A



Commack High School

Pre International Baccalaureate

Biology Curriculum 2012-13

Authored by: Jeanette Collette,

James McCaughran, and Robert Smullen

A. Introduction to Science: Laboratory Skills

• Understand Laboratory Safety Guidelines.

• Identify different types of laboratory equipment and explain their usage.

• Explain the proper handling and usage of the compound and stereoscope microscope.

• Analyze how light microscopes functions, identifying its parts.

• Compare a light microscope with an electron microscope.

• Determine how to calculate total magnification in a light microscope.

• Demonstrate how to make a wet mount.

• Determine how to measure mass and temperature.

• Demonstrate the relationship and conversion of SI units.

• Compare the relative sizes of molecules, cell membrane thickness, viruses, bacteria, organelles and cells, using the appropriate SI unit.

• Organize data table in a bar or line graph to make predictions.

Introduction to Science: The Scientific Process

• Describe the stages common to scientific investigations.

• Distinguish between forming a hypothesis and making a prediction.

• Differentiate a control group from an experimental group and an independent variable from a dependent variable.

Learning Outcomes for Introduction to Science

Vocabulary

conclusion, control, control group, controlled variable, dependent variable, electron micrograph, experimental group, experimental variable, independent variable, reliable, repeatable procedure, sample size, scientific method, testable hypothesis

Demonstrate safe and correct technique for a variety of laboratory procedures

o demonstrate the correct use of a dissection microscope

o demonstrate safe and correct dissection technique

o demonstrate the correct use of a compound microscope

Design an experiment using the scientific method

o formulate a testable hypothesis to investigate a scientific problem (e.g., factors affecting enzyme activity, tonicity of various cells)

o formulate and carry out a repeatable, controlled procedure to test the hypothesis:

o identify controlled versus experimental variables

o identify the independent and dependent variables

o use control and experimental groups, as appropriate

o use a control as appropriate

o use appropriate sample size

o observe, measure, and record data

o interpret results to draw conclusions

o determine whether the conclusions support or reject the hypothesis

o determine whether the experiment is reliable

o use information and conclusions as a basis for further comparisons, investigations, or analyses

Interpret data from a variety of text and visual sources

o use data from a variety of representations (e.g., diagrams, electron micrographs, graphs, photographs) to make inferences and generalizations

o draw and present conclusions, applying the most appropriate means to communicate (e.g., graph, diagram, model, formula, map, visual)

B. Basic and Organic Chemistry

Chemical Elements and Water

• Differentiate between atoms and elements.

• Analyze how compounds are formed.

• Distinguish between covalent, hydrogen bonds, and ionic bonds.

• Explain the relationship between the properties of water and its uses in living organisms, introducing properties such as being a coolant, a medium for metabolic reactions, and a transport medium.

• Draw and label a diagram showing the structure of water molecules to show their polarity and hydrogen bond formation.

• Distinguish between acids and bases.

• State that the most frequently occurring chemical elements in living things are carbon, hydrogen, oxygen and nitrogen.

• State that a variety of other elements are needed by living organisms, including sulfur, calcium, phosphorus, iron and sodium.

Carbohydrates, lipids and proteins

• Distinguish between organic and inorganic compounds.

• Identify amino acids, glucose, ribose and fatty acids from diagrams showing their structure.

• List an example and state a function of a monosaccharides, disaccharides and polysaccharides.

• Outline the role of condensation and hydrolysis in the relationships between monosaccharides, disaccharides and polysaccharides; between fatty acids, glycerol and triglycerides; and between amino acids and polypeptides.

• State two functions of lipids.

• Compare the use of carbohydrates and lipids in energy storage.

Enzymes

• Define enzyme and active site.

• Explain enzyme–substrate specificity

• Explain the effects of temperature, pH and substrate concentration on enzyme activity.

• Define denaturation.

Learning Outcomes for Basic and Organic Chemistry

Vocabulary

acid, acid (carboxyl) group, adenine, adenosine triphosphate (ATP, amine group, amino acid, base, beta pleated sheet, bonding, buffer, carbohydrate, cellulose, complementary base pairing, cytosine, dehydration synthesis, deoxyribonucleic acid (DNA), deoxyribose, dipeptide, disaccharide, double helix, glucose, glycerol, guanine, glycogen, hydrogen bonding, hydrolysis, lipid, maltose, monomer, monosaccharide, nitrogenous base, nucleic acids, nucleotide, organic, peptide bond, pH, phosphate, phospholipid, polarity, polymer, polypeptide, polysaccharide, primary structure, protein, quaternary structure, R-group, ribonucleic acid (RNA), ribose, saturated fatty acid, starch, steroid, sugar-phosphate backbone, tertiary structure, thymine, unsaturated fatty acid, uracil, activation energy, biochemical reaction, coenzyme, competitive inhibitor, enzyme, enzyme activity, enzyme concentration, , induced fit model, metabolism, non-competitive inhibitor, pH, proteins, substrate, substrate concentration, , vitamins

Describe the characteristics of water and its role in biological systems

o Describe how the polarity of the water molecule results in hydrogen bonding

o Describe the role of water as a solvent, temperature regulator, and transport

Describe the role of acids, bases, and buffers in biological systems in the human body

o Distinguish among acids, bases, and buffers

o describe the importance of pH to biological systems in the human body

Analyze the structure and function of biological molecules in the living systems, including: carbohydrates, lipids, proteins and nucleic acids

o Demonstrate a knowledge of synthesis and hydrolysis as applied to organic polymers

o Distinguish among carbohydrates, lipids, proteins, and nucleic acids with respect to chemical structure

o recognize the following molecules in structural diagrams:

o disaccharide

o glucose

o glycerol

o hemoglobin

o monosaccharide

o phospholipid

o polysaccharide (starch, glycogen, and cellulose)

o ribose

o RNA

o saturated and unsaturated fatty acids

o steroids

o Recognize the empirical formula of a monosaccharide as CnH2nOn

o List the main functions of carbohydrates

o Differentiate among monosaccharaides, disaccharides, and polysaccharides

o Differentiate among starch, cellulose, and glycogen with respect to:

o Function

o Type of bonding

o Compare and contrast saturated and unsaturated fats in terms of molecular structure

o List the major functions of proteins

o Draw a generalized amino acid and identify the amine, acid (carboxyl), and R-groups

o Identify the peptide bonds in dipeptides and polypeptides

Analyze the roles of enzymes in biochemical reactions

o explain the following terms: metabolism, enzyme, substrate, coenzyme, activation energy

o use graphs to identify the role of enzymes in lowering the activation energy of a biochemical reaction

o explain models of enzymatic action (e.g., induced fit)

o differentiate between the roles of enzymes and coenzymes in biochemical reactions

o apply knowledge of proteins to explain the effects on enzyme activity of pH, temperature, substrate concentration, enzyme concentration, competitive inhibitors, and non-competitive inhibitors including heavy metals

o devise an experiment using the scientific method (e.g., to investigate the activity of enzymes)

C. Cell Biology

Outline the cell theory.

State that unicellular organisms have the ability to carry out all the functions of life.

Explain the importance of the surface area to volume ratio as a factor limiting cell size.

Explain that cells in multicellular organisms differentiate to carry out specialized functions by expressing some of their genes but not others.

Draw and label a diagram of a prokaryotic cell.

Identify structures and functions of organelles found in a prokaryote.

Draw and label a diagram of an example of a eukaryotic cell.

Identify structures and functions of organelles found in a eukaryote.

Compare and contrast prokaryotic cell to a eukaryotic cell.

State several differences between plant and animal cells.

Learning Outcomes for Cell Biology

Vocabulary

cell membrane, cell wall, cellular respiration, chloroplast, chromatin, chromosome, cristae, cytoplasm, cytoskeleton, golgi bodies, lysosome, matrix, mitochondria, nuclear envelope, nuclear pore, nucleolus, nucleus, organelle, ribosome, rough endoplasmic reticulum, smooth endoplasmic reticulum, vacuole, vesicle

Analyze the functional inter-relationships of cell structures

o Describe the following cell structures and their functions:

o cell membrane

o cell wall

o chloroplast

o cytoskeleton

o cytoplasm

o golgi bodies

o lysosomes

o mitochondria – including cristae and matrix

o nucleus – including nuclear pore, nucleolus, chromatin, nuclear envelope, and chromosomes

o ribosomes

o smooth and rough endoplasmic reticulum

o vacuoles

o vesicles

o state the balanced chemical equation for cellular respiration

o describe how the following organelles function to compartmentalize the cell and move materials through it:

o rough and smooth endoplasmic reticulum

o vesicles

o golgi bodies

o cell membrane

D. Membranes

Draw and label a diagram to show the structure of membranes.

• Explain how the hydrophobic and hydrophilic properties of phospholipids help to maintain the structure of cell membranes.

• List the functions of membrane proteins.

• Define diffusion and osmosis.

• Explain passive transport across membranes by simple diffusion and facilitated diffusion.

• Explain the role of protein pumps and ATP in active transport across membranes.

• Explain how vesicles are used to transport materials within a cell between the rough endoplasmic reticulum, golgi apparatus and plasma membrane.

• Describe how the fluidity of the membrane allows it to change shape, break and re-form during endocytosis and exocytosis.

Membrane Learning Outcomes

Vocabulary

active transport, carbohydrates, carrier protein, cell membrane, channel protein, cholesterol, concentration gradient, diffusion, endocytosis, exocytosis, facilitated transport, fluid-mosaic membrane model, hydrophilic, hydrophobic, hypertonic, hypotonic, isotonic, osmosis, passive transport, phagocytosis, phospholipid, phospholipid bilayer, pinocytosis, selectively permeable, surface area-to-volume ratio

Analyze the structure and function of the cell membrane

o Apply knowledge of organic molecules to explain the structure and function of the fluid-mosaic membrane model

o Identify the hydrophobic and hydrophilic regions of the phospholipid bilayer

o Explain why the cell membrane is described as "selectively permeable"

o Describe passive transport processes including: diffusion, facilitated transport, and osmosis

o Explain factors that affect the rate of diffusion across a cell membrane

o Predict the effects of hypertonic, isotonic, and hypotonic environments on animal cells

o Describe active transport processes including active transport, endocytosis (phagocytosis and pinocytosis), and exocytosis

o Compare specific transport processes – including diffusion, osmosis, facilitated transport, active transport, endocytosis, and exocytosis – in terms of

o concentration gradient

o use of channel or carrier protein

o use of energy

o types/sizes of molecules transported

o Utilize NYS Living Environment Lab to investigate the tonicity of cells

Explain why cells divide when they reach a particular surface area-to-volume ratio

o Differentiate between cells that have a high or low surface area-to-volume ratio

o Demonstrate an understanding of the relationship and significance of surface area to volume, with reference to cell size

E. Cell respiration

• Define cell respiration.

• Draw and label a diagram showing the structure of a mitochondrion.

• State that, in cell respiration, glucose in the cytoplasm is broken down by glycolysis into pyruvate, with a small yield of ATP.

• Explain that, during anaerobic cell respiration, pyruvate can be converted in the cytoplasm into lactate, or ethanol and carbon dioxide, with no further yield of ATP.

• Explain that, during aerobic cell respiration, pyruvate can be broken down in the mitochondrion into carbon dioxide and water with a large yield of ATP.

• Introduce aerobic respiration, including the link reaction, the Krebs cycle, the role of NADH + H+, the electron transport chain and the role of oxygen.

Cellular Respiration Learning Outcomes

Vocabulary:

aerobic, anaerobic, catabolism, cellular respiration, chemiosmosis, citric acid cycle, cytochrome, electron transport chain (ETC), FAD, fermentation, glycolysis, metabolic pool, mitochondrion, NAD, oxygen debt, preparatory (prep) reaction, pyruvate, substrate-level ATP synthesis

Explain the exchange of electrons in the overall reaction

o Write the overall reaction for glucose breakdown and show that it is a redox reaction.

o Discuss the role of oxidation-reduction enzymes.

o State the four phases of cellular respiration and tell where each occurs in the cell.

Demonstrate what occurs outside the Mitochondria: Glycolysis

o Contrast the energy-investment step of glycolysis with the energy-harvesting steps.

o Summarize glycolysis by stating the inputs and outputs of the pathway.

Describe fermentation

o Explain the benefits and drawbacks of fermentation.

Summarize what occurs inside the Mitochondria

o Show that glucose products are broken down completely during the preparatory reaction and the citric acid cycle.

o Give the net gain of substrate level ATP synthesis and NADH as a result of these pathways.

o Describe how the cristae are organized to produce ATP.

o Show how catabolism of protein and fat utilizes the same pathways as glucose breakdown.

F. Photosynthesis

• State that photosynthesis involves the conversion of light energy into chemical energy.

• Draw and label a diagram showing the structure of a chloroplast.

• State that chlorophyll is the main photosynthetic pigment.

• Outline the differences in absorption of red, blue and green light by chlorophyll.

• State that light energy is used to produce ATP, and to split water molecules (photolysis) to form oxygen and hydrogen.

• State that ATP and hydrogen (derived from the photolysis of water) are used to fix carbon dioxide to make organic molecules.

• Explain the light-dependent reactions.

• Explain the light-independent reactions.

• Explain how the rate photosynthesis can be measured directly by the production of oxygen or the uptake of carbon dioxide, or indirectly by an increase in biomass.

• Outline the effects of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis.

Photosynthesis Learning Outcomes

Vocabulary:

action spectrum, ATP synthase, autotroph, C3 plant, C4 plant, Calvin cycle reactions, carbon dioxide (CO) fixation, carotenoid, chemiosmosis, chlorophyll, chloroplast, grana (sing., granum), heterotroph, light reaction, photosynthesis, photosystems, RuBP carboxylase, stomata, stroma, thylakoid, visible light

Outline the type of organisms that are photosynthetic

o List the types of organisms that carry on photosynthesis.

o Identify the main pars of a chloroplast.

o Show that photosynthesis is a oxidation reduction reaction that produces a carbohydrate and releases O2.

Describe the process of photosynthesis

o Divide photosynthesis into two sets of reactions, and associate each set with either capture of solar energy or reduction of carbon dioxide.

Summarize how plants convert solar energy

o Explain why leaves are green, with reference to the electromagnetic spectrum.

o Trace the path of an excited electron from its absorption of solar energy to the production of ATP and NADPH.

o Describe how the thylakoid membrane is organized to produce ATP.

Demonstrate an understanding of a cyclical chemical reaction

o Describe the three phases of the Calvin cycle, and indicate when ATP and/or NADPH are involved.

o Draw a diagram showing that G3P is a pivotal molecule in a plant's metabolic pathway.

Describe other types of photosynthesis

o Compare and contrast different modes of photosynthesis and tell how each is adapted to a particular environment

G. Genetics

G1 Mitosis

• State that eukaryote chromosomes are made of DNA and proteins.

• State that growth, embryonic development, tissue repair and asexual reproduction involve mitosis.

• Distinguish between autosomes and sex chromosomes.

• Explain how the sex chromosomes control gender by referring to the inheritance of X and Y chromosomes in humans.

• Describe the events that occur in the four phases of mitosis (prophase, metaphase, anaphase and telophase).

• State that karyotyping is performed using cells collected by amniocentesis, for pre-natal diagnosis of chromosome abnormalities.

• State that, in karyotyping, chromosomes are arranged in pairs according to their size and structure.

• Analyze a human karyotype to determine gender and whether non-disjunction has occurred.

• Explain that non-disjunction can lead to changes in chromosome number, illustrated by reference to Down syndrome (trisomy 21).

• Define gene mutation and how this differs from a chromosomal disorder like Down's Syndrome.

• Outline the stages in the cell cycle, including interphase (G1, S, G2), mitosis and cytokinesis.

• State that tumors (cancers) are the result of uncontrolled cell division and that these can occur in any organ or tissue.

• State that prokaryotic cells divide by binary fission.

• Explain how mitosis produces two genetically identical nuclei using vegetative propagation, budding, sporulation and binary fission as examples.

Mitosis Learning outcomes

Vocabulary:

anaphase, angiogenesis, apoptosis, sexual reproduction, aster, benign, binary fission, cancer, cell cycle, cell plate, centriole, centromere, centrosome, chromatid, chromatin, cytokinesis, diploid (2n) number, growth factor, haploid (n) number, histone, interphase, malignant, metaphase, metaphase plate, metastasis, mitosis, mitotic spindle, nucleoid, oncogene, prophase, cloning, signal, sister chromatid, somatic cell, telomere, telophase, therapeutic cloning, tumor,

Describe what occurs in the cell cycle

o List the four stages of interphase, and describe the major events that occur during each stage in preparation for cell division.

o Describe the difference between mitosis and cytokinesis.

o List the checkpoints that regulate the progression of cells through the cell cycle.

o Explain the mechanisms within the G1 cell cycle checkpoint that evaluate growth signals, determine nutrient availability, and assess DNA integrity.

Outline the structure and movement of a chromosome

o Describe the structure of a eukaryotic chromosome.

o Define chromosome and chromatid.

o Explain how a chromosome is duplicated.

o List the phases of mitosis in a eukaryotic cell, and discuss the major events that happen during each phase.

o Compare and contrast cytokinesis in animal and plant cells.

o Explain the difference between therapeutic and reproductive cloning of animals.

Demonstrate an understanding of the breakdown of the cell cycle and its connection to cancer

o List the characteristics of cancer cells.

o Describe how mutations in oncogenes and tumor suppressor genes contribute to cancer.

Summarize cell division in prokaryotic cells

o Describe the process of binary fission.

Contrast the roles of cell division in unicellular versus multicellular organisms

G2 Meiosis

• State that meiosis is a reduction division of a diploid nucleus to form haploid gametes

• Define homologous chromosomes.

• Outline the process of meiosis, including pairing of homologous chromosomes and crossing over, followed by two divisions, which results in four haploid gametes.

• Describe the behavior of the chromosomes in the phases of meiosis.

• Outline the formation of chiasmata in the process of crossing over.

• Explain how meiosis results in an effectively infinite genetic variety in gametes through crossing over in prophase I and random orientation in metaphase I.

• Outline the processes involved in spermatogenesis within the testis, including mitosis, cell growth, the two divisions of meiosis and cell differentiation.

• Outline the processes involved in oogenesis within the ovary, including mitosis, cell growth, the two divisions of meiosis, the unequal division of cytoplasm and the degeneration of polar body.

G3 Mendel and Theoretical Genetics

• Define genotype, phenotype, dominant allele, recessive allele, codominant alleles, locus, homozygous, heterozygous, carrier and test cross.

• State Mendel’s law of independent assortment.

• Determine the genotypes, phenotypes and the ratios of each in the offspring of a monohybrid cross using a Punnett square.

• Determine the genotypes and phenotypes predicted by codominant and incomplete dominant patterns of inheritance.

• State that some genes have more than two alleles (multiple alleles).

• Describe ABO blood groups as an example of codominance and multiple alleles.

• State that some genes are present on the X chromosome and absent from the shorter Y chromosome in humans.

• Define sex linkage.

• Describe the inheritance of color blindness and hemophilia as examples of sex linkage.

• State that a human female can be homozygous or heterozygous with respect to sex-linked genes.

• Explain that female carriers are heterozygous for X-linked recessive alleles.

• Define and discuss recessive versus dominant genetic disorders such as Tay-Sachs, albinism, Huntington's Disease.

• Deduce the genotypes and phenotypes of individuals in pedigree charts.

• Explain the relationship between Mendel’s law of independent assortment and meiosis.

• Define polygenic inheritance.

• Explain that polygenic inheritance can contribute to continuous variation using two examples, one of which must be human skin color.

• Describe the relationship between gene expression and environmental factors (for example, flower color and soil pH or Arctic fox hair color and temperature)

G4 DNA Structure

• Outline DNA nucleotide structure in terms of sugar (deoxyribose), base and phosphate.

• State the names of the four bases in DNA.

• Describe the structure of DNA, including the antiparallel strands, 3’–5’ linkages and hydrogen bonding between purines and pyrimidine’s.

• Outline supercoiling and the structure of nucleosomes.

• Outline how DNA nucleotides are linked together by covalent bonds into a single strand.

• Explain how a DNA double helix is formed using complementary base pairing and hydrogen bonds.

• Draw and label a simple diagram of the molecular structure of DNA.

DNA learning outcome

Vocabulary

adenine, alpha helix, complementary base pairing, cytosine, dehydration synthesis, deoxyribonucleic acid (DNA), deoxyribose, double helix, guanine, hydrogen bonding, hydrolysis, nitrogenous base, nucleic acids, nucleotide, phosphate, ribonucleic acid (RNA), ribose, sugar-phosphate backbone, thymine, uracil

Draw a model of DNA and RNA that includes:

o list the major functions of nucleic acids (RNA and DNA)

o name the four nitrogenous bases in ribonucleic acid (RNA) and describe the structure of RNA using the following terms:

o nucleotide (ribose, phosphate, nitrogenous base, adenine, uracil, cytosine, guanine)

o linear, single stranded

o sugar-phosphate backbone

o name the four nitrogenous bases in DNA and describe the structure of DNA using the following terms:

o nucleotide (deoxyribose, phosphate, nitrogenous base, adenine, thymine, cytosine, guanine)

o complementary base pairing

o double helix

o hydrogen bonding

o sugar-phosphate backbone

Compare the general structural composition of DNA and RNA

G5 DNA Synthesis

• Explain DNA replication in terms of unwinding the double helix and separation of the strands by helicase, followed by formation of the new complementary strands by DNA polymerase.

• State that DNA replication occurs in a 5’ to 3’ direction.

• Explain the process of DNA replication in prokaryotes, including the role of enzymes (helicase, DNA polymerase, RNA primase and DNA ligase), and Okazaki fragments.

• State that DNA replication is initiated at many points in eukaryotic chromosomes.

• Explain the significance of complementary base pairing in the conservation of the base sequence of DNA.

• State that DNA replication is semi-conservative.

DNA Synthesis Learning Outcome

Vocabulary

Complementary base pairing, DNA helicase, DNA polymerase, nucleotides, recombinant DNA, replication, semi-conservative replication

Describe DNA replication with reference to three basic steps:

o "unwinding and zipping" using helicase

o complementary base pairing using DNA polymerase

o joining of adjacent nucleotides forming two semiconservative stands

Describe the purpose of DNA replication

o identify the site of DNA replication in the cell

o define recombinant DNA including the terms plasmids, restriction enzymes, ligase, sticky ends

Describe a minimum of three uses for recombinant DNA

G6 Protein Synthesis (Transcription and Translation)

• Compare the structure of RNA and DNA.

• State that transcription is carried out in a 5’ to 3’ direction.

• Outline DNA transcription in terms of the formation of an mRNA strand complementary to the DNA strand by RNA polymerase.

• Explain the process of translation, leading to polypeptide formation.

• Relate the role of codons to the sequence of amino acids that result after translation using t RNA.

• Describe the role point mutation play the expression of a gene.

Protein Synthesis (Transcription and Translation)Learning Outcomes

Vocabulary

amino acid, anti-codon, codon, DNA sequence (genetic code), elongation, environmental mutagen, genetic disorder, initiation, messenger RNA (mRNA), mutation, polypeptide chain, ribosomes, termination, transcription, transfer RNA (tRNA), translation

Demonstrate an understanding of the process of protein synthesis

identify the roles of DNA, messenger RNA (mRNA), transfer RNA (tRNA), and ribosomes in the processes of transcription and translation, including initiation, elongation, and termination

determine the sequence of amino acids coded for by a specific DNA sequence (genetic code), given a table of mRNA codons

identify the complementary nature of the mRNA codon and the tRNA anti-codon

Explain how mutations in DNA affect protein synthesis

give examples of two environmental mutagens that can cause mutations in humans

use examples to explain how mutations in DNA change the sequence of amino acids in a polypeptide chain, and as a result may lead to genetic disorders

G7 Genetic Engineering and Biotechnology

• Outline the use of polymerase chain reaction (PCR) to copy and amplify minute quantities of DNA.

• State that, in gel electrophoresis, fragments of DNA move in an electric field and are separated according to their size.

• State that gel electrophoresis of DNA is used in DNA profiling.

• Describe the application of DNA profiling to determine paternity and also in forensic investigations.

• Analyze DNA profiles to draw conclusions about paternity or forensic investigations.

• Outline an outcome of the sequencing of the complete human genome.

• State that, when genes are transferred between species, the amino acid sequence of polypeptides translated from them is unchanged because the genetic code is universal.

• Outline a basic technique used for gene transfer involving plasmids, a host cell (bacterium, yeast or other cell), restriction enzymes and DNA ligase.

• State an example of the current uses of genetically modified crops or animals.

• Discuss the potential benefits and possible harmful effects of one example of genetic modification.

• Define clone.

• Outline a technique for cloning using differentiated animal cells.

• Discuss the ethical issues of therapeutic cloning in humans.

H. Evolution

H1 History of Life on Earth

• Summarize how radioisotopes can be used to determine the Earth’s age.

• Define half-life.

• Outline the experiments of Miller and Urey into the origin of organic compounds.

• Describe the delivery of organic compounds to Earth using the Panspermia theory.

• Describe how cellular organization might have begun.

• Outline the contribution of prokaryotes to the creation of an oxygen-rich atmosphere.

• Discuss the endosymbiotic theory for the origin of eukaryotes.

H2 Theory of Evolution

• Define evolution.

• Outline the evidence for evolution provided by the fossil record, selective breeding of domesticated animals and homologous structures.

• State that populations tend to produce more offspring than the environment can support.

• Explain that the consequence of the potential overproduction of offspring is a struggle for survival. (Darwin)

• State that the members of a species show variation.

• Explain how sexual reproduction promotes variation in a species.

• Explain how natural selection leads to evolution.

• Explain an example of evolution in response to environmental change (antibiotic resistance in bacteria).

H3 Species and Speciation

• Define allele frequency and gene pool

• State that evolution involves a change in allele frequency in a population’s gene pool over a number of generations.

• Discuss the definition of the term species.

• Describe examples of barriers between gene pools. (Geographic and Behavioral Isolation)

• Outline the process of adaptive radiation.

• Compare convergent and divergent evolution.

• Discuss ideas on the pace of evolution, including gradualism and punctuated equilibrium.

• Describe one example of polymorphism. (Peppered Moth, Sickle Cell Anemia)

H4 Classification

• Outline the binomial system of nomenclature.

• List seven levels in the hierarchy of taxa—kingdom, phylum, class, order, family, genus and species—using an example from two different kingdoms for each level.

• Apply a key for a group of up to eight organisms.

• Outline the value of classifying organisms.

• Explain the biochemical evidence provided by the universality of DNA and protein structures for the common ancestry of living organisms.

• Explain how variations in specific molecules can indicate phylogeny.

• Analyze cladograms in terms of phylogenetic relationships.

Evolution Learning Outcome

Vocabulary

Macroevolution, microevolution, mutation, natural selection, offspring, phylogenesis, phylogeny, population, probability, recessive gene, reproduction, selection, speciation, survival, theory of evolution, variation, common ancestor, analogous structure, homologous structure, gradualism, punctuated equilibrium, natural selection, genetic drift, Darwin, Lemarck, cladogram, dichotomous key, adaptation, extinction, fossil, continental drift, radiometric dating, geological time, mass extinction, ozone, cyanobacteria, genetic variation, adaptive value, survival of the fittest, fossil record, industrial melanism, convergent evolution, endosymbiosis

History of life on earth

o Outline several of the hypotheses for the origin of small organic molecules.

o Discuss why RNA, instead of DNA or protein, may have been the first macromolecule.

o Describe a means by which the protocell may have evolved.

o History of Life

o Use the geologic timescale to trace macroevolution in broad outline.

o Use a 24-hour day to show that most of the history of life on Earth pertains to unicellular organisms and life in the oceans.

o Factors That Influence Evolution

o Give examples to show that continental drift and meteorite impacts contribute to mass extinctions and the history of life on Earth.

Theory of evolution

o Describe Darwin's trip aboard the HMS Beagle and some of the observations he made.

o Name two early evolutionists who attempted to explain evolution but lacked a proficient mechanism.

o Outline Darwin's Theory of Evolution

o Give examples of artificial selection carried out by humans.

o Explain Darwin's hypothesis for natural selection.

o Give examples to show that natural selection results in adaptation to the environment.

o Tell why fossils offer powerful evidence for common descent.

o Discuss anatomic, biogeographic, and molecular evidence for common descent.

o Name three kinds of natural selection, and discuss the effect of each on a population.

o Discuss and give an example of each type of natural selection.

o Explain why sexual selection is a form of natural selection and give examples of female choice and male competition.

o Give examples to show that the process of evolution and the environment help maintain diversity.

Species and Speciation

o Compare and contrast the evolutionary species concept with the biological species concept.

o Give examples of an isolating mechanisms that leads to speciation.

o Describe several of the modes of speciation

o Describe and give examples of allopatric speciation including adaptive radiation.

o Compare and contrast the gradualistic model of speciation with the punctuated equilibrium model.

Classification

o Explain the binomial naming system, and name the eight main classification categories.

o Explain why the Linnaean classification system forms a hierarchy.

o Give an example that shows how Linnaean classification reflects phylogeny.

o Show how to construct a cladogram when given the necessary data.

o Distinguish monophyletic clade from a paraphyletic group and a polyphyletic group.

o Explain how systematists use the fossil record, homology, and a molecular clock to trace phylogeny.

o Describe the Three-Domain System

o Explain the rationale for the three-domain classification system.

o Use the three-domain system to classify organisms.

Ecology

Structure of an ecosystem

• Define species, habitat, population, community, ecosystem and ecology.

• Distinguish between autotroph and heterotroph.

• Distinguish between consumers, detritivores and saprotrophs.

• Describe what is meant by a food chain

• Describe what is meant by a food web.

• Define trophic level.

• State that light is the initial energy source for almost all communities.

• Discuss the difficulties of classifying organisms into trophic levels.

• Explain the small biomass and low numbers of organisms in higher trophic levels.

• Deduce the trophic level of organisms in a food chain and a food web.

• Construct a food web containing several organisms, using appropriate information.

• Construct a pyramid of energy giving appropriate information

• Explain the energy flow in a food chain.

• Describe energy transformations.

• Explain reasons for the shape of pyramids of energy.

• Explain that energy enters and leaves ecosystems, but nutrients must be recycled.

• State that saprotrophic bacteria and fungi (decomposers) recycle materials like nitrogen

• Summarize the role plants play in the water cycle.

• Define biomass.

• Distinguish between primary and secondary succession, using an example of each.

• Outline the changes in species diversity and production during primary succession.

• Explain the effects of living organisms on the abiotic environment with reference to the changes occurring during primary succession.

• Explain how rainfall and temperature affect the distribution of biomes.

• Outline the characteristics of the major biomes.

Population

• Draw and label a graph showing a sigmoid (S-shaped) population growth curve.

• Explain the reasons for the exponential growth phase, the plateau phase and the transitional phase between these two phases.

• Identify factors that set limits to population increase.

• Outline the factors that affect the distribution of plant species, including temperature, water, light soil pH, salinity and mineral nutrients.

• Explain the factors that affect the distribution of animal species, including temperature, water, breeding sites, food supply and territory.

• Summarize the importance of biodiversity

• Explain what is meant by the niche concept, including an organism’s spatial habitat, its feeding activities and its interactions that lead to competition with other species.

• Outline the following interactions between species, giving examples of each: competition, herbivore, predation, parasitism, commensalism, and mutualism.

• Explain how an organism’s fundamantal niche differs from its realized niche and the importance of both fit into the organism’s habitat.

• Understand how predation affects prey population and ultimately evolution.

• Understand the principle of competitive exclusion and how there can be niche overlap where both species coexist.

• Describe how an introduced species or elimination of a predator can perturb predator-prey cycles

• Distinguish between fundamental and realized niches

Human Impact

• Draw and label a diagram of the carbon cycle to show the processes involved.

• Analyze the changes in concentration of atmospheric carbon dioxide using historical records.

• Explain the relationship between rises in concentrations of atmospheric carbon dioxide, methane and oxides of nitrogen and the enhanced greenhouse effect.

• Outline the consequences of a global temperature rise on arctic ecosystems.

• List examples of the introduction of alien species that have had significant impacts on ecosystems.

• Discuss the impacts of alien species on ecosystems.

• Outline one example of biological control of invasive species.

• Define biomagnification.

• Explain the cause and consequence of biomagnification using a named example.

• Outline the effects of ultraviolet (UV) radiation on living tissues and biological productivity.

• Outline the effect of chlorofluorocarbons (CFCs) on the ozone layer.

• State that ozone in the stratosphere absorbs UV radiation.

Learning outcomes for Ecology

Vocabulary

biotic factors, abiotic factors, individual, population, community, ecosystem, biome, biosphere, symbiosis, mutualism, commensalism, parasitism, predation, niche, competition, producer, herbivore, omnivore, decomposer, primary producer, primary consumer, secondary consumer, tertiary consumer, food chain, food web, pyramid of energy, pyramid of numbers, pyramid of biomass, autotroph, heterotrophy, water cycle, evaporation, transpiration, condensation, precipitation, carbon cycle, photosynthesis, respiration, carnivore, decomposition, nitrogen cycle, nitrogen fixation, ammonia, dentrification, acid rain, hydrocarbon, biological control, invasive species, limiting factor, renewable resource, non-renewable resource, interdependence, biodiversity, saprophytes, habitat, carrying capacity, pioneer organism, succession, pioneer organism, climax community

o Understand the nature of an ecosystem.

o Discuss the five primary biogeochemical cycles, including the reservoirs and unique organisms upon which each cycle depends.

o Explain the difference in nutrient cycling and energy flowing through an ecosystem.

o Discuss the effects of deforestation on the water cycle, flood control, and overall fertility.

o Understand the relationship of one trophic level with another in terms of energy and biomass.

o Differentiate between gross and net productivity and explain how each is related to biomass.

o Compare the overall productivity of each of the major ecosystems to one another.

o Explain why algal beds and coral reefs have a larger NPP per unit area than do tropical rain forests.

o Identify the components of a general food chain. With the exception of deep ocean vents, explain why an autotroph is absolutely required to be in the first “trophic link” in a food chain.

o Explain what an ecological pyramid is and what different shapes indicate.

o Understand how trophic cascades and bottom-up effects influence populations at other trophic levels and how the two effects interact.

o Compare species richness and species diversity and the factors that promote each.

o Understand the importance of the equilibrium model in island biogeography.

o Be able to explain the graphs that are used to illustrate the island biogeography mode

o Know the key elements of the physical environment and understand their importance to individuals and populations.

o Describe and give examples of individual responses to environmental changes.

o Identify examples of evolutionary responses to environmental variations.

o Define factors that can affect population growth rates.

o Distinguish between of the exponential and logistic growth models and explain the significance to a population’s growth when it experiences either one.

o Define carrying capacity and understand how it can affect population size.

o Compare density-dependent and density independent growth regulating effects and give examples of each.

o Understand the reasons for predator-prey cycles and give examples.

o Be able to interpret information provided by a population pyramid.

Human Physiology

Muscles and Movement

• Outline the three types of muscle tissue in the body: skeletal (striated), smooth, and cardiac.

• Discuss the location of these types of muscle tissue in the body.

• Explain the differences between voluntary and involuntary muscle.

• State the roles of bones, ligaments, muscles, tendons and nerves in human movement.

• Label a diagram of the human elbow joint, including cartilage, synovial fluid, joint capsule, named bones and antagonistic muscles (biceps and triceps).

• Label a diagram of a bone including the periosteum, red marrow, yellow marrow, spongy and dense bone.

• Explain the process of bone formation and the role of osteocytes.

• Explain the relationship between bone marrow and red and white blood cell production.

• Compare and contrast the movements of several major types of joints (e.g., pivot, ball and socket, hinge) and know where these joints are located in the body.

• Describe the structure of striated muscle fibers, including the myofibrils with light and dark bands, and mitochondria.

• Introduce the structure of a sarcomere, including Z lines, actin filaments, myosin filaments with heads, the resultant light and dark bands, and how skeletal muscle contracts.

Skeletal/Muscle Learning Outcomes

Vocabulary:

axon, appendicular skeleton, axial skeleton, compact bone, endoskeleton, exoskeleton, joint, ligament, myosin, osteoblast, osteocyte, red bone marrow, sarcomere, sliding filament, spongy bone, tendon, vertebral column

The Human Skeletal System

o List the five main functions of the human skeleton.

o Describe bone development, including the roles of osteoblasts and osteocytes.

o Describe the structure of a long bone; differentiate between spongy and compact bone.

o List the components of the human axial skeleton and appendicular skeleton.

The Human Muscular System

o List the three types of muscle tissue found in humans.

o Describe how skeletal muscles act antagonistically.

Transport System

• Draw and label a diagram of the heart showing the four chambers, associated blood vessels, valves and the route of blood through the heart.

• State that the coronary arteries supply heart muscle with oxygen and nutrients.

• Explain the action of the heart in terms of collecting blood, pumping blood, and opening and closing of valves.

• Outline the control of the heartbeat in terms of myogenic muscle contraction, the role of the pacemaker, nerves, the medulla of the brain and epinephrine (adrenaline).

• Explain the relationship between the structure and function of arteries, capillaries and veins.

• State that blood is composed of plasma, erythrocytes, leucocytes (phagocytes and lymphocytes) and platelets.

• Describe the role of the various blood cells in the transport of gases, blood clotting, and defense of the body.

• Explain ABO blood typing system

• State that the following are transported by the blood: nutrients, oxygen, carbon dioxide, hormones, antibodies, urea and heat.

Transport System learning outcome

Vocabulary

anterior vena cava, , antigen, aorta, atrioventricular valve, atrioventricular (AV) node, blood, blood pressure, , blood vessel, capillary-tissue fluid exchange, carotid artery, coronary artery, coronary vein, diastolic pressure, heart rate, hypertension, left atrium, left ventricle, lymph node, lymphatic system, plasma, platelets, posterior vena cava, pulmonary arteries, pulmonary circulation, pulmonary veins, red blood cell, right atrium, right ventricle, sinoatrial (SA) node, semi-lunar valve, septum, systemic circulation, systolic pressure, valve, veins, white blood cell

Describe the inter-relationships of the structures of the heart

o identify and give functions (including where blood is coming from and going to, as applicable) for each of the following:

o left and right atria

o left and right ventricles

o coronary arteries and veins

o anterior and posterior vena cava

o aorta

o pulmonary arteries and veins

o pulmonary trunk

o atrioventricular valves

o semi-lunar valves

o septum

o recognize heart structures using both internal and external diagram views

Analyze the relationship between heart rate and blood pressure

o describe the location and functions of the sinoatrial (SA) node, atrioventricular (AV)

o differentiate between systolic and diastolic pressures

o describe hypertension

o demonstrate the measurement of blood pressure

Analyze the functional inter-relationships of the vessels of the circulatory system

o identify and give the function (including where the vessel is carrying blood from and where it is carrying blood to) of each of the following:

o describe and differentiate among the blood vessels with reference to characteristics such as:

o structure and thickness of vessel walls

o presence of valves

o direction of blood flow (toward or away from the heart)

o differentiate between pulmonary and systemic circulation with respect to oxygenation or deoxygenation of blood in the vessels involved

o demonstrate a knowledge of the path of a blood cell from the aorta through the body and back to the left ventricle

Describe the components of blood

o describe the shape, function, and origin of red blood cells, white blood cells, and platelets

o list the major components of plasma

o explain the roles of antigens and antibodies

Describe the inter-relationships of the structures of the lymphatic system

o describe the functions of the lymphatic system

o identify and give functions of lymph capillaries, veins, and nodes

Gas Exchange

• Distinguish between ventilation, gas exchange and cell respiration.

• Explain the need for a ventilation system and the role of the lungs as excretory organs.

• Draw and label a diagram of the ventilation system, including trachea, lungs, bronchi, bronchioles and alveoli.

• Describe the role of simple diffusion in gas exchange in the alveoli.

• Describe the features of alveoli that adapt them to gas exchange.

• Explain the mechanism of ventilation of the lungs in terms of volume and pressure changes caused by the internal and external intercostal muscles, the diaphragm and abdominal muscles.

• Describe how the dysfunction of different parts of the respiratory system leads to a number of disorders such as asthma, bronchitis, and emphysema.

Gas Exchange Learning Outcomes

Vocabulary

alveoli, bronchi, bronchioles, carbon dioxide, cilia, diaphragm, exhalation, external respiration, inhalation, intercostal (rib) muscles, internal respiration, larynx, lungs, mucus, nasal cavity, oxygen, pH, pharynx, respiratory respiratory tract, ribs, thoracic cavity, trachea

Analyze the functional inter-relationships of the structures of the respiratory system

o identify and give functions for each of the following:

o nasal cavity

o pharynx

o larynx

o trachea

o bronchi

o bronchioles

o alveoli

o diaphragm and ribs

o pleural membranes

o thoracic cavity

o explain the roles of cilia and mucus in the respiratory tract

o explain the relationship between the structure and function of alveoli

Analyze the process of breathing

o describe the interactions of the following structures in the breathing process:

o lungs

o pleural membranes

o diaphragm

o intercostal (rib) muscles

o compare the processes of inhalation and exhalation

o explain the roles of carbon dioxide in the respiratory center

o explain the roles of oxygen and carbon dioxide

Analyze internal and external respiration

o describe the exchange of carbon dioxide and oxygen during internal and external respiration, including

o location of exchange

Digestive System

• Explain why digestion of large food molecules is essential.

• Explain the need for enzymes in digestion.

• State the source, substrate, products and optimum pH conditions for one amylase, one protease and one lipase.

• Outline the function of the stomach, small intestine and large intestine.

• Explain how the structure of the villus is related to its role in absorption and transport of the products of digestion.

Digestive System Learning Outcomes

Vocabulary

absorption, , anus, appendix, bile, capillary, chemical digestion, digestive enzyme, digestive tract, duodenum, emulsification, epiglottis, esophagus, gall bladder, gastric juice, hydrochloric acid (HCl), , lacteals, large intestine (colon), lipase, liver, mechanical digestion, microvillus, pancreas, pancreatic amylase, pancreatic juice, pepsin, peristalsis, pH, pharynx, , protease, rectum, salivary amylase, salivary gland, salivary juice/saliva, small intestine, stomach, swallowing

Analyze the functional inter-relationships of the structures of the digestive system

o Identify and give a function for each of the following:

o mouth

o tongue

o teeth

o salivary glands

o pharynx

o epiglottis

o esophagus

o cardiac sphincter

o stomach

o liver

o gall bladder

o pancreas

o small intestine

o appendix

o large intestine (colon)

o rectum

o anus

o Describe swallowing and peristalsis

o Explain the role of bile in the emulsification of fats

o Describe how the small intestine is specialized for chemical and physical digestion and absorption

o Describe the structure of the villus, including mircovilli, and explain the functions of the capillaries and lacteals within it

o Describe the function of the colon

Describe the components, pH, and digestive actions of salivary, gastric, pancreatic and intestinal juices

o Relate the following digestive enzymes to their glandular sources and describe the digestive reactions they promote:

o salivary amylase

o pancreatic amylase

o proteases (pepsinogen, pepsin, trypsin)

o lipase

o peptidase

o maltase

o Describe the role of water as a component of digestive juices

o Describe the role of hydrochloric acid (HCl) in gastric juice

o Describe the role of mucus in gastric juice

o Describe the importance of the pH level in various regions of the digestive tract

The Kidneys

• Define excretion and role played by kidneys.

• Explain urea formation in liver and transport to kidneys.

• Draw and label a diagram of the kidney.

• Annotate a diagram of a glomerulus and associated nephron to show the function of each part.

• Introduce the process of ultrafiltration.

• Introduce the process of reabsorption of glucose, water and salts in the proximal convoluted tubule, including the roles of microvilli, osmosis and active transport.

• Explain the roles of the loop of Henle, medulla, collecting duct and ADH (vasopressin) in maintaining the water balance of the blood.

• Explain the differences in the concentration of proteins, glucose and urea between blood plasma, glomerular filtrate and urine.

• Explain the presence of glucose in the urine of untreated diabetic patients.

The Kidneys Learning Outcome

Vocabulary

antidiuretic hormone (ADH), Bowman’s capsule, collecting duct, glomerulus, glucose, homeostasis, hypothalamus, kidney, loop of Henle, metabolic waste, nephron, nitrogenous waste,pH, proximal and distal convoluted tubules, reabsorption of water, renal artery, renal cortex, renal medulla, renal pelvis, renal vein, selective reabsorption, urea, ureter, urethra, urinary bladder, urine

Analyze the functional inter-relationships of the structures of the urinary system

o Identify and explain the functions of each of the following:

o kidney

o ureter

o urethra

o urinary bladder

o renal cortex

o renal medulla

o renal pelvis

o nephron

o Identify and explain the functions of the following components of the nephron:

o glomerulus

o Bowman’s capsule

o afferent and efferent arterioles

o peritubular capillary network

o proximal and distal convoluted tubules

o collecting duct

o loop of Henle

o Describe the production of urine with reference to the following terms:

o selective reabsorption

o reabsorption of water following an osmotic gradient

o metabolic waste (e.g., nitrogenous waste, urea, ammonia)

o Identify the source glands for antidiuretic hormone (ADH)

o Describe how the hypothalamus, posterior pituitary, ADH, and the nephron achieve homeostasis of water levels in the blood

Immune System

• Define nonspecific and specific immune response

• Discuss the first and second line of nonspecific defenses and the role that skin, mucus membranes, inflammation, temperature, protein, and white blood cell play.

• Define active and passive immunity.

• Describe the role of helper T cells, cytotoxic T cells, B cells and plasma cells in the immune response

• Explain antibody production.

• Explain the principle of vaccination.

• Explain the role of B and T memory cells in providing long-term protection from disease.

• Discuss the benefits and dangers of vaccination.

• Outline the effects of HIV on the immune system.

• Discuss the cause, transmission and social implications of AIDS.

• Discuss a number of autoimmune disorders such as multiple sclerosis, rheumatoid arthritis, and Type I diabetes.

• Discuss the response of the immune system to allergens like pollen and dust.

Immune System Learning Outcomes

Vocabulary

immune system, thymus, bone marrow, dynamic, pathogens, immune response, innate immunity, antigen, enzyme, inflammatory, bacteria, virus, adaptive immunity, humoral immune system, cell-mediated immune system, antibody-mediated, white blood cell, leukocyte, phagocyte, complement, antibody, T cell, B cell, plasma cell, cytotoxic T cell, vaccination, memory cells , bone cells

o Body Defenses Against Infection.

o Distinguish between innate (nonspecific) and adaptive (specific) defenses.

o Innate (Nonspecific) Defenses.

o List seven innate body defense mechanisms, and describe the action of each mechanism.

o Adaptive (Specific) Defenses or Immunity.

o Explain how two major types of lymphocytes are formed and activated and how they function in immune mechanisms.

o Identify the parts of an antibody molecule.

o Distinguish between primary and secondary immune responses.

o Distinguish between active and passive immunity.

o Explain how allergic reactions, tissue rejection reactions, and autoimmunity arise from immune mechanisms.

Nervous & Endocrine Systems

• Describe the nervous system consisting of the central nervous system (CNS) and peripheral nervous system (PNS).

• Draw and label a diagram of the structure of a motor neuron.

• State that nerve impulses are conducted from receptors to the CNS by sensory neurons, within the CNS by relay interneurons, and from the CNS to effectors by motor neurons.

• Outline a reflex arc.

• Explain the principles of synaptic transmission.

• State that the endocrine system consists of glands that release hormones that are transported in the blood.

• Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

• Explain the control of blood glucose concentration, including the roles of glucagon, insulin in the pancreas.

• Distinguish between type I and type II diabetes.

Nervous System Learning Outcomes

Vocabulary

cell body, central nervous system, dendrite, depolarization, neurotransmitter, hypothalamus, interneuron, motor neuron, myelin sheath, neuron, neurotransmitters, node of Ranvier, peripheral nervous system, pituitary gland, reflex arc, sensory neuron, synapse

Analyze the transmission of nerve impulses

o identify and give functions for each of the following: dendrite, cell body, and axon

o differentiate among sensory, motor, and interneurons with respect to structure and function

o relate the structure of a myelinated nerve fibre to the speed of impulse conduction

o identify the major components of a synapse

o explain the process by which impulses travel across a synapse

o describe the structure of a reflex arc (receptor, sensory neuron, interneuron, motor neuron, and effector) and relate its structure to how it functions

Analyze the interaction between the nervous and endocrine systems

o explain how the hypothalamus and pituitary gland interact as the neuroendocrine control center

o differentiate between the functions of the autonomic and somatic nervous systems

o describe the inter-related functions of the sympathetic and parasympathetic divisions of the autonomic nervous system, with reference to

o effect on body functions including heart rate, breathing rate, pupil size, digestion

o neurotransmitters involved

o overall response (“fight or flight” or relaxed state)

o identify the source gland for adrenalin (adrenal medulla) and explain its role in the “fight or flight” response

Reproduction

• Identify major structures of the male and female reproductive systems.

• Sequence the path taken by sperm as they leave the body.

• Outline the role of hormones in the menstrual cycle, including FSH (follicle stimulating hormone), LH (luteinizing hormone), estrogen and progesterone.

• Sequence the events of fertilization, cleavage, and implantation.

• Describe how the zygote differentiates into the different germs layers in early embryonic development.

• Describe the effects of drug use on development.

• Discuss the process and ethics associated with in- vitro fertilization (IVF).

Reproduction Learning Outcomes

Vocabulary:

cervix, copulation, corpus luteum, endometrium, estrogen, follicle, follicular phase, gamete, germ cell, gonad, human Chorionic Gonadotropin (hCG), Human Immunodeficiency Virus (HIV), infertility, luteal phase, menopause, menstruation, oocyte, ovarian cycle, ovary, ovulation, parthenogenesis, penis, placenta, progesterone, puberty, secondary sex characteristics, seminal fluid (semen), seminiferous tubule, sperm, testis, testosterone, uterus

Male Reproductive System

o List the parts of the human male reproductive system and their functions.

o List the constituents of semen and the source of each.

o Describe the structure of the testis and the process of spermatogenesis.

o Explain how the testes are regulated by hormones.

Female Reproductive System

o List the parts of the human female reproductive system and their functions.

o Summarize the events of the ovarian and uterine cycles, and explain how these two cycles are regulated.

o Describe the roles of progesterone, estrogen, and human chorionic gonadotropin (HCG) in pregnancy.

o List and describe the available means of assisted reproductive technology.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download