| (D) analyze and evaluate how the elements of natural
selection, including inherited variation, the potential of a population
to produce more offspring than can survive, and a finite supply of
environmental resources, result in differential reproductive success;
(E) analyze and evaluate the relationship of natural
selection to adaptation and to the development of diversity in and
among species; and
(F) analyze other evolutionary mechanisms, including
genetic drift, gene flow, mutation, and recombination.
(8) Science concepts. The student knows that taxonomy
is a branching classification based on the shared characteristics
of organisms and can change as new discoveries are made. The student
is expected to:
(A) define taxonomy and recognize the importance of
a standardized taxonomic system to the scientific community;
(B) categorize organisms using a hierarchical classification
system based on similarities and differences shared among groups;
and
(C) compare characteristics of taxonomic groups, including
archaea, bacteria, protists, fungi, plants, and animals.
(9) Science concepts. The student knows the significance
of various molecules involved in metabolic processes and energy conversions
that occur in living organisms. The student is expected to:
(A) compare the functions of different types of biomolecules,
including carbohydrates, lipids, proteins, and nucleic acids;
(B) compare the reactants and products of photosynthesis
and cellular respiration in terms of energy, energy conversions, and
matter; and
(C) identify and investigate the role of enzymes.
(10) Science concepts. The student knows that biological
systems are composed of multiple levels. The student is expected to:
(A) describe the interactions that occur among systems
that perform the functions of regulation, nutrient absorption, reproduction,
and defense from injury or illness in animals;
(B) describe the interactions that occur among systems
that perform the functions of transport, reproduction, and response
in plants; and
(C) analyze the levels of organization in biological
systems and relate the levels to each other and to the whole system.
(11) Science concepts. The student knows that biological
systems work to achieve and maintain balance. The student is expected
to:
(A) summarize the role of microorganisms in both maintaining
and disrupting the health of both organisms and ecosystems; and
(B) describe how events and processes that occur during
ecological succession can change populations and species diversity.
(12) Science concepts. The student knows that interdependence
and interactions occur within an environmental system. The student
is expected to:
(A) interpret relationships, including predation, parasitism,
commensalism, mutualism, and competition, among organisms;
(B) compare variations and adaptations of organisms
in different ecosystems;
(C) analyze the flow of matter and energy through trophic
levels using various models, including food chains, food webs, and
ecological pyramids;
(D) describe the flow of matter through the carbon
and nitrogen cycles and explain the consequences of disrupting these
cycles; and
(E) describe how environmental change can impact ecosystem
stability.
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| Source Note: The provisions of this §112.34 adopted to be effective August 4, 2009, 34 TexReg 5062; amended to be effective August 24, 2010, 35 TexReg 7230; amended to be effective August 27, 2018, 42 TexReg 5052 |
