Biology 30 Syllabus 2020
Biology 30 Syllabus 2020
Biology 30 Syllabus 2020
Standring
Course Outline
Materials:
Textbook provided - Biology (Alberta 20-30), Nelson
Binder/ Binder Dividers/Loose leaf/Graph paper
Pencils/Erasers/Pens
TI-83 or TI-84 calculator and ruler
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Relevant Text
Unit ~percentage of course time
Chapters
Feb 24-28 Senses & Hearing Review Eye Dissection Intro to Glands/ Pituitary
Days 14 – 18
Mar 2-4 Pituitary / Hypothalamus Adrenal Glands Pancreas
Days 19 – 21 Diabetes/ Hypoglycemia Project Due
Thur &Fri - Mar 5&6 – Convention – No School
UNIT 1 EXAM
Mar 9-13 Male Reproductive Female Reproductive
Days 22 – 26
Mar 16-19 Hormones in Reproductive Endocrine Disruptors Fertilization Embryo
Days 27 –30
Friday – Mar 20 – Day in Lieu – No School Fetal Development
Mar 23-27 Parturition Reproductive Technology
Days 31 – 35 UNIT 2 EXAM
Mar 30-Apr 3 Time for catch up or project work
Days 36 – 40
Apr 6-9 Cell Cycle Mitosis/ Somatic Cells Meiosis/ Sex Cells Reproductive
Days 41– 44 Strategies
Apr 10-19
Intro Mendel Single trait Incomplete/ Co dominance Cross over/ Mapping (NS
Fri)
Apr 20-23 Barr Bodies/ Multiple Allele Pedigree Genetic Counseling
Days 45 – 48
Friday – Apr 24 – PD Day – No School
Apr 27 - May 1 Combination-Punnett Squares Intro DNA DNA Replication
Days 49 – 53
May 4-8 DNA Assignment Protein Synthesis
Days 54 – 58
May 11-15 Mutation/ Recombination Society and Genetics
Days 59 – 63 UNIT 3 EXAM
May 19-21 Hardy Weinberg Principle Recessive Alleles Genetic Mutations
Days 64 – 66
Monday – May 18 – Victoria Day – No School
Friday – May 22 – PD Day – No School
May 25-29 Pop. Density J-Shaped / S-Shaped (NS Fri)
Days 67 – 71
Jun 1-4 Competition Mutualism Sustainability
Days 72 – 75
Friday – Jun 5 – PD Day – No School UNIT 4 EXAM
Jun 8-12 Review
Days 76 – 80
Jan. 15 – 19 Review
Days 81-85
Jun 22-25 Final Exam Tuesday Jun 23 9:00-3:00
Days 86 - 89
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Unit A: Nervous and Endocrine Systems
Overview: This unit examines the biological processes that mediate the interactions between humans
and their environment to maintain equilibrium. The nervous system contributes to homeostasis through
its response to internal and external stimuli. Endocrine glands help to maintain homeostasis through the
hormones they release into the blood. A study of the interactions between the nervous and endocrine
systems leads to an examination of the functioning of the central and peripheral nervous systems and
their ability to sense the environment and respond to it.
Focusing Questions: How does the human body maintain equilibrium between its internal and external
environments? What physiological processes and control systems are involved in maintaining homeostasis?
What medical technologies are available to alleviate disorders of the nervous and endocrine systems?
Students will:
1. explain how the nervous system controls physiological processes
2. explain how the endocrine system contributes to homeostasis.
Key Concepts: The following concepts are developed in this unit and may also be addressed in other
units or in other courses. The intended level and scope of treatment is defined by the outcomes.
• neuron • sensory receptors
• nerve impulse transmission • endocrine system and hormones
• central and peripheral nervous systems • homeostasis and feedback systems
• reflex arcs • endocrine and nervous system interactions
Unit B: Reproduction and Development
Overview: This unit investigates the human reproductive system as a representative mammalian system responsible
for propagating the organism and perpetuating the species. The processes associated with human reproduction and
development, as well as the regulation of these processes by hormones, are reviewed. The influence of environmental
factors on embryonic and fetal development is examined, as are various reproductive technologies.
Unit B will require approximately 20% of the time allotted for Biology 30.
Focusing Questions: How do the reproductive systems function to ensure survival of the species? What mechanisms
are responsible for regulating the reproductive systems? What are the major processes and events of human embryonic
and fetal development? How do reproductive technologies affect functioning of the reproductive systems, and what
impact do these technologies have on society?
Key Concepts: The following concepts are developed in this unit and may also be addressed in other units or in
other courses. The intended level and scope of treatment is defined by the outcomes.
Overview: This unit examines the two types of cell division, mitosis and meiosis. Students learn about chromosomal
behaviour during cell division and expand their knowledge of chromosomes by studying classical genetics. Classical
genetics is further extended to a molecular level by exploring the basic structure of deoxyribonucleic acid (DNA), its
role in protein synthesis and the impact of mutation.
Unit C will require approximately 40% of the time allotted for Biology 30.
Links to Mathematics: The following mathematics topics are related to the content of Unit C but are not
considered prerequisites.
• Measurement
• Probability
Focusing Questions: What cellular processes allow for growth and reproduction of an organism? What regulates the
transmission of genetic information from one generation to the next? How is DNA responsible for the production of
proteins? How has knowledge of the molecular nature of genes and DNA led to new biotechnologies and the
treatment of genetic disorders?
General Outcomes:
Students will:
1. Describe the processes of mitosis and meiosis
2. Explain the basic rules and processes associated with the transmission of genetic characteristics
3. Explain classical genetics at the molecular level.
Key Concepts: The following concepts are developed in this unit and may also be addressed in other units or in
other courses. The intended level and scope of treatment is defined by the outcomes.
• cell cycle • incomplete dominance and codominance
• mitosis and meiosis • polygenic and multiple allelic traits
• chromosome number • gene linkage
• karyotype • model of DNA
• alternation of generations • replication
• Mendel’s laws of heredity • transcription
• probability • translation
• monohybrid, dihybrid and sex-linked inheritance • mutation
• genetic engineering
Unit D will require approximately 15% of the time allotted for Biology 30.
Links to Mathematics: The following mathematics topics are related to the content of Unit D but are not
considered prerequisites.
Graphing and interpreting nonlinear data Solving nonlinear equations Measurement
Focusing Questions: How does one determine if populations are changing over time? In what ways may
individual members of a population interact with one another or with members of a different population? What
quantitative measures indicate that populations change over time? What role does society play in managing
wildlife populations?
General Outcomes: There are three major outcomes in this unit.
Students will:
1. Describe a community as a composite of populations in which individuals contribute to a gene pool that can
change over time
2. Explain the interaction of individuals in a population with one another and with members of other populations
3. Explain, in quantitative terms, the change in populations over time.
Key Concepts: The following concepts are developed in this unit and may also be addressed in other units or in
other courses. The intended level and scope of treatment is defined by the outcomes.
• Hardy-Weinberg principle • determiners of population size:
• gene pool o natality, mortality, immigration, emigration
• natural selection • population growth rate and population growth curves
• symbiotic relationships and other interactions • r- and K-selected reproductive strategies
• succession