Download Biology 30 A.P. program

Biology 30 Advanced Placement (A.P.) Course Outline
Welcome to A.P. Biology 30. This course is an integration of the Alberta Biology 30 program of studies
and the Advanced Placement Biology program of studies. It is a continuation of the A.P. Biology 20 and
Honors Science 10 programs at Holy Trinity Academy. The following is a list of the units and major
concepts specified by the Alberta Learning program of studies (a more detailed list of the concepts covered
is also provided). This is the format we will follow in this course. Wherever the Alberta Learning program
of studies does not cover material specified by the A.P. program this material will be added into the course
(see course concepts).
Biology 30 consists of 4 units of study:
Unit 1: Systems Regulating Change in Human Organisms (chapters 11, 12, 13) 5 weeks
1. humans regulate their physiological process using electrochemical systems
2. humans maintain homeostasis through the use of complex chemical control systems
Unit 2: Reproduction and Development (chapters 14, 15) 3 weeks
1. humans and other organisms have complex reproductive systems to ensure the survival of the species
2. reproductive success is regulated by chemical control systems
3. cell differentiation and organism development are regulated by a combination of genetics and
environmental influence
Unit 3: Cells, Chromosomes, and DNA (chapters 16, 17, 18) 7 weeks
1. Cells divide to increase in number but must reduce their chromosome number before combining at
fertilization (2 weeks)
2. genetic characters are handed down by simple rules (3 weeks)
3. classical genetics can be explained at a molecular level (2 weeks)
Unit 4: Change in Populations and Communities (chapters 19, 20) 3 weeks
1. communities are made up of populations that consist of pools of genes from the individuals of a
species
2. individuals of populations interact with each other and members of other populations
3. population change over time can be expressed in quantitative terms
Evaluation
Assignments, quizzes, labs
Unit tests
:In class final
50%
50%
48 multiple choice
12 numerical response
:Diploma exam
Student Expectations
1. Arrive to class on time and prepared, no food or cell phones in class
2. Raise your hand to speak. Don’t speak when someone else is speaking
3. Respect each other.
4. Work diligently in class and complete all homework to the best of your ability
Academic Expectations
1. Hand in and receive a passing grade on all lab reports, quizzes, and tests
2. Make up any missed work on the first day you return to school from an absence
3. Participate actively in all class activities.
Homework Policy
1. Late assignments will lose 10 %. If the homework/assignment is handed in after it is returned
to the class the maximum mark it can get is 50%. It is the responsibility of the student to inquire
about missed assignments.
2. Alternate assignments will be given to those who cannot do some dissections/labs or who miss
assignments with legitimate reasons
BIOLOGY 30 A.P.
UNIT 1
SYSTEMS REGULATING CHANGE IN HUMAN ORGANISMS
1. The human organism regulates physiological processes, using electrochemical control systems.
the human organism, like other organisms, maintains control over its internal environment with
neural systems, by extending from Science 10, Unit 1, energy systems, Science 10, Unit 2, cell processes
and Biology 20, Unit 4, the biological systems that maintain the organism’s equilibrium with the
environment, and by:
describing the structure and function of a neuron and myelin sheath, explaining the formation and
transmission of an action potential and the transmission of a signal across a synapse or neuromuscular
junction and the main chemicals and transmitters involved; i.e., norepinephrine, acetylcholine and the
enzyme that breaks them down
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List the parts of the central nervous system, peripheral nervous system, and autonomic nervous system
Describe what a neuron is and does, and differentiate between motor, sensory, and interneurons
identify and state the functions of the cell body, axon, dendrite, schwann cell, myelin, nodes of
Ranvier, synaptic knob/end plate, neurilemma, synapse, neuromuscular junction
distinguish between myelinated and unmyelinated nerve fibers
define resting potential, action potential, and refractory period.
explain the role of the sodium/potassium pump and ion channels/gates, establish resting potentials
explain how action potentials develop
explain what happens during the refractory period
describe how the signal is transmitted across the synapse or neuromuscular junction using
acetylcholine and cholinesterase
A.P. Signal transduction pathways link signal reception with cellular response
list several other neurotransmitters
relate types of stimuli, threshold values, and all or none response to action potentials
recognize that chemical transmitters may be excitatory and/or inhibitory
humans experience a range in intensity of stimuli because of changes in frequency of impluses.
observe neurons and neuromuscular junctions on prepared microscope slides
describing the composition and function of a simple reflex arc and the organization of neurons into
nerves
1. list the components of a reflex arc and trace the pathway of a reflex arc to and from the spinal cord
2. design and perform an experiment to investigate the physiology of reflex arcs.
C identifying the principal structures of the central and peripheral nervous systems and explaining
their functions in regulating the voluntary (somatic) and involuntary (autonomic) systems of the human
organism; e.g., cerebral hemispheres, cerebellum, pons, medulla, hypothalamus, pituitary, spinal cord,
sympathetic and parasympathetic nervous systems
1. identify and state functions of : cerebrum, lobes of cerebrum, hypothalamus, pons, medulla oblongata,
cerebellum, hemispheres of the cerebrum, corpus callosum, pituitary gland.
2. describe the organization of the peripheral nervous system (sensory, motor, somatic, autonomic)
3. relate the location of myelinated and unmylenated nerve fibres to white and gray matter in the CNS
4. explain the homeostatic functions of the autonomic nervous system
5. observe or identify the principal features of the brain using models and drawings.
D explaining how human organisms sense their environment and their spatial orientation in it; e.g.,
auditory, visual, skin receptors, olfactory, proprioceptors.
1. identify structure responsible for detecting external stimuli (mechanical, chemical, heat, light, sound)
2. identify and state the functions of: cornea, lens, iris, conjunctiva, iris, pupil, sclera, choroid layer, retina,
fovea centralis, blind spot, optic nerve, aqueous and vitreous humors, rods and cones
3. explain how the structures of the eye are used to form an image on the retina
4. explain how nerve impulses are generated in rod cells using rhodopsin
5. list common eye defects
6. identify and state the function of: outer ear, middle ear, inner ear, pinna, auditory canal, eardrum,
eustacian tube, ossicles, cochlea, organ or corti, vestibule, utricle, saccule, oval window, round window,
auditory nerve, semicircular canals
7. differentiate between static and dynamic equilibrium
8. describe how the ear converts sound into nerve impulses
9. observe and identify the principal features of the eye using models and dissections
10. perform experiments to measure the ability to discriminate objects visually
2. The human organism maintains homeostasis through the use of complex chemical control systems.
endocrine systems coordinate other organ systems through feedback to maintain internal homeostasis
as well as the organism’s equilibrium with the environment, by extending from Biology 20, Unit 4, the
maintenance of metabolic equilibrium, and by:
identifying the principal endocrine glands of the human organism; e.g., the hypothalamus/pituitary
complex, thyroid and adrenal glands, pancreas islet cells
1. define endocrine and exocrine glands, hormone, and target tissue
2. identify: pituitary, thyroid, thymus, adrenal, pancreas, ovaries, and testes
3. differentiate between steroid and protein hormone in their signalling action
describing the hormones of the principal endocrine glands; i.e., TSH/thyroxine, ACTH/cortisol
glucagon/ insulin, HGH, ADH, epinephrine, norepinephrine, aldosterone
1. describe the target tissue, producing gland, and general effects of the following hormones: ADH,
oxytocin, growth hormone,TSH, thyroxin, ACTH, adrenaline, aldosterone, cortisol, calcitonin,
parathormone, insulin, glucagon, FSH, LH, estrogen, progesterone, inhibin, prolactin, HCG.
C explaining the metabolic roles hormones play in homeostasis; i.e., thyroxine to metabolism, insulin
to blood sugar regulation, HGH to growth, ADH to water regulation
explaining how the endocrine system allows human organisms to sense their internal environment and
respond appropriately; e.g., sugar metabolism
1. define homeostasis and provide examples (blood pH, oxygen and carbon dioxide concentrations, blood
glucose, body temperature and water balance)
2. define negative feedback and draw a standard feedback loop
3. draw and explain the negative feedback loop for the regulation of metabolism, blood sugar regulation,
water regulation, and calcium regulation.
4. Distinguish between type I and type II diabetes
5. analysis and interpretation of data on blood and urine composition to infer the role of ADH and
aldosterone.
6. A.P. positive feedback mechanisms; ex. Lactation, labour in childbirth
7. A.P. The timing and coordination of physiological events are regulated by multiple mechanisms
D comparing the endocrine and neural control systems and explaining how they act together; e.g.,
stress and the adrenal gland
1. contrast the source (organs involved), mode of transmission (type of signal), pathway, duration of effect,
and reaction time of the nervous system and endocrine system
2. outline how the adrenal gland and autonomic nervous system react in times of stress
3. explain the general adaptation syndrome
describing, using an example, the physiological consequences of hormone imbalances.
1.
2.
describe the cause, symptoms of diabetes mellitus and goitre
A.P. Changes in signal transduction pathways can alter celluar response.
UNIT 2
REPRODUCTION AND DEVELOPMENT
1. Humans and other organisms have complex reproductive systems that ensure the survival of the
species. Human organisms have evolved a specialized series of ducts and tubes to facilitate the union of
an egg and sperm, by:
describing hormonal and chromosomal factors and explaining the physiological events resulting in
the formation of the primary (gonads) and secondary (associated structures) reproductive organs in the
female and male fetus
1. identify primary and secondary reproductive organs/characteristics is males and females
2. describe the hormones and chromosomal factors that influence development in the fetus
3. identify the chromosome composition of the zygote that determines the gonad development in the fetus
identifying the structures and describing their functions in female (e.g., ovaries, fallopian tubes ,
uterus, cervix, vagina) and male (e.g., testes, epididymus, vas deferens, seminal vessicles, prostate gland,
penis) reproductive systems
1. identify and describe the function of: testes, seminiferous tubules, interstitial cells, vas deferens, sertoli
cells, seminal vesicles, prostate gland, cowper’s gland, urethra, glans, epididymus
2. identify parts of the sperm cell including function of acrosome and mitochondria
3. describe the composition of semen and its purpose
4. define and explain spermatogenesis, define haploid, diploid, and list number and size of cells produced.
5. identify and describe the function of ovaries, fallopian tube, fimbrae, uterus, endometrium, and vagina,
clitorris, labia, hymen, vulva
6. differentiate between the follicle and the ovum
7. define and explain oogenesis, compare number and size of cells produced with spermatogenesis
8.distinguishing eggs and sperm from their supporting structures using prepared slides of ovaries and testes.
9.Annotate a light micropgraph of testis tissue to show the location and function of interstitial cells ,
germinal epithelium cells, developing spermatozoa and Sertoli cells
10. Annotate a diagram of the ovary to show the location and function of germinal epithelium, primary
follicles, mature follicle and secondary oocyte.
11. Label a diagram of a mature sperm and egg
C explaining how sexually transmitted diseases can interfere with the passage of eggs and sperm; e.g.,
chlamydia, gonorrhea.
1. explain the cause, effects, and treatments of chlamydia, gonorrhea, herpes, syphillis, AIDS
2.Reproductive success of organisms is regulated by chemical control systems.
the development of sexual anatomy and sexual functioning is influenced by hormones, by:
describing the role of hormones in the regulation of primary and secondary sex characteristics in
females and males
1. define the primary and secondary sex characteristics in males and females
2. describe the role of estrogen, progesterone, and testosterone in development of primary and secondary
sex characteristics.
identifying the principal reproductive hormones in the female and explaining their interactions in
the maintenance and functioning of the female reproductive system; e.g., estrogen, progesterone, LH,
FSH, prolactin, oxytocin
1.list the organ producing, function of the following hormones: FSH, LH, estrogen, progesterone, oxytocin,
prolactin (gonadotropins)
3. define menstruation and menopause and explain the function of these in the life cycle
4. list and explain the events in the 3 phases (4 parts) of the menstrual cycle, describing the negative
feedback of the female reproductive system
5. describe the use of estrogen, progesterone, and FSH treatments for affecting the reproductive cycle
6.
analyzing blood hormone data and physiological events of a single menstrual cycle, and inferring the
roles of the female sex hormones.
C identifying the principal reproductive hormones in the male and explaining their interactions in th e
maintenance and functioning of the male reproductive system; e.g., testosterone, luteinizing hormone
(LH), follicle stimulating hormone (FSH)
1. list the organ producing, function, and effects of the male hormones: FSH, LH, testosterone, inhibin
2.describe the negative feedback of the male reproductive system
3.analyzing blood hormone data and physiological events, and inferring the roles of the male sex hormones.
D comparing the cyclical patterns of reproduction in humans with that of nonprimate mammals.
1. describe how menstruation is limited to the females of only a few animal species and that other
animals have other reproductive patterns/cycles
2. compare estrous cycle with menstrual cycle
3. define hermaphrodites and list examples of animals that are true hermaphrodites
3.Cell differentiation and organism development are regulated by a combination of genetic, endocrine,
and environmental influences.
events following conception are governed by a combination of genetic, endocrine and environmental
influences, by extending from Biology 20, Unit 4, the human organism as a system, and by:
tracing the processes of fertilization, implantation, extraembryonic membrane formation (e.g.,
amnion, chorion, yolk sac, placenta), embryo development, parturition and lactation, and the control
mechanisms of those events; e.g., progesterone, LH, chorionic gonadotropin, oxytocin, prolactin
1. define fertilization, zygote, embryo, fetus, implantation, extraembryonic membrane, amnion, chorion,
yolk sac, placenta, umbilical cord, and amniotic fluid.
2. list the three germ layers and what systems develop from each
3. describe the origin of the germ layers from the blastocyst
4. explain the significance of the endometrium and the formation of the placenta
5. explain how hormones secreted by the pituitary(FSH, LH, prolactin, oxytocin), ovary(estrogen,
progesterone), and placenta(HCG, estrogen, progesterone, relaxin) regulate the development of the
endometrium and placenta
describing fetal development from implantation to full term in the context of the main physiological
events that occur in the development of organ systems during each major stage (trimester) and the
influence of environmental factors on the development of these systems; e.g., alcohol, drugs, pathogens
1. summarize the physical development that occurs in each trimester of fetal development
2. list environmental agents (teratogens) that can influence development
3. observing the stages of embryo development and identifying the principal structures.
4. A.P. Timing and coordination of specific events are necessary for the normal development of an
organism, and these events are regulated by a variety of mechanisms.
5A.P. Interactions between external stimuli and regulated gene expression result in specialization of cells,
tissues and organs.
6. A.P. Explain SRY gene and male development
7. A.P. Explain HOX genes and their role in development
8. Describe how parturition is initiated by changes in hormone levels and uterine changes
9. describe the structure of the mammary gland
10. explain how hormones and physical stimulation interact to initiate lactation
C describing the physiological or mechanical basis of different reproductive technology methods; e.g.,
conception control, in vitro fertilization, infertility reversal.
1. summarize birth control technologies
2. describe the process of in vitro fertilization
3. outline the procedures of amniocentesis, ultrasound, chorionic villus sampling and explain their uses.
4. Outline the process of in vitro fertilization and discuss the ethical issues of in vitro fertilization
UNIT 3
CELLS, CHROMOSOMES AND DNA
1. Cells divide to increase in number but must reduce their chromosome number before combining at
fertilization.
chromosomes are duplicated before cells divide; that daughter cells get one complete set of
chromosomes; that chromosome number must be reduced before fertilization; and that variations in the
combination of genes on a chromosome can occur during that reduction, by recalling from Science 10,
Unit 2, that growth may involve increasing cell number, and by:
explaining, in general, the events of the cell cycle, including cytokinesis, and chromosomal
behaviour in mitosis and meiosis
1. list the parts of the cell cycle and describe the events that occur in each
2. define chromosome, chromatin, chromatid, DNA, centromere
3. list and describe the stages that occur in mitosis
4. list factors that initiate, control, or inhibit mitosis
5. A.P. define and explain mitosis promoting factor MPF
6. distinguish somatic cells from sex cells
7. identify the stages of the cell cycle and calculate the duration of each stage form observations of
prepared slides or onion root tip cells
8. list and describe the stages that occur in meiosis
9. Define homologous chromosomes
10. list factors that initiate, control, or inhibit mitosis
11. prepare microscope slides to demonstrate stages of mitosis
12. performing a simulations to demonstrate the behaviour of chromosomes during meiosis
13. outline differences in mitosis and cytokinesis between animal and plant cells
14. state that meiosis is a reduction division in terms of diploid and haploid numbers of chromosomes
15. Outline the process of crossing over and its effects on the genetic variety of gametes.
16. Explain how the movement of chromosomes during meiosis can rive rise to genetic variety in the
resulting haploid cells
17. Explain that cells in multicellular organisms differentiate to carry out specialized functions by
expressing some of their genes but not others
describing the processes of spermatogenesis and oogenesis and the necessity for chromosomal
number reduction in meiosis
1. describe the necessity for reduction division before fertilization (recombination)
2. compare spermatogenesis and oogenesis by describing the numbers and types of gametes produce during
human gameotgenesis, and timing and release of gametes
3. explain how fertilization restores diploid chromosome number
C describing the processes of nondisjunction and crossing over; and evaluating their significance on
organism development
1. illustrate and describe the process of crossing over and evaluate its effect on the genetic makeup of an
organism
2. describe how nondisjuction results in trisomy or monosomy
3. explain Down’s syndrome, Turner’ syndrome, and Klienfelter syndrome
4. explain, identify, build, and interpret normal and abnormal human karyotypes
5. describe one application of karyotyping, and the technologies used to obtain and process the cells
D comparing the processes of mitosis and meiosis
1. compare the number and type of chromosomes in haploid gametes to those in diploid cells
2. compare where, when, and why mitosis and meiosis occur in organisms
3. compare the number and type of cells produced during mitosis and meiosis
comparing the formation of fraternal and identical offspring in a single birthing event
1. explain how fraternal and identical twins form
F describing the diversity of reproductive strategies by comparing the alternation of generations in a
range of plants and animals; i.e., pine, bee, mammal.
1. compare reproductive tactics such as budding, binary fission, spore production, self-fertilization, cross
fertilization, and seed production
2. explain gametophyte, sporophyte, and alternation of generations
3. distinguish between asexual and sexual reproduction.
2. Genetic characters are handed down by simple rules.
chromosomes consist of a sequence of genes and their alleles, and that during meiosis and fertilization
these genes become combined in new sequences, by extending from Biology 30, Unit 2, fertilization and
development in the human organism, and by:
describing the evidence for the segregation of genes and the independent assortment of genes on
different chromosomes, as investigated by Mendel
1. distinguish hereditary characteristics from acquired characteristics.
2. describe the composition and organization of a chromosome.
3. explain gene, allele, locus, genotype, phenotype, homozygous dominant, heterozygous, and homozygous
recessive, and carrier
4. explain how genotype influences phenotype
5. translate phenotypes to appropriate genotype symbols, and vice versa
6. illustrate and interpret results of monohybrid and dihybrid crosses using Punnett squares (provide
genotype and phenotype ratios or numbers or percentages of offspring)
7. interpolate the genotypes or phenotypes of parents by observing genotype and phenotype ratios of
offspring.
8. list and explain the four principles (laws) of Mendelian genetics; illustrate using Punnett squares.
9. summarize the chromosomal theory of inheritance
10. determine and illustrate the relationships between alleles by performing crosses and/or observing
phenotype and genotype ratios of these crosses (dominant-recessive, test cross, co-dominant, incomplete
dominant, lethal, sex-linked, sex-influenced, multiple alleles)
11. apply the rule of independent events and the product rule to crosses.
13. illustrate and interpret data using pedigree charts (deduce genotypes and phenotypes)
14. Perform simulations to investigate the relationships between chance and genetic inheritance
15. Design a procedure and collect data in groups or families to demonstrate the presence of single and
multiple alleles in human inheritance
16. Design and perform an experiment to demonstrate the inheritance pattern of a trait controlled by a
single pair of genes.
17. Define polygenic inheritance and provide an example
explaining the influence of crossing over on the assortment of genes on the same chromosome; e.g.,
gene linkage
1. Describe and define linked genes (define a linkage group)
2. explain the effect of crossing over on phenotype ratios in a population.
3. interpret recombination frequencies and construct simple gene maps using recombination frequencies.
4. Define recombination
5. Identify which of the offspring in dihybrid crosses are recombinants
6. Explain an example of a cross between two linked genes
C explaining the significance of sex chromosomes compared to autosomes, as investigated by Morgan.
1. distinquish a sex chromosome from an autosome; state differences between them
2. describe the combination of sex chromosomes that determine male versus female
3. state two examples of sex linkage and describe the pattern of inheritance of sex-linked traits (color
blindness and hemophilia)
4. interpret data to determine if an allele is sex-linked
3. Classical genetics can be explained at a molecular level.
genetic information in chromosomes is translated into protein structure; that the information may be
manipulated; and that the manipulated information may be used to transform cells, by:
summarizing the historical events that led to the discovery of the structure of the DNA molecule, as
described by Watson and Crick
1. describe the contributions of Watson, Crick, Wilkins, and Franklin
2. A.P. describe the Avery-Macleod-McCarty experiments and the Hershey-Chase experiments.
describing, in general, how genetic information is contained in the sequence of bases in DNA
molecules in chromosomes; how the DNA molecules replicate themselves; how the information is
transcribed into sequences of bases in RNA molecules and is finally translated into sequences of amino
acids in proteins
1. A.P. List genetic material in prokaryotes, viruses, and eukaryotes
2. explain the relationship between genes and DNA
3. state that chromosomes are composed of DNA and protein
4. compare the functions of structural genes, regulator genes, oncogenes, introns, and exons
5. describe the molecular structure of DNA and its shape including hydrogen bonding between base pairs
6. define: nucleotide, phosphate, nitrogen base, deoxyribose
7. list the four different nitrogen bases
8. explain how, when, and why DNA replicates
9. explain the ‘one gene-one enzyme’ (polypeptide) hypothesis
10. describe the molecular structure and shape of RNA
11. design and construct a model of DNA to demonstrate general structure and base arrangement
12. list the 3 types of RNA and describe the function of each.
13. trace the steps in transcription and explain the functions of codons, anticodons, initiator and terminator
codons
14. summarize the events that occur during translation
15. perform simulations to demonstrate the replication of DNA and transcription and translation
16. explain the significance of amino acid sequences within proteins
17. A.P. Outline the structure and function of nucleosomes including histone proteins and DNA
18. State that only a small proportion of the DNA in the nucleus constitutes genes and that the majority
consists of repetitive sequences
19. A.P. Explain the structure of DNA including the antiparallel strands, 3’-5’linkages and hydrogen
bonding between purines and pyrimidines
20. State that DNA replication is semi-conservative (explain)
21. A.P.State that DNA replication occurs in a 5’-3’ direction of the growing strand
22. A.P.Explain the process of DNA replication in prokaryotes including the role of enzymes (helicase,
DNA polymerase III, RNA primase, DNA polymerase I and DNA ligase), Okazaki fragments
23. A.P.State that DNA replication is initiated at many points in eukaryotic chromosomes.
24. A.P.Compare the structure of RNA and DNA
25. A.P.Outline DNA transcription in terms of the formation of a RNA strand complementary to the DNA
strands by RNA polymerase
26. Describe the genetic code in terms of codons composed of triplets of bases
27. A.P.State that transcription is carried out in a 5’-3’ direction
28. A.P.Explain the process of transcription in prokaryotes including the role of promoter region, RNA
polymerase, and the terminator
29. Outline the difference between introns and exons
30. A.P.State that eukaryotic RNA needs the removal of introns to form mature mRNA (and that this
process is called splicing)
31. A.P.Outline the structure of ribosomes including protein and RNA composition, large and small
subunits
32. A.P.Draw and label a diagram showing the structure of a peptide bond between two amino acids
33. A.P.State that translation consists of initiation, elongation and termination
34. A.P.State that translation occurs in a 5’-3’ direction
35. A.P. define retrovirus and the function of reverse transcriptase
36. A.P. gene regulation results in differential gene expression, leading to cell specialization
C explaining, in general, how restriction enzymes and ligases may cut DNA molecules into smaller
fragments and reassemble them with new sequences of bases
1. define restriction enzyme and ligase and provide an example of each
2. performing a simulation to demonstrate the use of restriction enzymes and ligases in creating new
DNA sequences.
3. Outline the use of polymerase chain reaction (PCR) to copy and amplify minute quantities of DNA
4. State that, in gel electrophoresis, fragments of DNA move in an electric field and are separated
according to their size
5. State that gel electrophoresis of DNA is used in DNA profiling
6. Describe the application of DNA profiling to determine paternity and also in forensic investigations.
7. State two examples of the current uses of genetically modified crops or animals
8. Discuss the potential benefits and possible harmful effects of one example of genetic modification
9. Define Clone
10. Outline a technique of cloning using differentiated animal cells
11. Discuss the ethical issues of therapeutic cloning in humans
D explaining, in general, how cells may be transformed by inserting new DNA sequences into their
genomes
1. explain what genetic engineering is and list 2 benefits and 2 ethical or moral concerns raised by this
technology
2. Define Genome and provide examples, applications, and outcomes
E explaining how a random change (mutation) in the sequence of bases provides a source of genetic
variability
1. define mutation (gene and chromosome) and list 3 classes of mutations
2. describe the effect of a mutation on transcription, translation, and protein synthesis, and how this may
or may not change the function of a gene
3. analyzing and inferring, from published data, the relationship between human activities (ex.smoking)
and changes in genetic information, that lead to inheritable mutations and cancer.
4. Outline the difference between an insertion and a deletion
5. Explain the consequence of a base substitution mutation in relation to the process of transcription and
translation, using the example of sickle cell anemia
F explaining how information in nucleic acids contained in the nucleus, mitochondria and
chloroplasts gives evidence for the relationships among organisms of different species.
1. explain why similarities in genome indicate common ancestry
2. describe how differences in genomes of similar organisms originated
3. explain the protein clock theory
4. explain the use of mitochondrial DNA in establishing relationships among organisms
UNIT 4
CHANGE IN POPULATIONS AND COMMUNITIES
1. Communities are made up of populations that consist of pools of genes from the individuals of a
species.
populations can be defined in terms of their gene pools, by extending from Biology 20, Unit 3, the
nature of variation and adaptation in populations, and by:
describing the Hardy–Weinberg principle and explaining its importance to population gene pool
stability and the significance of nonequilibrium values; e.g., evolution of a population
1. define gene pool and allele frequency
2. describe how evolution affects gene pools
3. State the Hardy-Weinberg principle
4. Outline the mathematical equation depicting the Hardy-Weinberg principle
5. Define equilibrium and nonequilibrium values
6. Explain ‘genetic equilibrium’
7. List and analyze the five requirements/ assumptions of the Hardy-Weinberg equilibium
describing the conditions that cause the gene pool diversity to change; e.g., random genetic drift,
gene migration, differential reproduction
1. describe random genetic drift, gene migration and differential reproduction and their effect on gene
pool diversity
2. demonstrate how gene frequency within a population either conforms to or rejects the Hardy-Weinberg
principle
3. State that evolution involves a change in allele frequency increasing in a population’s gene pool over a
number of generations
4. (A.P.)Genetic drift is a nonselective process occurring in small populations.
5. (A.P.) Reduction of genetic variation within a given population can increase the differences between
populations of the same species.
C applying, quantitatively, the Hardy–Weinberg principle to observed and published data
1. Solve problems using the Hardy-Weinberg equation and interpret the results
2. Compare the evolution of a population with the Hardy-Weinberg genetic equilibrium
3. Apply the Hardy-Weinberg principle by performing experiments and simulations
4. Performing simulations to demonstrate population growth and gene pool change.
D describing the molecular basis and significance of gene pool change over time; i.e., mutations.
1. describe how mutation affect DNA
2. explain how mutations lead to changes in observable characteristics in organisms.
3. Explain the significance of variation in populations
4. Explain the significance of gene pool change over time
5. make predictions about populations that are not evolving
6. explain microevolution, macroevolution, speciation, geographic isolation within the context of changes
in gene pool over time
2. Individuals of populations interact with each other and members of other populations.
interactions occur among members of the same population of a species as well as among members of
populations of different species, by:
describing the basis of symbiotic relationships, i.e., commensalism, mutualism, parasitism, and
interspecific and intraspecific competition and their influences on population changes
1. Define symbiotic relationship and list 3 types
2. Define and compare commensalism, mutualism, and parasitism
3. Analyze symbiotic relationships in a given community
4. Define and give examples of interspecific and intraspecific competition and explain how these can
influence a population
describing the relationships between predator and prey species and their influence on population
changes; and explaining the role of defence mechanisms in predation; e.g., mimicry, protective
colouration
1. Define predation, predator, and prey
2. Describe how predation affects the growth of a population
3. Illustrate growth of predator and prey population over successive generations
4. List and explain defence mechanisms: mimicry, camoflauge, warning coloration, behavior strategies
5. Performing simulations to investigate the relationships between predators and their prey
C explaining how mixtures of populations that define communities may change over time or remain
as a climax community; e.g., primary succession, secondary succession.
1. Define climax community, primary succession, secondary succession, seral stages, pioneer species,
indicator species
2. Illustrate how a community is characterized by its populations (review different ecosystem/biomes)
3. Population change over time can be expressed in quantitative terms.
populations grow in characteristic ways, and that the changes in population growth can be quantified,
by extending from Biology 20, Unit 3, variations within populations, and by:
A describing and explaining, quantitatively, factors that influence population growth; i.e., mortality,
natality, immigration, emigration
1. define population, community, species, habitat, ecological niche, geographic range, mortality, natality,
immigration, and emmigration
2. explain factors that affect mortality, natality, immigration, and emmigration
3. define and compare open and closed populations
4. calculate the density of a population
5. calculate per captia growth rate of a population
6. calculate the growth of a population over several years
7. identify density dependent and density independent factors
8. graphing and interpreting population growth data on a variety of organisms
9. designing and performing an experiment to demonstrate the affect of environmental factors on
population growth.
describing the growth of populations in terms of the mathematical relationship among carrying
capacity, biotic potential and the number of individuals in the population
1. define carrying capacity, biotic potential, environmental resistance
2. list three factors that which set limits to population increase
3. describe the mathematical relationship between carrying capacity, biotic potential, and the number of
individuals in the population
4. A.P. Mathematical models and graphical representations are used to illustrate population growth
patterns and interactions.
C explaining, quantitatively, the behaviour of populations, using different growth patterns; i.e., r- and
K-strategies, J and S curves
1. list the characteristics or r- selected and k- selected species
2. compare growth patterns for r and k selected species
3. list the parts of a S (sigmoid or logistic) and J shaped growth curve
4. explain the lag, growth, stationary, and death phases, and carrying capacity of growth curves
5. identify on a growth curve the above 5 terms
6. illustrate how changes in the factors that influence population growth would affect a population growth
curve
7. interpret growth curves of different populations showing different growth patterns
8. interpret population-age structure pyramids in terms of resource consumption