Biology 12

Cell Biology (Cell Structure)

It is expected that students will describe the following cell structures and their functions: 

  • Smooth and rough endoplasmic reticulum
  • Cell Membrane
  • Mitochondria
  • Golgi bodies
  • Vesicles
  • Vacuoles
  • Lysosomes
  • Nuclear envelope
  • Nucleus
  • Nucleolus
  • Chromosomes

As well students will identify the functional interrelationships of cell structure and become familiar with cell structures in diagrams and electron micrographs.

Cell Biology (Cell Compounds)

Students are expected to describe how the polarity of the water molecule results in hydrogen bonding and be able to describe the role of water as a solvent, temperature regulator and lubricant.  It is also expected that students distinguish among acids, bases and buffers and indicate the importance of pH to biological systems.

Cell Biology (Biological Molecules)

It is expected that students will demonstrate a knowledge of synthesis and hydrolysis as applied to organic polymers and to distinguish among carbohydrates, lipids, proteins and nucleic acids with respect to chemical structure.  Students are also expected to recognize the empirical formula of a carbohydrate, differentiate among monosaccharides, disaccharides and polysaccharides and differentiate among starch, cellulose and glycogen listing the main functions of carbohydrates.  In addition, students will compare and contrast saturated and unsaturated fats in terms of molecular structure and describe the location and explain the importance of the following in the human body:  neutral fats, steroids and phospholipids.  As well, students are to draw a generalized amino acid and identify the amine, acid (carboxyl), and R-groups and differentiate among the primary, secondary, tertiary and quaternary structure of proteins.  The last expectation in this organizer is for students to list the major functions of proteins and relate the general structure of the ATP molecule to its role as the “energy currency” of cells.

Cell Biology (DNA)

It is expected that students name the four bases in DNA and describe the structure of DNA using the following terms:

  • Nucleotide (sugar, phosphate, base)
  • Complementary base pairing
  • Double helix
  • Hydrogen bonding

In addition students will describe DNA replication with reference to three basic steps:

  • “unzipping”
  • Complementary base pairing
  • Joining of adjacent nucleotides

Further expectations are for student to define recombinant DNA, describe three uses for recombinant DNA and compare and contrast the general structural composition of DNA and RNA.

Cell Processes and Applications (Protein Synthesis)

It is expected that students will demonstrate a knowledge of the basic steps of protein synthesis, identifying the roles of DNA, mRNA, tRNA and ribosomes in the processes of transcription and translations as well as determine the sequence of amino acids coded for by a specific DNA sequence, given a table of mRNA codons.  Students will be required to give examples of two environmental mutagens that can cause mutations in humans and use examples to explain how mutations in DNA affect protein synthesis and may lead to genetic disorders.

Cell Processes and Applications (Cancer)

It is expected that students will describe cancer with respect to:

  • Disorganized and uncontrolled growth (anaplasia)
  • Abnormal nuclei
  • Lack of contact inhibition
  • Vascularization
  • Metastasis<

Listing the seven danger signals that may indicate the presence of cancer, differentiating between a proto-oncogene and an oncogene are further expectations.  Students will also give examples to outline the roles of initiators and promoters in carcinogenesis and demonstrate knowledge of how a virus can bring about carcinogenesis.

Cell Processes and Applications (Transport Across Cell Membrane)

Students will be expected to apply knowledge of organic molecules to explain the structure and functions of the fluid-mosaic membrane model and explain why the cell membrane is described as “selectively permeable”.  As well, students will compare and contrast the following:  diffusion, facilitated transport, osmosis, active transport and explain factors that affect the rate of diffusion across a cell membrane.  In addition students will describe endocytosis, including phagocytosis and pinocytosis, contrast it with exocytosis and predict the effect of hypertonic, isotonic and hypotonic environments on animal cells and demonstrating an understanding of the relationship and significance of surface area to volume with reference to cell size will be the last expectation in this organizer.

Cell Processes and Applications (Enzymes)

It is expected that students will be able to demonstrate an understanding of the following terms:

  • Metabolism
  • Enzyme
  • Substrate
  • Coenzyme
  • Activation Energy

Students shall identify the source gland for thyroxin and relate the function of thyroxin to metabolism, explain the “lock and key” model of enzymatic action, identify the role of vitamins in biochemical reactions and differentiate between the roles of enzymes and co-enzymes in biochemical reactions. Applying knowledge of proteins to explain the effects on enzyme activity of pH, temperature, substrate concentration, enzyme concentration, competitive inhibitors and heavy metals as well as devising an experiment using the scientific method will complete this section

Human Biology (Digestive System)

It is expected that students will identify and give a function for each of the following:

  • Large intestine (colon)
  • Mouth
  • Tongue
  • Teeth
  • Salivary glands
  • Pharynx
  • Epiglottis
  • Esophagus
  • Cardiac sphincter
  • Duodenum
  • Liver
  • Gall bladder
  • Pancreas
  • Small intestine
  • Appendix
  • Rectum
  • Anus

Students will relate the following digestive enzymes to their glandular sources and describe the digestive reactions they promote:

  • Salivary amylase
  • Pancreatic amylase
  • Proteases (pepsin, trypsin)
  • Lipase
  • Peptidase
  • Maltase
  • Nuclease

It is also expected that students can describe swallowing and peristalsis, identify the components of and describe the digestive actions of gastric, pancreatic and intestinal juices along with identifying the source gland and description for the function of insulin, explaining the role of bile in the emulsification of fats as well as the listing of six major functions of the liver.   Students will be required to demonstrate the correct use of the dissection microscope, examine the small intestine and describe how it is specialized for digestion and absorption in addition to describing the functions of E. coli in the colon.

Human Biology (Circulatory System – Circulation and Blood)

It is expected that students will describe and differentiate among the five types of blood vessels and identify and give functions for each of the following:

  • Subclavian arteries and veins
  • Jugular veins
  • Carotid arteries
  • Mesenteric Arteries
  • Anterior and posterior vena cava
  • Pulmonary veins and arteries
  • Hepatic vein
  • Hepatic portal vein
  • Iliac arteries and veins
  • Coronary arteries and veins
  • Aorta

Students must demonstrate safe and correct dissection techniques distinguishing between pulmonary and systemic circulation and identifying and describing differences in structure and circulation between fetal and adult systems.  Students are further expected to demonstrate knowledge of the path of a blood cell from the aorta through the body and back to the left ventricle and list the major components of plasma.  Identifying and giving functions of lymph capillaries, veins and nodes describing the shape, function and origin of blood cells, white blood cells and platelets, demonstrating the correct use of the compound microscope and explaining the roles of antigens, antibodies as well as capillary-tissue fluid exchange will finish this organizer.

Human Biology (Circulatory System – Heart Structure and Function)

It is expected that students will identify and give functions for each of the following:

  • Left and right atria
  • Left and right ventricles
  • Coronary arteries and veins
  • Anterior and posterior vena cava
  • Aorta
  • Pulmonary arteries and veins
  • Pulmonary trunk
  • Atrioventricular valves
  • Chordae tendineae
  • Semi-lunar valves
  • Septum

In addition, students will describe the location and function of the SA node, AV node and Purkinje fibres as well as describe the autonomic regulation of the heartbeat by the nervous system.  Relating factors that affect and regulate blood pressure to hypertension and hypotension, demonstrating the measurement of blood pressure and distinguishing between systolic and diastolic pressure are additional expectations.

Human Biology (Respiratory System)

Students will be expected to identify and give functions for each of the following:

  • Larynx
  • Trachea
  • Bronchi
  • Bronchioles
  • Alveoli
  • Diaphragm and ribs
  • Pleural membranes
  • Thoracic cavity

It is expected that students will explain the roles of cilia and mucus in the respiratory tract while explaining the relationship between the structure and function of alveoli. Comparing and contrasting the mechanics of the processes of inhalation and exhalation and describing the interaction of the lungs, ribs and diaphragm in the breathing process are other important learning outcomes. Students will also explain the roles of carbon dioxide and hydrogen ions in stimulating the breathing centre in the medulla oblongata, describe the exchange of carbon dioxide and oxygen during internal and external respiration and distinguish between the transport of CO2 and O2 in the blood by explaining the roles of oxyhemoglobin, carbaminohemoglobin, reduced hemoglobin and bicarbonate ions.

Human Biology (Nervous System – Neuron, Impulse Generation and Reflex Arc)

It is expected that students will identify and give functions for each of the following:

  • Dendrite
  • Cell body
  • Axon

Be able to distinguish among sensory, motor and interneurons with respect to structure and function and explain the transmission of a nerve impulse through a neuron, using the following terms:

  • Resting and action potential
  • Depolarization and repolarization
  • Sodium and potassium gates
  • Sodium-potassium pump
  • Recovery period
  • Threshold (‘all-or-none response’)

Relating the structure of a myelinated nerve fibre to the speed of impulse conduction, identifying the major components of a synapse, explaining the process by which impulses travel across a synapse, demonstrating knowledge of how neurotransmitters are broken down in the synaptic cleft and finally relating the structure of a reflex arc to how it functions will complete the organizer.

Human Biology (Nervous System – Divisions of the Nervous System and the Brain)

Students are expected to contrast the locations and functions of the central and peripheral nervous system, differentiate between the functions of the sympathetic and parasympathetic divisions of the autonomic nervous system, identify the source gland for adrenalin and explain it role in the “fight or flight”  response as well as identify and give functions for each of the following:

  • Medulla oblongata
  • Cerebrum
  • Thalamus
  • Cerebellum
  • Hypothalamus
  • Corpus Callosum

Human Biology (Urinary System)

It is expected that students will be able to identify and give functions for each of the following:

  • Kidney
  • Ureter
  • Urethra
  • Urinary bladder
  • Renal cortex
  • Renal medulla
  • Renal pelvis

As well as identifying and giving functions for each of the following:

  • Afferent and efferent arterioles
  • Peritubular capillary network
  • Proximal and distal convoluted tubules
  • Nephron
  • Glomerulus
  • Bowman’s capsule
  • Collecting duct
  • Loop of Henle

In addition, contrasting the blood in the renal artery and the renal vein with respect to urea and glucose content, identifying the source glands for ADH and aldosterone and explaining how these hormones are regulated, relate ADH, aldosterone and the nephron to the regulation of water and sodium levels in the blood are additional expectations.

Human Biology (Reproductive System)

Students will be expected to identify and give functions for each of the following:

  • Testes (seminiferous tubules and interstitial cells)
  • Ductus (vas) deferns
  • Epididymis
  • Prostate gland
  • Cowper’s glands
  • Seminal vesicles
  • Penis
  • Urethra

As well, demonstrate knowledge of the path of sperm from the seminiferous tubules to the urethral opening, listing functions of seminal fluid, identifying the tail, midpiece, head and acrosome of a mature sperm and stating their functions.   In addition, students will describe the functions of testosterone, demonstrate knowledge of the control of testosterone levels by the endocrine system along with identifying and giving a function for each of the following:

  • Ovaries (follicles and corpus luteum)
  • Oviducts (fallopian tubes)
  • Uterus
  • Cervix
  • Vagina
  • Clitoris

It is also expected that students will describe the functions of estrogen, the sequence of events in the ovarian and uterine cycles demonstrating knowledge of the control of the ovarian and uterine cycles by hormones as well as knowledge of a positive feedback mechanism involving oxytocin and describing the hormonal changes that occur as a result of implantation.