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1. describe and explain the contributions of Needham, Redi, Spallanzani, and Pasteur in the

2. explain the cell theory B explain biogenesis and abiogenesis (p. 6 ; 11)

3. explain the contributions of :(i) Hooke (p. 8) ; (ii) Leeuwenhoek (p. 9) ; (iii) Schleiden

4. analyze and describe how scientific understanding was revised as a result of the invention

5. using different types of cells as examples, compare and contrast prokaryotic and eukaryotic

6. describe the appearance of cell organelles visible with the light and electron microscopes

7. examine and compare images of cell structure generated by both the light and electron

8. describe the role of the following cellular structures: (pp. 25 - 31)

(i) cell membrane ; (ii) cytoplasm ; (iii) nucleus ; (iv) nucleolus ; (v) endoplasmic reticulum;

(vi) ribosome ; (vii) mitochondria ; (viii) chloroplast ; (ix) vacuole ; (x) vesicle ; (xi) golgi bodies

(xii) microtubules/filaments ; (xiii) cilia ; (xiv) lysosome ; (xv) flagella ; (xvi) cell wall

9. compare plant and animal cells in terms of type of organelles present (p. 25 ; 32)

10. use instruments effectively and accurately for collecting data (pp. 15 - 19)

12. demonstrate general care, focusing techniques and safety concerns

13. prepare, stain, and observe a wet mount of a specimen (p. 24)

14. draw a biological drawing which includes the concept of field of view and calculation

16. Core Lab #1 : A Using the Microscope@ ; (pp. 15 - 19).

17. describe how organelles manage various cell processes such as ingestion, digestion,

18. explain how materials are able to move into and out of cells through a selectively permeable

membrane. Include passive transport (osmosis, diffusion and facilitated diffusion), and active

transport (exocytosis and endocytosis; pinocytosis, phagocytosis)

21. describe the effects of osmosis on cells with and without cell walls perform an experiment to

illustrate why cells are limited in their size (the relationship between surface area and volume)

23. investigate the relationship between membrane surface area and cell size and summarize

24. compare and contrast matter and energy transformations associated with the processes of

25. explain the importance of the processes of photosynthesis and aerobic respiration for

26. demonstrate, using equations, that photosynthesis and aerobic respiration are

27. explain the importance of the processes of photosynthesis and aerobic respiration on a

1. explain how scientific knowledge evolves as new evidence comes to light and as laws and

theories are tested and subsequently restricted, revised, or replaced

2. develop a list of characteristics that differentiate living and non-living things (cells,

biogenesis growth and development, metabolism, water requirement, organic compound

production, reproduction with inheritance and adaptations) (p.102 - 104)

3. explain how scientific classification systems have developed

4. describe and apply classification systems and nomenclatures used in the biological sciences

5. list and describe the seven major categories of Linnaeus= classification system (kingdom,

phylum, class, order, family, genus, species) (p. 108 - 109)

6. explain the advantages of binomial nomenclature (p. 108 - 109 ; 112)

7. demonstrate how to use a taxonomic key to group and identify an organism

8. use organisms found in a local or regional ecosystem to demonstrate an understanding of

9. Core Lab #3 : A Creating a Dichotomous Key@ (p. 110 - 111)

11. identify limitations of a biological classification system and identify alternative ways of

12. examine the common names of some species of organisms and show the inadequacies and

language problems associated with this method of identification

13. explain why a virus does not fit neatly into the existing classification system (p. 122)

14. identify new questions or problems that arise from what was learned (p. 105 - 107)

15. recognize the difficulties inherent in the categorization of some organisms into distinct groups

and identify the limitations of a five-kingdom system that led to the six-kingdom system

16. explain how organisms are classified using: (i) radioactive dating ; (ii) biochemical information

(DNA/protein comparisons) ; (iii) structural information ; (iv) comparative embryology ; (v)

17. identify the general characteristics (cell type, nutrition, body form, reproduction, locomotion)

that distinguish the members of the six recognized kingdoms (Eubacteria, Archaebacteria,

18. describe the general characteristics that distinguish members of the plant and animal phyla (p.

20. describe the differences that exist between the major groups of plants (bryophytes, ferns,

21. describe the anatomy and physiology of a representative organism from each kingdom,

22. explain why angiosperms are the most diverse plant group (p. 174 - 179)

23. describe the differences that exist between the invertebrate phyla (symmetry, body cavity,

24. explain why arthropods are the most successful class of animals (p. 186 - 189)

25. describe the differences that exist between the vertebrate phyla (symmetry, body cavity,

circulation, respiration, reproduction, endoskeleton) (p. 191 -195)

26. analyze and explain the life cycle of a sample organism from each kingdom, including a

27. Life cycle of : i) Virus - A T4@ (p. 123) ; (ii) Eubacteria/Archaebacteria - ( A E. Coli /eubacteria)

(p. 134) ; (iii) Protista - A Plasmodium@ (p. 146) ; (iv) Fungi - A Rhizopus@ (p. 154) ; (v) Plantae -

UNIT III : MAINTAINING DYNAMIC EQUILIBRIUM (I). Suggested Time : 42 hours

1. explain the concept of homeostasis and its critical nature to living things (p. 298 - 303)

2. explain the importance of temperature regulation in maintaining homeostasis (p. 300 - 303)

3. mexplain how the human circulatory system helps maintain homeostasis

5. explain how the circulatory system contributes to the maintenance of equilibrium through its

6. describe the structure and function of an artery, a vein and a capillary ; relate this structure to

7. identify the main components of the human heart and explain the role of each. Include:

(i) atria ; (ii) ventricles ; (iii) valves (bicuspid, tricuspid, semilunar) ; (iv) aorta ; (v) pulmonary

8. trace the flow of blood through the heart and describe the pulmonary and systemic pathways

9. identify the main components of blood and explain the role of each. Include: (i) erythrocytes ;

10. carry out an experiment to relate blood pressure and physical activity and identify the specific

variables involved ; compile and organize data, using appropriate formats and data treatments, to

12. identify the impact of circulatory diseases on the homeostasis of an organism

13. describe disorders linked to the circulatory system and their effect on the homeostasis of the

system and the organism as a whole. Include: (i) hypertension ; (ii) atherosclerosis ;

14. analyze why and how technology related to the treatment of circulatory disorders was

15. describe the progress from bypass surgery to modern techniques such as shunts, angioplasty

16. explain how the human respiratory system helps maintain homeostasis

18. identify and state the function of: (i) nasal cavity ; (ii) trachea ; (iii) bronchi ;

19. investigate the mechanics of inhalation/exhalation and regulation of the breathing cycle

21. carry out an experiment to collect data on respiratory function and identify the specific

22. identify how respiratory diseases affect the homeostasis of an organism

23. investigate disorders; lung cancer, asthma, and pneumonia

24. predict the impact of environmental factors, such as allergens, on homeostasis within an

25. identify the impact of environmental factors on the respiratory system of an asthmatic :

i) cigarette smoke ; (ii) allergens (dust, mould, food) ; (iii) petrochemical fumes, perfumes.

26. explain how the human digestive system helps maintain homeostasis

27. describe the purpose and functioning of the digestive systems

28. define and explain the relationship between mechanical and chemical digestion

29. identify the major organs and glands of digestion and investigate their role in the digestive

process. Include: (i) salivary glands ; (ii) stomach ; (iii) liver ; (iv) pancreas ;

(v) gall bladder ; (vi) small intestine ; (vii) large intestine.

30. trace the pathway of food through the human digestive tract and explain the efficiency of its

structure ; (i) teeth ; (ii) taste buds ; (iii) tongue ; (iv) mucous lining ; (v) villi ; (vi) sphincters ;

31. identify chemical elements and compounds that are commonly found in living systems

32. identify the six basic nutrients: carbohydrates, lipids, proteins, vitamins, mineral and water and

33. identify the role of some compounds involved in digestion

34. discuss the general role of enzymes and secretions, and the role of these substances pertaining

36. identify and describe the structure and function of the important biochemical compounds,

37. explain the role of hydrolysis and dehydration reactions within the digestive process

38. discuss the basic structural units of carbohydrates, lipids and proteins

39. discuss the basic structure of carbohydrates, lipids and proteins

40. describe the end products of digestion for carbohydrates, lipids and proteins

41. explain the importance of fitness and nutrition in maintaining homeostasis

43. carry out an experiment to investigate the effect of specified variables on the effectiveness of

44. describe disorders and the treatment of disorders linked to organs of the digestive system

and their effect on the homeostasis of the system and the organism as a whole. Include:

46. propose alternative solutions to a given practical problem, identify the potential strengths and

weaknesses of each, and select one as the basis for a plan

47. investigate the value of vitamins, minerals and herbal supplements in support of a healthy

48. identify multiple perspectives that influence a science-related decision or issue

49. evaluate how nutritional deficiency and starvation diets such as bulimia and anorexia nervosa

50. discuss whether the images portrayed through the media and advertising promote positive self

51. examine the potential of the inadvertent introduction of foreign organisms to an ecosystem

52. explain how the excretory system, helps maintain homeostasis

53. explain how the following act as organs of excretion ; (i) lungs; (ii) skin; (iii) liver; (iv) kidney.

54. identify and describe the main structures of the human urinary system including kidney, ureter,

55. identify and describe the internal structure of the kidney, including the cortex, medulla and

56. identify and explain the function of the parts of a nephron. Include: (i) glomerulus;

(ii) Bowman= s capsule; (iii) loop of Henle; (iv) tubules.

57. describe disorders linked to the excretory system and their effect on the homeostasis of the

system and the organism as a whole. Include: (i) kidney stones; (ii) kidney infections;

59. compare the human system with that of kidney dialysis technology

60. briefly explain the eventual necessity of kidney transplant

61. predict the impact of environmental factors such as allergens on homeostasis within an

organism; explain the meaning of the terms antigen (allergen), antibody, and their role in an

62. explain how the immune system helps to maintain homeostasis

63. explain the complete immune response : (i) 1st line of defense (physical and chemical barriers)

(ii) 2nd line of defense (inflammatory response) ; (iii) 3rd line of defense (immune response).

64. compare the role of the various white blood cells in the defense process including phagocytes

65. compare the mechanism of various forms of acquired immunity including passive (breast milk)

66. identify how autoimmune disorders determine diseases such as rheumatoid arthritis

67. identify in general terms the impact of viral, bacterial, genetic, and environmental diseases on

Unit IV : Interactions Among Living Things. Suggested Time : 18 hours

1. describe population growth and explain factors that influence it (p. 225 - 232)

2. describe how population growth is dependent upon the difference between natality and

mortality rates and a balance between emigration and immigration of organisms

3. analyze and describe the limiting factors that regulate population size within ecosystems,

including competition, environmental quality, disease, parasitism, predation, food, space and

4. distinguish between density independent and dependent factors (p. 233 - 234)

5. explain how biotic potential, environmental resistance and carrying capacity interact in

7. compare theoretical and empirical population values and account for discrepancies

8. examine and label the sections of an S-shaped (logistic) and J-shaped (exponential) growth

curve : (i) lag ; (ii) exponential ; (iii) equilibrium (p. 228 - 231)

9. compare how J & S curves describe the general population growth patterns observed in

11. gather and examine information on the limiting factors that work to influence human

population growth; describe the limiting factors within the human population (space, war, disease

12. evaluate Earth= s carrying capacity, considering human population growth and its demands on

13. determine the current growth rate of the human population and the projected growth rate

14. investigate the demands that will be placed upon Earth= s natural resources by future

15. explain how technological developments have raised, and continue to raise, the carrying

16. describe the three phases of demographic transition (p. 256 - 258)

17. propose courses of action on the social issue of global population control, taking into account

an array of perspectives, including that of sustainability (p.275 - 288)

Evaluation Evaluation will consist of a combination of the following each term

Cells, tissues, organs, organ systems and ultimately organisms must maintain a biological balance despite changing external conditions. Homeostasis is the state of internal balance so critical to existence. It represents a dynamic equilibrium displaying constant interactions and checks and

balances both within organisms and between organisms and their environment.

1. analyze the nervous system and explain its structure and dynamics (116-7)

2. explain the basic structure and function of the central nervous system. Include:

3. explain how the nervous system is protected. Include:(i) skull (ii) meninges (iii) cerebrospinal

4. explain the basic structure and function of the brain. Include:(i) cerebrum (ii)cerebellum(iii)

5. describe the basic functions of a peripheral nervous system. Include: (i)sympathetic (ii)

6. analyze the nervous system and explain its structure and dynamics (116-7)

7. explain the basic structure and function of the central nervous system. Include: (i) brain (ii) spinal cord

8. explain how the nervoussystem is protected. Include: (i) skull (ii) meninges, (iii)cerebrospinal

9. explain the basic structure and function of the brain. Include:(i) cerebrum (ii)cerebellum(iii)

medulla(iv) thalamus(v) hypothalamus(vi) midbrain(vii) pons(viii) corpus callosum

10. describe the basic functions of a peripheral nervous system. Include: (i)sympathetic(ii)

11. explain how the nervous system helps to maintain homeostasis (317-1)

describe the structure of the typical neuron and explain the function of each part. Include:(i)

dendrite(ii) cell body(iii) axon(iv) axon terminal(v) Schwann cells (myelinsheath and nodes of

12. describe the function ofsensory neurons, motor neurons and interneurons

13. explain the ion distribution on the membrane of a neuron (at rest, depolarization and

14. explain the meaning of the term threshold and describe the all-or-none principle

15. describe the transmission of an impulse along the length of a neuron, across a synapse or

neuromuscular junction, and the effects of transmitters involved (i) acetylcholine (ii) noradrenaline

16. identify the role of certain compounds to neuron function (oxygen, glucose, ATP, sodium ions)

17. analyze homeostatic phenomena to identify the feedback mechanisms involved (317-2)

19. perform an experiment to investigate and collect data on the nervous system (reflexes)

20. Core Lab # 1 –– The nervous System and Reflex Responses (p.396-397)

21. compile and organize data, using appropriate formats and data treatments to facilitate

22. identify and explain sources of error and uncertainty in measurement and express

results from this nervous system activity in a form that acknowledges the degree of

23. describe disorders linked to the nervous system and their effect on homeostasis of the system and the organism as a whole. (317-4) Include:(i) Multiple Sclerosis(ii) Alzheimer’’s Disease(iii) Parkinson’’s Disease(iv) Meningitis (v) Huntington’’s Disease

24. analyze why and how technologies related to the treatment of nervous system disorders were

ii) describe the methods used to treat stroke and spinal cord injury

25. describe how the use of prescription and nonprescription drugs can have a role in maintaining or disrupting homeostasis (317-7) Include:(i) anaesthetics (ii) prescription drugs(iii) illegal drugs(iv)

26. distinguish between questions that can be answered by science and those that cannot, and

between problems that can be solved by technology and those that cannot (118-8)

27. debate the merits of using drugs for treatments of nervous disorders against the long-term side

28. propose courses of action on social issues related to science and technology, taking into account

an array of perspectives, including that of sustainability. (118-10)

29. debate the legalization of certain drugs such as marijuana for medicinal purposes

Nervous System –– Sense organs (p.409-413, 420-425,427-440,486-493)

30. explain how the eye as a sense organ helps maintain homeostasis (317-1)

31. describe the general structure and function of the eye. Include:(i) lens(ii) iris(iii)retina(iv) cornea(v) choroid layer(vi) fovea(vii) rods(viii) cones(ix) pupil(x) blind spot

32. trace the path of light through the eye and explain how the amount of light entering the eye is regulated

33. analyze and describe examples of disorders of the eye and where technologies for the

correction of visual defects were developed based on scientific understanding(116-4)

34. treatments for the eye disorders –– corneal transplant, laser surgery

35. explain how the ear as a sense organ helps maintain homeostasis (317-1)

36. describe the general structure and function of the ear. Include:(i) tympanic membrane

(ii) ossicles (i.e., malleus, incus, stapes)(iii) eustachian tube(iv) semi-circular canals (v) cochlea

37. analyze and describe examples of disorders of the ear and where technologies for the

correction of auditory defects were developed based on scientific understanding(116-4)

38. ear disorders –– conduction deafness, nerve deafness

39. treatments for ear disorders - eustachian tube implants, hearing aid

40. evaluate, considering ethical issues, the consequences of medical treatments for visual and auditory disorders (317-5)

42. explain how the endocrine system helps maintain homeostasis (317-1)

43. understand the general concept of a hormone and target cell or organ

44. explain how protein and steroid hormones cause changes in target cells

45. identify the location and function of principal endocrine glands in the human organism.

Include:(i) pineal(ii) hypothalamus(iii) pituitary(iv) thyroid(v) parathyroid(vi) adrenal (vii) pancreas

Endocrine System –– Maintaining Homeostasis (p.424-446)

46. identify and describe the structure and function of important biochemical compounds, including protein and steroid hormones (314-3)

47. identify the following hormones, their source gland, and explain their general effect on the

human organism. Include:(i) melatonin(ii) thyroxine(iii) adrenaline(iv) somatotropin (HGH––human

49. analyze homeostatic phenomena to identify the feedback mechanisms involved (317-2)

50. explain how the hypothalamus-pituitary complex functions as a feedback control

51. describe the regulation of blood sugar by controlled release of insulin and glucagon and explain the consequences of any malfunction

52. describe disorders and treatments linked to the secretions of the endocrine system and their effect on the homeostasis of the system and the organism as a whole. Include:(i) dwarfism(ii) giantism(iii) hyperthyroidism(iv) hypothyroidism(v) diabetes mellitus

53. analyze examples of Canadian contributions to science and technology (117-11)

54. investigate the role played by Frederick Banting and Charles Best in the discovery of insulin

55. perform an experiment to investigate and collect data on the endocrine system and identify specific variables involved (212-6)

56. compile and organize data, using appropriate formats and data treatments, to facilitate

57. identify and explain sources of error and uncertainty in measurement and express

results from this endocrine system activity in a form that acknowledges the degree of

58. explain how neural and endocrine systems help maintain homeostasis (317-1), reaction to stress

59. distinguish between questions that can be answered by science and those that cannot, and

between problems that can be solved by technology and those that cannot (118-8)

60. debate the merits of developing and using life support technology, identifying questions that are scientific, technological and social in nature

61. propose courses of action onthe social issues related to life support technologies, taking into account an array of perspectives (118-10)

Unit II ––Reproduction and Development ( 31 Hours)

This unit helps the student to understand the principles of how living organisms reproduce and

develop at both the cellular and individual levels. The primary emphasis is placed on human systems.

Students should begin to appreciate the complexity and importance of reproductive technologies

and be able to discuss and analyse from a variety of perspectives the relative risks and benefits these

Describe, in detail, the events of interphase, mitosis and cytokinesis (the cell cycle)

Explain the importance of maintaining chromosome number through the processes of cell and organism reproduction

Observe, identify and describe (using prepared slides of plant and animal cells) the events of the cell cycle. Include:(i) growth (ii) cytokinesis(iii) chromosome behaviour

Perform an experiment, identifying and controlling major variables to observe the chromosomes during cell division

Core Lab # 3 –– Observing the Cell Cycle in Plant and Animal Cells

Evaluate the physiological and ethical consequences of medical treatments such as radiation therapy and chemotherapy in cell division

Describe, in detail, the events of meiosis (reduction-division) and cytokinesis

Explain the necessity of chromosome reduction during the production of sex cells

Describe the crossing-over process and explain its role in helping randomize the gene combinations for sex cells

Analyze and describe the structure and function of female and male mammalian reproductive systems (313-3)

Explain why there is only one functional egg produced during oogenesis

Compare the structure of sperm and egg cells. Include:(i) relative sizes(ii) energy reserves(iii) mitochondria(iv) numbers produced (v) motility(vi) importance of the enzyme cap

Identify examples of technologies that were developed based on the understanding of cell division. Include:(i) cloning(ii) stem cell research

Integrate information on technologies based on cell division (i) cell transplant(ii) cancer treatment(iii) spinal cord injury(iv) therapeutic cloning (v) reproductive cloning

Construct arguments to support a decision, using examples and evidence and recognizing various perspectives

Debate the merits of funding specific scientific or technological endeavors and not others

Reproductive Systems –– Strategies (p.134,154,155,156,175-181,186)

Also see Table # 1 –– Modes of Reproduction ( appendix A)

Analyze natural reproductive strategies to interpret and explain their structure and dynamics

Define various types of asexual reproduction. Include:(i) budding(ii) binary fission(iii) spore production(iv) fragmentation(v) parthenogensis

Compile and organize data, using appropriate formats, to facilitate interpretation of the data

Core Lab # 4 –– Reproductive Systems in Flowers (p.176-177)

Describe mitosis and meiosis within plant reproduction (313-2)

Observe, identify and give the function of the basic structures of sexual reproduction in flowering plants. Include:(i) pistil(ii) stamen(iii) pollen(iv) ovules(v) seed(vi) fruit

Describe the process of sexual reproduction in flowering plants

Analyze and describe the structure and function of the male human reproductive system. Include: (i) testis(ii) scrotum(iii) seminiferous tubules(iv) epididymis(v) sperm duct (vasdeferens) (vi) Cowpers (bulbourethral) gland(vii) seminal vesicle(viii) prostate (ix) urethra

Much of the structure and function of every living organism is determined by deoxyribonucleic acid

(DNA). It is important for a scientifically literate person to understand principles and fundamentals

about DNA: what it is; how it works; how and for what purposes humans are manipulating it; and

why this major area of scientific and technological endeavour has dramatic implications for humans

and planet Earth. This unit will provide the Biology 3201 student with the basic information

Genetics –– Mendelian ( p.526-532,533-534,536-539,541-543)

•• demonstrate an understanding of Mendelian genetics (315-3)

–– explain Mendel’’s concept of unit characters and describe the unit theory of

–– explain the meaning of the following terms:(i) trait(ii) purebred (iii) P generation (parent

generation)(iv) F1 and F2 generation(first and second filialgeneration)(v) hybrid(vi)monohybrid(vii)

dominant(viii) recessive(ix) gene(x) allele(xi) homozygous

(xii) heterozygous(xiii) product rule(xiv) punnett square(xv) genotype(xvi) phenotype

–– explain how Mendel’’s experiments support:(i) principle of dominance(ii) law of segregation(iii)

•• interpret patterns and trends in genetic data (214-5)

•• state a prediction and a hypothesis based on available genetic evidence using genetic

–– predict the outcome of monohybrid and dihybrid crosses using Punnett Square or Product Rule

–– predict the genotypic and phenotypic ratios in one factor (monohybrid) and two-factor (dihybrid)

•• demonstrate an understanding of Mendelian genetics (315-3)

–– explain the meaning of the following terms:(i) incomplete dominance(ii) co-dominance

•• state a prediction and a hypothesis based on available genetic evidence using genetic

•• interpret patterns and trends in genetic data (214-5)

–– predict the outcome of monohybrid crosses for incomplete and codominance

–– demonstrate the inheritance of traits governed by multiple alleles by predicting the

genotypic and phenotypic ratios in crosses involving human blood types (ABO

–– use a test cross to determine the unknown genotype of a dominant organism

•• summarize the main scientific discoveries that lead to the

–– explain how the work of Gregor Mendel and Walter Sutton led to the

–– state and explain the Chromosome Theory of Inheritance

–– describe Morgan’’s experiments with Drosophila and explain how his observations supported the

–– explain the concepts of gene linkage (linked genes) and crossing-over.

–– explain how the discovery of gene linkage affected man’’s understanding of Mendel’’s Law of

Independent Assortment State the Law of Independent Assortment in modern terms

•• summarize the main scientific discoveries that lead to the modern concept of the gene

–– explain why sex-linked defects are more common in males than females

–– distinguish between genotypes and phenotypes evident in autosomal and sex-linked inheritance

–– explain the influence of polygenic traits on inheritance patterns.

•• interpret patterns and trends in genetic data (214-5)

–– predict the outcome of monohybrid crosses for sexlinked traits

•• state a prediction based on available evidence and background information (212-4)

•• explain how data support or refute the prediction (214-12)

Genetics –– Molecular( p.545,550-553,563-576,582-588,596-600)

•• summarize the main scientific discoveries that led to the modern concept of the gene

•• explain the role of evidence, theories, and paradigms in the development of the gene

–– describe the contributionsof the following:(i) Mendel(ii) Sutton & Boveri

(iii) Levene(iv) Griffith(v) MacLeod, McCarty &Avery(vi) Chargaff

(vii) Franklin & Wilkins(viii) Hershey and Chase(ix) Watson and Crick

•• explain how a major scientific milestone revolutionized thinking in the scientific

•• identify and describe the structure and function of important biochemical

–– identify and describe the structure and function of nucleic acids

•• explain the current model of DNA replication (315-5)(i) initiation(ii) elongation

•• evaluate and select appropriate models for collecting evidence and appropriate processes for

•• select and use appropriate symbolic modes of representation to communicate

** Core Lab 7A –– DNA Structure and Replication (p.586-587)

•• compare and contrast the structure of DNA and RNA (mRNA, tRNA, rRNA)

and explain their role in protein synthesis (315-4) Include:(i) transcription(ii) translation

–– discuss the influence of hormonal and environmental factors on gene expression

•• select and use appropriate symbolic modes of representation to communicate ideas and results

**Core Lab 7B –– Simulating Protein Synthesis (p.594-595)

•• predict the effects of mutations on protein synthesis, phenotypes, and heredity (315-7)

–– explain the meaning of the term mutation and what causes it

–– explain what is meant by a gene mutation and predict, in general, its

–– distinguish between somatic and germ mutation and compare the inheritability of each

–– distinguish among the different types of point mutations (gene mutations) Include:

•• describe factors that may lead to mutations in a cell’’s genetic information (315-6)

–– discuss how McClintock’’s jumping genes (transposons) contribute to genetic

–– distinguish among the different types of chromosome mutation.Include:(i) deletion

(ii) duplication(iii) inversion(iv) translocation(v) nondisjunction

–– identify several examples of human genetic diseases caused by chromosomal

mutations:(i) Down syndrome(ii) Turner syndrome(iii) Klinefelter syndrome

(XXY syndrome)(iv) Jacobs syndrome(XYY syndrome)(v) Triple X syndrome

Genetics –– Implications (p.125, 544, 555-562,604-630)

•• explain the circumstances that lead to genetic diseases (315-8) Include:

(i) autosomal recessive inheritance (Tay Sachs,PKU)(ii) co-dominant

inheritance (Sickle CellAnemia)(iii) autosomal dominant inheritance (Progeria,

Huntington’’s)(iv) incomplete dominant inheritance (FH)(v) x-linked recessive

inheritance (color blindness, Muscular Dystrophy,Hemophilia)

•• describe and evaluate the design of technological solutions and the way they

•• construct arguments to support a decision concerning the use of genetic engineering, using

examples and evidence and recognizing various perspectives (118-6)

•• analyze and describe examples where genetics based technologies were developed

•• analyze, from a variety of perspectives, the risks and benefits of applying the

scientific knowledge gained through the genetic research (118-2)

•• interpret patterns and trends in genetic data (214-5)

–– draw and interpret the patterns of inheritance shown on pedigree charts

•• demonstrate an understanding of genetic engineering, using knowledge

•• describe and evaluate the design of technological solutions and the way they

–– describe the various methods of detecting genetic disorders such as:(i) amniocentesis

(ii) CVS (chorionic villus sampling)(iii) fetoscopy(iv) genetic markers

–– describe the various methods of treating genetic disorders such as:(i) screening and

prevention(ii) surgery(iii) environmental control(iv) gene therapy

•• describe and evaluate the design of technological solutions and the way they

–– describe the techniques used in genetic engineering:(i) restriction enzymes

(ii) recombinant DNA(iii) DNA amplification- bacterial vectors- viral vectors- Polymerase

•• explain the importance of the Human Genome Project and why it was initiated (315-10,

–– What is the Human Genome Project?–– Why was the project conducted?

–– summarize the major findings of the project(i) 99.9% of all human DNA is identical(ii) There are

•• analyze, from a variety of perspectives the risks and benefits to society of applying

the scientific knowledge gained through the Human GenomeProject (118-2)

–– Risks:(i) privacy(ii) financial(iii) ethical–– Benefits:(i) knowledge of predisposition to

•• select and integrate information from various sources on GMOs (genetically

modified organisms) and GMFs (genetically modified foods)(213-7)

•• analyze from a biological,social, ethical and environmental perspective the risks and benefits of

–– give an example of a GMO or GMF and its major significance. Include:(i) corn(ii) canola

(iii) milk(iv) rice(v) transgenic salmon(vi) insulin producing bacteria(vii) PCB eating bacteria

•• analyze from a biological,social, ethical and environmental perspective the risks and benefits of

–– identify and explain the major risks associated with GMO and GMF. Include:

(i) environmental threats(ii) health effects(iii) social and economicissues

•• construct arguments tosupport or oppose the use ofGMOs and GMFs in society

•• present, and defend a courseof action on the use of GMO and GMF, based on findings

•• analyze from a biological, social, ethical and environmental perspective the risks and benefits of

–– use sheep as an example to describe the cloning process

–– identify and explain the major benefits and risks associated with cloning.

•• identify and describe science based careers related to the field of biotechnology

Include: (117-7)(i) cytogeneticist(ii) medical geneticist(iii) genetic engineer

Unit IV –– Evolution , Change and Diversity ( 18 Hours)

Evolution is a concept in biology that links yesterday with today. This unit focuses on the history,

importance and mechanisms of the process of evolution and how a change in the DNA blueprint

propel evolution. It builds upon what the students have learned about mutations and genetic

variability and shows how these can lead to changes in species based upon natural selection. This

evidence and arguments pertaining to the origin, development, and diversity of living organisms on

Evolutionary Change –– Historical Perspective (p.644-649, 660-661)

•• draw a timeline illustrating how early life forms evolved into the diverse array of organisms

•• explain how knowledge of evolution theory evolves as new evidence comes to light and as

laws and theories are tested and subsequently restricted, revised or replaced (115-7)define the terms

use the Peppered Moth story as an example of evolution and adaptation

•• analyze evolutionary mechanisms such as natural selection, and artificial selection (316-3)

–– explain the process of natural selection and artificial selection

•• describe historical and cultural contexts that have changed evolutionary concepts (316-1)

Evolutionary Change –– Modern Perspectives (p.650-667)

•• describe the importance of peer review in the development of evolutionary knowledge

(i) Charles Lyell(ii) Thomas Malthus(iii) Alfred Wallace(iv) Charles Darwin(v) Jean Baptiste

•• explain the roles of evidence, theories and paradigms in thedevelopment of evolutionary

–– describe the theories put forth by Larmarck and Darwin

–– compare and contrast Lamarckian and Darwinian evolutionary theories

–– explain why Darwin was unable to account for the mechanism of inheritance

–– illustrate how knowledge of Mendelian genetics and mutations supported Darwin’’s theory

–– explain the modern theory of evolution and its importance to biological sciences

•• explain the roles of evidence, theories and paradigms in the development of evolutionary

–– evaluate current evidence that supports the modern theory of evolution.

Include:(i) fossil record(ii) biogeography (iii) comparative anatomy-homologous structures

-analogous structures- vestigial structures(iv) comparative embryology (v) heredity(vi) molecular

–– discuss the relationship between the relative age of rock sediments and the relative age of fossils

–– compare the processes and accuracy of the methods of dating fossils. Include:

(i) relative dating(ii) absolute dating•• identify questions to investigate that arise from

Evolution –– Implications ( p.666-667, 687-696, 708-711, 723-725, 727-730 )

•• explain how knowledge of evolution evolves as new evidence

laws and theories are tested and subsequently restricted, revised or

–– explain how nucleic acid sequences in the nucleus, mitochondria, and chloroplast are being used

to provide evidence for evolutionary relationships among species

•• analyze and describe examples where scientific understanding was enhanced or revised as the

–– state the Hardy-Weinberg law and explain its significance in terms of the development of

•• state a prediction based on available evidence and background information (212-4)

•• compile and organize data, using appropriate formats and data treatments to facilitate

•• compile and display evidence and information in a variety of formats, including diagrams,

**Core Lab # 8 Population Genetics and the Hardy Weinberg Principle ( p.684-685)

•• analyze evolutionary mechanisms and their effects on biodiversity. Include: (316-3)

(i) mutations(ii) genetic drift- bottle neck effect- founder effect(iii) gene flow

(iv) non-random mating(v) natural selection- stabilizing selection- directional selection

- disruption selection(vi) sexual selection(vii) speciation–– explain the conditions under

which speciation may occur–– demonstrate how geographic isolation may contribute to

•• analyze evolutionary mechanisms and their effects on biodiversity (316-3) (Cont’’d)

–– demonstrate how biological barriers to reproduction may contribute to speciation. Include:

(i) pre-zygotic barriers- behavioural isolation- habitat isolation- temporal isolation

- mechanical isolation- gametic isolation(ii) post-zygotic barriers- hybrid inviability- hybrid sterility-

hybrid breakdown–– evaluate adaptive radiation as a mechanism for speciation

–– explain convergent and divergent evolution and justify its occurrence in certain groups of

•• compare the views on gradualism and punctuated equilibrium and discuss how

evidence for evolution fuels the debate between them(316-2) (i) Gould (ii) Eldridge

•• outline evidence and arguments pertaining to the origin, development, and

(i) chemical evolution - Oparin-Haldane theory- Miller-Urey theory(ii) panspermia theory

(iii) GAIA theory(iv) intelligent design theory(v) heterotroph hypothesis(vi) symbiogenesis

•• use library and electronic research tools to collect information on a given topic (213-6)

•• explain the role of evidence, theories and paradigms in the development of evolutionary

•• explain how knowledge of evolution evolves as new evidence comes to light and as

laws and theories are tested and subsequently restricted, revised or replaced (115-7)

•• construct arguments to support a decision or judgment, using examples and evidence and

Core STSE # 4 –– Extraterrestrial Life : Myth or Realitys ( appendix C)

•• identify new questions that arise from what was learned (214-17)

1.1 explain the role of evidence, theories and paradigms in the development of scientific knowledge

1.2 describe at least two aspects of Earth Sciences that makes it different from other sciences

1.3 describe methods that earth scientists use to gather evidence/data about the earth

1.4 give examples to show how Earth Science is related to other scientific fields

1.5 identify the major branches of Earth Science and describe how each branch is relevant to everyday life

1.6 explain how a knowledge of earth Science might influence our decisions about how we use earth resources

1.7 use the ideas of the Big Bang and of Creationism to help illustrate how new evidence changes scientific models and theories

1.8 describe some explanations of the origin of the solar system

1.9 use the disagreement on the origin of the Earth to illustrate the limitations that exist in the application of science and technology to problems

1.10 demonstrate an understanding that uniformitarianism is a fundamental principle of geology, and contrast this principle with catastrophic and biblical ideas

1.11 demonstrate an understanding of superposition as a principle in interpreting geology

1.12 state the contribution of earlier scientists with respect to geological time

1.14 determine age by direct observation, such as counting growth rings and varves

1.15 describe how fossils are the key to the interpretation of past events

1.16 use the geologic time scale to compare the ages and lengths of various segments of geological time

1.17 explain how the half-lives of radioactive elements are used in estimating ages of materials

1.19 evaluate the sources of error in estimating a radiometric age

1.20 use Core Lab # 1 (Radiometric Dating) to develop relevant skills

1.21 sequence the major events in the earth’s history, such

2.1 identify and define the four spheres - atmosphere, hydrosphere, biosphere, geosphere

2.2 recognize that the four spheres interact in a cyclic fashion

2.3 use the concept of the spheres to illustrate and analyze systems

2.4 explain the origin of the solar system using the solar hypothesis

2.5 use the solar nebular hypothesis to illustrate the roles of evidence, theory and hypothesis in the development of scientific knowledge

2.6 use the solar nebula hypothesis to illustrate how scientific knowledge develops as a result of careful observation and experiments and peer review by groups and individuals throughout the world working co-operatively

2.7 relate the formation of the geosphere to the origin of the solar system

2.8 describe the segregation, due to radioactive decay and gravitational forces, of the geosphere into layers having difference physical properties

2.9 diagram or model the interior of the earth, labeling all principal parts and showing the approximate thickness of each layer

2.10 differentiate among the layers of the earth and describe their characteristics

2.11 recognize that all the water on earth originated from volcanic activity

2.12 state that water is distributed over the earth in rivers, lakes, groundwater, ice and oceans

2.14 relate the position of the water table to the occurrence of surface or sub-surface water

2.15 explain how the abundance, availability, and movement of subsurface water are directly related to the porosity and permeability of geologic materials

2.16 identify polar ice, glacial ice and icebergs as the three major ice accumulations

2.17 explain why these ice reservoirs are located where they are

2.18 use tides or fresh water sources as a context for illustrating how Earth Science is related to everyday activities

2.19 use the issue of how agrichemicals pollutes ground water to demonstrate that science and technology are involved in societal and environmental issues

2.20 using the issue of the provision of fresh water, propose a course of action that is scientifically sound

2.21 identify relevant science and technology related careers

2.22 recognize that the atmosphere originated from volcanic

2.23 identify relevant science and technology related careers

2.24 use the water cycle to illustrate the interrelationships among

3.2 use atomic models to show how atoms combine to form compounds

3.3 recognize the names and symbols of the elements involved in common minerals

3.4 outline the importance and abundance of these elements in the earth’s crust

3.6 name and differentiate between the major mineral groups: silicates; oxides; sulfides; carbonates and sulfates; native elements, and halides

3.7 using mineral groups as a context, describe the usefulness of a nomenclature system

3.9 identify selected minerals using the following properties: crystal shape, cleavage, fracture, hardness, specific gravity, color, streak, luster, acid test, taste, magnetism, optical properties*, fluorescence *

3.10 relate atomic arrangement to mineral properties such as hardness and cleavage

3.12 use the invention of the microscope, electron microscope or x-ray fluorescence to illustrate how scientific understanding can be enhanced by a technological device

3.13 identify relevant science- and technology-based careers

3.16 describe the formation of igneous, sedimentary, and metamorphic rocks

3.17 classify rocks as igneous, sedimentary, and metamorphic using texture and composition

3.18 use a rock cycle diagram to show the relationships among the rock classes

3.19 using the Rock Cycle as an example, analyze a system and its components

3.20 identify and classify igneous rocks according to their texture and mineral composition

3.21 describe the features of an identify the following igneous rocks: granite, diorite, gabbro, andesite, rhyolite, basalt

3.22 describe and demonstrate factors affecting cooling rate and crystal size in igneous rocks

3.23 relate texture to rate of crystallization for extrusive and intrusive igneous rocks

3.24 use Core Lab #5 (Igneous, Sedimentary and Metamorphic Rocks) to develop a variety of inquiry related

3.25 outline the origin and process of formation of sedimentary rocks

3.26 contrast clastic sediments with chemical sediments and the rocks they become

3.27 describe the features of and identify selected sedimentary rocks

3.28 relate sediment sorting and stream load to stream velocity

3.29 describe the processes by which glaciers, running water, wind and wave action erode rock and sediment

3.30 diagram and describe the following sedimentary features and use them to reconstruct hypothetical sedimentary environments: stratification, crossbedding, ripple marks, mud

3.31 identify examples and distinguish between erosional and depositional glacial features

3.32 reconstruct past glacial positions using erosional and depositional features

3.33 identify examples and distinguish between erosional and depositional features of shoreline and deep ocean environment

3.34 draw a diagram to show the typical continental margin

3.35 identify examples and distinguish between erosional and depositional features associated with rivers, lakes and groundwater

3.36 describe erosional and depositional features of the desert environment

3.37 distinguish between the sedimentary features of the different environments

3.38 use the context of erosion to explore the risks and benefits to society and to the environment of applying scientific knowledge or using technology

3.39 use the continuation of Core Lab #5 to build a variety of inquiry related skills

3.40 use Core Lab #6 (Particle Size and Settling Rate) to build a variety of inquiry-related skills

3.41 construct and use a stream table to demonstrate and study erosion

3.42 evaluate the device on the basis of criteria that the students have developed themselves

3.43 contrast the two types of metamorphism: contact and regional

3.44 describe the features of and identify selected metamorphic rocks

3.45 relate the types and characteristics of metamorphic rocks to parent rock, temperature, pressure and chemical conditions

3.46 use the continuation of Core Lab #5 to build a variety of inquiry related skills

3.47 identify relevant science-and technology-based careers

3.50 diagram or model the interior of the earth, labeling all principal parts and showing the approximate thickness of each layer

3.51 differentiate the layers of the earth based on characteristics

3.53 describe and give examples of convergent, divergent and transform plate boundaries

3.54 relate the formation of rocks and minerals to movement at plate boundaries

3.55 distinguish between dip-slip, strike-slip, and transform faults

3.56 relate compressional, tensional, and shear forces to the various types of faults and folds

3.60 analyse Canadian contributions in the field of Plate Tectonics

3.62 show the world distribution of volcanoes and earthquakes as evidence of plate tectonics

3.67 use Core Lab # 7 (locating an Earthquake Epicentre) to locate the epicentre of an earthquake given appropriate siesmographic data

3.68 use earthquake data to construct a model of the earth’s interior

3.69 research and evaluate methods of earthquake prediction and preparedness

3.71 compare rift, hotspot and subduction boundary eruptions and the types of volcanoes produced

3.73 monitor and display information on active volcanoes and earthquake activity

3.74 construct/interpret cross-sectional diagrams of the earth using the concept of super-position, uniformitarianism, correlation, horizontality, contact metamorphism, cross-cutting relationships, unconformities, folding and faulting

3.75 do an interpretation of the rock record (Core Lab # 8, Interpreting Historical Geological inquiry -related skills

3.77 name and describe different methods of formation of economic minerals

3.78 distinguish, with examples, between metallic and nonmetallic ores and their geological environments

3.80 provide examples of how earth Science is an integral part of the life of a community

3.82 evaluate the importance of economic rock and mineral deposits in Newfoundland and Labrador

3.84 describe the sequence of events in the formation of coal

3.85 describe the sequence of stages in forming different grades of coal

3.86 describe the sequence of events in the formation of oil and natural gas

3.87 evaluate the importance of coal, oil and gas deposits in Atlantic Canada

3.88 identify and describe some tools used to gain information about the location and extent of earth resource

3.89 use Core Lab # 10 (Geological Mapping) to describe how geochemical, geophysical and/or fossil data can be used to locate and analyze mineral, rock or petroleum deposits

3.90 describe methods of extraction employed in the development of mineral, rock and petroleum deposits

3.91 use the magnetometer or some other relevant device to illustrate how scientific understanding was enhanced by the invention of a technological device

3.92 describe methods of concentrating and refining ore minerals and fossil fuels

3.93 use the Hibernia Oil Production project to illustrate and evaluate the design and function of technological solutions to practical problems, using relevant scientific principles

3.94 assess the viability of exploiting a particular resource

3.95 use the issue of whether or not to mine a particular spot to illustrate a situation in which science and technology are involved with societal and environmental issues

3.96 use the question of funding for development for existing energy sources over funding of alternative energy sources to illustrate the dynamics of obtaining funding for scientific and

4.1 define fossil as the remains or traces of once-living things

4.2 acknowledge that fossils may represent direct or indirect evidence of ancient life

4.3 identify the conditions necessary for the preservation of fossils

4.7 describe the probable environment suggested by a fossil assemblage

4.8 use fossils as a context from which to compare approaches and processes used in Earth Science with those in other disciplines

4.9 use radioactive dating as an illustration of how scientific understanding can be enhanced by the invention of a technological device

4.10 describe an explain relevant examples of Canadian contributions to scientific knowledge and technological products and processes

4.12 describe the progression of life forms from Precambrian time through the Paleozoic, Mesozoic, and Cenozoic eras

4.13 explain the correlation between biological evolution and the physical and chemical changes in the hydrosphere, atmosphere and geosphere

4.14 identify relevant science- and technology-based careers related to the disciplines of science they are studying

4.15 describe the sequence of plate tectonic events from Rodinia to the present day continental arrangements

4.16 explain the formation of Newfoundland using plate tectonic theory

4.18 use the evolution of Plate Tectonic Theory to illustrate the role of evidence, theories and paradigms in the development of scientific knowledge

4.19 demonstrate an understanding that present day plate tectonic activity is the continuation of a process that started with breakup of Rodinia

4.20 use present day ongoing plate tectonic activity to explain the various types of plate margin activity

4.21 relate rock types to the plate tectonic activity at the various plate margins

4.22 use technologies, including computers, to gather, display, and process data and information, and analyse relationships (e.g.,Internet search for information on recent volcanic or earthquake activity)

4.23 provide appropriate examples of societal support and/or influence on science and technology

4.24 identify relevant science- and technology-based careers related to the disciplines of science they are studying

4.25 recognize that global systems are inherently dynamic, that is they have been undergoing changes since earliest time

4.26 using the way that explanations of volcanoes have changed as our knowledge of the Earth’s interior and plate tectonics has developed, describe, from a historical perspective, how our under-standing of natural phenomena has changed as new evidence has come to light

4.27 give examples of changes that have occurred naturally and those that have been caused by human activity

4.28 use a specific example to illustrate how global systems have changed and are changing over time

4.29 examine local and global effects of volcanic activity over time

4.30 examine current theories that attempt to explain mass extinctions

4.31 use mass extinctions as a context to trace the development of a scientific theory using relevant examples of how major shifts occur in the scientific world view as a result of the testing,

revising or replacing of theories and how this leads to a better understanding of the Universe

4.32 use an Internet search for information on latest theories on mass extinctions to gather, display, and process data and information, and analyse relationships

4.33 develop definitions for, and give examples of, renewable and non-renewable resources

4.35 predict basic climatic patterns and justify the predictions using past and present data

4.36 predict the potential long-term impact on the biosphere of global climatic changes (331-6)

4.37 analyse from a variety of perspectives the risks and benefits to society and the environment of applying scientific knowledge or introducing a particular technology

4.38 complete a major research project related to the other outcomes in section 4.3 and use it to develop inquiry-related skills

1. Define and identify an organism as a producer, consumer, decomposer, herbivore, carnivore, omnivore or saprobe Ch 1, p 10-13

2. Analyze the impact of internal factors on an ecosystem Ch 1, p 10-13

3. Recognize different degrees of at-risk species Ch 1, p 14-15

4. Recognize the possible causes and effects of extinction Ch 1, p 16-21

5. Explain the importance of biodiversity to extinction Ch 1, p 16-21

7. Understand how organisms interact within ecosystems Ch 1, p 22-26

8. Recognize abiotic and biotic factors and explain their role in the ecosystem Ch 1, p 22-26

9. Define ecotone and explain the importance of biodiversity in ecotones

10. Ability to compare abiotic factors and biotic factors across ecosystems Ch 1, p 28-29

11. Define ecological niche and relate it to habitat Ch 1, p 40-44

12. Explain the feeding relationships in a food webs and chains in terms of an organisms niche

13. Define and explain intraspecific and interspecific competition

14. Define exotic species and discuss possible effects to the new environment

17. Define succession (primary and secondary) and recognize the factors that contribute to it

1. Recognize the sun as the source of all energy Ch 1, 32-33

2. Explain how the sun’s energy is reflected and absorbed

5. Define and distinguish between autotrophs and heterotrophs and determine their possible trophic levels

6. Define and distinguish between primary and secondary consumers

7. Define and construct a food chain and describe how energy is transferred within it

8. Define food web and explain the importance of biodiversity for food webs

9. Define thermodynamics and explain the Laws of Thermodynamics

10. Define pyramid of energy and explain how energy is transferred and lost at each trophic level

12. Define pyramid of biomass and explain how energy available affects the total mass of organisms in an ecosystem

15. Explain the difference between first, second and third generation pesticides

16. Define bioamplification (bioaccumulation) and know its causes and impacts on trophic levels

1. Define and distinguish between organic and inorganic matter Ch 2, p 50-51

3. Explain the carbon-oxygen cycle, including the roles of

4. Know and understand the importance of carbon reservoirs

5. Discuss the human impact on the carbon cycle and suggest ways to improve the situation

6. Discuss the effect the carbon cycle has on global warming

8. Define nitrogen fixation and explain how it is accomplished by lightning and bacteria

9. Define denitrification and explain its role in the nitrogen cycle

10. Identify the role of fertilizers in providing nutrients in the soil Ch 2, p70-71

11. Discuss attitudes toward commercial usage and replanting Ch 2, p 72-73

1. Define sustainability and sustainable system Ch 3, p 86-87

2. Identify the characteristics and abiotic factors of the four Canadian

biomes: tundra; boreal forest; temperate deciduous forest; and grassland

3. Define permafrost and explain its role in determining tundra vegetation

4. Distinguish between clear-cutting and selective-cutting Ch 3, p 114-115

5. Identify the abiotic and biotic factors in each zone of lakes and ponds: littoral; limnetic; and profundal Ch 4, p 126-127

6. Explain aquatic eutrophication and the role of oxygen and nitrogen in this process Ch 4, p 126-127

7. Identify the abiotic and biotic factors in each zone of a marine ecosystem: coastal; intertidal; and neritic Ch 4, p 146-147

8. Discuss the effect of oil pollution on marine ecosystems Ch 4, p 148-149

2. Describe the WHIMIS information system and its use Identify the eight WHIMIS symbols

3. Describe the MSDS sheet and its use Identify the nine categories on the MSDS sheet

4. Identify the examples of chemistry and technology in every day life.Ch 5, p 176-179

Topic 2:Review of Junior High Chemistry: matter and the Periodic Table

5. Determine the presence of chemical change based on physical evidence.

7. List and describe the different types of chemicals test and determine which one to use to test if a chemicals reaction has taken place.

8. Distinguish between a period and a family on the Periodic Table.Ch 5, p 184-187

9. Locate and distinguish between the different families of the periodic table (alkali metals; alkali earth metals; halogens; noble gases, lanthanides; actinides.)

10. Locate the transition metals and metaloids on the periodic table.

11. Distinguish between the properties of metals and nonmetals.

12. Define the three parts of the atomic structure of an element (protons, neutrons, electrons).

1. Define ion and understand why and how it forms. Ch 5, p 188-189

4. Define ionic compound and know how it forms with simple

12. for diatomic ions and special elements with more than one ion.

20. Know rules for naming and writing formulas for Diatomic

22. Know rules for naming and writing formulas for polyatomic molecules.

23. Core Lab: Properties of Ionic and Molecular Compounds

29. Know how to write neutralization reactions. Ch 8, p 317-31

1. Know and understand the Law of Conservation of Mass Ch 6, p 216-229

3. Write and balance simple composition reactions. Ch 6, p 233-235

4. Write and balance decomposition reactions. Ch 6, p 233-235

5. Write and balance single replacement reactions Ch 6, p 240-241

6. Write and balance double replacement reactions Ch 6, p 240-241

8. Interpret and use solubility rules to predict states of

10. Distinguish between endothermic and exothermic reactions Ch 7, p 281

1. Devise a method of representing the linear motion of two moving people or objects

2. Develop appropriate sampling procedures for determining the speed of an objects linear motion

3. Use instruments such as ticker timers, photogates, or motion sensors effectively and accurately for collecting data

5. Describe the role of instruments in experimental physics.

6. Evaluate the relevance, reliability, and adequacy of data and data collection methods

8. Identify and explain sources of errors and uncertainty in measurement, and express results in a form that acknowledges the degree of uncertainty

9. Record measurements using appropriate number of significant digits.

10. Demonstrate the proper use of significant digits during calculations

11. Express measurements in scientific notation when appropriate.

12. Describe quantitatively, and analyze both graphically and mathematically, the relationship among distance, time, and speed of an object= s linear motion

13. Define average speed and calculate it, given information about distance moved and time taken

16. Describe quantitatively, and analyze both graphically and mathematically, the relationship among distance, time, and speed of an object= s linear motion

17. Carry out an experiment to measure the speed of an object at various points along its path, making use of ticker timers or micro-computer based laboratories, and analyze the data graphically

18. Given the distance-time data, plot a d/t graph, appropriately labeled with the dependent and independent variables correctly placed

19. Determine the slope of a d/t graph and state the physical significance of the slope for a uniformly moving object, plot a speed-time graph and explain the physical significance of the y-intercept and the area under the graph

20. Determine speed from a distance/time graph, and determine distance from a speed/time graph

21. Predict the time taken for a moving object to complete a course on the basis of initial measurements, estimated values, and an understanding of the displacement, time, and velocity relationship

22. Describe quantitatively, and analyze both graphically and mathematically, the relationship among displacement, time, and velocity of an object= s uniform motion

23. Distinguish between scalar and vector quantities, using distance and displacement, and speed and velocity, respectively, as examples.

24. Define average velocity, and explain why it is a vector quantity

25. Given two (or a means of finding two) of average velocity, displacement and elapsed time, calculate the third quantity

26. Determine velocity from a position-time graph, and determine displacement from a velocity-time graph

27. Determine the direction of motion (positive or negative) of a uniformly moving object from its position-time graph, and its velocity-time graph

28. Distinguish between average velocity and instantaneous velocity

29. Use instruments for collecting data on uniformly accelerated linear motion effectively and accurately, from the data obtained in the core lab, plot a position-time graph

30. Given one of position or time, determine the other from a graph

31. Determine the instantaneous velocity by taking the slope of a tangent drawn to the curve at a selected position or time on the graph and use velocities obtained in this way to plot a velocity-time graph

32. Describe quantitatively, and analyze both graphically and mathematically, the relationship among velocity, time, and acceleration

34. Explain what is meant by uniform or constant acceleration and explain why it is a vector quantity

35. Define acceleration as the rate of change of velocity per unit time

36. Use the definition of acceleration to determine acceleration, initial velocity, final velocity, or time, given the other three

37. Relate the slope of a linear velocity-time graph to the acceleration

38. Calculate the area of a velocity-time graph and relate it to the object= s displacement

39. Given the velocity-time graph for a uniformly accelerating object, determine its initial velocity and its acceleration

40. Explain how one can tell from the position-time graph whether the magnitude of an object=s velocity is increasing, decreasing, or constant

41. Determine, at any time, the instantaneous velocity from a displacement/time graph for an object with zero acceleration or uniform acceleration.

42. Distinguish between scientific questions and technological problems related to a motion research topic

43. Describe the historic development of a motion technology

44. Evaluate the design of a motion technology and the way it functions with relation to safety, construction, and cost

Global climate and local weather patterns are affected by many factors and have many consequences. At the end of this unit, students should be able to:

1. Relate personal activities and technology used with meteorology in the design of

2. Use weather instruments effectively and accurately for collecting local weather data

- identify and explain the function of instruments used in a weather station.

Instruments include: thermometer, hydrometer, aneroid barometer, anemometer,

- use print and electronic sources to collect weather data from regional and national

- recognize and explain weather symbols seen on weather maps

3. Analyze meteorological data for a given time span and predict future weather

conditions, using appropriate technologies and methodologies

- prepare a report in which the student will collect local weather

4. Identify questions to investigate that arise from considering the energy transferred

- identify solar energy (sun) as the driving force behind the water cycle

- identify that the amount of heat energy absorbed by any material

- define and explain evaporation, condensation and precipitation

- identify and define the three main categories of clouds:

5. Using scientific theory, illustrate and explain heat energy transfers that occur in the

6. Describe and explain how heat energy is transferred by: radiation, conduction, convection and advection.

- recognize that the hydrosphere and atmosphere are the Earth= s main heat sinks

- demonstrate that the energy stored in the hydrosphere influences other systems

7. Describe examples that illustrate the atmosphere and hydrosphere are heat sinks in the

8. Conduct experiments to compare the specific heats of common Earth materials and

draw conclusions about the effect of solar radiation on water and land surfaces

9. Discuss the design of experiments that compare the magnitude of the specific heat for

water with that of its latent heat of fusion and vaporization

- define latent heat of fusion and latent heat of vaporization

10. Identify and explain the uncertainties in measurement and express them in a form that

11. Explain how scientific knowledge evolves about changing weather patterns with

- identify factors that are responsible for causing ocean currents

12. Compile and display data, using this to support conclusions from experiments which investigate heat energy storage by and heat exchange between, water and air masses.

13. Use weather data to describe and explain heat transfers in the hydrosphere and

atmosphere showing how these affect air and water currents

- identify the different prevailing winds around the Earth

- recognize that high heat transfer between oceans and the air above

- explain the importance of convection and the Earths rotation in

14. Select and integrate information about weather from a variety of sources. Compile

and display this information to illustrate a particular hypothesis about weather in the

15. Illustrate how science attempts to explain seasonal changes, and variations in

- investigate localized air movement (thermals, sea breezes and land breezes)

16. Using scientific theory, describe and explain heat transfer and its consequences in both the

atmosphere and hydrosphere, relating this science to natural phenomena

- identify and describe the principal characteristics of layers found in the atmosphere

- identity the distribution of common atmospheric gases (oxygen, nitrogen,

- investigate the relationship between altitude, temperature and atmospheric

17. Describe and explain the effects of heat transfer on the development, severity,

- identify air masses (tropical, polar, maritime, continental) and compare

- identify weather conditions associated with maritime polar, maritime

tropical, continental polar, continental tropical air masses

- identify and explain the formation of low-pressure (cyclone) and

- define front and distinguish between the four types of fronts formed

- determine that low pressure systems at low latitudes have potential

to develop into severe weather systems (hurricanes, typhoons,

18. Describe weather satellite imaging, its benefits to society, and Canada= s contribution

19. Identify examples where improved data gathering technology has resulted in

better understanding of weather systems and of forecasting

20. Describe the limitations of scientific knowledge and technology in making

21. Identify the impact of severe weather systems on economic, social and environmental

Biology 2201 Unit 1 Unit 2 Unit 3 Unit 4	Biology 3201 Unit 1 Unit 2 Unit 3 Unit 4
Earth Systems 3209 Unit1 Unit 2 Unit 3 Unit 4	Science 1206 Unit 1 Unit2 Unit3 Unit 4