Biology/Life
Sciences
Grades Nine Through Twelve Science Content Standards
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URL of standards: http://www.tea.state.tx.us/rules/tac/chapter112/ch112c.html#112.43
§ 112.43.
Biology.
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| (a) General requirements.
Students shall be awarded one credit for successful completion of
this course. Prerequisites: none. This course is recommended for
students in Grades 9, 10, or 11. |
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| (b) Introduction. |
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| (1) In Biology, students
conduct field and laboratory investigations, use scientific methods
during investigations, and make informed decisions using critical-thinking
and scientific problem-solving. Students in Biology study a variety
of topics that include: structures and functions of cells and viruses;
growth and development of organisms; cells, tissues, and organs;
nucleic acids and genetics; biological evolution; taxonomy; metabolism
and energy transfers in living organisms; living systems; homeostasis;
ecosystems; and plants and the environment. |
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| (2) Science is a way
of learning about the natural world. Students should know how science
has built a vast body of changing and increasing knowledge described
by physical, mathematical, and conceptual models, and also should
know that science may not answer all questions. |
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| (3) A system is a collection
of cycles, structures, and processes that interact. Students should
understand a whole in terms of its components and how these components
relate to each other and to the whole. All systems have basic properties
that can be described in terms of space, time, energy, and matter.
Change and constancy occur in systems and can be observed and measured
as patterns. These patterns help to predict what will happen next
and can change over time. |
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| (4) Investigations are
used to learn about the natural world. Students should understand
that certain types of questions can be answered by investigations,
and that methods, models, and conclusions built from these investigations
change as new observations are made. Models of objects and events
are tools for understanding the natural world and can show how systems
work. They have limitations and based on new discoveries are constantly
being modified to more closely reflect the natural world. |
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| (c) Knowledge and skills. |
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| (1) Scientific processes. The student,
for at least 40% of instructional time, conducts field and laboratory
investigations using safe, environmentally appropriate, and ethical
practices. The student is expected to: |
|
| P.O. |
Book & Chapter |
page no.s |
|
| (A) demonstrate
safe practices during field and laboratory investigations; |
SB1: Cell Structure |
62-63, 72 |
| SB1: The Chemistry of Life |
113 |
| SB1: Inheritance |
223 |
| SB1: Practical Ecology |
322-337 |
|
| (B) make
wise choices in the use and conservation of resources and the
disposal or recycling of materials. |
SB1: The Chemistry
of Life |
118-121 |
| SB1: Practical Ecology |
322-37 |
|
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| (2) Scientific processes. The student
uses scientific methods during field and laboratory investigations.
The student is expected to: |
|
| P.O. |
Book & Chapter |
page no.s |
|
| (A) plan
and implement investigative procedures including asking questions,
formulating testable hypotheses, and selecting equipment and
technology; |
SB1: Skills in Biology |
16-22 |
| SB1: Cell Structure |
62-65 |
| SB1: Inheritance |
211 |
| SB1: Aspects of Biotechnology |
233-43 |
| SB1: Practical Ecology |
322-337 |
| SB2: Plant Science |
343 |
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| (B) collect
data and make measurements with precision; |
SB1: Skills in Biology |
24-25 |
| SB1: Cell Structure |
72 |
| SB1: Cell Membranes & Transport |
94-97 |
| SB1: The Chemistry of Life |
113 |
| SB1: Genes & Chromosomes |
163-165 |
| SB1: Inheritance |
220-221, 224-227 |
| SB1: Practical Ecology |
322-337 |
| SB2: The Mechanisms of Evolution |
104-109 |
| SB2: Gas Exchange in Animals |
192-193 |
| SB2: Animal Behavior |
306 |
| SB2: Applied Plant & Animal Science |
362-363 |
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| (C) organize,
analyze, evaluate, make inferences, and predict trends from data; |
SB1: Skills in Biology |
26-37, 40-47 |
| SB1: Cell Membranes & Transport |
96-97 |
| SB1: The Chemistry of Life |
126 |
| SB1: Genes & Chromosomes |
177-178 |
| SB1: Inheritance |
197-215, 220-221, 224-227 |
| SB1: Ecosystems |
270-276, 282-281 |
| SB1: Energy Flow & Nutrient Cycles |
290-291 |
| SB1: The Dynamics of Populations |
310 |
| SB1: Practical Ecology |
322-337 |
| SB2: The Origin & Evolution of Life |
78-91 |
| SB2: The Mechanisms of Evolution |
98-99, 110-111, 124-125 |
| SB2: Diet & Animal Nutrition |
162-167 |
| SB2: Animal Transport Systems |
218-219 |
| SB2: Applied Plant & Animal Science |
362-363 |
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| (D) communicate
valid conclusions. |
SB1: Skills in Biology |
48-54 |
| SB1: Inheritance |
211 |
| SB1: Practical Ecology |
322-337 |
| SB2: Defense Against Infectious Disease |
62-63 |
| SB2: The Mechanisms of Evolution |
131 |
| SB2: Animal Transport Systems |
208-209 |
| SB2: Applied Plant & Animal Science |
378 |
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| (3) Scientific processes. The student
uses critical thinking and scientific problem solving to make
informed decisions. The student is expected to: |
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| P.O. |
Book & Chapter |
page no.s |
|
| (A) analyze,
review, and critique scientific explanations, including hypotheses
and theories, as to their strengths and weaknesses using scientific
evidence and information; |
SB1: Skills in Biology |
22-23, 25, 42-47, 52-53 |
| SB2: The Origin & Evolution of Life |
70-75 |
| SB2: Applied Plant & Animal Science |
370-375 |
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| (B) evaluate
promotional claims that relate to biological issues such as product
labeling and advertisements; |
SB1: Aspects of Biotechnology |
244-245 |
| SB1: Human Impact & Conservation |
354-376 |
| SB2: Diet & Animal Nutrition |
178-179 |
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| (C) evaluate
the impact of research on scientific thought, society, and the
environment; |
SB1: Cell Structure |
57 |
| SB1: Genes & Chromosomes |
184, 193 |
| SB1: Aspects of Biotechnology |
236-263 |
| SB1: Human Impact & Conservation |
354-376 |
| SB2: Pathogens & Disease |
18, 20-21, 36-43 |
| SB2: Defense Against Infectious Disease |
62-65 |
| SB2: Applied Plant & Animal Science |
365-375, 388-392 |
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| (D) describe
the connection between biology and future careers; |
SB1: The Chemistry
of Life |
118-121 |
| SB1: Genes & Chromosomes |
193 |
| SB1: Aspects of Biotechnology |
240-241, 256-257 |
| SB1: Human Impact & Conservation |
354-376 |
| SB2: Applied Plant & Animal Science |
366-370 |
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| (E) evaluate
models according to their adequacy in representing biological
objects or events; |
SB1: Cell Structure |
57 |
| SB1: Inheritance |
226-227 |
| SB1: Ecosystems |
266-267, 277, 281 |
| SB2: The Origin & Evolution of Life |
72-73 |
| SB2: Animal Behavior |
135 |
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| (F) research
and describe the history of biology and contributions of scientists. |
SB1: Cell Structure |
57 |
| SB1: Inheritance |
197-198 |
| SB1: Aspects of Biotechnology |
255-257, 260-261 |
| SB2: The Origin & Evolution of Life |
72 |
| SB2: The Mechanisms of Evolution |
94-95 |
| SB2: The Evolution of Humans |
144-145 |
| SB2: Applied Plant & Animal Science |
313 |
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| (4) Science concepts. The student knows
that cells are the basic structures of all living things and
have specialized parts that perform specific functions, and that
viruses are different from cells and have different properties
and functions. The student is expected to: |
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| (A) identify the parts
of prokaryotic and eukaryotic cells; |
SB1: Cell Structure |
66-71, 73-75 |
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| (B) investigate
and identify cellular processes including homeostasis, permeability,
energy production, transportation of molecules, disposal of wastes,
function of cellular parts, and synthesis of new molecules; |
SB1: Cell Structure |
70-71, 74-75 |
| SB1: Cell Membranes & Transport |
87, 90-95 |
| SB1: The Chemistry of Life |
112 |
| SB1: Cellular Energetics |
124-133 |
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| (C) compare
the structures and functions of viruses to cells and describe
the role of viruses in causing diseases and conditions such as
acquired immune deficiency syndrome, common colds, smallpox,
influenza, and warts; |
SB1: Cell Structure |
58-59 |
| SB2: Pathogens & Disease |
18-19, 30-37, 40-41 |
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| (D) identify
and describe the role of bacteria in maintaining health such
as in digestion and in causing diseases such as in streptococcus
infections and diphtheria. |
SB2: Pathogens & Disease |
22-26 |
| SB2: Diet & Animal Nutrition |
166 |
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| (5) Science concepts. The student
knows how an organism grows and how specialized cells, tissues,
and organs develop. The student is expected to: |
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| P.O. |
Book & Chapter |
page no.s |
|
| (A) compare
cells from different parts of plants and animals including roots,
stems, leaves, epithelia, muscles, and bones to show specialization
of structure and function; |
SB1: Cell Structure |
79-83 |
| SB2: Nerves, Muscles & Movement |
273, 278-279 |
| SB2: Plant Science |
332-338, 341 |
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| (B) identify cell
differentiation in the development of organisms; |
SB1: Cell Structure |
79-83 |
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| (C) sequence the levels
of organization in multicellular organisms to relate the parts
to each other and to the whole. |
SB1: Cell Structure |
34-35 |
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| (6) Science concepts. The student
knows the structures and functions of nucleic acids in the mechanisms
of genetics. The student is expected to: |
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| P.O. |
Book & Chapter |
page no.s |
|
| (A) describe components
of deoxyribonucleic acid (DNA), and illustrate how information
for specifying the traits of an organism is carried in the DNA; |
SB1: Molecular Genetics |
138-145 |
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| (B) explain replication,
transcription, and translation using models of DNA and ribonucleic
acid (RNA); |
SB1: Molecular Genetics |
146-147, 150-151, 157 |
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| (C) identify and illustrate
how changes in DNA cause mutations and evaluate the significance
of these changes; |
SB1: Genes & Chromosomes |
179-183, 185-188 |
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| (D) compare genetic
variations observed in plants and animals; |
SB1: Inheritance |
199-207, 212-225 |
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SB2: The Mechanisms
of Evolution |
100, 104 |
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| (E) compare
the processes of mitosis and meiosis and their significance to
sexual and asexual reproduction; |
SB1: Cell Structure |
77 |
| SB1: Genes & Chromosomes |
172-176 |
| SB2: Reproduction & Development |
222-225 |
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| (F) identify and analyze
karyotypes. |
SB1: Genes & Chromosomes |
162-166 |
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| (7) Science concepts. The student
knows the theory of biological evolution. The student is expected
to: |
|
| P.O. |
Book & Chapter |
page no.s |
|
| (A) identify
evidence of change in species using fossils, DNA sequences, anatomical
similarities, physiological similarities, and embryology; |
SB2: The Origin & Evolution
of Life |
70-86 |
| SB2: The Mechanisms of Evolution |
124-125 |
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| (B) illustrate
the results of natural selection in speciation, diversity, phylogeny,
adaptation, behavior, and extinction. |
SB2: The Mechanisms
of Evolution |
97-103, 116-122, 126-129, 130-131 |
| SB2: The Evolution of Humans |
137, 139-153 |
| SB2: Animal Behavior |
305, 312-313, 318-325 |
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| (8) Science concepts. The student knows
applications of taxonomy and can identify its limitations. The
student is expected to: |
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| P.O. |
Book & Chapter |
page no.s |
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| (A) collect and classify
organisms at several taxonomic levels such as species, phylum,
and kingdom using dichotomous keys; |
SB1: Classification |
350-1 |
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| (B) analyze relationships
among organisms and develop a model of a hierarchical classification
system based on similarities and differences using taxonomic
nomenclature; |
SB1: Classification |
348-349 |
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| (C) identify characteristics
of kingdoms including monerans, protists, fungi, plants, and
animals. |
SB1: Classification |
339, 342-347 |
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| (9) Science concepts. The student
knows metabolic processes and energy transfers that occur in
living organisms. The student is expected to: |
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| P.O. |
Book & Chapter |
page no.s |
|
| (A) compare the structures
and functions of different types of biomolecules such as carbohydrates,
lipids, proteins, and nucleic acids; |
SB1: The Chemistry
of Life |
102-103, 104-111 |
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| (B) compare the energy
flow in photosynthesis to the energy flow in cellular respiration; |
SB1: Cellular Energetics |
124-125, 127-133 |
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| (C) investigate and
identify the effects of enzymes on food molecules; |
SB2: Diet & Animal
Nutrition |
171-173, 176-177 |
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| (D) analyze the flow
of matter and energy through different trophic levels and between
organisms and the physical environment. |
SB1: Energy Flow & Nutrient
Cycles |
288-297 |
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| (10) Science concepts. The student
knows that, at all levels of nature, living systems are found
within other living systems, each with its own boundary and limits.
The student is expected to: |
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| P.O. |
Book & Chapter |
page no.s |
|
| (A) interpret the
functions of systems in organisms including circulatory, digestive,
nervous, endocrine, reproductive, integumentary, skeletal, respiratory,
muscular, excretory, and immune; |
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digestive |
SB2: Diet & Animal
Nutrition |
161-177 |
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respiratory |
SB2: Gas Exchange
in Animals |
185-188, 190-193, 198 |
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circulatory |
SB2: Animal Transport
Systems |
202-207, 211, 217 |
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excretory |
SB2: Homeostasis & Excretion |
259-268 |
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nervous |
SB2: Nerves, Muscles & Movement |
272-289 |
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reproductive |
SB2: Reproduction & Development |
222-225, 228-230, 234-239, 244 |
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endocrine |
SB2: Homeostasis & Excretion |
253-255 |
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muscular |
SB2: Nerves, Muscles & Movement |
295-297 |
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skeletal |
SB2: Nerves, Muscles & Movement |
292-294 |
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integumentary |
SB2: Defense Against
Infectious Disease |
48 |
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immune |
SB2: Defense Against
Infectious Disease |
48-61 |
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| (B) compare
the interrelationships of organ systems to each other and to
the body as a whole; |
SB2: Diet & Animal
Nutrition |
162-163, 170, 175, 180-182 |
| SB2: Gas Exchange in Animals |
190 |
| SB2: Animal Transport Systems |
202-203, 207, 211, 214-215, 218-219 |
| SB2: Reproduction & Development |
244 |
| SB2: Homeostasis & Excretion |
247-263, 268 |
| SB2: Nerves, Muscles & Movement |
272-273 |
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| (C) analyze and identify
characteristics of plant systems and subsystems |
SB2: Plant Science |
329-346 |
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| (11) Science concepts. The student knows
that organisms maintain homeostasis. The student is expected
to: |
|
| P.O. |
Book & Chapter |
page no.s |
|
| (A) identify and describe
the relationships between internal feedback mechanisms in the
maintenance of homeostasis; |
SB2: Homeostasis & Excretion |
247-251 |
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| (B) investigate and
identify how organisms, including humans, respond to external
stimuli; |
SB2: Nerves, Muscles & Movement |
272-273,276, 279, 284-285, 288-289 |
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| (C) analyze
the importance of nutrition, environmental conditions, and physical
exercise on health; |
SB1: Human Impact & Conservation |
360-361 |
| SB2: Diet & Animal Nutrition |
178-182 |
| SB2: Gas Exchange in Animals |
199 |
| SB2: Nerves, Muscles & Movement |
298-302 |
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| (D) summarize
the role of microorganisms in maintaining and disrupting equilibrium
including diseases in plants and animals and decay in an ecosystem. |
SB1: Ecosystems |
268, 300-301 |
| SB2: Pathogens & Disease |
18-35, 38-41 |
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| (12) Science concepts. The student
knows that interdependence and interactions occur within an ecosystem.
The student is expected to: |
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| P.O. |
Book & Chapter |
page no.s |
|
| (A) analyze the flow
of energy through various cycles including the carbon, oxygen,
nitrogen, and water cycles; |
SB1: Energy Flow & Nutrient
Cycles |
298-302 |
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| (B) interpret
interactions among organisms exhibiting predation, parasitism,
commensalism, and mutualism; |
SB1: Energy Flow & Nutrient
Cycles |
293 |
| SB1: The Dynamics of Populations |
312-320 |
| SB2: Diet & Animal Nutrition |
157-159 |
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| (C) compare variations,
tolerances, and adaptations of plants and animals in different
biomes; |
SB1: Ecosystems |
266-268, 272-277, 282-285 |
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| (D) identify
and illustrate that long-term survival of species is dependent
on a resource base that may be limited; |
SB1: Ecosystems |
282-285 |
| SB1: Energy Flow & Nutrient Cycles |
288-297 |
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| (E) investigate and
explain the interactions in an ecosystem including food chains,
food webs, and food pyramids. |
SB1: Energy Flow & Nutrient
Cycles |
289-291, 294-297 |
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| (13) Science concepts. The student knows
the significance of plants in the environment. The student is
expected to: |
|
| P.O. |
Book & Chapter |
page no.s |
|
| (A) evaluate the significance
of structural and physiological adaptations of plants to their
environments |
SB2: Plant Science |
330, 333, 347-350 |
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| (B) survey and identify
methods of reproduction, growth, and development of various types
of plants. |
SB2: Plant Science |
351-358 |
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