Biology, Grade 12 (Biology 40S)

Outline Gregor Mendel's principles of inheritance

I can outline Mendel's principles of dominance, segregation and independent assortment, and explain why they matter for understanding heredity.

Explain what is meant by the terms heterozygous and homozygous

I can explain what homozygous and heterozygous mean and use the terms to describe genotypes.

Distinguish between genotype and phenotype, and use these terms in discussing genetic crosses

I can distinguish between genotype and phenotype and use both terms correctly when discussing the outcomes of genetic crosses.

Use Punnett squares to solve a variety of autosomal inheritance problems

I can use Punnett squares to solve monohybrid, dihybrid and testcross problems and justify my answers with the correct terms.

Describe examples of and solve problems involving traits that do not follow a dominant-recessive pattern

I can describe examples of incomplete dominance, codominance, multiple alleles and lethal genes, and solve problems involving them.

Explain the basis for sex determination in humans

I can explain how the X and Y chromosomes determine sex in humans.

Describe examples of and solve problems involving sex-linked genes

I can describe sex-linked conditions such as colour-blindness, hemophilia and Duchenne muscular dystrophy, and solve problems involving sex-linked genes.

Use pedigree charts to illustrate the inheritance of genetically determined traits in a family tree

I can draw and read pedigree charts, decide how a trait is inherited, and find the probability of a child having the trait.

Discuss ethical issues that may arise as a result of genetic testing

I can discuss the ethical issues that genetic testing for inherited conditions can raise for individuals, families and society.

Discuss the role of meiosis and sexual reproduction in producing genetic variability

I can explain how meiosis and sexual reproduction, through crossing over and random assortment, produce genetically varied offspring.

Explain how chromosome mutations may arise during meiosis

I can explain how chromosome mutations such as nondisjunction arise during meiosis.

Identify monosomy and trisomy chromosome mutations from karyotypes

I can identify monosomies and trisomies such as Down, Turner and Klinefelter syndromes from karyotypes.

Outline significant scientific contributions and discoveries that led to the current understanding of DNA

I can outline the discoveries that led to our understanding of DNA's structure and function, and how collaboration and competition shaped them.

Describe the structure of a DNA nucleotide

I can describe the structure of a DNA nucleotide: a deoxyribose sugar, a phosphate group and a nitrogenous base.

Describe the structure of a DNA molecule

I can describe the structure of a DNA molecule, including the double helix, base pairing and genes.

Describe the process of DNA replication

I can describe how DNA replicates, using the terms template, semi-conservative replication and enzymes.

Compare DNA and RNA in terms of their structure, use, and location in the cell

I can compare DNA and RNA by their structure, their use and where they are found in the cell.

Outline the steps involved in protein synthesis

I can outline protein synthesis, from transcription of a gene into mRNA to translation into a protein at a ribosome.

Relate the consequences of gene mutation to the final protein product

I can relate a gene mutation to its effect on the final protein, using point mutations and frameshift mutations as examples.

Discuss implications of gene mutation for genetic variation

I can discuss how gene mutations create new alleles and add to genetic variation.

Investigate an issue related to the application of gene technology in bioresources

I can investigate an issue about gene technology in bioresources, including the technology, its economic implications and different perspectives.

Investigate an issue related to the application of gene technology in humans

I can investigate an issue about gene technology in humans, including the technology, its ethical and legal implications and different perspectives.

Define the term evolution, explaining how evolution has led to biodiversity by altering populations

I can define evolution as a change in a population's gene pool and explain how it has produced biodiversity by changing populations, not individuals.

Describe and explain the process of discovery that led Charles Darwin to formulate his theory of evolution by natural selection

I can describe and explain how the voyage of the Beagle, the South American fossils, the Galapagos Islands and the work of other scientists led Darwin to his theory of natural selection.

Outline the main points of Darwin's theory of evolution by natural selection

I can outline the main points of Darwin's theory: overproduction, competition, variation, adaptation, natural selection and speciation.

Demonstrate, through examples, what the term fittest means in the phrase “survival of the fittest.”

I can demonstrate, with examples, that 'fittest' means best suited to the environment and most successful at reproducing.

Explain how natural selection leads to changes in populations

I can explain how natural selection changes populations, using examples such as industrial melanism and resistance to antibiotics and pesticides.

Describe how disruptive, stabilizing, and directional natural selection act on variation

I can describe how stabilizing, directional and disruptive selection act on the variation in a population.

Distinguish between natural selection and artificial selection

I can distinguish between natural selection and artificial selection.

Outline how scientists determine whether a gene pool has changed

I can outline how scientists use the conditions for genetic equilibrium and the Hardy-Weinberg equations to tell whether a gene pool has changed.

Discuss how genetic variation in a gene pool can be altered

I can discuss how natural selection, gene flow, genetic drift, non-random mating and mutation alter the genetic variation in a gene pool.

Describe how populations can become reproductively isolated

I can describe how populations become reproductively isolated through geographic isolation, niche differentiation, behaviour and physiology.

With the use of examples, differentiate between convergent and divergent evolution (adaptive radiation)

I can differentiate between convergent evolution and divergent evolution (adaptive radiation) with examples, using homologous and analogous structures.

Distinguish between the two models for the pace of evolutionary change: punctuated equilibrium and gradualism

I can distinguish between gradualism and punctuated equilibrium as models for the pace of evolutionary change.

Define the concept of biodiversity in terms of ecosystem, species and genetic diversity

I can define biodiversity in terms of ecosystem diversity, species diversity and genetic diversity.

Explain why it is difficult to determine a definition of species

I can explain why it is difficult to define a species, using hybrids, variation within species and non-interbreeding subpopulations.

Describe the dynamic nature of classification

I can describe how classification keeps changing, including different classification systems and current debates.

Describe types of evidence used to classify organisms and determine evolutionary relationships

I can describe how fossils, morphology, embryology, biochemistry and DNA are used to classify organisms and work out their evolutionary relationships.

Compare the characteristics of the domains of life

I can compare the characteristics of the three domains of life: Bacteria, Archaea and Eukarya.

Compare the characteristics of the kingdoms in the Eukarya domain

I can compare the kingdoms of the domain Eukarya by cell structure, major mode of nutrition, cell number and motility.

Investigate an evolutionary trend in a group of organisms

I can investigate an evolutionary trend in a group of organisms, such as vascular tissue in plants, the move of animals onto land, or human evolution.

Discuss a variety of reasons for maintaining biodiversity

I can discuss a variety of reasons for maintaining biodiversity, including a diverse gene pool, economic value and the sustainability of ecosystems.

Describe strategies used to conserve biodiversity

I can describe strategies used to conserve biodiversity, such as habitat protection, wildlife corridors, species preservation programs and public education.

Select and use appropriate tools or procedures to determine and monitor biodiversity in an area

I can select and use tools and procedures such as dichotomous keys, quadrats, transects and mark and recapture to determine and monitor biodiversity in an area.

Investigate an issue related to the conservation of biodiversity

I can investigate an issue related to conserving biodiversity, such as water quality in Lake Winnipeg or hydroelectric development, and recommend a course of action.