Grade 12 - Biology 30 (2014)

Science

Attitude Outcomes

Unit A: Nervous & Endocrine Systems

Unit B: Reproduction & Development 

Unit C: Cell Division, Genetics & Molecular Biology

Unit D: Population & Community Dynamics

Interest In Science

Mutual Respect

Scientific Inquiry

Collaboration

Stewardship

Safety

General Outcome 1:  Students will explain how the nervous system controls physiological processes.

General Outcome 2 Students will explain how the endocrine system contributes to homeostasis.

General Outcome 1 Students will explain how survival of the human species is ensured through reproduction. 

General Outcome 2 Students will explain how human reproduction is regulated by chemical control systems.  

General Outcome 3 Students will explain how cell differentiation and development in the human organism are regulated by a combination of genetic, endocrine and environmental factors.

General Outcome 1 Students will describe the processes of mitosis and meiosis.

General Outcome 2 Students will explain the basic rules and processes associated with the transmission of genetic characteristics.

General Outcome 3 Students will explain classical genetics at the molecular level.

General Outcome 1 Students will describe a community as a composite of populations in which individuals contribute to a gene pool that can change over time.

General Outcome 2 Students will explain the interaction of individuals in a population with one another and with members of other populations.

General Outcome 3 Students will explain, in quantitative terms, the change in populations over time.  

Students will be encouraged to: show interest in science-related questions and issues and confidently pursue personal interest and career possibilities within science-related fields; e.g.:  • research the answers to questions they  • generate explore and use a variety of methods and resources to increase their knowledge and skills  • be critical and constructive when considering new theories and techniques  •use scientific vocabulary and principles in everyday discussions  • recognize the usefulness of being skilled in mathematics and problem solving  • be interested in science and technology topics not directly related to their formal studies  • recognize the importance of making connections among various science disciplines  • maintain interest in pursuing further studies in science  • explore where further science- and technology-related studies and careers can be pursued  • recognize that part-time jobs require science- and technology-related knowledge and skills. 

Students will be encouraged to: appreciate that scientific understanding evolves from the interaction of ideas involving people with different views and backgrounds; e.g. •  use a multi-perspective approach, considering scientific, technological, economic, cultural, political and environmental factors when formulating conclusions, solving problems or making decisions on an STS issue  • research carefully and discuss openly ethical dilemmas associated with the applications of science and technology  • explore personal perspectives, attitudes and beliefs toward scientific and technological advancements  •recognize the contribution of science and technology to the progress of civilizations •show support for the development of technologies and science as they relate to human needs  •recognize that the scientific approach is one of many ways of viewing the universe  • recognize the research contributions of both men and women  • recognize the research contributions of Canadians. 

Students will be encouraged to: seek and apply evidence when evaluating alternative approaches to investigations, problems and issues; e.g.  • consider the social and cultural contexts in which a theory developed  • appreciate how scientific problem solving and the development of new technologies are related • insist on evidence before accepting a new idea or a new explanation  • assess, critically, their opinion of the value of science and its applications  • question arguments in which evidence, explanations or positions do not reflect the diversity of perspectives that exist • criticize arguments that are based on faulty, incomplete or misleading use of numbers  • recognize the importance of reviewing the basic assumptions from which a line of inquiry has arisen  • insist that the critical assumptions behind any line of reasoning be made explicit so that the validity of the position taken can be judged  • evaluate inferences and conclusions, being cognizant of the many variables involved in experimentation  • ask questions and conduct research to ensure understanding  • expend the effort and time needed to make valid inferences  •seek new models, explanations and theories when confronted with discrepant events. 

Students will be encouraged to:  work collaboratively in planning and carrying out investigations and in generating and evaluating ideas; e.g.  •provide the same attention and energy to the group’s product as they would to a personal assignment   • be attentive when others speak, seek the point of view of others, and consider a multitude of perspectives   • use appropriate communication technology to elicit feedback from others   •participate in a variety of electronic group formats.

Students will be encouraged to: demonstrate sensitivity and responsibility in pursuing a balance between the needs of humans and a sustainable environment; e.g.   • assume part of the collective responsibility for the impact of humans on the environment  • participate in civic activities related to the preservation and judicious use of the environment and its resources  • encourage their peers or members of their community to participate in a project related to sustainability  • consider all perspectives when addressing issues, weighing scientific, technological and ecological factors  • discuss both the positive and negative effects of environmental changes caused by nature and by humans on human beings and society  • participate in the social and political systems that influence environmental policy in their community  • promote actions that are not injurious to the environment  • make personal decisions based on a feeling of responsibility toward less privileged parts of the global community and toward future generations  • be critical-minded regarding the short- and long-term consequences of sustainability.

Students will be encouraged to: show concern for safety in planning, carrying out and reviewing activities with reference to WHMIS and consumer product labelling information; e.g.  • consider safety a positive limiting factor in scientific and technological endeavours  • read the labels on materials before using them, interpret the WHMIS symbols and consult a reference document if safety symbols are not understood  • manipulate materials carefully, being cognizant of the risks and consequences of their actions  • assume responsibility for the safety of all those who share a common working environment by cleaning up after an activity and disposing of materials according to safety guidelines  • seek assistance immediately for any first aid concerns, such as cuts, burns or unusual reactions  • keep the work station uncluttered, ensuring that only appropriate laboratory materials are present  • criticize a procedure, a design or materials that are not safe or that could have a negative impact on the environment  • write safety and waste-disposal precautions into a laboratory procedure  • use safety and waste disposal as criteria for evaluating an experiment.

Specific Outcomes for Knowledge

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

Specific Outcomes for Skills (Nature of Science Emphasis) Initiating and Planning

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) (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 (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 (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) (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 (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) (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) (Nature of Science Emphasis) 

Specific Outcomes for Skills (Nature of Science Emphasis)

describe the general structure and function of a neuron and myelin sheath, explaining the formation and transmission of an action potential, including all-or-none response and intensity of response; the transmission of a signal across a synapse; and the main chemicals and transmitters involved, i.e., norepinephrine, acetylcholine and cholinesterase

 identify the principal structures of the central and peripheral nervous systems and explain their functions in regulating the voluntary (somatic) and involuntary (autonomic) systems of the human organism; i.e., cerebral hemispheres and lobes, cerebellum, pons, medulla oblongata, hypothalamus, spinal cord, sympathetic and parasympathetic nervous systems, and the sensory-somatic nervous system

 describe, using an example, the organization of neurons into nerves and the composition and function of reflex arcs; e.g., the patellar reflex, the pupillary reflex

 describe the structure and function of the parts of the human eye; i.e., the cornea, lens, sclera, choroid, retina, rods and cones, fovea centralis, pupil, iris and optic nerve

describe the structure and function of the parts of the human ear, including the pinna, auditory canal, tympanum, ossicles, cochlea, organ of Corti, auditory nerve, semicircular canals and Eustachian tube

 explain other ways that humans sense their environment and their spatial orientation in it; e.g., olfactory receptors, proprioceptors, taste receptors, receptors in the skin.

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 biological basis of neurological diseases such as Alzheimer’s or Parkinson’s disease and how this relates to treatment       • evaluate the impact of photoperiod (light wavelength and duration) on humans and identify adaptations to light deprivation in northern communities 

 explain that scientific investigation includes the process of analyzing evidence and providing explanations based upon scientific theories and concepts (NS5f)[ICT C7-4.2] ;   e.g.  • analyze experimental evidence regarding the influence of anesthetics, drugs and chemicals, natural and synthetic, on the functioning of the nervous system and relate this to addiction theories       • analyze the contribution of technological developments and physiological knowledge to longevity and quality of life 

 explain that the goal of technology is to provide solutions to practical problems (ST1)[ICT F2-4.4] ;      e.g.   • investigate technologies available to correct eye defects such as myopia, hyperopia and astigmatism and ear defects such as hearing loss and tinnitus        • investigate the biological basis of neurotoxin action and their antidotes (snake venom, box jellyfish, botulin, reserpine [Rauwolfia serpentina])       • investigate the use of neurotoxins by Indigenous peoples        •discuss how advances in science have contributed to technologies that increase access to the world beyond normal sensory limits.  

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues;      • design an experiment to investigate heat, cold, pressure and touch receptors (IP-NS1)(IP-NS2)(IP-NS3)

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;    • design and perform an experiment to investigate the physiology of reflex arcs (IP-NS2)(PR-NS2)(PR-NS3)(PR-NS4)[ICT F1-4.2]      • perform experiments to measure the ability to discriminate objects visually and to hear a range of sounds (PR-NS2)(PR-NS3)(PR-NS4)      • use a microscope and prepared slides to observe neurons and synapses (PR-NS2)(PR-NS3)(PR-NS4)       • observe the principal features of a mammalian brain, eye and ear, using models, computer simulations or dissections, and identify the major structures of those organs (PR-NS3)(PR-NS4)[ICT C6-4.4]       e.g. •  investigate and integrate, from library and electronic sources, information on the impact of photoperiod and wavelength on humans (PR-NS1)(PR-NS4)[ICT C1-4.1]      • compile and display, in appropriate format, data collected from investigations on reflex arcs, stimulus strength versus force of muscle contraction, and/or auditory range (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;  e.g. • interpret patterns and trends in data on strength of stimuli versus force of muscle contraction (AI-NS2)[ICT C7-4.2]       • analyze and interpret aspects of vision, such as blind spot, acuity, accommodation, adaptation, binocular vision and peripheral vision (AI-NS2)[ICT C7-4.2]      • analyze a hearing aid as a device that simulates a sensory function (AI-ST1)      • pose new questions, such as: "Why are some people more tolerant to pain than others?" (AI-NS5)      • collect and analyze class data on colour charts (PR-NS4)(AI-NS2)[ICT C7-4.2]     • analyze data that shows the interrelationship between taste and smell receptors (AI-NS2)[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 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)*      e.g. • work cooperatively with group members to investigate neurological disorders such as Alzheimer’s or Parkinson’s disease (CT-NS1)    *To be developed throughout the course.

identify the principal endocrine glands of humans; i.e., the hypothalamus/pituitary complex, thyroid, parathyroid, adrenal glands and islet cells of the pancreas

describe the function of the hormones of the principal endocrine glands, i.e., thyroid-stimulating hormone (TSH)/thyroxine, calcitonin/parathyroid hormone (PTH), adrenocorticotropic hormone (ACTH)/cortisol, glucagon/insulin, human growth hormone (hGH), antidiuretic hormone (ADH), epinephrine, aldosterone, and describe how they maintain homeostasis through feedback

 explain the metabolic roles hormones may play in homeostasis; i.e., thyroxine in metabolism; insulin, glucagon and cortisol in blood sugar regulation; hGH in growth; ADH in water regulation; aldosterone in sodium ion regulation

explain how the endocrine system allows humans to sense their internal environment and respond appropriately; e.g., calcium balance, osmotic pressure of blood

 compare the endocrine and nervous control systems and explain how they act together; e.g., stress and the adrenal gland 

 describe, using an example, the physiological consequences of hormone imbalances; i.e., diabetes mellitus (e.g., diabetes insipidus, gigantism, goitre, cretinism, Graves’ disease).

explain that science and technology are developed to meet societal needs and expand human capability (SEC1)[ICT F2-4.8] ; e.g.  • compare the function of technological control systems, such as computer control systems for car emissions, with electrochemical control systems in organisms      •assess the impact of research into biochemical control systems on human performance     • describe the current treatments for type 1 and type 2 diabetes

explain that science and technology have both intended and unintended consequences for humans and the environment (SEC3)[ICT F2-4.8][ICT F3-4.1];  e.g. • evaluate the use of biotechnology to solve practical problems (hormone synthesis for diabetes mellitus, dwarfism, milk yield in cows)    •evaluate the use of hormone therapy in the treatment of humans (growth hormone and aging, anabolic steroids and human performance)      • explain the relationship between pigment deposition within skin cells and ultraviolet light as influenced by stratospheric ozone. )

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues;    • formulate a hypothesis, from published data, on an environmental factor that can be detected and responded to by humans; e.g., stress and hormonal disruption, ultraviolet light and pigment deposition, diet and thyroid function (IP-NS3)

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. • research seasonal affective disorder (SAD) or general adaptation syndrome and identify the main hormonal and nervous components (PR-NS4))

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions ;     •infer the role of ADH and aldosterone in the maintenance of water and ions, using the analysis and interpretation of data on blood and urine composition (AI-NS6)[ICT C7-4.2]       • infer the role of insulin in the regulation of blood sugar by performing an experiment to investigate the presence of glucose in simulated urine and comparing the results with normal urinalysis data, and/or investigate the role of insulin in the regulation of blood sugar by using a computer simulation (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;  e.g. • evaluate individual and group processes used in planning and carrying out group investigations of hormone therapy or the use of biotechnology to solve practical problems (CT-SEC1)(CT-SEC4))

 identify the structures in the human female reproductive system and describe their functions; i.e., ovaries, Fallopian tubes, uterus, endometrium, cervix, vagina 

 identify the structures in the human male reproductive system and describe their functions; i.e., testes, seminiferous tubules, interstitial cells, Sertoli cells, epididymides, vasa (ductus) deferentia, Cowper’s glands, seminal vesicles, prostate gland, ejaculatory duct, urethra, penis 

distinguish sperm and egg from their supporting structures; i.e., seminiferous tubules, interstitial cells, Sertoli cells, follicle, corpus luteum

 describe the chromosomal factors and hormonal influence on the formation of the gonads and reproductive organs in the female and male embryo and fetus; i.e., Y chromosome and role of testosterone

explain how sexually transmitted infections (STIs) can interfere with fertility and reproduction; e.g., chlamydia, gonorrhea, human papilloma virus.

explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations (SEC4b); e.g. • evaluate the implications of a reproductive technology for human biology    • consider the application of long-term scientific and technological solutions to population control, using the Aboriginal concept of seven generations     • discuss society’s expectations of the scientific community with respect to reproductive technologies       • discuss the impact of STIs on individuals, considering the physiological damage they cause. )  

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues;  e.g. •identify ethical concerns about reproductive technologies, infertility and the transmission of STIs (IP-SEC1)

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 the principal features of the human reproductive system, using models or computer simulations, and identify the major structures from drawings (PR-NS4)[ICT C6-4.4]     • use a microscope to observe prepared slides of ovaries and testes so as to distinguish eggs and sperm from their supporting structures;    i.e., follicle, corpus luteum, interstitial cells, Sertoli cells, seminiferous tubules (PR-NS2)(PR-NS4)  

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions;      •evaluate practical solutions to decreased fertility; i.e., low sperm count, difficulty in egg production, hormonal imbalance (AI-ST2)(AI-SEC2) ;  e.g. •evaluate information collected from library and electronic sources on the implications of reproductive technologies such as surrogacy, sperm banks and cloning (AI-SEC2)(AI-SEC4)[ICT C1-4.1][ICT C3-4.1][ICT C3-4.2]

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 as a team to research the damage to reproductive organs caused by STIs and use appropriate multimedia to present the findings to the class (CT-SEC1)(CT-SEC2)[ICT C1-4.4][ICT P3-4.1]

describe the role of hormones, i.e., gonadotropic-releasing hormone (GnRH), follicle-stimulating hormone (FSH), luteinizing hormone (LH), estrogen, progesterone, testosterone, in the regulation of primary and secondary sex characteristics in females and males

 identify the principal reproductive hormones in the female and explain their interactions in the maintenance of the menstrual cycle; i.e., estrogen, progesterone, FSH, LH 

identify the principal reproductive hormones in the male and explain their interactions in the maintenance and functioning of the male reproductive system; i.e., testosterone, FSH, LH.

explain how science and technology have influenced, and been influenced by, historical development and societal needs (SEC2) ; e.g. • research and assess the effects of the medical use of reproductive hormones on humans     • research and assess the implications for humans of producing and using reproductive hormones in domestic animals, such as cattle and horses

explain why decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations (SEC4b)[ICT F2-4.2][ICT F3-4.1];  e.g. • explain how reproductive hormone homeostasis is disrupted by the natural aging process and discuss whether available technologies, such as hormone treatment for menopause and andropause, should be used to restore balance

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 at which point during the menstrual cycle a female is most fertile (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;      •graph the changes in estrogen, progesterone, FSH and LH levels in the blood of a female through a single menstrual cycle (PR-NS4)[ICT C6-4.2]     • identify the follicle and corpus luteum within the ovary, using models, diagrams or computer simulations (PR-NS4)[ICT C6-4.4]

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions;      •analyze blood hormone data and physiological events for a single menstrual cycle, inferring the roles of female sex hormones (AI-NS2)(AI-NS6)      •analyze blood hormone data and physiological events, inferring the roles of male sex hormones (AI-NS2)(AI-NS6)[ICT C7-4.2] (e.g. • research and assess the effects of the medical use of reproductive hormones on conditions such as menopause, andropause and infertility (PR-SEC1)(AI-SEC2)(AI-SEC4)[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;      •select and use appropriate numerical and graphical modes of representation to communicate information on changing reproductive hormone levels in the blood (CT-ST2)  e.g. • work cooperatively with team members to investigate the impact of the use of reproductive hormones in agriculture on the environment (such as the feminization of fish) and, using appropriate multimedia, present the information to the class (CT-SEC1)(CT-SEC2)(CT-SEC3)[ICT C1-4.4][ICT P3-4.1])

trace the processes of fertilization, implantation and extra-embryonic membrane formation, i.e., placenta, amnion, chorion, allantois, followed by embryonic and fetal development, parturition and lactation, and describe the control mechanisms of these events, i.e., progesterone, LH, human chorionic gonadotropin (hCG), prostaglandins, oxytocin, prolactin

describe development from fertilization to parturition in the context of the main physiological events that occur in the development of organ systems during each major stage (trimester); i.e., zygote, blastocyst, gastrulation, general morphogenesis 

identify major tissues and organs that arise from differentiation and morphological development of the ectoderm, mesoderm and endoderm in the embryo; i.e. • ectoderm: nervous system, epidermis     •mesoderm: skeleton, muscles, reproductive structures     •endoderm: lining of the digestive and respiratory systems, endocrine glands

describe the influence of environmental factors on embryonic and fetal development; e.g., maternal lifestyle, teratogens such as alcohol, drugs, viral infections and radiation. 

explain that science and technology are developed to meet societal needs and expand human capability (SEC1)      •analyze the use of technology to solve problems of immunological incompatibility between fetus and mother

explain why decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations (SEC4b); e.g. • assess the use of technologies such as ultrasound, chorionic villus sampling (CVS), amniocentesis and a fetal heart rate monitor in monitoring fetal development      •assess the effects of a conception control technology on population demographics in developed and developing countries      •discuss how knowledge of embryonic/fetal development has influenced the value that society places on human life      •discuss the societal impact of environmental contaminants (such as polychlorinated biphenyls [PCBs], heavy metals, dioxins and furans) and teratogens.

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues;  e.g. •design an experiment to investigate hormonal changes during pregnancy (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;    • investigate, using library and electronic sources, the effects of environmental factors on human embryonic and fetal development; e.g., alcohol, cocaine, cigarette smoke, diet, and prescription and nonprescription drugs (PR-SEC1)[ICT C1-4.1]  e.g. •research the societal impact of technology such as ultrasound, amniocentesis, in vitro fertilization and CVS (PR-SEC1)[ICT F3-4.1]      •investigate, using library and electronic sources, how embryonic cells communicate during development (PR-NS1)[ICT C1-4.1])

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions      •observe the changes during embryo development, using preserved material such as chicken embryos, models or computer simulations, and extrapolate these events to the development of a human (PR-NS3)(AI-NS2)[ICT C6-4.1][ICT C6-4.4]      •interpret hormonal data from published investigations; e.g., pregnancy testing (AI-NS2)[ICT C7-4.2];   e.g. •evaluate, from published data, the effectiveness and safety of various reproductive technologies (AI-SEC1)(AI-SEC2)    •analyze the stages of embryonic and fetal development (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;  e.g. • develop clear and logical arguments, based on published data, to defend a given decision on the effectiveness and safety of available reproductive technologies (CT-SEC3)[ICT C1-4.4]

define and explain the significance of chromosome number in somatic and sex cells; i.e., haploidy, diploidy and polyploidy

explain, in general terms, the events of the cell cycle; i.e., interphase, mitosis and cytokinesis

describe the process of meiosis (spermatogenesis and oogenesis) and the necessity for the reduction of chromosome number

compare the processes of mitosis and meiosis

describe the processes of crossing over and nondisjunction and evaluate their significance to organism inheritance and development

compare the formation of fraternal and identical offspring in a single birthing event

describe the diversity of reproductive strategies by comparing the alternation of generations in a range of organisms; e.g., Daphnia, sea anemone, moss, pine.

explain that science and technology are developed to meet societal needs and expand human capability (SEC1);  e.g. • discuss the role of mitosis and biotechnology in regenerating whole, damaged or missing parts of organisms (stem cells, skin tissue)     •evaluate how knowledge of cell division or development of nanotechnology might be applied to the regulation of cancerous growth in plants or animals      •discuss and assess the impact of research in plant and animal reproduction on our understanding of mitosis and meiosis in humans (cloning, chromosome shortening)      •discuss the types and sources of teratogenic compounds found in the environment and the technological means by which they can be removed or controlled to ensure quality of life for future generations.

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues;  e.g. • define questions related to mitosis and meiosis, such as chromosome shortening, conditions/stimuli for meiosis, aging and mitosis, cytokinesis (IP-NS1))

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;       •perform a simulation to demonstrate the behaviour of chromosomes during mitosis (PR-NS3)      •use a microscope and prepared slides of onion root tip cells to identify the stages of a cell cycle and calculate the duration of each stage (PR-NS3)(AI-NS2)      •research and compare a range of reproductive strategies in organisms and present them in the form of charts, tables or diagrams; e.g., binary fission, budding, the sexual and asexual phases of alternation of generations (PR-NS1)(PR-NS4)[ICT C6-4.3] ;   e.g.    •prepare microscope slides to demonstrate some stages of mitosis and meiosis (PR-NS2)(PR-NS3)(PR-NS4) )

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions;  e.g. • prepare and interpret models of human karyotypes by using hard-copy or online resources (AI-NS2)      •analyze the similarities and differences of cell division in plants and animals (AI-NS2)[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 collaboratively in the preparation of mitosis slides (CT-NS1)     •present two contrasting reproductive strategies, emphasizing the differences (CT-ST2)[ICT C1-4.4] )

describe the evidence for dominance, segregation and the independent assortment of genes on different chromosomes, as investigated by Mendel

compare ratios and probabilities of genotypes and phenotypes for dominant and recessive, multiple, incompletely dominant, and codominant alleles

explain the influence of gene linkage and crossing over on variability

explain the relationship between variability and the number of genes controlling a trait e.g., one pair of genes, as for Rh factor, versus two or more pairs of genes, as for skin colour and height

compare the pattern of inheritance produced by genes on the sex chromosomes to that produced by genes on autosomes, as investigated by Morgan and others.

explain that decisions regarding the application of scientific and technological development involve a variety of perspectives, including social, cultural, environmental, ethical and economic considerations (SEC4b)[ICT F2-4.2][ICT F3-4.1];   e.g. • evaluate the needs and interests of society and the role of genetic counselling and technology in the identification and treatment of potentially disabling genetic disorders (phenylketonuria, cystic fibrosis, germ-cell modification)      •discuss the contributions of Aboriginal peoples in the development of early plant hybrids      •discuss the application of genetic crosses in the development of specific breeds or hybrids (wheat and corn).

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues     •design a plan for collecting data to demonstrate human inheritance (IP-NS2)

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      •perform an experiment to demonstrate inheritance of a trait controlled by a single pair of genes; e.g., albino corn, Drosophila or Arabidopsis (PR-NS2)(PR-NS3)(PR-NS4);   e.g. •design and perform an experiment to demonstrate that an environmental factor can cause a change in the expression of genetic information in an organism (IP-NS2)(IP-NS3)(IP-NS4)(PR-NS3)(PR-NS4)(PR-NS5)[ICT F1-4.2])

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions      •interpret patterns and trends of inheritance of traits and predict, quantitatively, the probability of inheritance of traits illustrated in monohybrid, dihybrid and sex-linked inheritance, using pedigrees and Punnett squares [ICT C7-4.2]      •perform experiments to record and explain predicted phenotypic ratios versus actual counts in genetic crosses to show a relationship between chance and genetic results (PR-NS2)(PR-NS3)(PR-NS4)(AI-NS3)    •draw and interpret pedigree charts from data on human single-allele and multiple-allele inheritance patterns; e.g., hemophilia, blood types (PR-NS4)(AI-NS2)[ICT C7-4.2]      •analyze crossover data for a single pair of chromosomes to create a chromosome map showing gene arrangement and relative distance (AI-NS2)[ICT C7-4.2] ;  e.g.    •identify limitations of data associated with phenotypic ratios for small populations in which the ratios may not conform with the theoretical ratios expected (AI-NS4))

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 investigate a monohybrid cross (tongue rolling, attached earlobes) and solve problems as they arise (CT-NS1)(CT-NS2))

summarize the historical events that led to the discovery of the structure of the DNA molecule, including the work of Franklin and Watson and Crick

describe, in general, how genetic information is contained in the sequence of bases in DNA molecules in chromosomes and how the DNA molecules replicate themselves

describe, in general, how genetic information is transcribed into sequences of bases in RNA molecules and is finally translated into sequences of amino acids in proteins

explain, in general, how restriction enzymes cut DNA molecules into smaller fragments and how ligases reassemble them

explain, in general, how cells may be transformed by inserting new DNA sequences into their genomes

explain how a random change (mutation) in the sequence of bases results in abnormalities or provides a source of genetic variability

explain how base sequences in nucleic acids contained in the nucleus, mitochondrion and chloroplast give evidence for the relationships among organisms of different species.

explain that science and technology have both intended and unintended consequences for humans and the environment (SEC3)[ICT F3-4.1] ; e.g. •discuss the implications for society of corporations being able to patent genes, such as the gene for herbicide resistance in canola     •assess the concerns and benefits of genetically modified organisms, such as transgenic food organisms or tree cloning for reforestation

explain that scientific research and technological development help achieve a sustainable society, economy and environment (SEC4a)[ICT F2-4.2][ICT F2-4.8]; e.g.  •discuss the Human Genome Project and the potential of proteomic technologies, in terms of the needs, interests and financial support of society      •discuss biotechnology and gene replacement therapy in the treatment of human genetic disorders     •assess the impact and value of DNA sequencing on the study of genetic relationships and variations in population ecology     •explore the application of nanotechnology and its implications for clinical diagnostics, pharmacology, biological research or proteomic programs.

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues;   e.g. •design an experiment to identify the proteins produced in a cell at a particular point in time or development (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;    • construct models of DNA to demonstrate the general structure and base arrangement (PR-ST2)[ICT C6-4.4]      •perform simulations to demonstrate the replication of DNA and the transcription and translation of its information (PR-NS2)(PR-NS4) ;  e.g. •perform simulations to demonstrate the use of restriction enzymes and ligases (PR-NS3)(PR-NS4) perform an investigation to extract DNA from cells in green peas, beans, bananas or onions (PR-NS2)(PR-NS3)(PR-NS4)(PR-NS5)     •research gel electrophoresis techniques and their applications in medical diagnostics and forensics (PR-ST1))

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions;       •analyze, from published data, relationships between human activities and changes in genetic information that lead to heritable mutations and cancer (AI-NS2)[ICT 7-4.2] ;  e.g.  •analyze DNA fingerprints (AI-NS2)    •compare and contrast homologous DNA sequences to infer ancestry of various species (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;  e.g. •work cooperatively with team members to investigate the impact of an environmental factor on the expression of a gene and to solve problems as they arise (CT-NS1)     •debate the advantages and disadvantages of corporate funding and patenting of genetic research results, including Aboriginal and other perspectives of ownership (CT-SEC2)(CT-SEC3)[ICT 1-4.4])

describe the Hardy-Weinberg principle and explain its significance in population gene-pool stability and nonequilibrium values

describe the factors that cause the diversity in the gene pool to change; i.e., natural selection, genetic drift, gene flow, nonrandom mating, bottleneck effect, founder effect, migration, mutation

apply, quantitatively, the Hardy-Weinberg principle to observed and published data to determine allele and genotype frequencies, using the equations p + q = 1 and p2 + 2pq + q2 = 1

describe the molecular basis of gene-pool change and the significance of these changes over time; i.e., mutations and natural selection (e.g., drug-resistant bacteria, herbicide-resistant plants).

explain that science and technology have both intended and unintended consequences for humans and the environment (SEC3)[ICT F3-4.1] discuss the introduction of exotic species into new ecosystems;   e.g.    •discuss the development of ecological reserves to preserve gene-pool diversity assess the bottleneck effect characteristic of small populations, such as in whooping crane and swift fox populations, and suggest strategies to counteract it investigate the role of gene banks in the preservation of endangered species and genotypes, particularly of plants and animals used in agriculture assess habitat loss and the responsibility of society to protect the environment for future generations

explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations (NS6a);  e.g.    •assess the role and importance of models in ecology, such as the Hardy-Weinberg principle, in explaining scientific phenomena such as changes in gene frequencies)

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues;     e.g. •identify a question about the resistance of bacteria to specific antibiotics or about the resistance of plants to specific herbicides (IP-NS1) )

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     •design and perform an investigation and/or a computer simulation to demonstrate population growth and gene-pool change (IP-NS2)(IP-NS3)(IP-NS4)(PR-NS3)(PR-NS4)(PR-NS5)[ICT C6-4.4][ICT F1-4.2] ;   e.g. •research, integrate and synthesize information on a related topic, such as:  •the development and persistence of deleterious genes in gene pools   •the development of bacterial resistance to antibiotics (PR-NS1)[ICT C7-4.2])

Analyzing and Interpreting Students will:   analyze data and apply mathematical and conceptual models to develop and assess possible solutions      •calculate and interpret results based on the Hardy-Weinberg principle in problem-solving exercises (AI-NS6)[ICT C6-4.1] 

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 significant digits to show gene frequency and changes in gene frequency over time (CT-NS2)

describe the basis of species interactions and symbiotic relationships and describe the influence of these interactions on population changes; i.e., •predator-prey and producer-consumer relationships      •symbiotic relationships: commensalism, mutualism and parasitism      •interspecific and intra-specific competition

explain the role of defence mechanisms in predation and competition; e.g., mimicry, protective coloration, toxins, behaviour 

explain how mixtures of populations that define communities may change over time or remain as a climax community; i.e., primary succession, secondary succession.

 explain why 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. •discuss public support for scientific work done on predator-prey relationships as part of wildlife management in national and provincial parks, such as the introduction of wolves     •identify examples of wildlife management techniques used by Aboriginal peoples     •assess the long-term implications of fire control and prevention on population and ecosystem stability, diversity and productivity      •assess the impact of parasites on populations and how this impact could be reduced, considering examples such as liver flukes in elk and lungworms in bighorn sheep 

Initiating and Planning Students will:  formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues; e.g. •plan an investigation of species interaction in a national park or wilderness area (IP-NS2)(IP-NS3))

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;   • design and perform an experiment or a simulation to demonstrate interspecific and intra-specific competition (IP-NS2)(IP-NS3)(IP-NS4)(PR-NS3)(PR-NS4)(PR-NS5)   •design and perform an experiment to demonstrate succession in a micro-environment and record the pattern of succession over time; e.g., hay infusion (IP-NS2)(IP-NS3)(IP-NS4)(PR-NS3)(PR-NS4)(PR-NS5)   •perform simulations to investigate relationships between predators and their prey; e.g., computer simulation, role-playing (PR-NS2)(PR-NS3)(PR-NS4)

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions; •summarize and evaluate a symbiotic relationship (PR-NS1)(AI-NS6) ; e.g. •research and analyze the effects of clearcutting versus selective logging practices on ecosystems (PR-SEC1)(AI-SEC2))

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.  •research and present practical solutions for reducing the impact of highway fencing on animals in Banff and Jasper National Parks (CT-SEC1)(CT-SEC2)[ICT C1-4.4]   •develop, present and defend a position on whether organisms should be deliberately introduced into new environments (CT-SEC1)(CT-SEC2)[ICT C1-4.4][ICT C7-4.2]   •research and present characteristics of interrelationships between organisms for analysis by classmates (CT-SEC1)(CT-SEC2)[ICT C1-4.4][ICT C7-4.2])

 describe and explain, quantitatively, factors that influence population growth; i.e., •mortality, natality, immigration, emigration  •change in population size, ΔN = [natality + immigration] - [mortality + emigration]

 describe the growth of populations in terms of the mathematical relationship among carrying capacity, biotic potential, environmental resistance and the number of individuals in the population; i.e., growth rate, gr = , where ΔN is the change in number of individuals in a population and Δt is change in time per capita growth rate, cgr = , where ΔN is the change in number of individuals in a population relative toN, the original number of individuals population density, Dp = , or Dp = , where N is the number of individuals in a given space, A is the area, and Vis the volume 

 explain the different population growth patterns; i.e., logistic growth pattern (S-shaped curve) and exponential growth pattern (J-shaped curve) open and closed populations

 describe the characteristics and reproductive strategies of r- selected and K- selected organisms.

explain how concepts, models and theories are often used in interpreting and explaining observations and in predicting future observations (NS6a) ;  e.g. •develop appropriate investigative strategies, such as a risk-benefit analysis or cost-benefit analysis, for analyzing biological issues compare the growth of the human population with that of populations of other species.

Initiating and Planning:  Students will formulate questions about observed relationships and plan investigations of questions, ideas, problems and issues ; e.g.   •identify questions about factors that affect population growth rates (IP-NS1))

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 • design and perform an experiment or a computer simulation to demonstrate the effect of environmental factors on population growth rate (IP-NS2)(IP-NS3)(IP-NS4)(PR-NS3)(PR-NS4)[ICT C6-4.4][ICT F1-4.2] ;   e.g  •monitor a paramecium population over time, using a microscope and a grid slide (PR-NS2)(PR-NS3)(PR-NS4)(PR-NS5)   •research zebra mussel population growth in the Great Lakes (PR-NS1)(PR-NS4)  •research the impact of introduced trout species on populations of native bull trout (Salvelinus confluentus) in Alberta’s lakes and streams (PR-NS1) )

Analyzing and Interpreting:  Students will analyze data and apply mathematical and conceptual models to develop and assess possible solutions   -•graph and interpret population growth of r-selected and K-selected organisms (AI-NS2)[ICT C7-4.2]   •calculate and interpret change in population size, growth rate, per capita growth rate and population density (AI-NS2)(AI-NS3)(AI-NS4) ;   e.g. •compare and evaluate human population growth rates in various countries (AI-NS2)[ICT C7-4.2]  •demonstrate and assess the effect of environmental factors (biotic potential and environmental resistance) on population growth curves (AI-NS2)(AI-NS6) •calculate population growth rate under ideal conditions, given specific parameters (AI-NS3)(AI-NS4) -*state a generalization based on data for the growth of a closed population (AI-NS2)(AI-NS6)  •explain limitations in identifying changes in populations and explain how traditional knowledge can contribute to knowledge about changes (AI-NS4)

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 develop, present and defend a position on Earth’s carrying capacity of Homo sapiens (CT-SEC1)(CT-SEC2)(CT-SEC3)[ICT C1-4.4][ICT C7-4.2]