Course Calendar

Biology 12 Honours Learning Outcomes

Water & pH


  • describe the characteristics of water and its role in biological systems
  • describe how the polarity of the water molecule results in hydrogen bonding
  • differentiate among acids, bases, and buffers
  • describe the importance of pH to biological systems in the human body

The Cell

  • describe the difference between prokaryotic and eukaryotic cells
  • describe the difference between plant and animal cells
  • describe the endosymbiont theory
  • able to calculate surface are-to-volume ratios to predect which cell(s) might eliminate or procure nutrients faster.
  • describe the following cell structures and their functions:
    • – cell membrane/plasma membrane
    • – cell wall
    • – chloroplast
    • – cytoskeleton
    • – cytoplasm
    • – Golgi bodies
    • – lysosomes
    • – mitochondria – including cristae and matrix
    • – nucleus – including nuclear pore, nucleolus, chromatin, nuclear envelope, and chromosomes
    • – ribosomes (polysomes)
    • – smooth and rough endoplasmic reticulum
    • – vacuoles
    • – vesicles
    • – plasmodesmata
  • understand the the balanced chemical equation for cellular respiration and how it connects to photosynthesis
  • understand and able to give examples of cell communication: cell to cell contact, local regulator, whole body
  • describe how the following organelles function to compartmentalize the cell and move materials through it:
    • – ribosome
    • – rough endoplasmic reticulum 
    • smooth endoplasmic reticulum
    • – vesicles
    • – Golgi bodies
    • – cell membrane
  • identify cell structures depicted in diagrams and electron micrographs 

Biochemistry

  • demonstrate a knowledge of dehydration synthesis and
  • hydrolysis as applied to organic monomers and polymers
  • differentiate among carbohydrates, lipids, proteins, and nucleic acids with respect to chemical structure
  • recognize the following molecules in structural diagrams:
    • – adenosine triphosphate (ATP)
    • – deoxyribonucleic acid (DNA)
    • – disaccharide
    • – glucose
    • – glycerol
    • – hemoglobin
    • – monosaccharide
    • – neutral fat
    • – phospholipid
    • – polysaccharide (starch, glycogen, and cellulose)
    • – ribose
    • – RNA
    • – saturated and unsaturated fatty acids
    • – steroids
  • recognize the empirical formula of a monosaccharide as CnH2nOn
  • list the main functions of carbohydrates
  • differentiate among monosaccharides (e.g., glucose),  disaccharides (e.g., maltose), and polysaccharides
  • differentiate among starch, cellulose, and glycogen with respect to
    • – function
    • – type of bonding
    • – level of branching
  • describe the location, structure, and function of the following in the human body:
    • – neutral fats
    • – steroids
    • – phospholipids
  • compare saturated and unsaturated fatty acids in terms of molecular structure
  • list the major functions of proteins
  • draw a generalized amino acid and identify the amine, acid (carboxyl), and R-groups
  • identify the peptide bonds in dipeptides and polypeptides
  • differentiate among the following levels of protein organization with respect to structure and types of bonding:
    • – primary
    • – secondary (alpha helix, beta pleated sheet)
    • – tertiary
    • – quaternary (e.g., hemoglobin)
  • name the four nitrogenous bases in ribonucleic acid (RNA) and describe the structure of RNA using the following terms:
    • – nucleotide (ribose, phosphate, nitrogenous base, adenine, uracil, cytosine, guanine)
    • – linear, single stranded
    • – sugar-phosphate backbone
  • name the four nitrogenous bases in DNA and describe the structure of DNA using the following terms:
    • – nucleotide (deoxyribose, phosphate, nitrogenous base, adenine, thymine, cytosine, guanine)
    • – complementary base pairing
    • – double helix
    • – hydrogen bonding
    • – sugar-phosphate backbone
  • compare the general structural composition of DNA and RNA
  • relate the general structure of the ATP molecule to its role as the “energy currency” of cells
Cell Membrane Learning Outcomes:


AP Learning Outcomes
  • 2.10 The student is able to use representations/models (pictures) to pose scientific questions about the properties of cell membranes and selective permeability based on molecular structure.
  • 2.11 The student is able to construct models (drawings) that connect the movement of molecules across membranes with membrane structure and function.
  • 2.12 The student is able to use representations/models (pictures) to analyze situations or solve problems qualitatively and quantitatively to investigate whether the movement of molecules across membranes.
  • 2.13 The student is able to explain how membranes contribute to cell functions.


Biology 12 Learning Outcomes
  • apply knowledge of organic molecules 
  • including phospholipids, proteins, glycoproteins, glycolipids, carbohydrates, and cholesterol to explain the structure and function of the fluid-mosaic membrane model 
  • identify the hydrophobic and hydrophilic regions of the phospholipid bilayer 
  • explain why the cell membrane is described as “selectively permeable” 
  • describe passive transport processes including diffusion, osmosis, and facilitated transport 
  • explain factors that affect the rate of diffusion across a cell membrane (e.g., temperature, size of molecule, charge of molecule, concentration gradient, pressure gradient) 
  • predict the effects of hypertonic, isotonic, and hypotonic environments on osmosis in animal cells 
  • describe active transport processes including active transport, endocytosis (phagocytosis and pinocytosis), and exocytosis 
  • compare specific transport processes – including diffusion, osmosis, facilitated transport, active transport, endocytosis, and exocytosis – in terms of 
    • – concentration gradient 
    • – use of channel or carrier protein 
    • – use of energy 
    • – types/sizes of molecules transported 
  • devise and analyze an experiment using the scientific method (e.g., to investigate the tonicity of cells)
  • differentiate between cells that have a high or low surface area-to-volume ratio 
  • demonstrate an understanding of the significance of surface area-to-volume ratio in cell size

Energy & Enzymes
  • explain the following terms: metabolism, enzyme, substrate, coenzyme, activation energy 
  • use graphs to identify the role of enzymes in lowering the activation energy of a biochemical reaction 
  • explain models of enzymatic action (e.g., induced fit) 
  • differentiate between the roles of enzymes and coenzymes in biochemical reactions
  • identify the role of vitamins as coenzymes 
  • apply knowledge of proteins to explain the effects on enzyme activity of pH, temperature, substrate concentration, enzyme concentration, competitive inhibitors, and non-competitive inhibitors including heavy metals 
  • devise an experiment using the scientific method (e.g., to investigate the activity of enzymes)
Cellular Respiration
  1. Understand the overall reaction for glucose breakdown 
  2. Discuss the role of enzymes
  3. Generally describe major reactants and products for each stage of cellular respiration 
Outside the Mitochondria: Glycolysis
  1. Summarize glycolysis by stating the inputs and outputs of the pathway.
  2. Describe the location of glycolysis and the evolutionary importance of glycolysis
Fermentation
  1. Explain the benefits and drawbacks of fermentation.
Inside the Mitochondria
  1. Understand that glucose products are broken down completely during the preparatory reaction and the citric acid cycle.
  2. Give the net gain of ATP synthesis and NADH as a result of each pathway.
  3. Describe how the cristae are organized to produce ATP.

Body System Learning Outcomes

Body Systems Learning Outcomes

  • Students will be able to describe 8 human body systems and their functions
  • Students will be able to identify the organs, structural parts, and processes present in each syste
  • Students will be able to describe and identify connections between different system
  • Students will be able to identify differences in systems among various vertebrate groups (ie. birds, amphibians, reptiles, mammals)
  • Students will be able to describe some problems that can occur or diseases associated with each system
Digestion
  • identify and give a function for each of the following: 
    •  – mouth 
    •  – tongue
    •  – teeth
    •  – salivary glands
    •  – pharynx
    •  – epiglottis
    •  – esophagus
    •  – cardiac sphincter
    •  – stomach
    •  – pyloric sphincter
    •  – duodenum
    •  – liver
    •  – gall bladder
    •  – pancreas
    •  – small intestine
    •  – appendix
    •  – large intestine (colon) 
    •  – rectum
    •  – anus
  • describe swallowing and peristalsis
  • identify the pancreas as the source gland for insulin, and describe the function of insulin in maintaining blood sugar levels 
  • list at least six major functions of the liver 
  • explain the role of bile in the emulsification of fats 
  • describe how the small intestine is specialized for chemical and physical digestion and absorption 
  • describe the structure of the villus, including mircovilli, and explain the functions of the capillaries and lacteals within it 
  • describe the functions of anaerobic bacteria in the colon 
  • relate the following digestive enzymes to their glandular sources and describe the digestive reactions they promote: 
    • – salivary amylase 
    • – pancreatic amylase 
    • – proteases (pepsinogen, pepsin, trypsin) 
    • – lipase 
    • – peptidase 
    • – maltase 
    • – nuclease 
  • describe the role of water as a component of digestive juices 
  • describe the role of sodium bicarbonate in pancreatic juice 
  • describe the role of hydrochloric acid (HCl) in gastric juice 
  • describe the role of mucus in gastric juice 
  •  describe the importance of the pH level in various regions of the digestive tract
Excretion
  • identify and explain the functions of each of the following: 
    • – kidney 
    • – ureter 
    • – urethra 
    • – urinary bladder 
    • – renal cortex 
    • – renal medulla 
    • – renal pelvis 
    • – nephron 
  • identify and explain the functions of the following components of the nephron: 
    • – glomerulus 
    • – Bowman’s capsule 
    • – afferent and efferent arterioles 
    • – peritubular capillary network 
    • – proximal and distal convoluted tubules 
    • – collecting duct 
    • – loop of Henle 
  • describe the production of urine with reference to the following terms: 
    • – pressure filtration 
    • – selective reabsorption 
    • – reabsorption of water following an osmotic gradient 
    • – tubular excretion 
    • – metabolic waste (e.g., nitrogenous waste, urea, ammonia) 
  •  describe how the kidneys maintain blood pH 
  •  compare urea and glucose content of blood in the renal artery with that of the renal vein 
  •  identify the source glands for antidiuretic hormone (ADH) and aldosterone 
  •  describe how the hypothalamus, posterior pituitary, ADH, and the nephron achieve homeostasis of water levels in the blood 
  •  describe how the adrenal cortex, aldosterone, and the nephron achieve homeostasis of water and sodium levels in the blood
Nervous System
  • identify and give functions for each of the following: dendrite, cell body, axon, axoplasm, and axomembrane 
  • differentiate among sensory, motor, and interneurons with respect to structure and function 
  • explain the transmission of a nerve impulse through a neuron, using the following terms: 
    • – resting and action potential 
    • – depolarization and repolarization 
    • – refractory period 
    • – sodium and potassium gates 
    • – sodium-potassium pump 
    • – threshold value 
    • – “all-or-none” response 
    • – polarity 
  • relate the structure of a myelinated nerve fibre to the speed of impulse conduction, with reference to myelin sheath, Schwann cell, node of Ranvier, and saltatory transmission 
  • identify the major components of a synapse, including 
    • – synaptic ending 
    • – presynaptic and postsynaptic membranes 
    • – synaptic cleft 
    • – synaptic vesicle 
    • – calcium ions and contractile proteins 
    • – excitatory and inhibitory neurotransmitters (e.g., norepinephrine, acetylcholine – ACh) 
    • – receptor 
    • – acetylcholinesterase (AChE) 
  •  explain the process by which impulses travel across a synapse 
  •  describe how neurotransmitters are broken down in the synaptic cleft 
  •  describe the structure of a reflex arc (receptor, sensory neuron, interneuron, motor neuron, and effector) and relate its structure to how it functions compare the locations and functions of the central and peripheral nervous systems 
  •  identify and give functions for each of the following parts of the brain: 
    • – medulla oblongata 
    • – cerebrum 
    • – thalamus 
    • – cerebellum 
    • – hypothalamus 
    • – pituitary gland 
    • – corpus callosum 
    • – meninges 
  •  explain how the hypothalamus and pituitary gland interact as the neuroendocrine control centre 
  •  differentiate between the functions of the autonomic and somatic nervous systems 
  •  describe the inter-related functions of the sympathetic and parasympathetic divisions of the autonomic nervous system, with reference to 
    • – effect on body functions including heart rate, breathing rate, pupil size, digestion 
    • – neurotransmitters involved 
    • – overall response (“fight or flight” or relaxed state) 
Circulation
  • identify and give functions (including where blood is coming from and going to, as applicable) for each of the following: 
    • – left and right atria 
    • – left and right ventricles 
    • – coronary arteries and veins 
    • – anterior and posterior vena cava 
    • – aorta 
    • – pulmonary arteries and veins 
    • – pulmonary trunk 
    • – atrioventricular valves 
    • – chordae tendineae 
    • – semi-lunar valves 
    • – septum 
  •  recognize heart structures using both internal and external diagram views describe the location and functions of the sinoatrial (SA) node, atrioventricular (AV) node, and Purkinje fibres 
  • describe how the autonomic nervous system increases and decreases heart rate and blood pressure 
  • differentiate between systolic and diastolic pressures q describe hypertension and hypotension and their causes 
  • demonstrate the measurement of blood pressure 
  • identify and give the function (including where the vessel is carrying blood from and where it is carrying blood to) of each of the following: 
    • – subclavian arteries and veins 
    • – jugular veins 
    • – carotid arteries 
    • – mesenteric arteries 
    • – anterior and posterior vena cava 
    • – pulmonary veins and arteries 
    • – hepatic vein 
    • – hepatic portal vein 
    • – renal arteries and veins 
    • – iliac arteries and veins 
    • – coronary arteries and veins 
    • – aorta 
  • describe and differentiate among the five types of blood vessels with reference to characteristics such as 
    • – structure and thickness of vessel walls 
    • – presence of valves 
    • – direction of blood flow (toward or away from the heart) 
  • differentiate between pulmonary and systemic circulation with respect to oxygenation or deoxygenation of blood in the vessels involved 
  • demonstrate a knowledge of the path of a blood cell from the aorta through the body and back to the left ventricle 
  • relate blood pressure and blood velocity to the total cross-sectional area of the five types of blood vessels 
  • describe capillary-tissue fluid exchange 
  • identify and describe differences in structure and circulation between fetal and adult systems, with reference to umbilical vein and arteries, oval opening, venous duct, arterial duct 
  • describe the shape, function, and origin of red blood cells, white blood cells, and platelets 
  • list the major components of plasma 
Respiration
  • identify and give functions for each of the following: 
    • – nasal cavity 
    • – pharynx 
    • – larynx 
    • – trachea 
    • – bronchi 
    • – bronchioles 
    • – alveoli 
    • – diaphragm and ribs 
    • – pleural membranes 
    • – thoracic cavity 
  • explain the roles of cilia and mucus in the respiratory tract 
  • explain the relationship between the structure and function of alveoli 
  • describe the interactions of the following structures in the breathing process: 
    • – respiratory centre in the medulla oblongata 
    • – lungs 
    • – pleural membranes 
    • – diaphragm 
    • – intercostal (rib) muscles 
    • – stretch receptors 
  • compare the processes of inhalation and exhalation 
  • explain the roles of carbon dioxide and hydrogen ions in stimulating the respiratory centre in the medulla oblongata 
  • explain the roles of oxygen, carbon dioxide, and hydrogen ions in stimulating carotid and aortic bodies 
  • describe the exchange of carbon dioxide and oxygen during internal and external respiration, including 
    • – location of exchange 
    • – conditions that favour exchange (e.g., pH, temperature) 
  • explain the roles of oxyhemoglobin, carbaminohemoglobin, reduced hemoglobin, bicarbonate ions, and carbonic anhydrase in the transport of carbon dioxide and oxygen in the blood 
  • write the chemical equations for internal and external respiration
Reproduction
  • identify and give functions for each of the following: 
    • – testes (seminiferous tubules and interstitial cells) 
    • – scrotum 
    • – epididymis 
    • – ductus (vas) deferens 
    • – prostate gland 
    • – Cowper’s glands 
    • – seminal vesicles 
    • – penis 
    • – urethra 
  •  describe the path of sperm from the seminiferous tubules to the urethral opening 
  • list the components seminal fluid (as contributed by the Cowper’s glands, prostate gland, and seminal vesicles), and describe the functions of each component 
  • identify the tail (flagellum), midpiece, head, and acrosome of a mature sperm and state their functions 
  • describe the functions of testosterone 
  • describe the homeostatic regulation of testosterone levels by the hypothalamus, anterior pituitary, and testes 
  • identify and give functions for each of the following: 
    • – ovaries (follicles and corpus luteum) 
    • – oviducts (fallopian tubes) 
    • – uterus 
    • – endometrium 
    • – cervix 
    • – vagina 
    • – clitoris  
  • describe the functions of estrogen 
  • describe the sequence of events in the ovarian cycle, with reference the follicular phase, ovulation, and the luteal phase 
  • describe the sequence of events in the uterine cycle, with reference to menstruation, the proliferative phase, and the secretory phase 
  • describe the control of the ovarian and uterine cycles by hormones including gonadotropin-releasing hormone (GnRH), follicle-stimulating hormone (FSH), luteinizing hormone (LH), estrogen, and progesterone 
  • describe the hormonal changes that occur as a result of implantation, including 
    • – production of human chorionic gonadotropin (HCG) to maintain the corpus luteum 
    • – increased production of progesterone by the corpus luteum 
  • describe a positive feedback mechanism involving oxytocin
Immune & Lymphatic System
  • understand how the immune system works to fight infection and specific diseases in our bodies 
  • explain the roles of antigens and antibodies describe the functions of the lymphatic system 
  • identify and give functions of lymph capillaries, veins, and nodes
Innate Immune Defenses
  1. Define innate immunity.
  2. Describe four mechanisms of innate immunity, and the major tissues, molecules, and/or cells involved.
  3. Explain some specific ways that the innate immune system interacts with and influences the adaptive immune system.
Adaptive Immune Defenses
  1. Compare and contrast the activities of B cells and T cells.
  2. Discuss active and passive immune responses, giving specific examples of each.
Immune System Disorders and Adverse Reactions
  1. Describe the two main types of immunodeficiency disorders, and provide examples of each.
  2. Discuss the most common immunological mechanisms responsible for allergies, and how these may be treated.
  3. Define autoimmune disease, and list several specific examples of these diseases.
  4. Explain the types of precautions that must be taken when transplanting organs
Nucleic Acids (from September & April/May)
  • name the four nitrogenous bases in ribonucleic acid (RNA) and describe the structure of RNA using the following terms:
    • – nucleotide (ribose, phosphate, nitrogenous base, adenine, uracil, cytosine, guanine)
    • – linear, single stranded
    • – sugar-phosphate backbone
  • name the four nitrogenous bases in DNA and describe the structure of DNA using the following terms:
    • – nucleotide (deoxyribose, phosphate, nitrogenous base, adenine, thymine, cytosine, guanine)
    • – complementary base pairing
    • – double helix
    • – hydrogen bonding
    • – sugar-phosphate backbone

  • compare the general structural composition of DNA and RNA
DNA & Protein Synthesis
  • describe the three steps in the semi–conservative replication of DNA: 
    • – “unzipping” (DNA helicase) 
    • – complementary base pairing (DNA polymerase) 
    • – joining of adjacent nucleotides (DNA polymerase) 
  • describe the purpose of DNA replication 
  • identify the site of DNA replication within the cell define recombinant DNA 
  • describe a minimum of three uses for recombinant DNA 
  • identify the roles of DNA, messenger RNA (mRNA), transfer RNA (tRNA), and ribosomes in the processes of transcription and translation, including initiation, elongation, and termination 
  • determine the sequence of amino acids coded for by a specific DNA sequence (genetic code), given a table of mRNA codons 
  • identify the complementary nature of the mRNA codon and the tRNA anti-codon give examples of two environmental mutagens that can cause mutations in humans 
  • use examples to explain how mutations in DNA change the sequence of amino acids in a polypeptide chain, and as a result may lead to genetic disorder (OMIT for test)
Genetics

  • Demonstrate an understanding of the Mendelian mode of inheritance that govern passage of genetic traits across generation. Able to use this knowledge of inheritance to track alleles through generations and categorize and predict genotypes and phenotypes