Manitoba · Grade 11
Biology, Grade 11 (Biology 30S)
Manitoba’s Grade 11 science course, from Wellness and Homeostasis to Wellness and Homeostatic Changes.
- Units
- 6
- Lessons
- 17
- Skills
- 62
- Provincial exam
- None
- Official curriculum
- Manitoba Education
Unit by unit
Every skill in the course, with its official code.
Unit 1 · 9 skills
Wellness and Homeostasis
Personal Wellness
Increase awareness of personal wellness, as well as personal and family health history
I can describe my own wellness across its six dimensions and build a personal and family health history that shows what my health risks may be.
Official code: B11-1-01
Develop a personal wellness plan
I can build a personal wellness plan with specific, measurable goals in more than one dimension of wellness, and say how I will track and review it.
Official code: B11-1-02
Recognize how individual wellness choices affect others
I can explain how one person's wellness choices affect their family, their friends and their community.
Official code: B11-1-03
Homeostasis and Negative Feedback
Describe how the body attempts to maintain an internal balance called homeostasis
I can describe how the body keeps its internal conditions within the narrow limits life needs, through thermoregulation, osmoregulation and waste management.
Official code: B11-1-04
Explain the principle of negative feedback and how the body stabilizes systems against excessive change
I can explain negative feedback and identify the receptor, control centre and effectors that stabilize a body system against change.
Official code: B11-1-05
Identify life processes that individual cells, as well as complex organisms, need to manage
I can identify the six life processes every cell and every complex organism must manage, and how each one does it.
Official code: B11-1-06
Membranes and Cellular Energy
Explain how cell membranes regulate movement of materials into and out of cells
I can explain how the cell membrane controls what enters and leaves the cell by passive transport, active transport, endocytosis and exocytosis, and why that control keeps the cell alive.
Official code: B11-1-07
Identify factors that influence movement of substances across a membrane
I can identify the factors that change how fast substances cross a membrane, such as concentration gradient, molecule size, temperature and surface area, and explain why this matters for the cell's balance.
Official code: B11-1-08
Explain the role of energy in maintaining an internal balance in the cell
I can explain how a cell uses energy, carried by ATP, to keep its internal balance.
Official code: B11-1-09
The official wording · 9 outcomes
- B11-1-01
- Increase awareness of personal wellness, as well as personal and family health history
- B11-1-02
- Develop a personal wellness plan
- B11-1-03
- Recognize how individual wellness choices affect others
- B11-1-04
- Describe how the body attempts to maintain an internal balance called homeostasis, recognizing that the conditions in which life processes can occur are limited
- B11-1-05
- Explain the principle of negative feedback and identify how the body stabilizes systems against excessive change
- B11-1-06
- Identify life processes that individual cells, as well as complex organisms, need to manage
- B11-1-07
- Explain how cell membranes regulate movement of materials into and out of cells, and recognize the importance of this regulation in managing life processes and maintaining homeostasis
- B11-1-08
- Identify factors that influence movement of substances across a membrane, recognizing that movement of these substances is important for the internal balance of the cell
- B11-1-09
- Explain the role of energy in maintaining an internal balance in the cell
Key ideas
Wellness is not the same as health: health usually means physical well-being, while wellness links six dimensions of life, physical, emotional, spiritual, intellectual, social and environmental.
Homeostasis is the body keeping its internal environment in narrow ranges while the outside changes: core temperature near 37 °C, blood pH 7.35 to 7.45, fasting blood glucose about 4 to 6 mmol/L.
The cell membrane is selectively permeable: small, uncharged molecules such as oxygen and carbon dioxide pass straight through, while ions and larger molecules such as glucose need protein channels or carriers.
A personal health history records the illnesses, injuries, tests and treatments you have had; a family health history records which conditions your relatives had and the age each one began, such as high blood pressure, type 2 diabetes or allergies.
Life processes only work inside these limits: outside them enzymes stop working properly, so a core temperature below 35 °C (hypothermia) or a loss of water equal to 5% of body mass can be dangerous.
Watch out for
- Thinking a condition that runs in your family, such as type 2 diabetes, means you will certainly get it, when a family history shows a raised risk, not a certainty.
- Thinking the body can safely tolerate large changes in its internal conditions, when losing water equal to just 5% of body mass can cause collapse.
- Thinking the cell membrane is a sieve that lets anything small through, when charged particles such as sodium ions cannot cross without proteins.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 12 skills
Digestion and Nutrition
The Digestive Tract
Identify major structures and functions of the human digestive system
I can identify the major structures of the human digestive system on a diagram, model or specimen and give the function of each.
Official code: B11-2-01
Describe the processes of mechanical digestion that take place at various sites along the alimentary canal
I can describe how chewing, peristalsis, stomach contractions and emulsification by bile break food down mechanically along the alimentary canal.
Official code: B11-2-02
Identify functions of secretions along the digestive tract
I can identify how secretions along the digestive tract lubricate food and protect the tract's lining.
Official code: B11-2-03
Chemical Digestion and Enzymes
Identify sites of chemical digestion along the alimentary canal and the type of nutrient digested at each
I can identify where starch, proteins and lipids are chemically digested along the alimentary canal.
Official code: B11-2-04
Explain the role of enzymes in the chemical digestion of nutrients
I can explain how enzymes chemically digest nutrients and how factors such as pH, temperature, coenzymes, inhibitors and surface area change their action.
Official code: B11-2-05
Describe the processes of absorption that take place at various sites along the alimentary canal
I can describe how nutrients are absorbed by the villi of the small intestine and how water is absorbed in the large intestine.
Official code: B11-2-06
Describe the homeostatic role of the liver with respect to the regulation of nutrient levels
I can describe how the liver keeps blood nutrient levels steady and stores nutrients, especially how it regulates blood glucose.
Official code: B11-2-07
Nutrients and Food Decisions
Describe the functions of each of the six basic types of nutrients
I can describe the functions of carbohydrates, lipids, proteins, vitamins, minerals and water: energy for ATP production, construction and repair, and regulation.
Official code: B11-2-08
Identify dietary sources for each of the six basic types of nutrients
I can identify foods that supply each of the six basic nutrients, including traditional and everyday Canadian foods.
Official code: B11-2-09
Evaluate personal food intake and related food decisions
I can evaluate my own food intake and food decisions using Nutrition Facts tables, % Daily Values, portion sizes and Canada's Food Guide.
Official code: B11-2-10
Investigate and describe conditions/disorders that affect the digestive process
I can investigate a condition or disorder that affects digestion and describe its causes, symptoms, treatments and prevention.
Official code: B11-2-11
Use the decision-making process to investigate an issue related to digestion and nutrition
I can use the decision-making process to investigate an issue about digestion or nutrition and reach a decision I can justify.
Official code: B11-2-12
The official wording · 12 outcomes
- B11-2-01
- Identify major structures and functions of the human digestive system from a diagram, model, or specimen
- B11-2-02
- Describe the processes of mechanical digestion that take place at various sites along the alimentary canal
- B11-2-03
- Identify functions of secretions along the digestive tract
- B11-2-04
- Identify sites of chemical digestion along the alimentary canal, as well as the type of nutrient being digested
- B11-2-05
- Explain the role of enzymes in the chemical digestion of nutrients and identify factors that influence their action
- B11-2-06
- Describe the processes of absorption that take place at various sites along the alimentary canal
- B11-2-07
- Describe the homeostatic role of the liver with respect to the regulation of nutrient levels in the blood and nutrient storage
- B11-2-08
- Describe the functions of each of the six basic types of nutrients— carbohydrates, lipids, proteins, vitamins, minerals, and water
- B11-2-09
- Identify dietary sources for each of the six basic types of nutrients— carbohydrates, lipids, proteins, vitamins, minerals, and water
- B11-2-10
- Evaluate personal food intake and related food decisions
- B11-2-11
- Investigate and describe conditions/disorders that affect the digestive process
- B11-2-12
- Use the decision-making process to investigate an issue related to digestion and nutrition
Key ideas
The alimentary canal is one continuous tube: mouth, pharynx, esophagus, stomach, small intestine, large intestine, rectum and anus. The liver, gallbladder, pancreas and salivary glands are glands outside the tube that send their secretions into it.
Chemical digestion uses enzymes to break large molecules into small ones the body can absorb: starch into sugars, proteins into amino acids, and fats into fatty acids and glycerol.
Nutrients do three jobs: supply energy for ATP production, provide materials for construction and repair, and regulate body processes.
In the mouth the teeth cut and grind, the tongue shapes food into a bolus and pushes it back, and the salivary glands add saliva; when you swallow, the uvula and soft palate close off the nose and the epiglottis covers the windpipe.
Starch digestion begins in the mouth with salivary amylase, and protein digestion begins in the stomach with pepsin.
Watch out for
- Thinking food passes through the liver, gallbladder or pancreas, when they are glands outside the tube that send their secretions in through ducts.
- Thinking the stomach is where most chemical digestion happens, when the small intestine finishes digesting carbohydrates, proteins and fats.
- Thinking vitamins give you energy, when they supply none and only help regulate the body's reactions.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 17 skills
Transportation and Respiration
Blood and Blood Groups
Design and execute an experiment to investigate an aspect of the transportation or respiratory system
I can design and carry out a fair experiment on an aspect of the transport or respiratory system, such as the effect of exercise on heart rate, and report what it shows.
Official code: B11-3-01
Compare blood components by appearance, origin, numbers, relative size and function
I can compare plasma, red blood cells, white blood cells and platelets by appearance, origin, numbers, relative size and function.
Official code: B11-3-02
Compare and contrast the characteristics of different blood groups
I can compare and contrast the ABO and Rh blood groups by the antigens on red cells and the antibodies in plasma.
Official code: B11-3-03
Predict the physiological consequences of blood transfusions
I can predict what happens in the body when a person receives blood of a compatible or an incompatible group.
Official code: B11-3-04
Describe the blood donation process and investigate related issues
I can describe the steps of donating blood and investigate an issue related to blood donation.
Official code: B11-3-05
The Heart, Vessels, and Blood Pressure
Compare the structure and function of blood vessels
I can compare the structure and function of arteries, veins and capillaries.
Official code: B11-3-06
Identify the materials transported between cells and capillaries
I can identify the materials exchanged between capillaries and body cells, and the direction each one moves.
Official code: B11-3-07
Describe the cardiac cycle
I can describe the cardiac cycle, including systole and diastole, and the heart sounds and valves that go with them.
Official code: B11-3-08
Describe, in general terms, the nervous and chemical control of heartbeat
I can describe, in general terms, how the heart's own pacemaker, the nerves and hormones control the heartbeat.
Official code: B11-3-09
Explain the meaning of blood pressure readings and identify the normal range
I can explain what the two numbers of a blood pressure reading mean and identify the normal range.
Official code: B11-3-10
Identify factors that affect blood pressure or cardiac function and describe their effects
I can identify factors such as exercise, caffeine, nicotine, stress, hormones and medicines that change blood pressure or heart function, and describe their effects.
Official code: B11-3-11
Respiration and Cardiorespiratory Wellness
Explain how transport systems help to maintain homeostasis in the body
I can explain how the transport system helps maintain homeostasis by carrying materials, holding fluid balance, regulating temperature and defending the body.
Official code: B11-3-12
Distinguish between cellular respiration, internal respiration, and external respiration
I can distinguish between cellular respiration, internal respiration and external respiration.
Official code: B11-3-13
Identify major structures and functions of the human respiratory system
I can identify the major structures of the human respiratory system on a diagram, model or specimen and give the function of each.
Official code: B11-3-14
Describe how breathing is controlled to help maintain homeostasis in the human body
I can describe how chemoreceptors and the medulla oblongata control breathing to keep the blood's carbon dioxide and pH in balance.
Official code: B11-3-15
Investigate and describe conditions/disorders associated with transportation and/or respiration
I can investigate a disorder of the transport or respiratory system and describe its causes, symptoms, treatment and prevention.
Official code: B11-3-16
Identify personal lifestyle choices that contribute to cardiovascular and respiratory wellness
I can identify lifestyle choices, such as staying active and not smoking or vaping, that keep my heart and lungs healthy, and explain how each one helps.
Official code: B11-3-17
The official wording · 17 outcomes
- B11-3-01
- Design and execute an experiment to investigate an aspect of the transportation or respiratory system
- B11-3-02
- Compare the characteristics of blood components in terms of appearance, origin, numbers, relative size, and function in the body
- B11-3-03
- Compare and contrast the characteristics of different blood groups
- B11-3-04
- Predict the physiological consequences of blood transfusions involving different blood groups
- B11-3-05
- Describe the blood donation process and investigate related issues
- B11-3-06
- Compare the structure and function of blood vessels
- B11-3-07
- Identify the materials transported between cells and capillaries
- B11-3-08
- Describe the cardiac cycle
- B11-3-09
- Describe, in general terms, the nervous and chemical control of heartbeat
- B11-3-10
- Explain the meaning of blood pressure readings and identify the normal range
- B11-3-11
- Identify factors that affect blood pressure or cardiac function and describe their effects
- B11-3-12
- Explain how transport systems help to maintain homeostasis in the body
- B11-3-13
- Distinguish between cellular respiration, internal respiration, and external respiration
- B11-3-14
- Identify major structures and functions of the human respiratory system from a diagram, model, or specimen
- B11-3-15
- Describe how breathing is controlled to help maintain homeostasis in the human body
- B11-3-16
- Investigate and describe conditions/disorders associated with transportation and/or respiration in the human body
- B11-3-17
- Identify personal lifestyle choices that contribute to cardiovascular and respiratory wellness
Key ideas
A testable question names one independent variable and one measurable dependent variable: 'How does the number of jumping jacks (0, 20, 40, 60) affect heart rate one minute later?'.
Arteries carry blood away from the heart under high pressure, so their walls are thick, muscular and elastic: they stretch with each beat and recoil to keep blood moving.
The blood carries what cells need and takes away what they make: nutrients and oxygen to every cell, carbon dioxide to the lungs, nitrogenous wastes to the kidneys, and hormones from glands to their target cells.
A fair test changes only the independent variable and controls the others (the same people, the same time of day, the same rest before measuring, no caffeine), and repeats each trial.
Veins carry blood back to the heart under low pressure: their walls are thinner with less muscle, their inside space is wider, and valves stop blood flowing backward while skeletal muscles squeeze them.
Watch out for
- Changing two variables at once, such as the length and the type of exercise, so the cause of a change cannot be known.
- Thinking arteries are defined by carrying oxygen-rich blood, when they are defined by carrying blood away from the heart, so the pulmonary arteries carry oxygen-poor blood.
- Thinking the blood's only job is carrying oxygen, when it also carries nutrients, wastes and hormones, moves heat, and carries the body's defences.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 8 skills
Excretion and Waste Management
Metabolic Wastes and Excretory Organs
Identify the primary metabolic wastes produced in the human body and the source of each
I can identify the main metabolic wastes, ammonia, urea, mineral salts, carbon dioxide and water, and where each one comes from.
Official code: B11-4-01
Describe the roles of the major excretory structures in eliminating wastes and maintaining homeostasis
I can describe how the kidneys, lungs, skin and intestines eliminate wastes and help the body maintain homeostasis.
Official code: B11-4-02
Describe the important role of the liver in excretion and the maintenance of homeostasis
I can describe how the liver prepares wastes for excretion and helps maintain homeostasis.
Official code: B11-4-03
The Urinary System and the Nephron
Identify structures of the human urinary system and describe the function of each
I can identify the structures of the urinary system on a diagram, model or specimen and describe what each one does.
Official code: B11-4-04
Explain the processes of filtration, reabsorption, and secretion in the nephron
I can explain how filtration, reabsorption and secretion in the nephron turn blood into urine.
Official code: B11-4-05
Describe the feedback mechanisms associated with water and salt balance
I can describe how ADH and aldosterone work in negative feedback loops to keep the body's water and salt in balance.
Official code: B11-4-06
Urinalysis and Kidney Health
Describe what types of information can be gained through urinalysis
I can describe what a urinalysis can reveal, such as diabetes, infections, kidney damage, pregnancy and drug use.
Official code: B11-4-07
Investigate and describe issues related to kidney failure and treatment options available
I can investigate and describe issues related to kidney failure and compare the treatment options available.
Official code: B11-4-08
The official wording · 8 outcomes
- B11-4-01
- Identify the primary metabolic wastes produced in the human body and the source of each
- B11-4-02
- Describe the roles of the major excretory structures in eliminating wastes and helping the body maintain homeostasis
- B11-4-03
- Describe the important role of the liver in the process of excretion and the maintenance of homeostasis
- B11-4-04
- Identify structures of the human urinary system from a diagram, model, or specimen, and describe the function of each
- B11-4-05
- Explain the processes of filtration, reabsorption, and secretion in the nephron
- B11-4-06
- Describe the feedback mechanisms associated with water and salt balance and their role in the maintenance of homeostasis in the human body
- B11-4-07
- Describe what types of information can be gained through urinalysis
- B11-4-08
- Investigate and describe issues related to kidney failure and treatment options available
Key ideas
A metabolic waste is a product of the body's own chemistry that it must get rid of: carbon dioxide and water from cellular respiration, ammonia and then urea from breaking down amino acids, and excess mineral salts from food and drink.
Blood enters each kidney through a renal artery and leaves, cleaned, through a renal vein.
Urine shows what the kidneys removed from the blood, so one painless sample can reveal problems in several body systems.
Ammonia, made when the liver breaks down extra amino acids, is very toxic, so the liver turns it into urea, which is far less toxic and is carried in the blood to the kidneys.
Inside the kidney, the outer renal cortex and the inner renal medulla hold the nephrons that make urine, and the urine collects in the funnel-shaped renal pelvis.
Watch out for
- Thinking feces are the body's main metabolic waste, when they are mostly undigested food that never took part in the body's chemistry.
- Confusing the ureters with the urethra, when the two ureters carry urine from the kidneys to the bladder and the one urethra carries it out of the body.
- Thinking glucose in urine just means you ate a lot of sugar that day, when it usually means blood glucose is so high that the kidneys cannot reabsorb it all, as in diabetes.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 11 skills
Protection and Control
Defences and Immunity
Describe the body's defence mechanisms for protection from foreign agents
I can describe the body's non-specific and specific defences against foreign agents.
Official code: B11-5-01
Describe the body's response to allergens, vaccines, and viruses/bacteria
I can describe the inflammatory and immune responses to allergens, vaccines, viruses and bacteria.
Official code: B11-5-02
Explain the role of the lymphatic system in protecting the human body
I can explain how lymph, lymph vessels and lymph nodes protect the body.
Official code: B11-5-03
Investigate issues related to the immune system and the protection of public health
I can investigate an issue related to the immune system and public health, such as immunization policies, travel advisories or epidemics.
Official code: B11-5-04
The Nervous System
Describe the major organization of the nervous system
I can describe how the nervous system is organized into central and peripheral systems, and the peripheral system into somatic and autonomic divisions.
Official code: B11-5-05
Identify the functional regions of the brain
I can identify the functional regions of the brain, including the lobes, the cerebellum, the brainstem and the speech areas.
Official code: B11-5-06
Explain how a nerve impulse travels a particular pathway using chemical and electrical signals
I can explain how a nerve impulse travels along a pathway, electrically along each neuron and chemically across each synapse.
Official code: B11-5-07
Compare the general roles of nervous and hormonal controls
I can compare nervous and hormonal control by communication, speed, duration, target pathway and action, and explain how the two systems work together.
Official code: B11-5-08
Brain Health and Lifestyle
Explain the effects of a concussion on brain function and the implications of multiple concussions
I can explain how a concussion affects brain function, why second impact syndrome is dangerous, and what multiple concussions can do.
Official code: B11-5-09
Describe how personal lifestyle choices can influence the functioning of protection and/or control systems
I can describe how choices such as sleep, diet, drug use and protective equipment affect my immune, nervous and endocrine systems.
Official code: B11-5-10
Investigate and describe conditions/disorders that affect protection and/or control in the human body
I can investigate a disorder of the immune, nervous or endocrine system and describe its causes, symptoms, treatments and prevention.
Official code: B11-5-11
The official wording · 11 outcomes
- B11-5-01
- Describe the body's defence mechanisms for protection from foreign agents
- B11-5-02
- Describe the body's response to allergens, vaccines, and viruses/bacteria
- B11-5-03
- Explain the role of the lymphatic system in protecting the human body
- B11-5-04
- Investigate issues related to the immune system and the protection of public health
- B11-5-05
- Describe the major organization of the nervous system
- B11-5-06
- Identify the functional regions of the brain
- B11-5-07
- Explain how a nerve impulse travels a particular pathway using chemical and electrical signals
- B11-5-08
- Compare the general roles of nervous and hormonal controls, recognizing that the nervous and endocrine systems interact to maintain homeostasis in the human body
- B11-5-09
- Explain the effects of a concussion on brain function and the implications of multiple concussions
- B11-5-10
- Describe how personal lifestyle choices can influence the functioning of protection and/or control systems
- B11-5-11
- Investigate and describe conditions/disorders that affect protection and/or control in the human body
Key ideas
The first line of defence is non-specific barriers: skin, mucous membranes that trap microbes, cilia that sweep mucus out of the airways, and chemicals such as stomach acid and the enzyme lysozyme in tears.
The central nervous system (CNS) is the brain and the spinal cord; it receives information, interprets it and decides on responses.
A concussion is a brain injury caused by a blow or jolt that makes the brain move inside the skull; it disrupts how brain cells work and communicate, even though scans usually look normal.
The second line is also non-specific: phagocytes, white blood cells that engulf microbes, inflammation and fever respond the same way to any invader.
The peripheral nervous system (PNS) is all the nerves outside the CNS: sensory neurons carry information in, and motor neurons carry commands out to muscles and glands.
Watch out for
- Thinking the body fights every infection with antibodies right away, when the barriers and phagocytes act first and antibodies take days to build up.
- Thinking the spinal cord is part of the peripheral nervous system, when it belongs with the brain to the central nervous system.
- Thinking you only have a concussion if you were knocked out, when most concussions happen without losing consciousness.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 6 · 5 skills
Wellness and Homeostatic Changes
Integration and Aging
Analyze examples of how different body systems work together to maintain homeostasis under various conditions
I can analyze how several body systems work together to maintain homeostasis in conditions such as cold weather, exercise, diabetes or an organ transplant.
Official code: B11-6-01
Recognize that aging is a progressive failure of the body's homeostatic responses
I can explain aging as a gradual failure of the body's homeostatic responses and describe changes in different body systems as we age.
Official code: B11-6-02
Defining Death and Wellness Technology
Recognize the difficulties faced in defining “death” and identify different definitions in use today
I can explain why death is hard to define and identify the medical, legal and religious definitions in use today.
Official code: B11-6-03
Identify and analyze social issues related to the process of dying
I can identify and analyze social issues related to dying, such as palliative care, advance directives, medical assistance in dying and organ donation.
Official code: B11-6-04
Describe how technology has allowed us to control our wellness
I can describe how technology has allowed us to control our wellness and the ethical dilemmas its use can create.
Official code: B11-6-05
The official wording · 5 outcomes
- B11-6-01
- Analyze examples of how different body systems work together to maintain homeostasis under various conditions
- B11-6-02
- Recognize that aging is a progressive failure of the body's homeostatic responses and describe some changes that take place in different body systems as we age
- B11-6-03
- Recognize the difficulties faced in defining “death” and identify some of the different definitions in use today
- B11-6-04
- Identify and analyze social issues related to the process of dying
- B11-6-05
- Describe how technology has allowed us to control our wellness, and describe the ethical dilemmas that the use of technology can create
Key ideas
No system holds homeostasis alone: each response draws on several systems, coordinated by the nervous and endocrine systems.
Death is a process, not a single instant: when the heart stops the brain is damaged within minutes, but cells such as skin cells can live for hours, so any definition has to choose a point.
In the cold, the nervous system triggers shivering and narrows the skin's blood vessels, the thyroid raises the metabolic rate, and breathing and circulation supply the extra oxygen and fuel that heat production needs.
For centuries death meant the heart and breathing had stopped; ventilators and CPR broke that definition, because machines can keep a heart beating and lungs breathing after the brain has died.
Blood glucose is held steady by the digestive system (absorbing sugar), the pancreas (insulin and glucagon), the liver (storing and releasing glucose), the circulation (carrying it) and the kidneys (which spill it into urine when it is too high); a person with diabetes must monitor and correct it themselves.
Watch out for
- Thinking blood sugar is controlled only by the pancreas, when the liver, the digestive system, the circulation and the kidneys are all part of keeping it steady.
- Thinking a person whose heart has stopped is always dead, when CPR or a defibrillator can sometimes restart it.
- Thinking a failing organ affects only its own system, when kidney failure, for example, raises blood pressure and strains the heart.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.
Which course?
Manitoba has 4 science courses for Grade 11. Here they are side by side.
- Biology, Grade 11 (Biology 30S)This course6 units · 62 skillsNo provincial examWhat it coversWellness and Homeostasis · Digestion and Nutrition · Transportation and Respiration · Excretion and Waste Management · Protection and Control · Wellness and Homeostatic Changes
- Chemistry, Grade 1130S5 units · 76 skillsNo provincial examWhat it coversTopic 1: Physical Properties of Matter · Topic 2: Gases and the Atmosphere · Topic 3: Chemical Reactions · Topic 4: Solutions · Topic 5: Organic Chemistry
- Current Topics in the Sciences, Grade 11 (Current Topics in the Sciences 30S)3 units · 28 skillsNo provincial examWhat it coversNature of Science and Technology · Science, Technology, Society, and the Environment · Essential Concepts
- Physics, Grade 1130S4 units · 90 skillsNo provincial examWhat it coversUnit 1: Waves · Unit 2: The Nature of Light · Unit 3: Mechanics · Unit 4: Fields
What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.
The official curriculum
This page follows Manitoba’s own curriculum for Biology, Grade 11 (Biology 30S).
Study it in MapleMind
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Course Companion
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Questions about Biology, Grade 11 (Biology 30S)
What is Biology, Grade 11 (Biology 30S)?
Manitoba’s Grade 11 science course: 6 units and 62 skills, from Wellness and Homeostasis to Wellness and Homeostatic Changes.
What units are in Biology, Grade 11 (Biology 30S)?
1. Wellness and Homeostasis, 2. Digestion and Nutrition, 3. Transportation and Respiration, 4. Excretion and Waste Management, 5. Protection and Control and 6. Wellness and Homeostatic Changes.
Is there a provincial exam for Biology, Grade 11 (Biology 30S)?
No. Manitoba gives no provincial exam for Biology, Grade 11 (Biology 30S).
What comes after Biology, Grade 11 (Biology 30S)?
Biology, Grade 12 (Biology 40S), Chemistry, Grade 12 and Physics, Grade 12.
Can MapleMind help with Biology, Grade 11 (Biology 30S)?
Yes. MapleMind teaches every skill of Biology, Grade 11 (Biology 30S), step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.
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