Biology 11 – BIO11
Course Outline
In Biology 11, you will explore the living world. You will analyse organisms at the
chemical, cellular, system and individual level. Through comparative analysis, you will
appreciate the uniqueness of organisms of varrying complexities in their ability to satisfy
basic needs as a means of maintaining homeostasis.
1.
MATTER AND ENERGY
Cells: The Basic Units of Life
ƒ What is biology? biogenesis vs. abiogenesis
ƒ the cell theory
ƒ structure, functions and interactions of cell organelles
vesicle
nucleus
cytoplasm
ribosome
cilium
mitoochondrion microfilament vacuole
flagellum
chloroplast
centriole
microtubule
nucleus
golgi body
membrane
ƒ
ƒ
ƒ
endoplasmic reticulum
cell wall
Lysosome
the basis for cell grouping systems
plant and animal
prokaryote and eukaryote
osmosis in plant and animal cells
importance of water
homeostasis
hypertonic solutions
hypotonic solutions
isotonic solutions
plasmolysis
movement of materials in and out of cells through selectively permeable
membranes
endocytosis
exocytosis
active/passive transport
Energy Storage/Release and Organic Compounds
ƒ ATP, formation of ATP, oxidation of ATP & reduction of ADP
ƒ photosynthesis
light absorbing pigment light reactions (photophosphorylation) dark reactions
(Calvin Cycle)
ƒ cellular respiration
glycolysis
Kreb’s Cycle
electron transport
chain
ƒ aerobic vs. anaerobic respiration
STSE Connection (possible topics)
ƒ Growing cells in culture for burn victims
ƒ The role of photosynthesis as the biological basis of agriculture, forestry and the
fisheries.
ƒ How the release of various compounds into the environment impacts on the two
processes of photosynthesis and respiration.
2.
BIODIVERSITY
Organization of Systems and Investigation of Living Things
ƒ early attempts at organization - Aristotle/Linnaeus
ƒ binomial nomenclature
ƒ ordered levels of classification (taxa)
kingdom
phylum
class
order
family
ƒ
ƒ
ƒ
genus
species
structure, design and use of a taxonomic key
phylogeny as a grouping technique
newer techniques to support phylogeny
radioactive dating
DNA
biochemical comparisons
Diversity in the Biosphere
ƒ characteristics of living things
ƒ identifying characteristics of the present 5 kingdoms
ƒ potential for other kingdoms - archaebacteria
ƒ the anatomy and physiology of representative organisms from each kingdom
anatomical structure
locomotion/movement
food getting
digestion
excretion
respiration
circulation
reproduction
life cycle
ƒ significance of the development of the coelom in animals
ƒ regeneration
STSE Connection (possible topics)
ƒ Efficient grouping procedures (ex. Medical facilities)
ƒ Evaluating the social benefits of using microbes to clean up pollution/manufacture
chemicals/mine minerals
ƒ The responsibility of government and/or industry in financing biological research of
forestry, fisheries and agriculture
3.
MAINTAINING DYNAMIC EQUILIBRIUM
Energy and Matter Exchange by Humans and Other organisms
ƒ function of a digestive system
ƒ the relationship between mechanical and chemical digestion
ƒ the human digestive tract
- efficiency (mucus lining, villi, sphincters, peristalsis)
- glands , their secretions and functions (amylase, pepsin, lipases)
- disorders (ulcers, gall stones, cancer)
- voluntary and involuntary activities of this system
ƒ structure and function of the human respiratory system
- mechanics of ventilation and regulation of the breathing cycle
- adaptive features for efficient gas exchange
- disorders (bronchitis, asthma, cancer)
- voluntary and involuntary activities of this system
Transport of Energy and Matter to Maintain Equilibrium Among Systems As Well
As Between the Internal and External Environment
ƒ the need for a circulatory system in large animals
ƒ structure and function of arteries, veins and capillaries
ƒ blood flow through the heart (pulmonary and systemic systems)
ƒ the lymphatic system
ƒ main components of blood and the role played by each
erythrocytes
platelets
leucocytes
plasma
ƒ the immune system
recognition and destruction of pathogenic organisms
body defences against pathogenic organisms
Excretion and the Maintenance of Internal Homeostasis
ƒ the role of the kidney and other organs in excreting metabolic wastes from the
body and expelling them into the environment.
ƒ the human urinary system (kidney, bladder, ureter, and urethra)
ƒ internal structure of the kidney (structure and function of the nephron)
STSE Connection (possible topics)
ƒ Food additive safety/Nutritional deficiencies/Diets
ƒ Effects of prescription drugs
ƒ Smoking
ƒ Effects of burns on the circulatory system and internal equilibrium
ƒ Technological advances to help… i.
the circulatory system in the delivery of
prescription drugs
ii.provide protection against pathogens
iii.
deal with the problems of the digestive, respiratory, and excretory systems
ƒ Society and AIDS today
ƒ Hypertension, lifestyle and the kidneys
ƒ Organ transplants
ƒ International health concerns
Biology 11 – BIO11
Curriculum Outcomes
STSE (Nature of Science and Technology, Relationship between science and
technology, Social and environmental contexts of science and technology)
114-1 explain how a paradigm shift can change scientific world views
114-2 explain the roles of evidence, theories, and paradigms in the development of
scientific knowledge.
114-4 identify various constraints that result in tradeoffs during the development and
improvement to technologies
114-5 describe the importance of peer review in the development of scientific
knowledge
114-9 explain the importance of communicating the results of a scientific or
technological endeavour, using appropriate language and conventions
115-1 distinguish between scientific questions and technological problems.
115-5 analyse why and how a particular technology was developed.
115-7 explain how scientific knowledge evolves as new evidence comes to light and
laws and theories are tested and subsequently restricted, revised, or replaced.
116-2 analyse and describe examples where scientific understanding was enhanced or
revised as a result of the invention of a technology.
116-4 analyse and describe examples where technologies were developed based on
scientific understanding.
116-7 analyse natural and technological systems to interpret and explain their structure
and dynamics
117-2 analyse society's influence on scientific and technological endeavours.
117-4 debate the merits of funding specific scientific or technological endeavours and
not others.
117.5 provide examples of how science and technology are an integral part of their
lives and their community.
118-6 construct arguments to support a decision or judgement, using examples and
evidence and recognizing various perspectives.
118-8 distinguish between questions that can be answered by science and those that
cannot, and between problems that can be solved by technology and those that
cannot.
118-10 propose courses of action on social issues related to science and technology,
taking into account an array of perspective, including that of sustainability.
Skills (Initiating and Planning, Performing and Recording, Analysing and
interpreting, Communication and teamwork)
212-1 identify questions to investigate that arise from practical problems and issues
212-2 define and delimit problems to facilitate investigation.
212-6 design an experiment and identify specific variables
212-7 formulate operational definitions of major variables
213-2 carry out procedures controlling the major variables and adapting or extending
procedures where required
213-3 use of instruments effectively and accurately for collecting data.
213-5 compile and organize data, using appropriate formats and data treatments to
facilitate interpretation of the data
213-6 use library and electronic research tools to collect information on a given topic.
213-8 select and use apparatus and materials safely
214-1 describe and apply classification systems and nomenclatures used in the
sciences.
214-2 identify limitations of a given classification system and identify alternative ways of
classifying to accommodate anomalies.
214-3 compile and display evidence and information, by hand or computer, in a variety
of formats, including diagrams, flow charts, tables, graphs, and scatter plots.
214-4 interpret patterns and trends in data, and infer or calculate linear and nonlinear
relationships among variables.
214-7 compare theoretical and empirical values and account for discrepancies.
214-8 evaluate the relevance, reliability, and adequacy of data and data collection
methods.
214-9 identify and apply criteria, including the presence of bias, for evaluating evidence
and sources of information.
214-10 identify and explain sources of error and uncertainty inmeasurement and
express results in a form that acknowledges the degree of uncertainty
214-11 provide a statement that addresses the problem or answers the question
investigated in light of the link between data and the conclusion.
214-15 propose alternative solutions to a given practical problem, identify the potential
strengths and weaknesses of each, and select one as the basis for a plan
214-17 identify new questions or problems that arise for what was learned
215-1 communicate questions, ideas, and intentions, and receive, interpret,
understand, support, and respond to the ideas of others.
215-2 select and use appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate ideas, plans, and results.
215-3
synthesize information from multiple sources or from complex and lengthy texts
and make inferences based on this information
215-6
work cooperatively with team members to develop and carry out a plan, and
troubleshoot problems as they arise.
215-7
evaluate individual and group processes used in planning, problem solving and
decision making, and completing a task
Knowledge (Specific Curriculum Outcomes for Life Science, Physical Science,
Earth and Space
Science)
313-1 analyse and explain the life cycle of a representative organism from each
kingdom, including a representative virus.
314-1 identify chemical elements and compounds that are commonly found in living
systems.
314-2 identify the role of some compounds, such as water, glucose, and ATP,
commonly found in living systems
314-3 identify and describe the structure and function of important biochemical
compounds, including carbohydrates, proteins, lipids, and nucleic acids.
314-5 explain the cell theory.
314-6 describe cell organelles visible with the light and electron microscopes.
314-7 compare and contrast different types of prokaryotic and eukaryotic cells.
314-8 describe how organelles manage various cell processes such as ingestion,
digestion, transportation, and excretion.
314-9 compare and contrast matter and energy transformations associated with the
processes of photosynthesis and aerobic respiration.
316-5 use organisms found in a local or regional ecosystem to demonstrate an
understanding of fundamental principles of taxonomy
316-6 describe the anatomy and physiology of a representative organism from each
kingdom, including a representative virus
Grade 11 will require the study of the immune system including the mechanisms
used by organisms
study of HIV/AIDS and a minimum of one of the following systems:
Circulatory
Respiratory
Digestive
Excretory
317-1 explain how different plant and animal systems, including the vascular and
nervous systems, help maintain homeostasis.
317-3 explain the importance of nutrition and fitness to the maintenance of homeostasis
317-4 evaluate the impact of viral, bacterial, genetic, and environmental diseases on an
organism's homeostasis.
317-5 evaluate, considering ethical issues, the consequences of medical treatments
such as radiation therapy, cosmetic surgery, and chemotherapy
317-6 predict the impact of environmental factors such as allergens on homeostasis
within an organism
317-8 explain how behaviours such as tropisms, instinct, and learned behaviour help to
maintain homeostasis.
318-7 compare Canadian biomes in terms of climate, vegetation, physical geography,
and location.
318-8 describe population growth and explain factors that influence population growth.
318-9 analyse interactions within and between populations
318-10 evaluate Earth's carrying capacity, considering human population growth and its
demands on natural resources.
318-11 use the concept of the energy pyramid to explain the production,
distribution, and use of food resources