Biology 11
Adaptation and Evolution
Students will describe the basic structure of DNA as well as identifying its roles in evolution. In addition, students will explain the role of sexual reproduction in variation and evolution as well as describe the process of natural selection. Students will suggest conditions under which populations change, including genetic drift, differential migration, mutation and natural selection. Students will be expected to differentiate among and give examples of convergence, divergence and speciation. Students will complete this part of their study of Biology by comparing and contrasting the gradual change model with the punctuated model of evolution as well as studying the role of extinction in evolution.
Microbiology: Viruses
Students will describe the basic structure of a virus and evaluate the evidence to classify viruses as living or non-living. Comparing and contrasting the lytic and lysogenic cycles as well as describing the body’s basic lines of defense against a viral attack will be other expected learning outcomes. Students will also describe the body’s basic lines of defense against a viral attack and be able to give examples of ways to reduce the chance of contracting a viral disease. In addition students will define and give examples of viral specificity and evaluate the effects of virulence on human health.
Microbiology: Kingdom Monera
Students will describe the basic structure of a prokaryotic cell and examine members of the Kingdom Monera and characteristics that unify them in their kingdom. Students will use examples to illustrate Moneran diversity with respect to form, distribution, motility, ecological role, nutrition and human diseases. As well, students will differentiate among fermentation, aerobic respiration and photosynthesis in Monerans. Students will also contrast the ways in which bacterial decomposers and parasites obtain their food and demonstrate sterile techniques while preparing a streak plate. In addition, students will demonstrate the correct use of a compound microscope, evaluate the effectiveness of various antibiotics, disinfectants and antiseptics on bacterial cultures and explain the processes by which bacteria adapt to become resistant to antibiotics and give examples of the beneficial roles of bacteria. Examining members of the Kingdom Protesta and describing the characteristics that unify them are other expectations as well as the preparation of wet mounts. Students will also differentiate between phytoplankton and zooplankton and observe living protists. Students will compare and contrast a moneran prokaryotic cell to a protist eukaryotic cell and demonstrate how knowledge of a pathogenic protists life cycle can be used to control its spread. A further expectation will be to relate structural adaptations of protists to their diverse roles in food chains.
Mycology: Kingdom Fungi
Students will examine members of the Kingdom Fungi and describe characteristics that unify them and demonstrate sterile techniques while preparing cultures. Students will also devise experiments using the scientific method, demonstrate and evaluate the suitability of various growth conditions for fungi as well as relating the adaptations of fungi to their diverse roles in ecosystems.
Plant Biology: Green Algae, Mosses, Ferns
It is expected that students will examine green algae, mosses and ferns describing characteristics which unify them in addition to demonstrating the correct use of the dissection microscope. Students must explain the benefits of alternation of generations, use examples of unicellular, colonial and multicellular green algae to illustrate their diversity. Students are also expected to describe the ecological roles of green algae, mosses and ferns and the role of mosses as pioneer plants. As well, students will be expected to compare and contrast how ferns and mosses have adapted to a land environment.
Plant Biology: Gymnosperms
Students will describe the characteristics that unify gymnosperms and explain how they are adapted for survival in a land environment with respect to the following: alternation of generations, needles, seeds, pollen and vascular tissue. In addition, students are expected to explain the role of meristems in primary and secondary stem growth as well as evaluate the economic and ecological importance of gymnosperms.
Plant Biology: Angiosperms
Students will examine angiosperms and describe characteristics that unify them and then compare and contrast the ways angiosperms and gymnosperms have adapted to a land environment. Students will also be asked to use specimens to differentiate between monocots and dicots.
Animal Biology: Porifera, Cnidaria
It is expected that students will examine members of the Phylum Porifera and Phylum Cnidaria and describe characteristics that unify them as well as explain the process of filter feeding in a sponge. Students are to demonstrate knowledge of the ecological roles of sponges and cnidarians and to compare and contrast polyp and medusa with respect to structure, general function and motility. In addition, students are to suggest the advantages of a motile form in the life cycle of cnidarians and to explain the evolutionary significance of multicellular (Cnidarian) versus colonial (Porifera) life forms.
Animal Biology: Platyhelminthes, Nematoda, Annelida
Students in this study are expected to examine members of the Phylum Platyhelminthes, Phylum Nematoda, and Phylum Annelida describing characteristics that unify each. Demonstrating safe and correct dissection techniques along with contrasting the structural features of platyhelminthes, nematodes, and annelids are other expectations. Students will also demonstrate knowledge of the ecological roles of platyhelminthes, nematodes and annelids and evaluate the charactistics of a successful parasite. In addition, students will compare platyhelminthes, nematodes and annelids with respect to evolutionary changes and demonstrate knowledge of human disorders that are caused by non-segmented worms.
Animal Biology: Mollusca, Echinodermata
Students will examine members of the Phylum Mollusca and Phylum Echinodermata and describe characteristics that unify each. Comparing and contrasting members of two or more classes of molluscs as well as demonstrating knowledge of the adaptations of molluscs and echinoderm are other student expectations. Rounding off this topic will be a requirement to demonstrate knowledge of the diverse ecological roles of molluscs and echinoderms.
Animal Biology: Arthropoda
Students are expected to examine members of the Phylum Arthropoda and describe characteristics that unify them. In addition, students are to demonstrate a knowledge of the adaptations of arthropoda to a terrestrial environment as well as demonstrate an appreciation of the diverse ecological and economic importance of arthropods.
Animal Biology: Chordata – Subphylum Vertebrata
Students will examine members of the vertebrates and describe characteristics that unify them as well as contrast members of two or more classes of vertebrates. Other expectations include contrasting the structure and function of the exoskeleton to the endoskeleton.
Ecology
Students will finish their study of Biology by describing factors that limit and control population growth. In addition, students will suggest reasons for cyclic population fluctuations and solve simple population problems based on changes in natality, mortality, immigration and emigration. Students are also expected to collect, display and interpret data as well as define and describe a pyramid of energy in terms of energy flow through an ecosystem. It is also required that students demonstrate a knowledge of the process of succession as well as comparing photosynthesis and cellular respiration in terms of the reactants, products, chemical equations and organelles responsible. The last expectation on this topic will be for students to describe the roles of photosynthesis and cellular respiration.