Grade 11 - Biology SBI3U (2008)

Science

Scientific Investigation Skills and Career Exploration

Diversity of Living Things

Evolution

Genetic Processes

Animals: Structure and Function

Plants: Anatomy, Growth, and Function

Scientific Investigation Skills: demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);

Career Exploration: identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

Relating Science to Technology, Society, and the Environment: analyse the effects of various human activities on the diversity of living things;

Developing Skills of Investigation and Communication: investigate, through laboratory and/or field activities or through simulations, the principles of scientific classification, using appropriate sampling and classification techniques;

Understanding Basic Concepts: demonstrate an understanding of the diversity of living organisms in terms of the principles of taxonomy and phylogeny

Relating Science to Technology, Society, and the Environment: analyse the economic and environmental advantages and disadvantages of an artificial selection technology, and evaluate the impact of environmental changes on natural selection and endangered species;

Developing Skills of Investigation and Communication: investigate evolutionary processes, and analyse scientific evidence that supports the theory of evolution;

Understanding Basic Concepts: demonstrate an understanding of the theory of evolution, the evidence that supports it, and some of the mechanisms by which it occurs.

Relating Science to Technology, Society, and the Environment: evaluate the importance of some recent contributions to our knowledge of genetic processes, and analyse social and ethical implications of genetic and genomic research;

Developing Skills of Investigation and Communication: investigate genetic processes, including those that occur during meiosis, and analyse data to solve basic genetics problems involving monohybrid and dihybrid crosses;

Understanding Basic Concepts: demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics.

Relating Science to Technology, Society, and the Environment: analyse the relationships between changing societal needs, technological advances, and our understanding of internal systems of humans;

Developing Skills of Investigation and Communication: investigate, through laboratory inquiry or computer simulation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between their respiratory, circulatory, and digestive systems;

Understanding Basic Concepts: demonstrate an understanding of animal anatomy and physiology, and describe disorders of the respiratory, circulatory, and digestive systems.

Relating Science to Technology, Society, and the Environment: evaluate the importance of sustainable use of plants to Canadian society and other cultures;

Developing Skills of Investigation and Communication: investigate the structures and functions of plant tissues, and factors affecting plant growth

Understanding Basic Concepts: demonstrate an understanding of the diversity of vascular plants, including their structures, interna transport systems, and their role in maintaining biodiversity.

formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

select appropriate instruments (e.g., sampling instruments, a microscope, a stethoscope, dissection instruments) and materials (e.g., dichotomous keys, computer simulations, plant cuttings), and identify appropriate methods, techniques, and procedures, for each inquiry

identify and locate a variety of print and electronic sources that enable them to address research topics fully and appropriately

apply knowledge and understanding of safe laboratory practices and procedures when planning investigations by correctly interpreting Workplace Hazardous Materials Information System (WHMIS) symbols; by using appropriate techniques for handling and storing laboratory equipment and materials and disposing of laboratory and biological materials (e.g., preserved specimens); and by using appropriate personal protection

conduct inquiries, controlling relevant variables, adapting or extending procedures as required, and using appropriate materials and equipment safely, accurately, and effectively, to collect observations and data

compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

select, organize, and record relevant information on research topics from a variety of appropriate sources, including electronic, print, and/or human sources, using suitable formats and an accepted form of academic documentation

synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

analyse the information gathered from research sources for logic, accuracy, reliability, adequacy, and bias

draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

use appropriate numeric, symbolic, and graphic modes of representation (e.g., biological diagrams, Punnett squares), and appropriate units of measurement (e.g., SI and imperial units)

express the results of any calculations involving data accurately and precisely, to the appropriate number of decimal places or significant figures

identify and describe a variety of careers related to the fields of science under study (e.g., zoologist, botanist, geneticist, ecologist, pharmacologist, farmer, forester, horticulturalist) and the education and training necessary for these careers

describe the contributions of scientists, including Canadians (e.g., Colin D'Cunha, Louis Bernatchez, Lap-Chee Tsui, Helen Battle, Memory Elvin-Lewis), to the fields under study

analyse some of the risks and benefits of human intervention (e.g., tree plantations; monoculture of livestock or agricultural crops; overharvesting of wild plants for medicinal purposes; using pesticides to control pests; suppression of wild fires) to the biodiversity of aquatic or terrestrial ecosystems

analyse the impact that climate change might have on the diversity of living things (e.g., rising temperatures can result in habitat loss or expansion; changing rainfall levels can cause drought or flooding of habitats)

use appropriate terminology related to biodiversity, including, but not limited to: genetic diversity, species diversity, structural diversity, protists, bacteria, fungi, binomial nomenclature, and morphology

classify, and draw biological diagrams of, representative organisms from each of the kingdoms according to their unifying and distinguishing anatomical and physiological characteristics (e.g., vertebrate or invertebrate organisms, vascular or nonvascular plants)

use proper sampling techniques to collect various organisms from a marsh, pond, field, or other ecosystem, and classify the organisms according to the principles of taxonomy

create and apply a dichotomous key to identify and classify organisms from each of the kingdoms

explain the fundamental principles of taxonomy and phylogeny by defining concepts of taxonomic rank and relationship, such as genus, species, and taxon

compare and contrast the structure and function of different types of prokaryotes, eukaryotes, and viruses (e.g., compare and contrast genetic material, metabolism, organelles, and other cell parts)

describe unifying and distinguishing anatomical and physiological characteristics (e.g., types of reproduction, habitat, general physical structure) of representative organisms from each of the kingdoms

explain key structural and functional changes in organisms as they have evolved over time (e.g., the evolution of eukaryotes from prokaryotes, of plants from unicellular organisms)

explain why biodiversity is important to maintaining viable ecosystems (e.g., biodiversity helps increase resilience to stress and resistance to diseases or invading species)

analyse, on the basis of research, the economic and environmental advantages and disadvantages of an artificial selection technology (e.g., livestock and horticultural breeding)

evaluate the possible impact of an environmental change on natural selection and on the vulnerability of species (e.g., adaptation to environmental changes can affect reproductive success of an organism)

use appropriate terminology related to evolution, including, but not limited to: extinction, natural selection, phylogeny, speciation, niche, mutation, mimicry, adaptation, and survival of the fittest

use a research process to investigate some of the key factors that affect the evolutionary process (e.g., genetic mutations, selective pressures, environmental stresses)

analyse, on the basis of research, and report on the contributions of various scientists to modern theories of evolution (e.g., Charles Lyell, Thomas Malthus, Jean-Baptiste Lamarck, Charles Darwin, Stephen Jay Gould, Niles Eldredge)

investigate, through a case study or computer simulation, the processes of natural selection and artificial selection (e.g., selective breeding, antibiotic resistance in microorganisms), and analyse the different mechanisms by which they occur

explain the fundamental theory of evolution, using the evolutionary mechanism of natural selection to illustrate the process of biological change over time

explain the process of adaptation of individual organisms to their environment (e.g., some disease-causing bacteria in a bacterial population can survive exposure to antibiotics due to slight genetic variations from the rest of the population, which allows successful surviving bacteria to pass on antibiotic resistance to the next generation)

define the concept of speciation, and explain the process by which new species are formed

describe some evolutionary mechanisms (e.g., natural selection, artificial selection, sexual selection, genetic variation, genetic drift, biotechnology), and explain how they affect the evolutionary development and extinction of various species (e.g., Darwin's finches, giraffes, pandas)

analyse, on the basis of research, some of the social and ethical implications of research in genetics and genomics (e.g., genetic screening, gene therapy, in vitro fertilization)

evaluate, on the basis of research, the importance of some recent contributions to knowledge, techniques, and technologies related to genetic processes (e.g., research into the cystic fibrosis gene; the use of safflowers to produce insulin for human use)

use appropriate terminology related to genetic processes, including, but not limited to: haploid, diploid, spindle, synapsis, gamete, zygote, heterozygous, homozygous, allele, plasmid, trisomy, non-disjunction, and somatic cell

investigate the process of meiosis, using a microscope or similar instrument, or a computer simulation, and draw biological diagrams to help explain the main phases in the process

use the Punnett square method to solve basic genetics problems involving monohybrid crosses, incomplete dominance, codominance, dihybrid crosses, and sex-linked genes

investigate, through laboratory inquiry or computer simulation, monohybrid and dihybrid crosses, and use the Punnett square method and probability rules to analyse the qualitative and quantitative data and determine the parent genotype

explain the phases in the process of meiosis in terms of cell division, the movement of chromosomes, and crossing over of genetic material

explain the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis, and how they account for the transmission of hereditary characteristics according to Mendelian laws of inheritance

explain the concepts of genotype, phenotype, dominance, incomplete dominance, codominance, recessiveness, and sex linkage according to Mendelian laws of inheritance

describe some genetic disorders caused by chromosomal abnormalities (e.g., non-disjunction of chromosomes during meiosis) or other genetic mutations in terms of chromosomes affected, physical effects, and treatments

describe some reproductive technologies (e.g., cloning, artificial insemination, in vitro fertilization, recombinant DNA), and explain how their use can increase the genetic diversity of a species (e.g., farm animals, crops)

evaluate the importance of various technologies, including Canadian contributions, to our understanding of internal body systems (e.g., endoscopes can be used to locate, diagnose, and surgically remove digestive system tumours; lasers can be used during surgery to destroy lung tumours; nuclear magnetic resonance [NMR] imaging can be used to diagnose injuries and cardiovascular disorders, such as aneurysms)

assess how societal needs (e.g., the need for healthy foods; the need to counteract the effects of sedentary lifestyles) lead to scientific and technological developments related to internal systems (e.g., advances in dietary products and fitness equipment; improved standards for transplanting organs)

use appropriate terminology related to animal anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and constipation

perform a laboratory or computer-simulated dissection of a representative animal, or use a mounted anatomical model, to analyse the relationships between the respiratory, circulatory, and digestive systems

use medical equipment (e.g., a stethoscope, a sphygmomanometer) to monitor the functional responses of the respiratory and circulatory systems to external stimuli (e.g., measure the change in breathing rate and heart rate after exercise)

explain the anatomy of the respiratory system and the process of ventilation and gas exchange from the environment to the cell (e.g., the movement of oxygen from the atmosphere to the cell; the roles of ventilation, hemoglobin, and diffusion in gas exchange)

evaluate, on the basis of research, the importance of plants to the growth and development of Canadian society (e.g., as a source of food, pharmaceuticals, Aboriginal medicines, building materials, flood and erosion control; as a resource for recreation and ecotourism)

evaluate, on the basis of research, ways in which different societies or cultures have used plants to sustain human populations while supporting environmental sustainability (e.g., sustainable agricultural practices in developing countries such as crop rotation and seed saving; traditional Aboriginal corn production practices)

use appropriate terminology related to plants, including, but not limited to: mesophyll, palisade, aerenchyma, epidermal tissue, stomata, root hair, pistil, stamen, venation, auxin, and gibberellin

design and conduct an inquiry to determine the factors that affect plant growth (e.g., the effects on plant growth of the quantity of nutrients, the quantity and quality of light, and factors such as temperature and water retention or percolation rate)

identify, and draw biological diagrams of, the specialized plant tissues in roots, stems, and leaves (e.g., xylem, phloem), using a microscope and models

investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed germination)

describe the structures of the various types of tissues in vascular plants, and explain the mechanisms of transport involved in the processes by which materials are distributed throughout a plant (e.g., transpiration, translocation, osmosis)

compare and contrast monocot and dicot plants in terms of their structures (e.g., seeds, stem, flower, root) and their evolutionary processes (i.e., how one type evolved from the other)

explain the reproductive mechanisms of plants in natural reproduction and artificial propagation (e.g., germination of seeds, leaf cuttings, grafting of branches onto a host tree)

describe the various factors that affect plant growth (e.g., growth regulators, sunlight, water, nutrients, acidity, tropism)

explain the process of ecological succession, including the role of plants in maintaining biodiversity and the survival of organisms after a disturbance to an ecosystem