SCIENCE LEARNING JOURNAL

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1 Winnipeg Adult Education Centre SCIENCE LEARNING JOURNAL BIOLOGY 30S: HUMAN BIOLOGY Scientist: 1

2 *inside cover* 2

3 Contents COURSE OBJECTIVES: SELF ANALYSIS... 5 Unit 1: Wellness and Homeostasis - Specific Learning Outcomes... 7 Unit 2: Digestion and Nutrition... 9 Unit 3: Transportation and Respiration...11 Unit 4: Excretion and Waste Management...14 Unit 5: Protection and Control...16 Unit 6: Wellness and Homeostatic changes...18 PERSONAL REFLECTIONS...20 EVALUATIONS...40 Evaluation Questions

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5 COURSE OBJECTIVES: SELF ANALYSIS In the next few pages, rank your understanding of what you have learned in class. A rank of 1 means you don t understand the outcome at all and have not acquired the necessary skills, while a 10 means that you have mastered the topic and successfully acquired all the necessary skills (see scale below). Not Acquired. Some Skills Acquired Successfully Acquired This is a method for you to see how well you are understanding the course material, and help you focus on areas you may need to spend more time reviewing. 5

6 *Intentionally Blank* 6

7 WAEC: BIOLOGY 30S - Rating of Essential Skills Student: My Mark so far: % Unit 1: Wellness and Homeostasis - Specific Learning Outcomes Rating Guide: Not acquired some skills acquired successfully acquired Increase awareness of personal wellness, as well as personal and family health history. Rating (0-10) 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 7

8 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 Teacher s Name: Date: 8

9 WAEC: BIOLOGY 30S - Rating of Essential Skills Student: My Mark so far: % Unit 2: Digestion and Nutrition Rating Guide: Not acquired some skills acquired successfully acquired 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... Rating (0-10) 9

10 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 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. Teacher s Name: Date: 10

11 WAEC: BIOLOGY 30S - Rating of Essential Skills Student: My Mark so far: % Unit 3: Transportation and Respiration Rating Guide: Not acquired some skills acquired successfully acquired Essential Skill Rating (0-10) 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... 11

12 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 12

13 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... Teacher s Name: Date: 13

14 WAEC: BIOLOGY 30S - Rating of Essential Skills Student: My Mark so far: % Unit 4: Excretion and Waste Management Rating Guide: Not acquired some skills acquired successfully acquired Essential Skills Rating (0-10) 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. 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. 14

15 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... Teacher s Name: Date: 15

16 WAEC: BIOLOGY 30S - Rating of Essential Skills Student: My Mark so far: % Unit 5: Protection and Control Rating Guide: Not acquired some skills acquired successfully acquired Essential Skills Rating (0-10) Describe the body s response to allergens, vaccines, and viruses/bacteria. Include: inflammatory response and immune response Describe the body s defence mechanisms for protection from foreign agents. Include: non-specific and specific defences 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) 16

17 Identify the functional regions of the brain. Examples: general anatomy such as cerebellum, specific regions responsible for speech and other functions, left-brain/rightbrain 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. Teacher s Name: Date: 17

18 WAEC: BIOLOGY 30S - Rating of Essential Skills Student: My Mark so far: % Unit 6: Wellness and Homeostatic changes Rating Guide: Not acquired some skills acquired successfully acquired Essential Skills Rating (0-10) 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... 18

19 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... Teacher s Name: Date: 19

PERSONAL REFLECTIONS An important of learning is being able to reflect on how you are doing, identify areas where you are struggling and why, and then identify ways of overcoming

20 PERSONAL REFLECTIONS An important of learning is being able to reflect on how you are doing, identify areas where you are struggling and why, and then identify ways of overcoming those difficulties. These will be done once a week so that you can assess where you are at in your learning. This information will not be shared and is for your own personal growth. 20

21 Date: Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 21

22 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 22

23 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 23

24 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 24

25 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 25

26 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 26

27 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 27

28 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 28

29 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 29

30 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 30

31 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 31

32 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 32

33 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 33

34 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 34

35 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 35

36 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 36

37 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 37

38 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning Date: 38

39 Science Learning Journal Topics covered in this unit: The big idea for this topic was Strategies I used to help me My strengths in this topic were Additional study notes for future assessment I could have worked on..to improve my standing of this topic. I wish we had The challenges I encountered that inferred with my learning 39

40 EVALUATIONS In the next page, please answer the evaluation questions about this science journal and hand in to your teacher on the last day of the course. Thank you. 40

41 Evaluation Questions 1. How has this Science Learning Journal helped you? Please give some detail. 2. What else can be added to the journal to make it more helpful? **** Please tear out this page and give it to your teacher at the end of the course. **** *back inside cover* 41

42 *back cover* 42

Title: Series Title (if applicable): Format: Copyright Date: ISBN:

MANITOBA CALL FOR BIOLOGY CURRICULUM CORRELATION FORM Resource ID #(s) Title: Series Title (if applicable): Format: Copyright Date: ISBN: Student Resource Teacher Resource Indicate in the boxes below the