Biology 12

Biology 12 is an academic class for both people planning on university and people interested in the study of life. Below is an overview of the course.

Above are some links for current students and their parents. The Daily Work link will allow students/parents to see what has been assigned and when any homework is due. The Daily Work link will also allow students/parents to see, in general, what has been covered in class and when it was covered. This will allow students to determine any notes they may be missing.

The Biology 12 course is broken down into 4 topics which are covered over the course of one semester. These outlines are in my words, but you can check out the curriculum document for the Biology 12 course in the words of The Nova Scotia Department of Education. Click here to visit the curriculum document website.

Unit 1: Maintaining Dynamic Equilibrium II

This is a continuation of homeostasis from the grade 11 course. I have saved the most interesting for last—I think. In this topic we will look at both the Nervous System and the Endocrine System. These systems work together to control our responses to stimuli and we will investigate their importance inside our bodies.

Unit 2: Reproduction and Development

Everything about human reproduction from start—the production of gametes—to finish—birth of a child. We’ll be covering many different aspects with special focus on embryo development and growth. This unit also gives the opportunity for students to investigate other methods of reproduction found in nature.

Unit 3: Genetic Continuity

DNA and RNA will be explored in this topic. What does DNA do? Why is it so important? How does it get from one living thing to another, etc? This topic will require some abstract thinking and is typically considered tough by many. However, if we work through it together we can make sure everyone in the class understands this material! Don’t be afraid to ask questions.

Unit 4: Evolution, Change and Diversity

I think this topic speaks for itself. We will look at theories and controversy. We will look at everything from Darwin to modern day explanations of how our planet came to be so diverse and filled with such a variety of living things.

Biology 12: The following are specific curriculum outcomes organized by topic.

MAINTAINING DYNAMIC EQUILIBRIUM II (20%)  Nervous System: Neurons and Structure (8 hours)  Influences on the Nervous System (4 hours)  Endocrine System: Maintaining Homeostasis (4 hours)  Endocrine System: Feedback Mechanisms (3 hours)

REPRODUCTION AND DEVELOPMENT (16%)  Cell Division (9 hours)  Reproduction Systems: Regulation and Technologies (5 hours)  Embryonic Differentiation and Development (3 hours)

GENETIC CONTINUITY (40%)  Genetics: Molecular Level (5 hours)  Mendelian Genetics (10 hours)  Implications (10 hours)

EVOLUTION, CHANGE, AND DIVERSITY (24%)  Evidence and Mechanisms (7 hours)  Implications (3 hours)

The following outline Biology 12 specific curriculum outcomes grouped by units and topics:

Specific curriculum outcome statements describe what students are expected to know and be able to do at each grade level. They are intended to help teachers design learning experiences and assessment tasks. Specific curriculum outcomes represent a framework for assisting students to achieve the key-stage curriculum outcomes, the general curriculum outcomes, and ultimately the essential graduation learnings. Specific curriculum outcomes are organized in four units for each grade level. Each unit is organized by topic.

MAINTAINING DYNAMIC EQUILIBRIUM II (20%) Students will be expected to Nervous System: Neurons and Structure  explain how different plant and animal systems maintain homeostatis (317-1)  identify the role of some compounds, such as water, glucose, and ATP, commonly found in living systems (314-2)  design an experiment to investigate and collect data on aspects of the nervous system and identify specific variables involved (212-6)  analyze the nervous system and compile and organize data to interpret its structure and dynamics (116-7, 213-5) Influences on the Nervous System  evaluate the impact of viral, bacterial, genetic, and environmental diseases on an organism’s homeostasis (317-4)  analyze how and why technologies and drugs developed and improved over time can affect homeostasis (115-5, 317-7)  evaluate and describe examples of treatments and technologies for visual and auditory functions (116-4, 317-5) Endocrine System: Maintaining Homeostasis  explain how different plant and animal systems maintain homeostatis (317-1)  identify and describe the structure and function of important biochemical compounds, including protein and steroid hormones (314-3)  explain the critical role of enzymes in cellular metabolism (314-4)  design and do an experiment, identify variables, and compile and organize data on selected aspects of the endocrine system (212-6, 213-5) Endocrine System: Feedback Mechanisms  analyze homeostatic phenomena to identify the feedback mechanisms involved (317-2)  analyze contributions, including Canadian, to science and technology and how these have improved over time (117-11, 115-5)

REPRODUCTION AND DEVELOPMENT (20%) Students will be expected to Cell Division  design, perform, compile data, and evaluate experiments on plant materials, using instruments effectively, controlling major variables, and selecting appropriate processes (212-3, 213-3, 212-8, 213-5)  describe in detail mitosis and meiosis (313-2)  investigate, analyze, and communicate genetic techniques, giving examples from organized data, that use technologies that have been developed based on cells (116-2, 116-3, 116-7, 213-5, 215-2)  evaluate the physiological and ethical consequences of medical treatments such as radiation therapy and chemotherapy (317-5) Reproductive Systems: Regulation and Technologies  analyze and describe the structure and function of female and male mammalian reproductive systems (313-3) 17  identify and apply criteria, including potential applications, chemicals, and diseases, to explain the human reproductive cycles (214-9, 214-18, 313-4)  select and integrate information from various sources and explain current reproductive technologies for plants and animals (231-7, 313-5)  distinguish between scientific questions and technological problems to evaluate the use of reproductive technologies for humans (115-1, 313-6) Embryonic Differentiation and Development  explain the human reproductive cycles, including analyzing examples of the effects of technology and science on reproduction (313-4, 116-2)

GENETIC CONTINUITY (40%) Students will be expected to Molecular Level  summarize the discoveries, including the role of evidence, that led to the modern concept of the gene (315-1, 114-2)  identify and describe the roles of chromosomes in the transmission of hereditary information from one cell to another (315-2)  explain how the current model of DNA replication, the structure of DNA and RNA, and protein synthesis revolutionized thinking in scientific communities (315-4, 315-5, 115-3)  describe and predict the effects of genetic mutations on a cell’s information, including protein synthesis, phenotypes, and heredity (315-6, 315-7) Mendelian Genetics  using Mendelian genetics, state a prediction, perform, and interpret patterns and trends in genetic data of monohybrid and dihybrid crosses and explain how the data supports or refutes the situation (212-4, 214-5, 315-3, 214-12) Implications  explain the circumstances that lead to genetic diseases (315-8)  analyze the risks and benefits to society and the environment and construct arguments concerning the use of genetic engineering, using examples and evidence from various perspectives (118-2, 315- 9, 118-6)  analyze, describe, and evaluate genetics-based technology development, design, and solutions (116- 4, 116-6)  explain and analyze, from a variety of perspectives, the risks and benefits of the influence of the Human Genome Project (315-10, 117-2)  investigate, perform, and defend a position or course of action on genetic modification, integrating various sources and science- and technology-based careers (215-5, 117-7, 213-7)

EVOLUTION, CHANGE, AND DIVERSITY (20%) Students will be expected to Evidence and Mechanisms  describe and evaluate scientific peer review and evidence that have changed evolutionary concepts and feeds the debates on gradualism and punctuated equilibrium (114-5, 316-1, 316-2)  explain and analyze the roles of evidence, theories, and paradigms as these are tested, and subsequently restricted, revised, or replaced (114-2, 115-7, 116-2) 18 Implications  identify questions to investigate, collect information, and construct arguments to support the development and diversity of living organisms, using examples and evidence (212-1, 213-6, 118-6)  outline evidence and arguments pertaining to the origin, development, and diversity of living organisms on Earth and identify new questions that arise from what was learned (316-4, 214-17)