Courses

New Brunswick · Grade 11

Biology 11

New Brunswick’s Grade 11 science course, from The Cell to Maintaining Dynamic Equilibrium.

Learn thisPractice test
Units
3
Lessons
12
Skills
68
Provincial exam
None
Official curriculum
gnb.ca

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 19 skills

The Cell

Cell theory and the microscope

Cell structure and function

Cell energy and transport

The official wording · 19 outcomes
1.1
Describe the contribution of early scientists in discrediting the concept of spontaneous generation (abiogenesis) in favour of biogenesis
1.2
Describe the contribution of early scientists in development of the cell theory and have a good understanding of the cell theory
1.3
Analyze and describe how scientific understanding was enhanced or revised as a result of invention of the microscope
1.4
Research and discuss examples of abiogenisis versus biogenisis in which the bias of the investigators affected outcomes
1.5
Demonstrate effective and accurate use of the light microscope including: o Parts and their function o General care o Focusing technique o Field of view calculation o Safety concerns
1.6
Demonstrate the ability to prepare a wet mount of a specimen, including staining techniques
1.7
Demonstrate the ability to display accurately, through line diagrams, information compiled through the use of the microscope
1.8
Examine and compare the structure of prokaryotic and eukaryotic cells
1.9
Describe the differences between plant and animal cells
1.10
Describe eukaryotic cellular structures and the ways in which they manage various cell processes. Include: nucleus, nucleolus, nuclear membrane, ribosomes, smooth and rough endoplasmic reticulum, Golgi apparatus, vesicles, chromosomes, lysosomes, microtubules and microfilaments, vacuoles, mitochondria, centrioles, chloroplasts, cell membranes and cell walls
1.11
Examine and compare images of cell structure generated b both the light and electron microscopes
1.12
Describe the structure of mitochondria, and chloroplasts
1.13
Compare and contrast the basic matter and energy transformations associated with the processes of photosynthesis and aerobic respiration
1.14
Demonstrate that photosynthesis and aerobic respiration are complementary processes
1.15
Design and perform experiments to investigate photosynthesis and respiration
1.16
Explain the importance of the processes of photosynthesis and aerobic respiration to human enterprises
1.17
Explain how materials are able to move into and out of cells through a selectively permeable membrane. Include: fluid mosaic model passive transport – osmosis, diffusion and facilitated diffusion active transport – molecular transport, endo- and exocytosis
1.18
Describe the effects of osmosis on cells with and without cell walls
1.19
Carry out procedures to investigate the relationship between membrane surface area and cell size and summarize your findings

Key ideas

  1. Abiogenesis (spontaneous generation) claimed living things arise from non-living matter.

  2. Prokaryotes (bacteria, archaea) lack a membrane-bound nucleus and organelles; DNA sits in a nucleoid.

  3. Photosynthesis: 6CO2 + 6H2O + light -> C6H12O6 + 6O2 (stores light energy in glucose).

  4. Redi's covered-meat experiment showed maggots come from fly eggs, not the meat.

  5. Eukaryotes (protists, fungi, plants, animals) have a true nucleus and membrane-bound organelles.

Watch out for

  • Thinking spontaneous generation was obviously silly - it was the accepted view for centuries.
  • Thinking prokaryotes have no DNA.
  • Thinking plants only photosynthesize and never respire (they do both).

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 23 skills

Biodiversity

Taxonomy and classification

Kingdoms and viruses

Plant diversity and structure

Animal diversity and NB biodiversity

The official wording · 23 outcomes
2.1
Use organisms found in a local or regional ecosystem to demonstrate an understanding of the fundamental principles of taxonomy
2.2
Identify limitations inherent to any classification system
2.3
Understand the concept of binomial nomenclature as developed by Linnaeus and understand its advantages for the scientific community
2.4
List, in order, levels of classification (taxa) based on increasingly narrower categories, using the species as the base identification level
2.5
Explain how scientific classification systems are changing as new evidence concerning living things is being discovered
2.6
Research modern techniques used for classification
2.7
Develop a list of characteristics shared by living things
2.8
Identify the general characteristics that distinguish the members of each recognized kingdom
2.9
Demonstrate an understanding that the recognized kingdoms of living things represent a diversity of organisms exhibiting extensive variety in terms of form and function
2.10
Analyze and explain the major features of a virus and its reproductive cycle
2.11
Describe the differences that exist between the major groups of plants (bryophytes, ferns, gymnosperms, angiosperms)
2.12
Describe the structure and function of a flower, and compare the structure of monocot and dicot seeds
2.13
Dissect, compare and identify a variety of plant phyla
2.14
Dissect a variety of flower types and identify structures
2.15
Explain how plants maintain homeostasis with reference to tropisms and adaptations to harsh climates
2.16
Students should design and carry out experiments on plant tropisms
2.17
Investigate the role played by plant hormones such as cytokinins, auxins and gibberellins
2.18
Describe the differences that exist between the invertebrate phyla with respect to symmetry, body cavity, reproduction and digestion
2.19
Describe characteristics that have contributed to the success of arthropods in a wide variety of environments
2.20
Describe the differences and similarities that exist between the classes of chordates
2.21
Explain how biodiversity of New Brunswick ecosystems is related to their sustainability
2.22
Compare New Brunswick eco-regions in terms of biodiversity, climate, physical geography, and location
2.23
Analyze the impact of human behaviour, and human population growth on biodiversity and ecosystems

Key ideas

  1. Taxonomy is the science of naming and grouping organisms by shared, heritable characteristics.

  2. Living things are made of cells, use energy (metabolism), and grow.

  3. Bryophytes (mosses) lack vascular tissue and true roots; they need moist habitats.

  4. Symmetry ranges from none (sponges) to radial (cnidarians) to bilateral (worms, arthropods).

  5. Organisms are grouped by similarity that reflects evolutionary relationship.

Watch out for

  • Grouping by superficial resemblance instead of heritable traits.
  • Thinking movement alone defines life.
  • Thinking all plants have flowers.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 26 skills

Maintaining Dynamic Equilibrium

Homeostasis and the molecules of life

Digestion and nutrition

Excretion and enzyme investigations

Circulation and respiration

Immunity and disease

The official wording · 26 outcomes
3.1
Explain what is meant by the concept of homeostasis and its critical nature to living things
3.2
Using humans as an example, explore ways that behaviours and systems respond to changes in the external environment
3.3
Identify and describe the structure and function of carbohydrates, protein, lipids and nucleic acids and where they are found in living organisms
3.4
Explain the importance of nutrition and fitness to the maintenance of homeostasis
3.5
Describe eating and digestive disorders and their effect on the homeostasis of the system and the organism as a whole
3.6
Describe the structures, purpose and functioning of the digestive system
3.7
Identify the major glands of digestion, their secretions and their role in the digestive process
3.8
Describe the main structures of the human urinary system, including the kidney, ureter, bladder, urethra and nephrons
3.9
Explain the role of the kidney as an excretory organ in removing metabolic wastes from the body and excreting them to the environment, and the impact of kidney failure
3.10
Describe the internal structure of the kidney and explain the function of a nephron
3.11
Perform an experiment to investigate the effect of specified variables on the effectiveness of an enzyme
3.12
Design an experiment to investigate the effect of specified variables on the effectiveness of an enzyme
3.13
Explain the function of the human circulatory and respiratory systems and how they interact
3.14
Trace the flow of blood through the heart, describe the pulmonary and systemic pathways, and follow the flow through the complete cycle
3.15
Describe the structure and function of an artery, a vein and a capillary
3.16
Identify and explain the role of leucocytes, erythrocytes, platelets, and plasma
3.17
Investigate the structures and mechanics of respiratory system
3.18
Design and carry out an experiment to investigate blood pressure, respiratory function or cardiac output under various conditions
3.19
Describe disorders linked to the circulatory system and/or the respiratory system and their effect on the homeostasis of the system and the organism as a whole
3.20
Describe adaptive features that provide for efficient gas exchange in humans
3.21
Predict the impact of environmental factors such as allergens on homeostasis within an organism
3.22
In general, explain how the immune system recognizes and destroys antigens that penetrate the first line of defense
3.23
Compare the mechanisms of various forms of acquired immunity
3.24
Explain the meaning of the terms allergen and antibody and their role in an allergic reaction
3.25
Describe various autoimmune diseases, their causes, and possible treatments
3.26
Explore the political and economic issues around the worldwide AIDS epidemic

Key ideas

  1. Homeostasis is the maintenance of a stable internal environment despite external change.

  2. A balanced diet supplies the energy and nutrients systems need to function.

  3. The kidneys filter blood; each contains about a million nephrons.

  4. The respiratory system exchanges O2 and CO2 between air and blood at the lungs.

  5. Environmental factors (allergens, pollutants, pathogens) can trigger responses that disrupt balance.

Watch out for

  • Thinking homeostasis means no change at all (it means controlled balance).
  • Thinking fitness only builds muscle.
  • Confusing ureter and urethra.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Which course?

New Brunswick has 3 science courses for Grade 11. Here they are side by side.

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 New Brunswick’s own curriculum for Biology 11.

New Brunswick Department of Education and Early Childhood Development - Biology 11gnb.ca · Read August 2, 2026

Textbooks

The course’s curriculum guide names its core resource:

“Instructional Planning Guide for Prentice Hall “Biology” 2008 by Miller and Levine”
  • Biology (Miller and Levine)Prentice Hall · 2008

From the course’s curriculum guide, read October 28, 2026. gnb.ca

Study it in MapleMind

MapleMind teaches Biology 11 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Geometry, Measurement and Finance 10 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeometry, Measurement and Finance 10 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geometry, Measurement and Finance 10, another New Brunswick course, partway through Unit 2.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Biology 11 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
28
Fillable fields
1,940
Price
$4.99
See the Course Companion

Questions about Biology 11

What is Biology 11?

New Brunswick’s Grade 11 science course: 3 units and 68 skills, from The Cell to Maintaining Dynamic Equilibrium.

What units are in Biology 11?

1. The Cell, 2. Biodiversity and 3. Maintaining Dynamic Equilibrium.

Is there a provincial exam for Biology 11?

No. New Brunswick gives no provincial exam for Biology 11.

What textbook does Biology 11 use?

The course’s curriculum guide names its core resource: Biology (Miller and Levine), Prentice Hall.

What comes after Biology 11?

Biology 12, Chemistry 12, Environmental Science 120 and Physics 12.

Can MapleMind help with Biology 11?

Yes. MapleMind teaches every skill of Biology 11, 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.

Before this course

After this course

Get ready for Biology 11

Practise every skill of Biology 11 in MapleMind, free with daily limits.