Objectives

These are the learning objectives from the SaskLearning Department's Curriculum, that is, what it is expected that you will learn in Bio 30.

Unit I

Biology Foundational and Learning Objectives

 1.Appreciate the basic principles of chemistry which are involved in life processes.

1.1 Recognize that organisms are made of atoms. 1.2 Realize the relationship between the electron structure of atoms and the type of bond which forms. 1.3 Understand the relationship between chemical bonds and stored energy. 1.4 Recognize the importance and ongoing nature of various chemical reactions in the body. 1.5 Discuss a chemical reaction -the reactants, products and energy either required or produced. 1.6 Illustrate with examples the similarities and differences between synthesis and decomposition reactions. 1.7 Describe some relationships which exist between synthesis and decomposition reactions in relation to the functioning of the body ie., dynamic balance (homeostasis).

 2.Investigate the properties of carbohydrates, lipids, and proteins.

2.1 Explain how carbon‑based molecules interact with each other through hydrogen bonding. 2.2 Compare mono‑, di‑, and polysaccharides and then provide examples of their usefulness to a living system. 2.3 Describe the relationship between fatty acids and fats by providing examples to illustrate when they are useful to a living system. 2.4 Describe the relationship between amino acids and proteins with reference to the peptide bond. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.5 Discuss enzymes using a series of key words which should be included in a concept web with the heading <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">of proteins. (The key words are substrate, enzyme-substrate complex, lock and key, catalyst, factors affecting enzyme activity [temperature; relative concentration of substrate], enzymes, and coenzymes.) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.6 Indicate the component parts of a fat molecule. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.7 Recognize the value of proteins by using examples from the human body.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 3.Describe the structure of nucleic acids.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.1 Describe the similarities and differences in the structure of DNA and RNA. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.2 Describe the processes of replication and transcription.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Unit II

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Biology Foundational and Learning Objectives

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 1.Describe the structures and functions of cell components.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.1 Review evidence for the existence of cells. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.2 Observe, sketch, and describe a representative sampling of plant and animal cells. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.3 Describe the structure of a cell membrane. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.4 Describe the functions of the organelles found in eukaryotic cells. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.5 Contrast the structure of prokaryotic and eukaryotic cells.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 2.Explain how the processes of diffusion, active transport, photosynthesis, and respiration are accomplished in a cell.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.1 Identify the factors which influence the rate and direction of diffusion.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.2 Examine the mechanisms of active transport by identifying and explaining the two processes. (Process one involves the expenditure of energy where a carrier molecule takes a substance from one side of a <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">membrane to the other side of the membrane. Process two involves the inpocketing of material by a membrane ‑‑ pinocytosis and exocytosis.) <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.3 Recognize how the ATP‑ADP system, and the NAD‑NADH system, transfer energy within a cell. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.4 Compare aerobic and anaerobic metabolism. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.5 Describe the processes involved in photosynthesis and then compare the process of photosynthesis with respiration. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.6 Examine how the structure of the leaf is adapted for the processes involved in photosynthesis. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.7 Identify how osmosis is related to diffusion and the value of osmosis to living organisms. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.8 Compare the similarities and differences between active and passive transport. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.9 Indicate the importance of the light and dark reactions in the process of photosynthesis.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Unit III

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Biology Foundational and Learning Objectives

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 1.Explain the significance of Mendel's experiments and observations, and the laws derived from them.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.1 Explain the concept of independent events. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.2 Understand that the probability of an independent event is not altered by the outcomes of previous events. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.3 Describe Mendel's experiments and observations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.4 Describe the relationship between genotype and phenotype. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.5 Use the concept of the gene to explain Mendel's laws. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.6 Describe the ideas of dominant and recessive traits with examples. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.7 Consider the value of the punnett square by creating examples of mono and dihybrid crosses. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.8 Explain the law of segregation.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 2.Discuss the relationships among chromosomes, genes, and DNA.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.1 Describe how the genetic code is carried on the DNA. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.2 Outline the process of replication. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.3 Compare mitosis and meiosis. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.4 Describe the process of transcription. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.5 Describe the functions of mRNA, tRNA, amino acids, and ribosomes in protein synthesis. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.6 Describe the causes and effects of both chromosome and gene mutations. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.7 Consider the purposes and techniques of gene mapping. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.8 Examine incomplete dominance, alleles, sex determination, and sex‑linked traits in the context of human genetics. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.9 Discuss several human genetic disorders such as hemophilia, sickle‑cell anemia, Down's syndrome, and Tay‑Sach's disease. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.10 Discuss the similarities and differences between sex chromosomes and somatic chromosomes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.11 Using examples from living organisms discuss the importance of asexual and sexual reproduction to their growth and survival.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 3.Delineate the impact of biotechnology on our society.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.1 Describe the basic processes involved in the production of recombinant DNA. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.2 Discuss examples of current uses of recombinant DNA technology in the agricultural and pharmaceutical industries. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.3 Discuss the techniques of genetic screening. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.4 Consider the implications of genetic screening of adults, children, and fetuses.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 4.Discuss the application of population genetics to the study of evolution.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4.1 Describe the concepts of the deme and the gene pool. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4.2 Consider the Hardy‑Weinberg principle. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4.3 Describe the factors which influence genetic drift. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4.4 Consider the relevance of the gene pool and the idea of mutations to the concept of evolution which will be studied later in unit 5.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Unit IV

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Biology Foundational and Learning Objectives

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 1.Describe how nutrients and oxygen are moved to the body cells.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.1 Review the principles of diffusion and active transport. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.2 Contrast passive transport systems, as in the cnidaria, with active transport systems, such as the human blood circulation system. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.3 Compare open circulation systems, as in the grasshopper, with the closed systems of vertebrates. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.4 Compare the efficiencies of hearts with one, two, three, and four chambers. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.5 Describe the blood circulation pattern and vessels in the mammalian systems.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 2.Explain the functioning of the human circulation system.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.1 Describe the functions of the heart, lungs, kidneys, and liver in the circulation system. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.2 Describe the ABO and Rh typing systems for human blood. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.3 Consider the role of the blood in the immune system and the effect of the human immunodeficiency virus on the T4 cells of the blood. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.4 Research the use of artificial hearts, heart transplants, the and circulation machines used during open‑heart surgery. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.5 Discuss respiration by relating the activity to the physical structure like the lungs and blood and the cells fed by the blood.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 3.Describe the functions and functioning of nervous systems.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.1 Describe the structure of a neuron. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.2 Explain how neurons transmit impulses within and between themselves. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.3 Compare the complexity of nervous systems in the planaria, earthworm, and human. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.4 Contrast the functions of the central nervous system and the peripheral nervous system in humans. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.5 Compare the structure of the brains of reptiles and humans.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 4.Explain how the human endocrine system influences body development and maintenance.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4.1 Describe the general structure of hormones. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4.2 Describe the influence of the pituitary gland on body processes and on other glands. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4.3 Discuss the relationship between insulin and the body's control of blood sugar levels in the two forms of diabetes. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">4.4 Outline the functions of hormones produced by several other glands.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 5.Compare reproductive strategies among animal phyla.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.1 Contrast the advantages and disadvantages of asexual reproduction with those of sexual reproduction. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.2 Compare external fertilization with internal fertilization. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.3 Describe fertilization in the earthworm. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.4 Compare the amniotic egg of reptiles and birds with the structures which form in the uterus of a pregnant mammal.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.5 Describe the production of semen in humans. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.6 Describe the human female reproductive cycle from ovulation to either menstruation or implantation. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.7 Trace the major developmental events from implantation of a fertilized egg to the birth of a human baby. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.8 Identify the biofeedback mechanisms which are important in the regulation of the female reproductive cycle. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.9 Describe how the use of the hormones found in birth control pills alters the reproductive cycle. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.10 Discuss the relationship between the diet and health of the mother and the development of the fetus. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">5.11 Investigate some technologies related to reproduction, such as in vitro fertilization, use of fertility drugs, birth control, amniocentesis, genetic screening of prospective parents, sperm banks, etc.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Unit V

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">Biology Foundational and Learning Objectives

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 1.Explain how the evolutionary theory unifies biology.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.1 Describe how individual variations are produced. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.2 Discuss the action of natural selection on individuals, populations, and species. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.3 Explain how Darwin's observations led to his inferences about evolution. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">1.4 Compare the development of theories of evolutionary change (some examples ‑ Lamarck, De Vries, Weisman).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 2.Recognize evidence of evolution.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.1 Discuss the use of the fossil record in the creation of lines of phylogeny. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.2 Examine data from comparative anatomy and comparative embryology. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.3 Describe instances of evolution documented in earth history. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.4 Discuss the theory of continental drift and how that might have contributed to the changing variety of organisms that exist today. Where possible consider examples. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.5 Examine broad climatic changes during the earth's history (ice ages, melting of the ice caps) and consider how these changes may have contributed to the changing organisms. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">2.6 Examine the effects of migration and mutations on evolutionary change.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;"> 3.Discuss how evolution proceeds.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.1 Compare gradualism and punctuated equilibrium. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.2 Discuss the implications of the Hardy‑Weinberg principle. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.3 Describe the role of isolation in speciation. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.4 Identify both pre‑mating and post‑mating barriers to recombination and reproduction. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">3.5 Consider the speciation and development of humans.