Biology 12 Sampler - Review PDF

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from McGraw-Hill Ryerson

Sample Material Package • Student Edition Table of Contents • Unit 4 Opener - Homeostasis • Chapter 9: The Nervous System and Homeostasis (including a Research in Action feature) • STSE Features - Unit 4 Case Study - Unit 4 Biology Connections • Unit 4 Project • Unit 4 Summary and Review

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Why choose McGraw

Development Team a Team of key authors, consultants, and advisory members. Trent carter-edwards, Upper Canada DSB

Steve douglass, York Region DSB

Susanne Gerards, Ottawa-Carleton DSB

catherine fan, Science Writer

keith Gibbons, London Catholic DSB

Glen hutton, Science Writer

Susan Mccallum, York Region DSB

craig Jackson, Independent Learning Centre, TVO

robert noble, Toronto Catholic DSB Jennifer Parrington, Durham DSB clyde ramlochan, Toronto DSB

Sandy Searle, Calgary Board of Education anu arora, Peel DSB

Sharon ramlochan, Toronto DSB

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Contemporary Content, STSE and Design 100% curriculum coverage (SBI4U) Engaging easy to follow design STSE emphasized in three exciting features: • Case Studies – supporting skills of analysis, research, and action [example on pages 38-39 in Special features section] • Research in Action – Explore careers of Canadian Scientists and their contributions [example on page 19 of chapter 9] • Biology Connections – captivating articles that extend unit topics and connect to the real world [example on page 40 in Special features section]

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Support for Student Success • Content is presented in a variety of ways: short passages with frequent subheadings, graphs, charts, and instructional visuals. • Learning Checks ensure students have frequent opportunities to consolidate understanding. [example on page 12 of chapter 9] • Section Reviews include short summaries of key concepts followed by questions aligned with the Achievement Chart Categories. [example on page 6 of chapter 4] • Key terms are highlighted and defined in the margin. [example on page 17 of chapter 4] • The Study Guide helps students to focus their review time, where they need it most and to build effective study skills critical to their success. • Prepare University bound students for the rigour of post-secondary studies.

w-Hill Ryerson’s Biology 12? a Abundance of Review Questions Hundreds of new questions provided throughout the student resource • Learning Checks [example on page 25 of chapter 9] • Section Reviews [example on page 31 of chapter 9] • Chapter Reviews [example on pages 39-43 of chapter 9] • Chapter Self-Assessments [example on pages 44-45 of chapter 9] • Unit Reviews [example on pages 281-287 in Unit Material] • Unit Self-Assessments [example on pages 288-289 in Unit Material]

a New Classroom-Tested Investigations • Plan Your Own, Inquiry, Thought Lab, and Virtual Investigations • Quick reference in the Teacher Resource for prepping and managing labs • Detailed alternate lab suggestions including Dry Lab options, DI strategies, and answers

a Teacher Support • Streamlined, easy-to use format • Assessment and DI support • Modifiable Blackline Masters provided in PDF and MS Word formats • Answers to all questions in one convenient location • Tips, troubleshooting, and data results for all labs provided to facilitate both ‘wet and dry lab’ activities • PDF version of the Student resource and the Teacher Resource

a Online Resources

SCHOOL

Powerful • Interactive • Customizable • connecTschool™ is a web-based program that includes a searchable eBOOK, interactive teaching and learning tools, and customizable planning and study tools. • connecTschool™ access complements the textbook and is conveniently available anywhere, anytime • connecTschool™ is customizable for both teachers and students

Components

flexible & affordable options customize to both your and your students’ needs

Student Resource • Available in print and PDF

Student Study Guide • Designed as a self-directed study aid • Summarizes key understandings of each chapter in concise, easy-to-access summaries • Diagnostic quizzes focus students on where they need to study most • Review questions and practice tests help students prepare for formal assessments • Integrated study tips help students develop skills that will help them to maximize their learning and their performance

CONNECTschool™ for Students

Teacher Resource • Available in print and PDF • Redesigned as a quick reference tool: • easy-to-follow layout • reference charts • short point-form notes • tabs for ease of navigation • All Answers in one easy-to-find location • Support provided for assessment, differentiated instruction, extensions, common misconceptions, and background information • Quick reference for planning all activities and investigations with detailed supporting notes • 200+ modifiable Blackline Masters

Computerized Test Bank

Help your students achieve better results in their own learning styles!

• Over 1500 additional questions in easy-to-use ExamView software • Modify questions, save for future use, and upload your favourites to create your personalized data base SCHOOL • Search questions by achievement chart category, topic, expectation, difficulty level, and question type Students can personalize their learning with easy access to: • Self-assessment tools • Customizable study plans • Study quizzes • Post-It Notes to create personal reminders • Bookmark key pages Powerful • Interactive • Customizable • Highlight important information Giving you more time to connect with your students! • Copy/Paste images and text

CONNECTschool™ for Teachers

24/7 access to: • Course events, assignments and important dates • Complete interactive student text • Animations and simulations • Video clips and illustrations • Web links

SCHOOL Tools that save you time: • Complete interactive student text • Complete digital teacher’s resource including modifiable Blackline Masters, lesson plans, and more! • Editable PowerPoint and Notebook lessons • Online Tests giving immediate feedback to students • Videos, animations, activities all organized by chapter for easy access communicate with your Students • Share important dates • Highlight key portions of the text • Indicate sections for review with Post-It Notes

DRAFT Table of Contents Unit 1 – Biochemistry

Unit 4 – Homeostasis

chapter 1: The Molecules of life

chapter 9: The nervous System and homeostasis

1.1 1.2 1.3

9.1 9.2 9.3 9.4

Chemistry in Living Systems Biologically Important Molecules Biochemical Reactions

Human Body Systems and Homeostasis Structures and Processes of the Nervous System The Central Nervous System The Peripheral Nervous System

chapter 2: The cell and its components 2.1 2.2

Introduction to the Cell Components of the Eukaryotic Cell

chapter 3: Membrane Structure and function 3.1 3.2 3.3

The Structure of the Cell Membrane Passive Transport: Transport without Energy Use Active Transport and Membrane-Assisted Transport

Unit 2 – Metabolic Processes chapter 4: cellular energy and respiration 4.1 4.2 4.3

Energy and Metabolism Aerobic Respiration Anaerobic Respiration and Fermentation

chapter 5: Photosynthesis 5.1 5.2

Capturing Solar Energy: The Light-Dependent Reactions The Light-Independent Reactions

Unit 3 – Molecular Genetics

chapter 10: The endocrine System 10.1 10.2 10.3 10.4

The Glands and Hormones of the Endocrine System Hormonal Regulation of Growth, Development, and Metabolism Hormonal Regulation of the Stress Response and Blood Sugar Hormonal Regulation of the Reproductive System

chapter 11: excretion and the interaction of Systems 11.1 11.2 11.3

Overview of the Excretory System Urine Formation in the Nephron Other Functions and Disorders of the Excretory System

Unit 5 – Population Dynamics chapter 12: describing Populations and their Growth 12.1 12.2 12.3

Characteristics of Populations Changes in Population Size Factors That Regulate Natural Populations

chapter 6: The Structure and function of dna 6.1 6.2

DNA Structure and Organization in the Cell DNA Replication

chapter 7: Gene expression 7.1 7.2 7.3 7.4

The Transfer of Information from DNA Transcription and Translation DNA Mutations Regulation of Gene Expression

chapter 8: biotechnology 8.1 8.2

Techniques Used to Produce and Analyze DNA Production and Regulation of Genetically Engineered Organisms

chapter 13: human Population Growth and Sustainability 13.1 13.2

Human Population Growth and Its Consequences Human Population Growth and Sustainable Development

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Organisms have strict limits on the internal conditions that they can tolerate.

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Systems that maintain homeostasis rely on feedback mechanisms.

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Environmental factors can affect homeostasis.

Overall Expectations In this unit, you will...

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evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity

• investigate the feedback mechanisms that maintain homeostasis in living organisms

• demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis

Unit Contents Chapter 9 The Nervous System and Homeostasis Chapter 10 The Endocrine System Chapter 11 Excretion and the Interaction of Systems

Focussing Questions 1. Why is it important for homeostasis to be maintained? 2. How do body systems including the nervous system, the endocrine system, and the excretory system interact to maintain homeostasis? 3. What are some ways in which homeostasis can be disrupted?

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Homeostasis

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ach of these Cirque du Soleil performers is working hard to maintain her balance, constantly making small adjustments to muscle tension throughout her body to stay in position. The performers in each column also are working together to maintain the balance of the group as each new person is added. If any one of them starts to wobble or become unsteady it could have a ripple effect, causing others to lose their balance and the entire group to fall. This situation is comparable to the interactions among the systems in your body. Body systems including the nervous system, the endocrine system, and the excretory system work together to constantly monitor and maintain a stable and balanced environment within the body. If any one system cannot maintain this balance, other systems may be affected. If one or more systems become too unbalanced, the whole body can be affected. As you study this unit, look ahead to the Unit 4 Project on pages 278 to 279. Complete the project in stages as you progress through the unit.

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Preparation

Safe and Effective Microscope Techniques • A compound light microscope uses a series of lenses and a light source to view an object.

• A microscope is a precision instrument that must be handled carefully to avoid damage to the lenses.

• A compound light microscope has two optical systems: the eyepiece lens and the objective lens.

• Proper procedures must be followed to ensure safe and effective use of a microscope.

1. Identify the name and function of each lettered part on the diagram of the compound light microscope shown below. A

B

F G

C E

D H J I K

2. Identify which part(s) you must hold when carrying the microscope.

3. When viewing a slide under a microscope, what is the correct procedure? a. Rotate the highest-power objective lens into place, set the slide on the microscope stage, secure the stage clips in place, and then look through the eyepiece lens. b. Rotate the highest-power eyepiece lens into place, set the slide on the microscope stage, secure the stage clips in place on the slide, and then look through the objective lens. c. Set the slide on the microscope stage, secure the stage clips in place on the slide, rotate the lowestpower eyepiece lens into place, and then look through the objective lens. d. Set the slide on the microscope stage, secure the stage clips in place on the slide, rotate the lowestpower objective lens into place, and then look through the eyepiece lens. e. Rotate the medium-power eyepiece lens into place, set the slide on the microscope stage, secure the stage clips in place on the slide, and then look through the objective lens.

Safe and Effective Dissection Techniques • Dissection involves the careful and systematic examination of the internal structures of an organism. • A well-conducted dissection will reveal not only the location and structure of individual organs, but also how different organs relate to one another in the various systems of an organism’s body.

• Extreme care must be taken when using dissecting instruments, particularly scalpels. To every extent possible, you should make cuts away from your body. • Specimens are preserved in chemical solutions. It is vital to wear plastic gloves, eye protection, and a lab apron at all times, and to work in a well-ventilated area.

4. During a dissection, cuts should be made away from your body? Explain why this is important.

6. Describe the procedure to follow if chemicals come into contact with your skin or eyes.

5. You should always consult your teacher for instructions regarding disposal at the end of your dissection. What safety concerns are associated with the disposal of your specimen, and what information should your teacher consult before disposing of dissection materials?

7. Why must you always wear safety glasses and protective clothing during a dissection?

154 MHR • Unit 4 Genetic Processes

8. In a dissection, dorsal refers to the upper, or back surface, of a specimen, while ventral refers to the underside, or front surface. Explain what the following terms mean: anterior, posterior, proximal, distal.

Cells, Tissues, Organs, and Systems • Cell specialization is influenced by the contents of an individual cell’s cytoplasm, by environmental factors such as temperature, and by secretions from neighbouring cells.

• Animals have four major tissue types: muscle, epithelial, connective, and nervous.

• The human body is organized in a hierarchy: cells, tissues, organs, systems.

• Each of the human body’s 11 organ systems consists of different organs working together to carry out a specific set of functions. The systems interact with one another to allow the body to survive and reproduce.

• Groups of similarly specialized cells form tissues. • The structure of specialized cells is related to their function.

9. An example of a specialized cell is a. a nerve cell b. an embryonic stem cell c. epithelial tissue d. glucose e. the skin 10. Give an example of a cell type that would require a large surface area, and explain why this requirement would be necessary. 11. Describe one tissue and one organ that are involved in receiving and responding to an external stimulus, such as pain. 12. Which organ system is responsible for removing liquid wastes from the body? a. the circulatory system b. the excretory system c. the immune system d. the integumentary system e. the nervous system

• Organs consist of several different tissue types working together to perform specific functions.

15. Nervous tissue is made of cells called neurons. The main function of a neuron is to a. remove toxins from the body b. act as a barrier to prevent water loss c. transport nutrients to body tissues d. recognize and destroy foreign cells e. receive and transmit electrical signals 16. Which function is associated with the endocrine system? a. taking in food and breaking it down b. exchanging gases in the lungs c. detecting changes in the external environment d. manufacturing and releasing hormones e. defending the body against infections 17. Which system is shown in the following diagram?

13. Give an example of two organ systems that interconnect or rely on each other to function. 14. Nerve cells have long, fibre-like projections. Explain how this structure is related to the function of nerve cells. vena cava

aorta kidney

urinary bladder

ureters urethra

Unit 4 Preparation • MHR 155

Diffusion, Osmosis, and Transport Across Cellular Membranes • Eukaryotic cells consist of cytosol and a number of organelles, all enclosed within a cell membrane.

• Oxygen and carbon dioxide can diffuse freely across cell membranes according to their concentration gradients.

• The cell membrane is a selectively permeable barrier through which all substances, including nutrients, • Osmosis is the movement of water molecules through a respiratory gases, and wastes, must pass in order to selectively permeable membrane, from an area of high enter or exit the cell. Other cellular membranes are also concentration of water molecules to an area of lower selectively permeable. concentration of water molecules. • Water molecules and other molecules pass through cellular membranes by means of different processes. • Diffusion is the movement of particles from an area of high concentration to an area of lower concentration. • The difference in concentration between an area of high concentration and an area of lower concentration of a substance is called a concentration gradient. 18. Muscle cells require a great deal of energy to power muscle contraction and to perform other cellular functions as well. Which organelle is most directly responsible for the production of this energy? a. the nucleus b. the endoplasmic reticulum c. the ribosome d. the mitochondrion e. the chloroplast 19. Which is an example of osmosis? a. oxygen moving into a red blood cell b. water moving through the esophagus c. glucose moving into the mitochondrion d. oxygen moving into the mitochondrion e. water moving into a vacuole 20. What would happen to a cell if its membranes were completely permeable rather than selectively permeable? 21. Explain the relationship between the terms solute, solvent, and concentration. 22. Active transport includes a. diffusion b. osmosis c. diffusion against a concentration gradient d. diffusion along a concentration gradient e. facilitated diffusion 23. Compare and contrast active transport and passive transport.

156 MHR • Unit 4 Genetic Processes

• Molecules that are larger than oxygen and carbon dioxide, such as glucose, cannot pass through cellular membranes by diffusion. They must cross membranes through active transport or passive transport. The same is true for charged particles, such as calcium ions, Ca2+, or sodium ions, Na+.

Refer to the following information to answer questions 24 to 27. The diagram below represents a blood cell in water. The green circles represent oxygen molecules.

24. Sketch another diagram to show the distribution of oxygen molecules that you would expect to observe several minutes later. 25. Does the situation in question 24 involve active transport, passive transport, or no movement of oxygen molecules? 26. Describe what you would expect to see several minutes later if the green circle...