Grade 11 - Biology 20 (2014)

Science

Energy and Matter Exchange in the Biosphere

Ecosystems and Population Change

Photosynthesis and Cellular Respiration

Human Systems

Students will explain the constant flow of energy through the biosphere and ecosystems.

Students will explain the cycling of matter through the biosphere.

Students will explain the balance of energy and matter exchange in the biosphere, as an open system, and explain how this maintains equilibrium.

Students will explain that the biosphere is composed of ecosystems, each with distinctive biotic and abiotic characteristics.

General Outcome 2: Students will explain the mechanisms involved in the change of populations over time.

General Outcome 1: Students will relate photosynthesis to storage of energy in organic compounds.

General Outcome 2: Students will explain the role of cellular respiration in releasing potential energy from organic compounds.

General Outcome 1: Students will explain how the human digestive and respiratory systems exchange energy and matter with the environment.

General Outcome 2: Students will explain the role of the circulatory and defence systems in maintaining an internal equilibrium.

General Outcome 3: Students will explain the role of the excretory system in maintaining an internal equilibrium in humans through the exchange of energy and matter with the environment.

General Outcome 4 Students will explain the role of the motor system in the function of other body systems. 

Outcomes for Specific Knowledge:

Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis) - 

Outcomes for Specific Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)   

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)

Specific Outcomes for Skills (Social and Environmental Contexts Emphasis)

Specific Outcomes for Knowledge 

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Science and Technology Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis) 

Specific Outcomes for Knowledge 

Specific Outcomes for Science, Technology and Society (STS) (Social and Environmental Contexts Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis) 

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

Specific Outcomes for Knowledge

Specific Outcomes for Science, Technology and Society (STS) (Nature of Science Emphasis)

Specific Outcomes for Skills (Nature of Science Emphasis)

Student will explain, in general terms, the one-way flow of energy through the biosphere and how stored energy in the biosphere, as a system, is eventually "lost" as heat; e.g.,  •photosynthesis/chemosynthesis, •cellular respiration (muscle-heat generation, decomposition), • energy transfer by conduction, radiation and convection

Students will explain how energy in the biosphere can be perceived as a balance between both photosynthetic and chemosynthetic activities and cellular respiratory activities; i.e., •energy flow in photosynthetic environments,  •energy flow in deep sea vent (chemosynthetic) ecosystems and other extreme environments

Students will explain the structure of ecosystem trophic levels, using models such as food chains and food webs

Students will explain, quantitatively, the flow of energy and the exchange of matter in aquatic and terrestrial ecosystems, using models such as pyramids of numbers, biomass and energy.

Students will explain that the process of scientific investigation includes analyzing evidence and providing explanations based upon scientific theories and concepts (NS5f)[ICT C6-4.2]   ie:  •evaluate the evidence for the influence of ice and snow on the trapping of solar energy (albedo effect) and hypothesize on the consequences of fluctuations for biological systems, •explain how metabolic heat release from harvested grain can be reduced by drying processes prior to grain storage and explain the scientific principles involved in this technology,  •explain, in terms of energy flow, the advantage of vegetarianism in densely populated countries.

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues:  •propose a relationship between producers and available energy of a system (IP-SEC1) ,   •predict a relationship between solar energy storage by plants and varying light conditions (IP-NS3)[ICT C6-4.1]

Performing and Recording: Students will conduct investigations into relationships among observable variables and use a broad range of tools and techniques to gather and record data and information :  •perform an experiment to demonstrate solar energy storage by plants (PR-NS3)(PR-NS4)(PR-NS5),     •draw, by hand or using technology, annotated diagrams of food chains, food webs and ecological pyramids (PR-NS4)

Analyzing and Interpreting: Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions:    •analyze data on the diversity of plants, animals and decomposers of an endangered ecosystem, e.g., wetlands, short grass prairie, and predict long-term outcomes (AI-SEC1)[ICT C6-4.1]     •compare alternative ways of presenting energy flow data for ecosystems; i.e., pyramids of energy, biomass and numbers (AI-SEC1)(AI-NS4)(AI-NS6)[ICT C6-4.2]     •analyze data on the storage of solar energy by plants (AI-NS2)(AI-NS3)(AI-NS4)(AI-NS6)

Communication and Teamwork: Students will work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results :    •use appropriate Système international (SI) units, fundamental and derived units and significant digits (CT-NS2)*   •use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results (CT-NS2)*    •use appropriate notation units in the data presented in an energy pyramid (CT-NS2)     •work cooperatively as a team to investigate, synthesize and present information on the effect of organism diversity on an ecosystem (CT-SEC1)(CT-SEC2)(CT-SEC3)[ICT C1-4.4][ICT C7-4.2]

Students will explain and summarize the biogeochemical cycling of carbon, oxygen, nitrogen and phosphorus and relate this to general reuse of all matter in the biosphere

Students will explain water’s primary role in the biogeochemical cycles, considering its chemical and physical properties; i.e., universal solvent, hydrogen bonding.

Students will explain that science and technology have both intended and unintended consequences for humans and the environment: •discuss the influence of human activities on the biogeochemical cycling of phosphorus, sulfur, iron and nitrogen: -feedlot operations -composting -fertilizer applications - waste and sewage disposal -vehicle and refinery emissions -acid deposition -persistent organic pollutants   •discuss the use of water by society, the impact such use has on water quality and quantity in ecosystems, and the need for water purification and conservation: - manufacturing and processing - petrochemical industry - agricultural systems - mining industry - domestic daily water consumption   •analyze the relationship between heavy metals released into the environment and matter exchange in natural food chains/webs and analyze the impact of this relationship on quality of life.

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues     •design an experiment to compare the carbon dioxide production of plants with that of animals (IP-NS1)(IP-NS2)(IP-NS3)(IP-NS4)     •hypothesize how alterations in the carbon cycle, resulting from the burning of fossil fuels, might affect other cycling phenomena; e.g., sulfur, iron, water (IP-NS3)[ICT C6-4.1]     •predict disruptions in the nitrogen and phosphorus cycles that are caused by human activities (IP-NS3)[ICT C6-4.1]

Performing and Recording: Students will conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information measure and record the pH and the amount of nitrates, phosphates, iron or sulfites in water samples (PR-NS2)(PR-NS3)(PR-NS4)[ICT P2-4.1]

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions analyze data collected on water consumption and loss in plants and animals (AI-NS2)(AI-NS3)(AI-NS4)[ICT C7-4.2]

Communication and Teamwork: Students will work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results   •work cooperatively in a group to investigate the influence of human activities on the biogeochemical cycles and use appropriate multimedia to present the information to a group (CT-SEC1)(CT-SEC2)(CT-SEC3)[ICT C1-4.2][ICT F2-4.7][ICT P3-4.1]

Students will explain the interrelationship of energy, matter and ecosystem productivity (biomass production); e.g. Antarctic Ocean versus tropical seas, tropical rain forest versus desert, taiga versus tundra, intertidal zone versus deep-sea benthos, Arctic versus Antarctic.

 explain how the equilibrium between gas exchanges in photosynthesis and cellular respiration influences atmospheric composition

 describe the geologic evidence (stromatolites) and scientific explanations for change in atmospheric composition, with respect to oxygen and carbon dioxide, from anoxic conditions to the present, and describe the significance to current biosphere equilibrium.  

explain that science and technology are developed to meet societal needs and expand human capability (i.e. evaluate the technology of a closed system in terms of energy and matter: - space stations and spaceships - Biosphere experiments - manned exploration of Mars’ surface) 

explain that science and technology have both intended and unintended consequences for humans and the environment (i.e. describe how human activities can have a disrupting influence on the balance in the biosphere of photosynthetic and cellular respiratory activities: - fossil fuel combustion - depletion of stratospheric ozone - forest destruction.)

Initiating and Planning: Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues •predict the effects of changes in carbon dioxide and oxygen concentration on the atmospheric equilibrium due to a significant reduction of photosynthetic organisms through human activity

Performing and Recording: Students will conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information  •collect evidence from various print and electronic sources on how human activities can have a disrupting influence on photosynthetic and cellular respiratory activities

Analyzing and Interpreting: Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions   •design and evaluate a model of a closed biological system in equilibrium with respect to carbon dioxide, water and oxygen exchange (PR-ST2)(AI-ST1)   •compare and contrast the flow of energy and the cycling of matter in Biosphere 2 with that in Earth’s biosphere (AI-SEC2)

Communication and Teamwork: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results   (i.e.  work cooperatively as a group to investigate, synthesize and present information on the effects of changes to stratospheric ozone levels on society, agriculture, plants and animals)

define species, population, community and ecosystem and explain the interrelationships among them

explain how terrestrial and aquatic ecosystems support a diversity of organisms through a variety of habitats and niches; (e.g. •terrestrial: canopy, sub-canopy, forest floor, soil - •aquatic: littoral, limnetic, profundal and benthic zones)

identify biotic and abiotic characteristics and explain their influence in an aquatic and a terrestrial ecosystem in the local region; stream, lake, prairie, boreal forest, vacant lot, sports field

explain how limiting factors influence organism distribution and range; (e.g. abiotic factors: soil, relative humidity, moisture, ambient temperature, sunlight, nutrients, oxygen biotic factors: competitors, predators and parasites) 

explain the fundamental principles of taxonomy and binomial nomenclature, using modes of nutrition at the kingdom level and morphological characteristics at the genus species level.

explain how science and technology have both intended and unintended consequences for humans and the environment (SEC3)[ICT F3-4.1] (e.g. •evaluate the impact that human activity has had, or could have, on the biodiversity in an ecosystem: - wetlands management - land use - interbasin water transfer - habitat fragmentation - urbanization - slash-and-burn and clearcutting practices - monoculturing of forests, lawns, field crops, -     •assess the environmental consequences of the introduction of new species into established ecosystems (such as tropical fish in Banff Hot Springs, starlings, quack grass, scented chamomile, purple loosestrife) and discuss the responsibility of society to protect the environment through science and technology)

explain how conventions of mathematics, nomenclature and notation provide a basis for organizing and communicating scientific theory, relationships and concepts (NS6b) (e.g. •research the historical development of the modern classification system   •research plant and animal systems of classification developed by Aboriginal peoples in their cultural practices.)

Initiating and Planning:  Students will formulate questions about observed relationships; plan investigations of questions, ideas, problems and issues; and define and delimit problems to facilitate investigation - ( e.g. •hypothesize the role of biotic and abiotic factors in ecosystems; e.g., competition and chinooks (IP-NS3)[ICT C6-4.1] - •plan a field study to gather and evaluate biotic and abiotic characteristics associated with an ecosystem, such as the effects that dominant plants have on abiotic conditions such as soil and microclimate (IP-NS1)(IP-NS2)(IP-NS3)(IP-NS4))

Performing and Recording: students will conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information (e.g. - •perform a field study to measure, quantitatively, appropriate abiotic characteristics of an ecosystem and to gather, both quantitatively and qualitatively, evidence for analysis of the diversity of life in the ecosystem studied (PR-NS3)(PR-NS4)(PR-NS5)[ICT F2-4.1] - •research and develop a land reclamation strategy for a disturbed area, as a solution to environmental damage; e.g., open-pit mine, garbage dump, school yard reclamation (PR-SEC1)(PR-NS1)(PR-NS4)[ICT C1-4.1])

Analyzing and Interpreting: Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions   •apply classification and binomial nomenclature systems in a field study (AI-NS1)   •analyze the interrelationship of biotic and abiotic characteristics that make up the ecosystem studied (AI-NS2)(AI-NS3)(AI-NS6)    •evaluate the accuracy and reliability of instruments used for measurement and identify the degree of error in the field-study data (AI-NS4)(e.g.   •compile and organize evidence from a variety of sources, for or against human activity being responsible for ecosystem change, and analyze the relationship between human activity and changing ecosystems (AI-NS2)(AI-NS6)(AI-SEC2)[ICT C2-4.1][ICT C7-4.2])

Communication and Teamwork: Students will work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results (e.g.  •work cooperatively to gather and share data on a field trip (CT-NS1)(CT-NS2)   •work cooperatively to make clear and logical arguments to defend a decision on a given issue, such as human impact on ecosystems, land reclamation or wildlife habitat preservation (CT-SEC1)(CT-SEC2)(CT-SEC3)[ICT C1-4.4]   •develop, present and defend a strategy to improve wildlife habitats (CT-SEC3)[ICT C1-4.4])

explain that variability in a species results from heritable mutations and that some mutations may have a selective advantage

discuss the significance of sexual reproduction to individual variation in populations and to the process of evolution

compare Lamarckian and Darwinian explanations of evolutionary change

summarize and describe lines of evidence to support the evolution of modern species from ancestral forms; i.e., the fossil record, Earth’s history, biogeography, homologous and analogous structures, embryology, biochemistry  

explain speciation and the conditions required for this process

describe modern evolutionary theories; i.e., punctuated equilibrium, gradualism.

Students will explain that scientific knowledge and theories develop through hypotheses, the collection of evidence, investigation and the ability to provide explanations (NS2)  (e.g.  • discuss the nature of science as a way of knowing (contributions of Buffon, Lyell, Malthus and Wallace to evolution and contributions of Aristotle, Galileo and Popper to the philosophy of science)   •describe how paleontology and the role of evidence in the accumulation of knowledge have provided invaluable data for theories explaining observable variations in organisms over time (Burgess Shale)   •discuss geologic evidence and probable causes for past mass extinctions and contrast these to the forces driving the current decline in species.)

Initiating and Planning:formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues   •design an investigation to measure or describe an inherited variation in a plant or an animal population (IP-NS1)(IP-NS2)(IP-NS3)(IP-NS4)    •hypothesize the adaptive significance of the variations in a range of homologous structures in extant and extinct organisms (IP-NS3)

Performing and Recording: conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information   •gather data, actual or simulated, on organisms to demonstrate how inherited characteristics change over time, as illustrated by Darwin’s finches, peppered moths, bacteria and domesticated plants and animals (PR-NS1)(PR-NS4)

Analyzing and Interpreting:  analyze data and apply mathematical and conceptual models to develop and assess possible solutions   • analyze data, actual or simulated, on plants and animals to demonstrate how morphology changes over time; e.g., Darwin’s finches, peppered moths, bacteria, domesticated plants or animals (AI-NS2)[ICT C6-4.2][ICT C7-4.2]   •analyze DNA sequences from online or other sources to infer the relationship between different organisms at various classification levels (AI-NS2)[ICT C1-4.1]   •state a conclusion or generalization based on research data, suggesting how it supports or refutes an explanation for biological change, and identify new questions or problems that arise from what was learned (AI-NS5)(AI-NS6)[ICT C7-4.2]

Communication and Teamwork: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results   •use appropriate numeric, symbolic, graphical and linguistic modes of representation to communicate ideas, plans and results (CT-NS2)

explain, in general terms, how energy is absorbed by pigments, transferred through the reduction of nicotinamide adenine dinucleotide phosphate (NADP) to NADPH, and then transferred as chemical potential energy to ATP by chemiosmosis; and describe where in the chloroplast these processes occur.     

explain, in general terms, how the products of the light-dependent reactions, NADPH and ATP, are used to reduce carbon in the light-independent reactions for the production of glucose; and describe where in the chloroplast these processes occur.     Note: Detailed knowledge of metabolic intermediates is not required.

explain how scientific knowledge may lead to the development of new technologies, and new technologies may lead to or facilitate scientific discovery (ST4)[ICT F2-4.4][ICT F2-4.8] (e.g. analyze the role of photosynthesis as the biological basis of agriculture and forestry)

explain that the appropriateness, risks and benefits of technologies need to be assessed for each potential application from a variety of perspectives, including sustainability (ST7)[ICT F3-4.1]  (e.g. research and analyze the effects of herbicides on the biochemistry of photosynthesis.)

Initiating and Planning: formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues   •identify a testable factor that would affect the rate of photosynthesis (IP-NS1)   •predict and hypothesize the effect of changes in carbon dioxide and oxygen concentration on photosynthesis (IP-NS3)[ICT C6-4.1]

Performing and Recording: conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information (e.g.  •use local histories obtained from Aboriginal Elders to describe the importance of plant productivity to human sustainability (PR-SEC2)  •measure rates of evapotranspiration under various environmental conditions and relate these rates to photosynthetic activity (PR-NS2)(PR-NS3)(PR-NS4)  •investigate and integrate, from print and electronic sources, information on the C3 and C4 photosynthetic mechanisms or on the applications of cellular biochemistry in medicine or industry (PR-NS1)(PR-NS4)[ICT C1-4.1])

Analyzing and Interpreting: analyze data and apply mathematical and conceptual models to develop and assess possible solutions   •collect and interpret data from chromatography experiments and calculate reference flow (Rf) values (PR-NS3)(AI-NS2)(AI-NS3)(AI-NS4)[ICT F1-4.2] (e.g. •draw an analogy between the storage of energy by photosynthesis and the storage of energy by solar generating systems (AI-NS6))   •(e.g. explain how data supports or refutes the hypothesis on how changes in carbon dioxide and oxygen concentration affect photosynthesis (AI-NS4))   •( e.g. collect and interpret experimental data that demonstrates that plant leaves produce starch in the presence of light (PR-NS3)(AI-NS2))

Communication and Teamwork: work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results - •(e.g. work cooperatively as a group to investigate, synthesize and present information on the effects of herbicides on the biochemistry of photosynthesis (CT-SEC1)(CT-SEC2)(CT-SEC3)[ICT C1-4.4][ICT C7-4.2])

explain, in general terms, how glucose is oxidized during glycolysis and the Krebs cycle to produce reducing power in NADH and FADH; and describe where in the cell these processes occur          *Note: Detailed knowledge of metabolic intermediates is not required.

explain, in general terms, how chemiosmosis converts the reducing power of NADH and FADH to store chemical potential energy as ATP; and describe where in the mitochondrion these processes occur   *Note: Detailed knowledge of metabolic intermediates is not required.

distinguish, in general terms, between aerobic and anaerobic respiration and fermentation in plants, animals and yeast

summarize and explain the role of ATP in cellular metabolism; e.g.,•active transport   •cytoplasmic streaming   •phagocytosis   •biochemical synthesis   •muscle contraction  •heat production.

explain that science and technology are developed to meet societal needs and expand human capability (SEC1)[ICT F2-4.4][ICT F2-4.8] (e.g.   •research applications of cellular biochemistry in health and industry: - aerobic and anaerobic fitness - methane gas production from organic waste - alcohol production - bread making - yogurt)

explain that science and technology have both intended and unintended consequences for humans and the environment (SEC3)[ICT F3-4.1]  •(e.g. discuss how pollutants such as hydrogen sulfide and cyanide are by-products of industrial processes and explain the specific metabolic effects of these pollutants on aerobic organisms.)

Initiating and Planning: Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues • (e.g. -identify factors affecting the rate of cellular respiration (IP-NS1)  •design an experiment to demonstrate that heat is a by-product of cellular respiration (IP-NS1)(IP-NS2)(IP-NS3)(IP-NS4)  •predict and hypothesize the effect of oxic and anoxic conditions on the rate of cellular respiration in unicellular organisms such as yeast and bacteria (IP-NS3)[ICT C6-4.1])

Performing and Recording: Students will conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information  •use experimental methods to demonstrate, quantitatively, the oxygen consumption of germinating seeds (PR-NS2)(PR-NS3)(PR-NS4)(PR-NS5)  •measure temperature change over time of germinating and non-germinating seeds (PR-NS2)(PR-NS3)(PR-NS4)(PR-NS5)   •investigate and integrate, from print and electronic sources, information on the action of metabolic toxins on cellular respiration (PR-NS1)(PR-NS4)[ICT C1-4.1]

Analyzing and Interpreting: analyze data and apply mathematical and conceptual models to develop and assess possible solutions (e.g.   •evaluate the reliability, accuracy and validity of sources used to collect information on metabolic toxins and cellular respiration (AI-NS4)[ICT C3-4.1]   •interpret data on the oxygen consumption of an animal and relate this to metabolic rate (AI-NS2)(AI-NS3)(AI-NS4)(AI-NS6)   •interpret data that illustrate the effect of oxic and anoxic conditions on cellular respiration (AI-NS6)[ICT C7-4.2]   •relate the Aboriginal metaphor “the trees are the lungs of Mother Earth” to the complementary role of the carbon and oxygen cycles (AI-NS6))

Communication and Teamwork:  work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results ( e.g. •create a concept map or flow chart to illustrate how the carbon, hydrogen and oxygen atoms in glucose are ultimately released as carbon dioxide and water    • work cooperatively to research and investigate cellular respiration in oxic and anoxic conditions and metabolic toxins (CT-SEC1)[ICT C1-4.1])

identify the principal structures of the digestive and respiratory systems; ( i.e.,   •mouth, esophagus, stomach, sphincters, small and large intestines, liver, pancreas, gall bladder   •nasal passages, pharynx, larynx, epiglottis, trachea, bronchi, bronchioles, alveoli, diaphragm, rib muscles, pleural membranes) 

describe the chemical nature of carbohydrates, lipids and proteins and their enzymes; i.e., carbohydrases, lipases and proteases

explain enzyme action and factors influencing their action; i.e., temperature, pH, substrate concentration, feedback inhibition, competitive inhibition

describe the chemical and physical processing of matter through the digestive system into the circulatory system

explain the exchange of matter and the transfer of thermal energy between the body and the environment, using the mechanism of breathing in gas exchange, removal of foreign material and heat loss.

explain that the goal of technology is to provide solutions to practical problems (ST1)[ICT F2-4.4][ICT F2-4.8] (e.g.   •discuss and evaluate the role of food additives and/or food treatment to solve the problems of food spoilage (antioxidants, irradiation technology)  •explain the biological basis of nutritional deficiencies, including that of anorexia nervosa, and the technological means available to restore internal equilibrium   •identify specific pathologies of the digestive system and technologies used to treat the conditions   •identify specific pathologies of the respiratory system and technologies used to treat the conditions 

explain that the products of technology are devices, systems and processes that meet given needs; however, these products cannot solve all problems (ST6)[ICT F2-4.4]  (e.g. •assess the physiological effects of smoking and exposure to second-hand smoke and the limitations of technologies available to deal with these conditions or diseases  •assess the short- and long-term impacts of smoking in society, such as the cost of health care and insurance.)

Initiating and Planning :  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues (e.g.  • design an investigation to examine food energy through calorimetry, to examine enzyme action or to examine the mechanics of breathing (IP-NS1)(IP-NS2)(IP-NS3)(IP-NS4))

Performing and Recording: Students will  conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information   • observe, through dissection or computer simulations, the digestive and respiratory systems of a representative mammal and identify the major structural components (PR-NS2)(PR-NS4)(PR-NS5)   •perform experiments, using qualitative tests, to detect the presence of carbohydrates, proteins and lipids (PR-NS2)(PR-NS3)(PR-NS4)(PR-NS5) (e.g.   •perform an experiment to investigate the influence of enzyme concentration, temperature or pH on the activity of enzymes such as pepsin and pancreatin (PR-NS2)(PR-NS3)(PR-NS4)(PR-NS5) ) ( e.g.   •perform an experiment to examine the mechanics of breathing, such as lung volume, breathing rate (PR-NS2)(PR-NS3)(PR-NS4)(PR-NS5))

Analyzing and Interpreting: Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions  (e.g.    •analyze and draw conclusions and assess validity of data from an investigation on calorimetry or enzyme action (AI-NS2)(AI-NS3)(AI-NS4)(AI-NS6)[ICT C7-4.2] )  (e.g.  •analyze and draw conclusions and assess validity of data from an investigation on the mechanics of breathing (AI-NS2)(AI-NS3)(AI-NS4)(AI-NS6)[ICT C7-4.2])

Communication and Teamwork: Students will  work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results   •use appropriate notation and units to present data from investigations on digestion and respiration (CT-NS1)(CT-NS2) (e.g. •work cooperatively with team members to investigate how Aboriginal peoples and ranchers have used their observations of the excrement of game and farm animals to assess the health of these animals (CT-NS1)) (e.g.  •work cooperatively with team members to research the contributions from various cultures to our current understanding of digestion or respiration and healing, such as research on the use of traditional remedies to treat respiratory illness (CT-NS1) )             Note: Some of the outcomes are supported by examples. The examples are written in italics and do not form part of the required program but are provided as an illustration of how the outcomes might be developed.

identify the principal structures of the heart and associated blood vessels; i.e., atria, ventricles, septa, valves, aorta, venae cavae, pulmonary arteries and veins, sinoatrial node, atrioventricular node, Purkinje fibres

describe the action of the heart, blood pressure and the general circulation of blood through coronary, pulmonary and systemic pathways

describe the structure and function of blood vessels; i.e., arteries, veins and capillaries

describe the main components of blood and their role in transport, clotting and resisting the influence of pathogens; i.e., plasma, erythrocytes, platelets, leucocytes

explain the role of the circulatory system at the capillary level in aiding the digestive, excretory, respiratory and motor systems’ exchange of energy and matter with the environment

explain the role of blood in regulating body temperature

describe and explain, in general terms, the function of the lymphatic system

list the main cellular and noncellular components of the human defence system and describe their role; i.e., skin, macrophage, helper T cell, B cell, killer T cell, suppressor T cell, memory T cell

describe the ABO and Rh blood groups on the basis of antigens and antibodies.  

explain how Canadian society supports scientific research and technological development to facilitate a sustainable society, economy and environment (SEC4a)[ICT F2-4.2][ICT F2-4.8] (e.g.  •identify specific pathologies of the circulatory and defence systems, the technologies used to treat the conditions and the reasons society supports the development of these technologies     •evaluate the effects that the needs, interests and financial support of society have on preventing the spread of pathogens such as staphylococcus, smallpox virus, E. coli and human immunodeficiency virus (HIV)     •assess the physiological effects of drugs such as caffeine and nicotine on the circulatory system and discuss why habitual use of these drugs is a societal concern     •evaluate the risks and benefits associated with blood transfusion)

explain that decisions regarding the application of scientific and technological developments involve a variety of perspective, including social, cultural, environmental, ethical and economic considerations (SEC4b)[ICT F2-4.2][ICT F3-4.1] (e.g.  •evaluate the ethical implications of organ and tissue transplants, in terms of the needs, interests and financial support of society, on scientific and technological research in this field   •assess the implications of technological advances that assist in maintaining internal equilibrium with respect to: - pathogens (vaccinations) - defective hearts (artificial valves, artificial hearts, xenotransplantation, stem cell culture)).

Initiating and Planning Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues design procedures to investigate factors affecting heart rate and blood pressure; e.g., physical activity, emotion, gender and chemicals such as caffeine (IP-NS1)(IP-NS2)(IP-NS3)(IP-NS4) 

Performing and Recording:  Students will conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information:     •measure blood pressure and observe blood flow in capillaries in an organism or through demonstration in a virtual laboratory (PR-NS2)(PR-NS3)     •determine the morphology and abundance of cellular components in a prepared human blood slide (PR-NS2)(PR-NS3)     •select and integrate information from various sources to observe the principal features of a mammalian circulatory system and the direction of blood flow, and identify structures from drawings; e.g., valves, chambers (PR-NS1)     •research and design a simulation or model of the functioning of the main components of the human immune system (PR-NS1)(PR-ST2)[ICT C6-4.4]     •compile and display information on blood pressure, heart rate and blood composition (PR-NS1)(PR-NS4)     •carry out a heart dissection to identify the major parts and to determine the directional flow of blood through the organ (PR-NS3)) 

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions (e.g.    •determine, from available data, the relationship between blood pressure and exercise (AI-NS2)[ICT C7-4.2]     •investigate lifestyle behaviour, physical fitness and heart rate recovery, using available data, and account for discrepancies (AI-NS2)(AI-NS3)[ICT C7-4.2]     •identify the limitations and evaluate the dependability of devices used to measure blood pressure (AI-NS4)[ICT C6-4.5]    •explore solutions to practical problems associated with the circulatory system, such as organ and tissue transplants and artificial blood (AI-ST2)[ICT C1-4.1]     •determine blood groups from samples of artificial blood or electronic resources (AI-NS6)     •predict compatibility of ABO and Rh blood types between donor and recipient (AI-NS6))

Communication and Teamwork: Students will work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results ( e.g.  •work cooperatively with team members to measure and record blood pressure, heart rate or any other factor relating to the circulatory system (CT-NS1)(CT-NS2)[ICT C6-4.4] )     

identify the principal structures in the excretory system; i.e., kidneys, ureters, urinary bladder, urethra

identify the major and associated structures of the nephron, including the glomerulus, Bowman’s capsule, tubules, loop of Henle, collecting duct, afferent and efferent arterioles, and capillary net, and explain their function in maintaining plasma compositions (i.e., water, pH, ions)

 describe the function of the kidney in excreting metabolic wastes and expelling them into the environment

identify the role of antidiuretic hormone (ADH) and aldosterone in water and sodium ion reabsorption, excretion and blood pressure regulation. 

explain that the goal of science is knowledge about the natural world (NS1) (e.g.    •examine how lifestyle factors contribute to hypertension and affect kidney function: - drugs, such as alcohol and nicotine - sedentary lifestyle - dietary excesses or deficiencies - stress     •explain how an understanding of nephron function is applied to renal and peritoneal dialysis      •identify specific pathologies of the excretory system and the scientific knowledge connected with the treatment - identify the physiological complexities and challenges of organ and tissue transplants.)

Initiating and Planning Students will: 20-D3.1s formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues     • predict how blood pressure affects urine composition and volume (IP-NS3)[ICT C6-4.1] 

Performing and Recording Students will: 20-D3.2s conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information      •research and create a flowchart to describe how humans maintain homeostasis with respect to water and ions; ( e.g.,• when water intake is increased or decreased - when diuretic compounds, such as caffeine or alcohol, are ingested •when excessive sodium is ingested  •after periods of intense exercise, fever, hemorrhage (PR-NS1))      (e.g. •perform a kidney dissection to identify major structures of the organ (PR-NS3))

Analyzing and Interpreting Students will: 20-D3.3s analyze data and apply mathematical and conceptual models to develop and assess possible solutions      •observe the principal features of a mammalian excretory system and identify structures from drawings obtained from various print and electronic sources (AI-NS1)[ICT C1-4.1]     •collect and interpret data in analysis of simulated urine, identify limitations of the data, compare the data to theoretical values and produce a generalization (PR-NS2)(PR-NS3)(PR-NS4)(PR-NS5)(AI-NS2)(AI-NS4)(AI-NS6)[ICT C7-4.2]      (e.g.      •assess technological solutions to kidney failure, such as peritoneal dialysis, hemodialysis and kidney transplant, and identify the potential strengths and weaknesses of each (AI-ST2))

Communication and Teamwork Students will: 20-D3.4s work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results ( e.g. •work cooperatively with team members to assess and record simulated urine composition (CT-NS1)(CT-NS2))

explain how the motor system supports body functions (i.e., digestive, circulatory, respiratory, excretory and locomotory), referencing smooth, cardiac and striated muscle

describe, in general, the action of actin and myosin in muscle contraction and heat production.

 explain that concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations (NS6a) (e.g.   • analyze the effects of exercise on muscle fibre      •describe the relationship between fitness and efficiency of muscle action      •assess the physiological effects on the motor system of anabolic steroids and energy-enhancing drugs such as creatine phosphate)

explain that the goal of technology is to provide solutions to practical problems (ST1)[ICT F2-4.4][ICT F2-4.8]    (e.g.  • identify specific pathologies of the motor system, such as muscle atrophy, fatigue, strain and tendonitis, and identify technologies used to treat the conditions)

Initiating and Planning Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues (e.g. design an investigation to determine the relationship between muscle activity, energy consumption and fatigue )  (IP-NS1)(IP-NS2)(IP-NS3)(IP-NS4)

Performing and Recording Students will conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information (e.g.  •identify smooth, cardiac and striated muscle tissue under magnification (PR-NS2)  •design and construct a model of a muscle fibre (PR-ST2))  

Analyzing and Interpreting Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions  (e.g.    •obtain and interpret data to demonstrate a direct correlation between energy use by muscle cells and heat production)  (AI-NS2)

Communication and Teamwork Students will work collaboratively in addressing problems and apply the skills and conventions of science in communicating information and ideas and in assessing results    •use appropriate Système international (SI) units and fundamental and derived units (CT-NS2) (e.g.  •work cooperatively with team members to measure and record body temperature)  (CT-NS1)