WAEC -Biology 11 (BIOR3S) Course Outline

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WAEC -Biology 11 (BIOR3S) Course Outline Mr. M. Hegel Blog site: http://blogs.winnipegsd.ca/mhegel/ My email: mhegel@wsd1.org Grading Program: Jupiter Ed http://www.jupitered.

This course is intended to give you a general understanding of the human physiology and to help prepare you for future studies in human biology.

1 WAEC -Biology 11 (BIOR3S) Course Outline Mr. M. Hegel Blog site: My Grading Program: Jupiter Ed Welcome to Biology 11! This course will deal primarily with the structure and function of the Human Body, or how YOU work. This course is intended to give you a general understanding of the human physiology and to help prepare you for future studies in human biology. Course Objectives Unit 1: Wellness and Homeostasis - Specific Learning Outcomes Increase awareness of personal wellness, as well as personal and family health history. Develop a personal wellness plan. Recognize how individual wellness choices affect others. Examples: community, family... Describe how the body attempts to maintain an internal balance called homeostasis, recognizing that the conditions in which life processes can occur are limited. Include: thermoregulation (maintenance of body temperature), osmoregulation (water balance), and waste management Explain the principle of negative feedback and identify how the body stabilizes systems against excessive change. Include: role of receptors and effectors Identify life processes that individual cells, as well as complex organisms, need to manage. Include: obtain food, convert energy, eliminate wastes, reproduce, grow and repair, and transport substances Explain how cell membranes regulate movement of materials into and out of cells, and recognize the importance of this regulation in managing life processes and maintaining homeostasis. Include: passive transport, active transport, and endo/exocytosis Identify factors that influence movement of substances across a membrane, recognizing that movement of these substances is important for the internal balance of the cell. Examples: size of molecule, concentration gradient, temperature, polarity of molecule, surface area... Explain the role of energy in maintaining an internal balance in the cell. Include: role of adenosine triphosphate (ATP) in metabolism Unit 2: Digestion and Nutrition Identify major structures and functions of the human digestive system from a diagram, model, or specimen. Include: tongue, teeth, salivary glands, epiglottis, esophagus, pharynx, sphincters, stomach, small intestine, large intestine, rectum, anus, appendix, liver, gallbladder, pancreas, and uvula Describe the processes of mechanical digestion that take place at various sites along the alimentary canal. Include: chewing in the mouth, peristalsis along the tract, muscle contractions in the stomach, and emulsification by bile in the small intestine Identify functions of secretions along the digestive tract. Include: to lubricate and to protect Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested. Include: starch in the mouth; proteins in the stomach; and carbohydrates, lipids, and proteins in the small intestine Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action. Examples: ph, temperature, coenzymes, inhibitors, surface area... Describe the processes of absorption that take place at various sites along the alimentary canal. Include: uptake of nutrients by villi in the small intestine and uptake of water in the large intestine Describe the homeostatic role of the liver with respect to the regulation of nutrient levels in the blood and nutrient storage. Include: carbohydrate metabolism Describe the functions of each of the six basic types of nutrients carbohydrates, lipids, proteins, vitamins, minerals, and water. Include: ATP production, construction/repair, and regulating

2 Identify dietary sources for each of the six basic types of nutrients carbohydrates, lipids, proteins, vitamins, minerals, and water. Evaluate personal food intake and related food decisions. Examples: percentage of daily values of nutrients, portion size, nutrient labels, balance between lifestyle and consumption... Investigate and describe conditions/disorders that affect the digestive process. Use the decision-making process to investigate an issue related to digestion and nutrition. Unit 3: Transportation and Respiration Design and execute an experiment to investigate an aspect of the transportation or respiratory system. Examples: the effect of exercise on heart and/or respiratory rate; the effect of adrenalin on blood pressure; carbon dioxide production as an indicator of metabolism... Compare the characteristics of blood components in terms of appearance, origin, numbers, relative size, and function in the body. Include: plasma, erythrocytes (red blood cells), leukocytes (white blood cells), and thrombocytes (platelets) Compare and contrast the characteristics of different blood groups. Include: ABO and Rh factor Predict the physiological consequences of blood transfusions involving different blood groups. Describe the blood donation process and investigate related issues. Examples: compatible blood groups, screening procedure, frequency of donation, use of donated blood products, blood-borne diseases... Compare the structure and function of blood vessels. Examples: diameter, elasticity, muscle layers, valves, what they transport... Identify the materials transported between cells and capillaries. Include: carbon dioxide, oxygen, hormones, nutrients, and nitrogenous wastes Describe the cardiac cycle. Include: systole and diastole Describe, in general terms, the nervous and chemical control of heartbeat. Explain the meaning of blood pressure readings and identify the normal range. Include: given as a ratio of systolic over diastolic Identify factors that affect blood pressure or cardiac function and describe their effects. Examples of factors: exercise, caffeine, nicotine, shock, beta blockers, diuretics, hormones, stress...examples of effects: low blood pressure, high blood pressure, increased heart rate... Explain how transport systems help to maintain homeostasis in the body. Include: transport nutrients, oxygen, carbon dioxide, wastes, and hormones; help maintain fluid balance; regulate body temperature; and assist in the defence of the body against invading organisms Distinguish between cellular respiration, internal respiration, and external respiration. Identify major structures and functions of the human respiratory system from a diagram, model, or specimen. Include: lungs, pleura, nasal cavity, epiglottis, bronchi and bronchioles, alveoli, pulmonary capillaries, diaphragm, pharynx, larynx, trachea, uvula, ribs, and intercostal muscles Describe how breathing is controlled to help maintain homeostasis in the human body. Include: chemoreceptor and medulla oblongata Investigate and describe conditions/disorders associated with transportation and/or respiration in the human body. Examples: cardiovascular diseases... Identify personal lifestyle choices that contribute to cardiovascular and respiratory wellness. Examples: active lifestyle, not smoking... Unit 4: Excretion and Waste Management Identify the primary metabolic wastes produced in the human body and the source of each. Include: ammonia, urea, mineral salts, carbon dioxide, and water Describe the roles of the major excretory structures in eliminating wastes and helping the body maintain homeostasis. Include: kidneys, lungs, skin, and intestines Describe the important role of the liver in the process of excretion and the maintenance of homeostasis.

3 Identify structures of the human urinary system from a diagram, model, or specimen, and describe the function of each. Include: kidneys, renal cortex, renal medulla, renal pelvis, renal arteries and veins, ureters, urinary bladder, urethra, and urinary sphincters Explain the processes of filtration, reabsorption, and secretion in the nephron. Describe the feedback mechanisms associated with water and salt balance and their role in the maintenance of homeostasis in the human body. Include: antidiuretic hormone (ADH) and aldosterone Describe what types of information can be gained through urinalysis. Examples: performance-enhancing drugs, diabetes, recreational drugs, pregnancy, infections, kidney failure or damage... Investigate and describe issues related to kidney failure and treatment options available. Examples: organ transplant, personal lifestyle, dialysis... Unit 5: Protection and Control Describe the body s defence mechanisms for protection from foreign agents. Include: non-specific and specific defences Describe the body s response to allergens, vaccines, and viruses/bacteria. Include: inflammatory response and immune response Explain the role of the lymphatic system in protecting the human body. Include: lymph vessels, lymph nodes, and lymph Investigate issues related to the immune system and the protection of public health. Examples: immunization policies, travel bans and advisories, epidemics... Describe the major organization of the nervous system. Include: central nervous system and peripheral nervous system (autonomic and somatic) Identify the functional regions of the brain. Examples: general anatomy such as cerebellum, specific regions responsible for speech and other functions, left-brain/right-brain concept... Explain how a nerve impulse travels a particular pathway using chemical and electrical signals. Include: synapse Compare the general roles of nervous and hormonal controls, recognizing that the nervous and endocrine systems interact to maintain homeostasis in the human body. Include: communication, speed, duration, target pathway, and action potential Explain the effects of a concussion on brain function and the implications of multiple concussions. Include: second impact syndrome Describe how personal lifestyle choices can influence the functioning of protection and/or control systems. Examples: impact of recreational drugs, use of anabolic steroids, lack of sleep, poor diet, non-use of protective equipment... Investigate and describe conditions/disorders that affect protection and/or control in the human body. Unit 6: Wellness and Homeostatic changes Analyze examples of how different body systems work together to maintain homeostasis under various conditions. Examples: cold weather, organ transplant... Recognize that aging is a progressive failure of the body s homeostatic responses and describe some changes that take place in different body systems as we age. Examples: less blood and oxygen delivered to muscles and other tissues due to decreased efficiency of heart and lungs; lower calorie requirement due to decreased metabolic rate; increased susceptibility to autoimmune diseases due to fall in number of T cells and decreased activity of B cells... Recognize the difficulties faced in defining death and identify some of the different definitions in use today. Examples: medical definition, legal definition, religious viewpoint... Identify and analyze social issues related to the process of dying. Examples: euthanasia, advanced directive, choice of treatments, organ donation, availability of palliative care...

4 Describe how technology has allowed us to control our wellness, and describe the ethical dilemmas that the use of technology can create. Examples: reproductive technologies, stem-cell research, surgery, anaesthetic, pharmaceuticals... Required Supplies (MUST have available every class) Binder & loose-leaf Calculator Ruler Pen/Pencil Pencil Crayons Labs During this class, we will be doing several labs. Please dress appropriately for labs: DO NOT wear your best clothes as some of the labs are messy and you will get dirty. Labs are done to emphasize what is being learned in class. You will use a variety of lab equipment that may include such items as microscopes, scalpels, glassware, acids, etc. Using this equipment requires a certain level of maturity and care. I will expect this level of maturity from all students in the class. Extra Help If at anytime you need extra help, please come and talk to me. I can help you during class time, or we can make arrangements for help outside of class. Remember, I m here to help you, but it is up to you to seek out that help. Missed Tests If you miss a test for an excused absence, you must see me the next time you are in class to make arrangements to write a make-up test. If you miss a test due to an unexcused absence, a mark of zero will be earned. Late Assignments Assignments are given regularly to reinforce what you are learning in class. It is expected that those assignment will be completed on time and to the best of your abilities. Often the work we do in class will depend on everyone having their assignments complete. If you are unable to turn in an assignment on time you should speak to me ahead of time. Late assignments may be accepted at a penalty, or NOT ACCEPTED AT ALL! If the assignment has been marked and returned to students, it will no longer be accepted. At that point it is ineligible for a mark. With both tests and assignments I reserve the right to make exceptions on a case by case basis. Speak to me. Mark Breakdown Marks will run continuously for the entire semester and are broken down into the following categories: Assignments/Homework Checks: 15% Quizzes: 10% Tests/Major Labs/Major Projects: 45% Final Exam: 30% All marks are recorded and available on Jupiter Ed. ( Students MUST register their accounts, and can check their own marks there.

5 Classroom Rules and Expectations 1. Come with a good Attitude. If you come to class with a good attitude, you will be ready to work and learn. 2. Always come prepared. Every class that you come to you will need to bring your binder, textbook, and something to write with. There is no reason to go to your locker to get these things once class as started. 3. Be on time. When you are late, you disturb the learning of other students and you miss the beginning of lessons. By being on time, you take a step towards succeeding in this course. 4. Use your time wisely. You will get enough time to complete most of your assignments in class. If you use your time wisely, you will have very little homework. 5. Food or Drink in class. Food or drink in class is not prohibited except on days that we are performing labs. However this rule is subject to change if you do not clean up after yourself. Take care of your body. It's the only place you have to live. - Jim Rohn

SCIENCE LEARNING JOURNAL

Winnipeg Adult Education Centre SCIENCE LEARNING JOURNAL BIOLOGY 30S: HUMAN BIOLOGY Scientist: 1 *inside cover* 2 Contents COURSE OBJECTIVES: SELF ANALYSIS... 5 Unit 1: Wellness and Homeostasis - Specific