: 386-392, 415-418, 420-421, 440-441, 458-459, 470, 513, 522, 536-537, 575-578






resource(s))

IG: Chapter 18-Lecture Outline, Modules: 18.15-18.21; Chapter 20-Lecture Outline, Modules: 20.3-20.7, 20.10; Chapter 21-Lecture Outline, Module: 21.13; Chapter 22-Lecture Outline, Module: 22.5; Chapter 23-Lecture Outline, Module: 23.3; Chapter 25-Lecture Outline, Module: 25.10; Chapter 26-Lecture Outline, Module: 26.3; Chapter 27-Lecture Outline, Module: 27.1; Chapter 28-Lecture Outline, Modules: 28.11-28.14

TR: Chapter Review: 395-397; Student Study Guide: 210, 211, 227, 241, 249, 250, 257, 302, 319, 457, 460, 463, 464, 466, 472, 474

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 18B, 20C; Transparency: Figure 18.15, Figure 22.5A, Figure 23.3A, Figure 23.3B, Figure 23.3C, Figure 25.10, Figure 28.11A, Figure 28.11B, Figure 28.13

EBR.8.B.1 Cite examples of abiotic and biotic factors of ecosystems

SE: 684, 686, 687, 688-689, 751, 754, 756

IG: Chapter 34-Lecture Outline, Modules: 34.1, 34.4, 34.5, 34.6; Chapter 37-Lecture Outline, Modules: 37.8, 37.15

TR: Chapter Review: 700-701; Student Study Guide: 374-375, 376, 377, 483

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 34B; Web/CD-Thinking As A Scientist: How Do Abiotic Factors Affect Distribution Of Organisms

EBR.8.B.2 Compare and contrast the characteristics of biomes

SE: 689, 690-691, 692, 693, 694-695, 696-697, 698

IG: Chapter 34-Lecture Outline, Modules: 34.7-34.8, 34.9-34.17, 34.18


Strand: Ecology and Behavioral Relationships

Standard 8: Students shall demonstrate an understanding of ecological and behavioral relationships among organisms.






resource(s))

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 34B, 34C, 34D; Campbell Image Presentation Library-Videos: Hydrothermal Vent, Tubeworms, Coral Reef; Transparencies: Figure 34.7B, Figure 34.9

EBR.8.B.3 Diagram the carbon, nitrogen, phosphate, and water cycles in an ecosystem

SE: 756, 757, 758, 759

IG: Chapter 37-Lecture Outline, Modules: 37.15-37.19

TR: Chapter Review: 762-763; Student Study Guide: 412, 413, 488-489

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 37F, 37G; Transparencies: Figure 37.15, Figure 37.16, Figure 37.17, Figure 37.18, Figure 37.19

EBR.8.B.4 Analyze an ecosystem’s energy flow through food chains, food webs, and energy pyramids

SE: 753, 754, 755, 756

IG: Chapter 37-Lecture Outline, Modules: 37.10, 37.11, 37.12, 37.13, 37.14


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 37C, 37D, 37E; Web/CD-Thinking As A Scientist: How Do Temperature And Light Affect Primary Production; Transparencies: Figure 37.10, Figure 37.11, Figure 37.12, Figure 37.14

EBR.8.B.5 Identify and predict the factors that control population, including predation, competition, crowding, water, nutrients, and shelter

SE: 714-715, 718, 719, 730-731, 732-733, 734-735, 745, 746-747

IG: Chapter 35-Lecture Outline, Modules: 35.12, 35.17, 35.18, 35.19; Chapter 36-Lecture Outline, Modules: 36.4, 36.5, 36.6, 36.7; Chapter 37-Lecture Outline, Modules: 37.2, 37.3, 37.4

TR: Chapter Review: 724-725, 740, 762-763; Student Study Guide: 400, 408, 487, 488






resource(s))

TECH: www.biologylabsonline.com; Transparencies: Figure 36.7B, Figure 37.2, Figure 37.4B; Biology Labs Online: Population Structure And Dynamics

• commensalism SE: 749


TR: Student Study Guide: 408, 488

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 37A; Campbell Image Presentation Library: Clownfish And Anemone Video

• parasitism SE: 748-749



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 37A

• mutualism SE: 342-343, 362-363, 748, 749

IG: Chapter 17-Lecture Outline, Introduction, Module: 17.21; Chapter 32-Lecture Outline, Module: 32.13; Chapter 37-Lecture Outline, Module: 37.6


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 37A

EBR.8.B.7 Compare and contrast primary succession with secondary succession

SE: 750

IG: Chapter 37-Key Terms; Chapter 37-Lecture Outline, Module: 37.7


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 37B

• organism SE: 2-3, 339, 415, 684

EBR.8.B.8 Identify the properties of each of the five levels of ecology:

EBR.8.B.6 Summarize the symbiotic ways in which individuals within a community interact with each other:






resource(s))

IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 16-Lecture Outline, Module: 16.25; Chapter 20-Lecture Outline, Module: 20.2; Chapter 34-Lecture Outline, Module: 34.1


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 20B

• population SE: 2, 265, 270, 684, 727, 728-733

IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 13-Lecture Outline, Modules: 13.6, 13.11; Chapter 34-Lecture Outline, Module: 34.1; Chapter 36-Lecture Outline, Modules: 36.1, 36.2-36.6, 36.10


TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 36A, 36B, 36C, 36D; Transparencies: Figure 36.3, Figure 36.4A, Figure 36.4B, Figure 36.4C, Figure 36.5A, Figure 36.5B, Figure 36.5C, Figure 36.6, Figure 36.10A, Figure 36.10B; Biology Labs Online: Population Structure And Dynamics, The Human Population

• community SE: 2, 684, 744-750, 752-753

IG: Chapter 1-Lecture Outline, Module: 1.1; Chapter 34-Lecture Outline, Module: 34.1; Chapter 37-Lecture Outline, Modules: 37.1-37.7, 37.9, 37.10

TR: Student Study Guide: 374-375, 406-407, 408, 409, 483, 488

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 37A, 37B; Web/CD-Thinking AsA Scientist: How Are Impacts On Community Diversity Measured; Transparencies: Figure 37.2A, Figure 37.2B, Figure 37.4B, Figure 37.9, Figure 37.10; Biology Labs Online: Structured Features Of Communities

• ecosystem SE: 684, 754-759






resource(s))

IG: Chapter 34-Lecture Outline, Module: 34.1; Chapter 37-Lecture Outline, Modules: 37.11-37.19

TR: Chapter Review: 762-763; Student Study Guide: 374-375, 410, 411, 483, 488

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 37D, 37E, 37F, 37G; Web/CD-Thinking As A Scientist: How Do Temperature And Light Affect Primary Production; Transparencies: Figure 37.11, Figure 37.12, Figure 37.13, Figure 37.14, Figure 37.19

• biosphere SE: 684, 685, 686, 687, 688-689

IG: Chapter 34-Lecture Outline, Modules: 34.1, 34.2, 34.3, 34.4, 34.5, 34.6


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activity: 34B; Transparencies: Figure 34.6A-Figure 34.6F

EBR.9.B.1 Analyze the effects of human population growth and technology on the environment/biosphere

SE: 12, 28, 119, 120, 199, 330, 331, 356, 561, 671, 685, 694, 695, 699, 728, 736-737, 738-739, 758, 760, 761, 764-765,766-771, 772-773, 774-781

IG: Chapter 1-Lecture Outline, Module: 1.9; Chapter 2-Lecture Outline, Module: 2.16; Chapter 7-Lecture Outline, Modules: 7.13, 7.14; Chapter 10-Lecture Outline, Module: 10.16; Chapter 16-Lecture Outline, Modules: 16.15, 16.16; Chapter 17-Lecture Outline, Module: 17.14; Chapter 27-Lecture Outline, Module: 27.19; Chapter 33-Lecture Outline, Module: 33.8; Chapter 34-Lecture Outline, Modules: 34.3, 34.10, 34.12, 34.18; Chapter 36-Lecture Outline, Modules: 36.9, 36.10; Chapter 37-Lecture Outline, Modules: 37.17, 37.20, 37.21; Chapter 38-Teaching Objectives; Chapter 38-Lecture Outline, Introduction, Modules: 38.1-38.5, 38.6, 38.7, 38.8-38.14

Standard 9: Students shall demonstrate an understanding of the ecological impact of global issues.






resource(s))

TR: Chapter Review: 700-701, 762-763, 782-783; Student Study Guide: 6, 74, 194, 401-402, 413, 418, 419, 420, 421, 425, 435, 455, 487, 488-489, 490-491

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 17G, 34A, 36C, 36D, 37F, 38A, 38C, 38D, 38E; Web/CD-Thinking As A Scientist: How Does Acid Precipitation Affect Trees, How Do You Diagnose A Genetic Disorder, How Are Potential Restoration Sites Analyzed; Transparencies: Figure 7.13B, Figure 7.14B, Figure16.16A, Table 17.14, Figure 36.9A, Figure 36.9B, Figure 36.10A, Figure 36.10B, Figure 37.20C, Figure 38.4, Figure 38.5A, Figure 38.5B, Figure 38.9A, Figure 38.10A, Figure 38.13A; Biology Labs Online: The Human Population

EBR.9.B.2 Evaluate long range plans concerning resource use and by-product disposal in terms of their environmental, economic, and political impact

SE: 356, 419, 481, 510, 655, 656, 657, 671, 684, 766-771, 774, 775, 776-777

IG: Chapter 17-Lecture Outline, Module: 17.14; Chapter 20-Lecture Outline, Module: 20.8; Chapter 23-Lecture Outline, Module: 23.16; Chapter 25-Lecture Outline, Module: 25.6; Chapter 32-Lecture Outline, Modules: 32.9, 32.10, 32.11; Chapter 33-Lecture Outline, Module: 33.8; Chapter 34-Lecture Outline, Module: 34.1; Chapter 38-Lecture Outline, Modules: 38.1, 38.2, 38.3, 38.4, 38.5, 38.8, 38.10

TR: Chapter Review: 782-783; Student Study Guide: 194, 283, 360, 418, 419, 420, 455, 470, 481, 490-491

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17G, 38D






resource(s))

EBR.9.B.3 Assess current world issues applying scientific themes (e.g., global changes in climate, epidemics, pandemics, ozone depletion, UV radiation, natural resources, use of technology, and public policy)

SE: 12, 18, 21, 28, 38, 41, 46, 61, 78, 85, 91, 99, 119, 120, 135, 145, 147, 148, 161, 162, 164, 170, 177, 201, 202, 218, 219, 226, 227, 236, 237, 238, 242, 243, 245, 246, 248, 249, 264, 267, 269, 272, 287, 289, 302, 318, 329, 330, 354, 356, 361, 363, 394, 406, 419, 422, 435, 437, 443, 446, 447, 448, 449, 459, 463, 474, 476, 480, 481, 496, 498, 500, 501, 509, 511, 515, 529, 531, 546, 547, 561, 573, 581, 584, 596, 600, 601, 612, 617, 624, 642, 653, 655, 656, 671, 676, 678, 685, 699, 709, 719, 722, 723, 735, 736, 751, 756, 760, 761, 769, 770, 776, 779

IG: Chapters-Lecture Outlines, Modules: 1.9, 2.2, 2.5, 2.16, 3.3, 3.10, 3.15, 4.11, 5.9, 5.20, 6.4, 6.11, 7.13, 7.14, 8.10, 8.20, 8.22, 8.23, 9.8, 9.9, 9.10, 9.17, 9.24, 10.18, 10.19, 10.20, 11.11, 11.12, 11.19, 11.20, 12.6, 12.7, 12.9, 12.12, 12.13, 12.15, 12.17, 12.20, 13.5, 13.8, 13.10, 13.13, 14.7, 14.9, 15.4, 16.3, 16.14, 16.15, 16.16, 17.12, 17.14, 17.19, 17.22, 18.23, 19.7, 19.8, 20.8, 20.11, 21.7, 21.10, 21.17, 21.20, 21.21, 21.22, 21.23, 21.24, 22.6, 22.11, 23.8, 23.10, 23.14, 23.16, 24.10, 24.12, 24.16, 24.17, 25.5, 25.8, 25.12, 26.8, 26.10, 27.7, 27.8, 27.19, 28.9, 28.17, 28.20, 29.7, 29.11, 29.13, 30.5, 30.6, 30.11, 31.1, 31.15, 32.7, 32.9, 32.10, 32.11, 33.8, 33.13, 33.15, 34.3, 34.18, 35.6, 35.19, 35.22, 35.23, 36.8, 36.9, 37.8, 37.14, 37.20, 37.21, 38.4, 38.5, 38.10, 38.12

NS.10.B.1 Explain why science is limited to natural explanations of how the world works

SE: 9, 10-11



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science

Strand: Nature of Science

Standard 10: Students shall demonstrate an understanding that science is a way of knowing.






resource(s))

NS.10.B.2 Compare and contrast hypotheses, theories, and laws

SE: 8, 9, 10-11, 73, 156-157, 158-159, 171, 318-319

IG: Chapter 1-Lecture Outline, Modules: 1.6, 1.7, 1.8; Chapter 5-Lecture Outline, Module: 5.2; Chapter 9-Lecture Outline, Modules: 9.3, 9.5, 9.18; Chapter 16-Lecture Outline, Module: 16.3; Chapter 36-Lecture Outline, Module: 36.7; Chapter 37-Lecture Outline, Module: 37.20


TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science, How Are Space Rocks Analyzed; Transparencies: Figure 1.8A, Figure 9.5A, Figure 16.3B; Biology Labs Online: Darwins Theory Of Evolution

NS.10.B.3 Distinguish between a scientific theory and the term “theory” used in general conversation

SE: 8, 9, 10-11

IG: Chapter 1-Lecture Outline, Modules: 1.6, 1.7, 1.8


• explanations are based on observations, evidence, and testing

SE: 9, 10-11, 226, 260-263, 264, 318-319, 422-423, 476, 581, 676, 678, 699, 719

IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 11-Lecture Outline, Module: 11.19; Chapter 13-Lecture Outline, Modules: 13.3, 13.5; Chapter 16-Lecture Outline, Module: 16.3; Chapter 20-Lecture Outline, Module: 20.11; Chapter 23-Lecture Outline, Module: 23.10; Chapter 28-Lecture Outline, Module: 28.17; Chapter 33-Lecture Outline, Modules: 33.13, 33.15; Chapter 35-Lecture Outline, Module: 35.19

TR: Chapter Review: 13-14; Student Study Guide: 4-5, 149, 231, 370, 425, 447, 461, 482

NS.10.B.4 Summarize the guidelines of science:






resource(s))

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Activities: 11F, 33B; Web/CD-Thinking As A Scientist: The Process Of Science, How Are Space Rocks Analyzed, How Is Cardiovascular Fitness Measured; Transparencies: Figure 1.8E, Figure 16.3B; Biology Labs Online: Darwins TheoryOf Evolution

• hypotheses must be testable SE: 9, 10-11, 318-319

IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 16-Lecture Outline, Module: 16.3; Chapter 36-Lecture Outline, Module: 36.7; Chapter 37-Lecture Outline, Module: 37.20


TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science, How Are Space Rocks Analyzed; Transparencies: Figure 1.8A, Figure 16.3B; BiologyLabs Online: Darwins Theory Of Evolution

• understandings and/or conclusions may change with additional empirical data

SE: 46, 120, 249, 262-263, 318-319, 422-423, 485, 624

IG: Chapter 3-Lecture Outline, Module: 3.15; Chapter 7-Lecture Outline, Module: 7.14; Chapter 12-Lecture Outline, Module: 12.20; Chapter 16-Lecture Outline, Module: 16.3; Chapter 20-Lecture Outline, Module: 20.11; Chapter 31-Lecture Outline, Module: 31.1

TR: Student Study Guide: 231, 344, 461, 478-479

TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: How Are Space Rocks Analyzed, How Might Conditions On Early Earth Have Created Life, How Do Temperature And Light Affect Primary Production; Transparency: Figure 16.3B; Biology Labs Online: Darwins TheoryOf Evolution






resource(s))

• scientific knowledge must have peer review and verification before acceptance

SE: 12, 46, 120, 249, 289, 723, 751, 761, 779

IG: Chapter 1-Lecture Outline, Module: 1.9; Chapter 3-Lecture Outline, Module: 3.15; Chapter 7-Lecture Outline, Module: 7.14; Chapter 12-Lecture Outline, Module: 12.20; Chapter 14-Lecture Outline, Module: 14.9; Chapter 35-Lecture Outline, Module: 35.23; Chapter 37-Lecture Outline, Modules: 37.8, 37.12; Chapter 38-Lecture Outline, Module: 38.12


TECH: www.biologylabsonline.com; Biology Labs Online: Darwins Theory Of Evolution

NS.11.B.1 Develop and explain the appropriate procedure, controls, and variables (dependent and independent) in scientific experimentation

SE: 9, 10-11 248


TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology

NS.11.B.2 Research and apply appropriate safety precautions (refer to ADE Guidelines) when designing and/or conducting scientific investigations

SE: 9, 10-11 248



TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science

NS.11.B.3 Identify sources of bias that could affect experimental outcome


Standard 11: Students shall design and safely conduct scientific inquiry.






resource(s))

NS.11.B.4 Gather and analyze data using appropriate summary statistics

SE: 11, 14, 18, 26, 49, 76, 87, 91, 105, 145, 147, 163, 227, 236, 246, 263, 266, 267, 298, 442, 465, 475, 479, 485, 493, 529, 547, 563, 584, 587, 661, 680, 689, 701, 725, 729, 730, 731, 732, 733, 735, 736, 737, 738, 739, 740, 755, 760, 770

TR: Student Study Guide: 151-152, 241-242, 379, 397-399, 447, 463, 483, 487

NS.11.B.5 Formulate valid conclusions without bias TR: Laboratory Investigations For Biology; Preparation Guide For Laboratory Investigations For Biology

NS.11.B.6 Communicate experimental results using appropriate reports, figures, and tables

SE: 11, 14, 18, 26, 49, 76, 87, 91, 105, 145, 147, 163, 227, 236, 246, 263, 266, 267, 298, 442, 465, 475, 479, 485, 493, 529, 547, 563, 584, 587, 661, 680, 689, 701, 725, 729, 730, 731, 732, 733, 735, 736, 737, 738, 739, 740, 755, 760, 770


NS.12.B.1 Recognize that theories are scientific explanations that require empirical data, verification, and peer review

SE: 9, 10-11, 318-319

IG: Chapter 1-Lecture Outline, Modules: 1.7, 1.8; Chapter 16-Lecture Outline, Module: 16.3; Chapter 36-Lecture Outline, Module: 36.7; Chapter 37-Lecture Outline, Module: 37.20


TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM; Web/CD-Thinking As A Scientist: The Process of Science, How Are Space Rocks Analyzed; Transparencies: Figure 1.8A, Figure 16.3B; BiologyLabs Online: Darwins Theory Of Evolution

NS.12.B.2 Understand that scientific theories may be modified or expanded based on additional empirical data, verification, and peer review

SE: 12, 46, 120, 249, 289, 723, 751, 761, 779

Standard 12: Students shall demonstrate an understanding of current life science theories.






resource(s))

IG: Chapter 1-Lecture Outline, Module: 1.9; Chapter 3-Lecture Outline, Module: 3.15; Chapter 7-Lecture Outline, Module: 7.14; Chapter 12-Lecture Outline, Module: 12.20; Chapter 14-Lecture Outline, Module: 14.9; Chapter 35-Lecture Outline, Module: 35.23; Chapter 37-Lecture Outline, Modules: 37.8, 37.12; Chapter 38-Lecture Outline, Module: 38.12


TECH: www.biologylabsonline.com; Biology Labs Online: Darwins Theory Of Evolution

NS.12.B.3 Summarize biological evolution SE: 4-9, 256-264, 266-269, 291-293, 304-310, 316-321, 339, 344-347, 368-371

IG: Chapter 1-Lecture Outline, Modules: 1.4, 1.5, 1.6; Chapter 13-Lecture Outline, Modules: 13.1-13.5, 13.7-13.9; Chapter 14-Lecture Outline, Modules: 14.11-14.13; Chapter 15-Lecture Outline, Modules: 15.6, 15.10; Chapter 16-Lecture Outline, Modules: 16.1-16.6, 16.25; Chapter 17-Lecture Outline, Modules: 17.1-17.3; Chapter 18-Lecture Outline, Modules: 18.1-18.4

TR: Chapter Review: 276-277, 294-295, 311-313, 340-341, 364-365, 395-397; Student Study Guide: 400, 408, 487

NS.12.B.4 Relate the development of the cell theory to current trends in cellular biology

SE: 52-53, 192, 198, 202, 217, 237, 243, 244

IG: Chapter 4-Lecture Outline, Module: 4.1; Chapter 10-Lecture Outline, Modules: 10.8, 10.15, 10.20; Chapter 11-Lecture Outline, Module: 11.9; Chapter 12-Lecture Outline, Modules: 12.7, 12.13, 12.15

TR: Chapter Review: 206-207, 249-251

NS.12.B.5 Describe the relationship between the germ theory of disease and our current knowledge of immunology and control of infectious diseases

SE: 237, 243, 420, 486-488, 489, 490-499, 500-501

IG: Chapter 12-Lecture Outline, Modules: 12.7, 12.13; Chapter 20-Lecture Outline, Module: 20.10; Chapter 24-Lecture Outline, Modules: 24.1-24.3, 24.4-24.15, 24.16-24.17







resource(s))

TECH: Transparency: Fig 20.10A-F

NS.12.B.6 Relate the chromosome theory of heredity to recent findings in genetic research (e.g., Human Genome Project-HGP, chromosome therapy)

SE: 136-137, 164-165, 170, 171-174, 231, 233, 240-241, 243, 244-245, 247, 249, 271

IG: Chapter 8-Lecture Outline, Modules: 8.11, 8.12; Chapter 9-Lecture Outline, Modules: 9.10, 9.17, 9.18-9.21; Chapter 12-Lecture Outline, Introduction, Modules: 12.2, 12.11, 12.13, 12.15, 12.18, 12.20; 13.12


TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 12F, 12G; Transparencies: Figure 12.1, Figure 12.2, Figure 12.13, Table 12.17

NS.12.B.7 Research current events and topics in biology

SE: 12, 18, 21, 28, 38, 41, 46, 61, 78, 85, 91, 99, 119, 120, 135, 145, 147, 148, 161, 162, 164, 170, 177, 201, 202, 218, 219, 226, 227, 236, 237, 238, 242, 243, 245, 246, 248, 249, 264, 267, 269, 272, 287, 289, 302, 318, 329, 330, 354, 356, 361, 363, 394, 406, 419, 422, 435, 437, 443, 446, 447, 448, 449, 459, 463, 474, 476, 480, 481, 496, 498, 500, 501, 509, 511, 515, 529, 531, 546, 547, 561, 573, 581, 584, 596, 600, 601, 612, 617, 624, 642, 653, 655, 656, 671, 676, 678, 685, 699, 709, 719, 722, 723, 735, 736, 751, 756, 760, 761, 769, 770, 776, 779

IG: Chapters-Lecture Outlines, Modules: 1.9, 2.2, 2.5, 2.16, 3.3, 3.10, 3.15, 4.11, 5.9, 5.20, 6.4, 6.11, 7.13, 7.14, 8.10, 8.20, 8.22, 8.23, 9.8, 9.9, 9.10, 9.17, 9.24, 10.18, 10.19, 10.20, 11.11, 11.12, 11.19, 11.20, 12.6, 12.7, 12.9, 12.12, 12.13, 12.15, 12.17, 12.20, 13.5, 13.8, 13.10, 13.13, 14.7, 14.9, 15.4, 16.3, 16.14, 16.15, 16.16, 17.12, 17.14, 17.19, 17.22, 18.23, 19.7, 19.8, 20.8, 20.11, 21.7, 21.10, 21.17, 21.20, 21.21, 21.22, 21.23, 21.24, 22.6, 22.11, 23.8, 23.10, 23.14, 23.16, 24.10, 24.12, 24.16, 24.17, 25.5, 25.8, 25.12, 26.8, 26.10, 27.7, 27.8, 27.19, 28.9, 28.17, 28.20, 29.7, 29.11, 29.13, 30.5, 30.6, 30.11, 31.1, 31.15, 32.7, 32.9, 32.10, 32.11, 33.8, 33.13, 33.15, 34.3, 34.18, 35.6, 35.19, 35.22, 35.23, 36.8, 36.9, 37.8, 37.14, 37.20, 37.21, 38.4, 38.5, 38.10, 38.12






resource(s))

NS.13.B.1 Collect and analyze scientific data using appropriate mathematical calculations, figures, and tables

SE: 11, 14, 18, 26, 49, 76, 87, 91, 105, 145, 147, 163, 227, 236, 246, 263, 266, 267, 298, 442, 465, 475, 479, 485, 493, 529, 547, 563, 584, 587, 661, 680, 689, 701, 725, 729, 730, 731, 732, 733, 735, 736, 737, 738, 739, 740, 755, 760, 770


NS.13.B.2 Use appropriate equipment and technology as tools for solving problems (e.g., microscopes, centrifuges, flexible arm cameras, computer software and hardware)

SE: 12



TECH: www.campbellbiology.com; www.biologylabsonline.com; Student CD-ROM

NS.13.B.3 Utilize technology to communicate research findings

SE: 12




NS.14.B.1 Compare and contrast biological concepts in pure science and applied science

SE: 9, 10, 11




Standard 14: Students shall describe the connections between pure and applied science.

Standard 13: Students shall use mathematics, science equipment, and technology as tools to communicate and solve life science problems.






resource(s))

NS.14.B.2 Discuss why scientists should work within ethical parameters

SE: 120, 165, 218-219, 243, 248, 481, 484-485, 561

IG: Chapter 7-Lecture Outline, Module: 7.14; Chapter 9-Lecture Outline, Module: 9.10; Chapter 11-Lecture Outline, Module: 11.12; Chapter 12-Lecture Outline, Modules: 12.13, 12.19; Chapter 24-Lecture Outline, Introduction; Chapter 23-Lecture Outline, Module: 23.16; Chapter 27-Lecture Outline, Module: 27.19

TR: Student Study Guide: 98-99, 140, 439, 445

TECH:

NS.14.B.3 Evaluate long-range plans concerning resource use and by-product disposal for environmental, economic, and political impact

SE: 356, 419, 481, 510, 655, 656, 657, 671, 684, 766-771, 774, 775, 776-777

IG: Chapter 17-Lecture Outline, Module: 17.14; Chapter 20-Lecture Outline, Module: 20.8; Chapter 23-Lecture Outline, Module: 23.16; Chapter 25-Lecture Outline, Module: 25.6; Chapter 32-Lecture Outline, Modules: 32.9, 32.10, 32.11; Chapter 33-Lecture Outline, Module: 33.8; Chapter 34-Lecture Outline, Module: 34.1; Chapter 38-Lecture Outline, Modules: 38.1, 38.2, 38.3, 38.4, 38.5, 38.8, 38.10

TR: Chapter Review: 782-783; Student Study Guide: 194, 283, 360, 418, 419, 420, 455, 470, 481, 490-491

TECH: www.campbellbiology.com; Student CD-ROM; Web/CD-Activities: 17G, 38D

NS.14.B.4 Explain how the cyclical relationship between science and technology results in reciprocal advancements in science and technology

SE: 12


• educational requirements SE: 120, 226, 249, 318-319, 723

Standard 15: Students shall describe various life science careers and the training required for the selected career.

NS.15.B.1 Research and evaluate science careers using the following criteria:






resource(s))

IG: Chapter 7-Lecture Outline, Module: 7.14; Chapter 11-Lecture Outline, Module: 11.19; Chapter 12-Lecture Outline, Module: 12.20; Chapter 16-Lecture Outline, Module: 16.3; Chapter 35-Lecture Outline, Module: 35.23

• salary N / A

• availability of jobs SE: 226, 249, 723

IG: Chapter 11-Lecture Outline, Module: 11.19; Chapter 12-Lecture Outline, Module: 12.20; Chapter 35-Lecture Outline, Module: 35.23

• working conditions SE: 230, 245, 289, 319, 719

IG: Chapter 12-Lecture Outline, Introduction, Module: 12.15; Chapter 14-Lecture Outline, Module: 14.9; Chapter 16-Lecture Outline, Module: 16.3; Chapter 35-Lecture Outline, Module: 35.19


prentice hall biology: concepts and connections, 5th … to: arkansas biology curriculum framework...

Documents