Biology 2201 Final Exam Outline
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Unit 1 à explain the cell
theory à define biogenesis
and abiogenesis àdescribe how the
contributions of scientists lead to a better understanding of biogenesis and
abiogenesis Include: (i) Aristotle (ii)
Redi (iii) Needham (iv) Spallanzani (v) Pasteur à analyze and
describe how scientific understanding was revised as a result of the
invention of the microscope à explain how the
invention of the microscope permitted scientists to discover the existence of
cells à explain the
contributions of (i) Hooke (ii)
Leeuwenhoek à describe how the
contributions of scientists lead to the progressive development of the cell
theory (i)
Brown (ii) Schleiden (iii)
Schwann (iv) Braun (v)
Virchow (vi) Pasteur à compile and
display, using line diagrams and/or digital imagery, evidence and information
collected through the use of
the microscope – draw a biological
drawing which includes the concept of field of view and calculation of
specimen size – define depth of
field • describe and
evaluate the design of microscope technologies and the way they function
(compound, scanning electron microscopes and transmission scopes) – compare different
microscopes in terms of illumination, magnification, and specimen preparation àusing different
types of cells as examples, compare and contrast prokaryotic and eukaryotic
cells - describe the
structural differences between prokaryotic and eukaryotic cells - observe features
of prokaryotic and eukaryotic cells using microscope technology • describe the
appearance of cell organelles visible with the light and electron microscopes – examine and
compare images of cell structure generated by both the light and electron
microscopes |
–describe the role of
the following cellular parts: (i) cell
membrane (ii) cytoplasm (iii) nucleus (iv) nucleolus (v) endoplasmic reticulum (vi) ribosome (vii)mitochondria (viii)chloroplast (ix) vacuole (x) vesicle (xi) golgi apparatus (xii)
microtubules/filaments (xiii)cilia (xiv)lysosome (xv) flagella (xvi)cell wall – compare plant and
animal cells in terms of type of organelles present à describe how
organelles manage various cell processes such as ingestion, digestion,
transportation and excretion – explain how
materials are able to move into and out of cells through a selectively
permeable membrane. à Include passive
transport (osmosis, diffusion and facilitated diffusion), and active
transport (exocytosis and endocytosis; pinocytosis, phagocytosis) - define the terms
hypotonic, hypertonic and isotonic – describe the
effects of osmosis on cells with and without cell walls – investigate the
relationship between membrane surface area and cell size, summarizing
findings and formulating a conclusion à If a cell membrane
were completely permeable, how would this effect the cell? Photosynthesis and
Respiration • compare and
contrast matter and energy transformations associated with the processes of photosynthesis and
aerobic respiration à explain the
importance of the processes of photosynthesis and aerobic respiration for individual organisms
– demonstrate, using
equations, that photosynthesis and aerobic respiration are complementary processes – explain the
importance of the processes of photosynthesis and aerobic respiration on a
global basis àdefine anaerobic
respiration |
Unit
2
à develop a list of
characteristics that differentiate living and nonliving things (cells, biogenesis, growth and development, metabolism, water
requirement, organic compound production, reproduction with inheritance and adaptations) – explain how
scientific classification systems have developed à describe and apply
classification systems and nomenclatures used in the biological sciences à list and describe
the seven major categories of Linnaeus’ classification system (i) kingdom (ii) phylum (iii) class (iv) order (v) family (vi) genus (vii) species – explain the
advantages of binomial nomenclature – demonstrate how to
use a taxonomic key to group and identify an organism à identify limitations
of a biological classification system and identify alternative ways of
classifying to accommodate
anomalies – examine the common
names of some species of organisms and show the inadequacies and language problems
associated with this method of identification – explain why a
virus does not fit neatly into the existing classification system à identify new
questions or problems that arise from what was learned – recognize the
difficulties inherent in the categorization of some organisms into distinct groups and identify
the limitations of a five-kingdom system that led to
the six kingdom system |
– explain how
organisms are classified using: (i) radioactive
dating (ii) biochemical
information (DNA/protein comparisons) (iii) structural
information (iv) comparative
embryology (v) cellular
structure (vi) behaviour à describe how
classification systems improved as a result of the development of modern
techniques à describe the
anatomy and physiology of viruses and organisms from each kingdom – identify the
general characteristics cell type, nutrition, body form, reproduction, locomotion) that distinguish the
members of the six recognized kingdoms (Bacteria, Archaea, Protista, Fungi, Plantae,
Animalia) from each other. – identify examples
of members of each of the Kingdoms à describe the
differences that exist between the major groups of plants (bryophytes, ferns, gymnosperms and
angiosperms) – explain why
angiosperms are the most diverse plant group à describe the
differences that exist between the invertebrate phyla (symmetry, body cavity, reproduction,
digestion) à explain why
arthropods are the most successful phylum of animals à describe the
differences that exist between the vertebrate taxa (symmetry, body cavity, circulation,
respiration, reproduction,
endoskeleton) à analyze and explain
the life cycle of a sample organism from each kingdom, including a
representative virus – Life cycle of: (i) Virus - “T4” (ii)
Bacteria/Archaea - “E. coli” (iii) Protista -
“Plasmodium” (iv) Fungi - “Rhizopus” (v) Plantae - “Fern” (vi) Animal - “Frog” |
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BIOLOGY
2201 - UNIT 3 -- MAINTAINING DYNAMIC
EQUILIBRIUM I |
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Homeostasis |
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‘ explain the concept of homeostasis
and its critical nature to living things (317-1) |
298-300 |
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‘ explain the importance of
temperature regulation in maintaining homeostasis (317-3) |
300-303 |
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Circulatory System |
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‘ explain how the human circulatory
system helps maintain homeostasis (317-1) S explain the need for a transport
system S explain how the circulatory system
contributes to the maintenance of equilibrium through its role in the
transport of heat energy and matter S describe the structure and
function of an artery, a vein and a capillary S relate this structure to the
function of each in blood circulation S identify the main components of
the human heart and explain the role of each. Include: atria ventricles valves (bicuspid,
tricuspid, semilunar) aorta pulmonary
vein pulmonary artery septum S trace the flow of blood through the
heart and describe the pulmonary and systemic pathways S identify the main components of
blood and explain the role of each. Include: erythrocytes leukocytes platelets plasma |
300-306 306-307 314-315 304-305 308-313 |
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‘ carry out an experiment to relate
blood pressure and physical activity and identify the specific variables
involved (212-6) |
324-325 |
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‘ compile and organize data, using
appropriate formats and data treatments, to facilitate interpretation of
blood pressure data (213-5, 214-3) |
324-325 |
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‘ identify the impact of circulatory
diseases on the homeostasis of an organism (317-4) S describe disorders linked to the
circulatory system and their effect on the homeostasis of the system and the
organism as a whole. Include: hypertension atherosclerosis
arteriosclerosis coronary
blockage |
324-328 |
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‘ analyze why and how technology
related to the treatment of circulatory disorders was developed and improved
over time (115-5) S describe the progress from bypass
surgery to modern techniques such as shunts, angioplasty and clot busting
drugs |
326-328 |
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Respiratory System |
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‘ explain how the human respiratory
system helps maintain homeostasis (317-1) S explain the need for a respiratory
surface in humans S identify and state the function
of: nasal cavity trachea bronchi bronchioles alveoli diaphragm S investigate the mechanics of
inhalation/exhalation and regulation of the breathing cycle |
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‘ carry out an experiment to collect
data on respiratory function and identify the specific variables involved
(212-6) |
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‘ compile and organize data, using
appropriate formats and data treatments, to facilitate interpretation of a
completed respiratory activity (213-5) |
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‘ identify how respiratory diseases
affect the homeostasis of an organism (317-4) - investigate disorders;
lung cancer, asthma, and pneumonia |
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‘ predict the impact of environmental
factors, such as allergens, on homeostasis within an organism (317-6) S identify the impact of
environmental factors on the respiratory system of an asthmatic cigarette smoke allergens (dust, mould, food) petrochemical fumes perfumes |
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Digestive System |
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‘ explain how the human digestive
system helps maintain homeostasis (317-1) S describe the purpose and
functioning of the digestive systems S define and explain the
relationship between mechanical and chemical digestion S identify the major organs and
glands of digestion and investigate their role in the digestive process Include: salivary glands stomach liver pancreas gall bladder small intestine large intestine S trace the pathway of food through
the human digestive tract and explain the efficiency of its structure.
Include: teeth taste buds tongue mucous lining villi sphincters peristalsis |
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‘ identify chemical elements and
compounds that are commonly found in living systems (314-1) S identify the six basic nutrients:
carbohydrates, lipids, proteins, vitamins, mineral and water and determine
the food sources of each of these nutrients |
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‘ identify the role of some compounds
involved in digestion (314-2) S discuss the role of the six basic
nutrients S discuss the general role of
enzymes and secretions, and the role of these substances pertaining to the
digestive system |
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‘ identify and describe the structure
and function of the important biochemical compounds, carbohydrates, proteins
and lipids (314-3) S explain the role of hydrolysis and
dehydration reactions within the digestive process S discuss the basic structural units
of carbohydrates, lipids, and proteins S discuss the basic structure of
carbohydrates, lipids and proteins S describe the end products of
digestion for carbohydrates, lipids and proteins |
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‘ explain the importance of fitness
and nutrition in maintaining homeostasis |
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‘ carry out an experiment to investigate
the effect of specified variables on the effectiveness of an enzyme (212-6) |
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‘ compile and organize data, using
appropriate formats and data treatments, to facilitate interpretation of the
data from a completed digestive activity (213-5) |
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‘ describe
disorders and the treatment of disorders linked to organs of the digestive
system and their effect on the homeostasis of the system and the organism as
a whole (317-4) Include: ulcers ,
gall stones and Ileitis/Colitis |
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‘ propose alternative solutions to a
given practical problem, identify the potential strengths and weaknesses of
each, and select one as the basis for a plan (214-15) S investigate the value of vitamins,
minerals and herbal supplements in support of a healthy lifestyle |
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‘ identify multiple perspectives that
influence a science-related decision of issue (215-4) S evaluate how nutritional
deficiency and starvation diets such as bulimia and anorexia nervosa can
adversely affect the equilibrium S discuss whether the images
portrayed through the media and advertising promote positive self image and a
healthy lifestyle for men and women |
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Excretory System |
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‘explain how the
excretory system, helps maintain homeostasis (317-1) S explain how the following act as organs of excretion include: lungs skin liver kidney Sexplain the
role of the kidney as an excretory organ in removing metabolic wastes from
the body Sidentify and
describe the main structures of the human urinary system including kidney,
ureter, bladder, and urethra Sidentify and
describe the internal structure of the kidney, including the cortex, medulla
and pelvis Sidentify and
explain the function of the parts of a nephron. Include: glomerulus Bowman’s
capsule loop of Henle tubules |
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‘ describe disorders linked to the
excretory system and their effect on the homeostasis of the system and the
organism as a whole (317-4) Include: kidney
stones kidney
infections bladder infections |
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‘ analyze and describe examples where
technologies were developed to treat renal failure based on scientific
understanding (116-4, 115-5) S briefly explain how the technology
of dialysis works |
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‘ analyze natural and technological
systems to interpret and explain their structure and dynamics (116-7) S compare the human system with that
of kidney dialysis technology S briefly explain the eventual
necessity of kidney transplant |
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‘ discuss the merits of funding
kidney transplant therapy versus improvements in dialysis technology (117-4) |
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‘ identify multiple perspectives that
influence a science-related decision or issue (215-4) |
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Immune System |
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‘ predict the impact of environmental
factors such as allergens on homeostasis within an organism (317-6) S explain the meaning of the terms
antigen (allergen), antibody, and their role in an allergic reaction |
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‘ explain how the immune system helps
to maintain homeostasis (317-1) S explain the complete immune
response 1st
Line of defence (physical and chemical barriers) 2nd
Line of defence (inflammatory response) 3rd
Line of defence (immune response) S compare the role of the various
white blood cells in the defence process including phagocytes and lymphocytes S compare the mechanism of various
forms of acquired immunity including passive (breast milk) and active (actual
exposure, vaccines) |
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‘identify how
autoimmune disorders cause diseases such as rheumatoid arthritis |
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‘analyze why and
how a particular technology was developed and improved over time (115-5) |
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‘analyze and
describe examples where technologies were developed based on scientific
understanding (116-4) |
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‘debate the
merits of funding specific scientific or technological endeavors and not
others (117-4) |
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‘identify in
general terms the impact of viral, bacterial, genetic, and environmental
diseases on the homeostasis of an organism (317-4) |
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Unit 4 • describe population growth and explain factors
that influence it – describe how population growth is dependent upon
the difference between natality and mortality rates and a balance between
emigration and immigration – distinguish between density independent and dependent
factors – explain how biotic potential, environmental
resistance and carrying capacity interact in population dynamics – examine and label the sections of an S-shaped
(logistic) and Jshaped (exponential) growth curve (i) lag (ii) exponential (iii) equilibrium – compare how J & S curves describe the general
population growth patterns observed in animal populations à Students should recognize that the shape of the “S”
in the Sshaped curve varies depending on the growth strategy of the species
(many offspring with little parental investment, few offspring with much
parental investment). à Students should recognize that there is no
equilibrium section in a J-shaped curve. The J-shaped curve generally exists
in a manipulated situation. à explain the predator-prey cycle with respect to population growth curves describe the
limiting factors within the human population (i) space (ii) war (iii) disease (iv) poverty • evaluate Earth’s carrying capacity |
à considering human population growth and its demands
on natural resources determine the current growth rate of the human
population and the projected growth rate – investigate the demands that will be
placed upon Earth’s natural resources by future population growth – explain how technological developments
have raised, and continue to raise, the carrying capacity of Earth – describe the four phases of
demographic transition -- It can be argued that some third world regions
have reached their carrying capacity. What factors do you think have
contributed to this? --How would other countries help
increase their carrying capacity? |