Biology 30

- Explain how the nervous system controls physiological processes.

- Explain how the endocrine system contributes to homeostasis.

- Describe the general structure and function of a neuron and the myelin sheath. - Explain the formation and transmission of an action potential, including the all-or-none response and intensity of response. - Explain the transmission of a signal across a synapse. - Identify the main chemicals and transmitters involved: norepinephrine, acetylcholine, and cholinesterase.

- Identify the principal structures of the central and peripheral nervous systems: cerebral hemispheres and lobes, cerebellum, pons, medulla oblongata, hypothalamus, spinal cord, sympathetic and parasympathetic nervous systems, and the sensory-somatic nervous system. - Explain their functions in regulating the voluntary (somatic) and involuntary (autonomic) systems of the human organism.

- Describe, using an example (e.g., the patellar or pupillary reflex), the organization of neurons into nerves and the composition and function of reflex arcs.

- Describe the structure and function of the parts of the human eye: cornea, lens, sclera, choroid, retina, rods and cones, fovea centralis, pupil, iris, and optic nerve.

- Describe the structure and function of the human ear’s parts: pinna, auditory canal, tympanum, ossicles, cochlea, organ of Corti, auditory nerve, semicircular canals, and Eustachian tube.

- Explain other ways humans sense their environment and spatial orientation, including olfactory receptors, proprioceptors, taste receptors, and skin receptors.

- Identify the principal human endocrine glands: the hypothalamus/pituitary complex, thyroid, parathyroid, adrenal glands, and pancreatic islet cells.

- Describe the functions of the principal endocrine hormones: thyroid-stimulating hormone (TSH)/thyroxine, calcitonin/parathyroid hormone (PTH), adrenocorticotropic hormone (ACTH)/cortisol, glucagon/insulin, human growth hormone (hGH), antidiuretic hormone (ADH), epinephrine, and aldosterone. - Explain how these hormones maintain homeostasis through feedback.

- Explain the roles of hormones in homeostasis, including thyroxine in metabolism; insulin, glucagon, and cortisol in blood sugar regulation; hGH in growth; ADH in water regulation; and aldosterone in sodium ion regulation.

- Explain how the endocrine system senses the internal environment and coordinates appropriate responses (e.g., calcium balance, blood osmotic pressure).

- Compare the endocrine and nervous control systems and explain how they work together (e.g., stress and the adrenal gland).

- Formulate questions about observed relationships and plan investigations into related questions, ideas, problems, and issues. - Design an experiment to investigate heat, cold, pressure, and touch receptors (IP–NS1, IP–NS2, IP–NS3).

- Explain how scientific knowledge and theories develop through hypotheses, evidence collection, investigation, and explanation (NS2). - Discuss the biological basis of neurological diseases, such as Alzheimer’s or Parkinson’s disease, and how this relates to treatment. - Evaluate the impact of photoperiod (light wavelength and duration) on humans and identify adaptations to light deprivation in northern communities.

- Conduct investigations into relationships between and among observable variables and use a broad range of tools and techniques to gather and record data and information - Design and perform an experiment to investigate the physiology of reflex arcs (IP–NS2, PR–NS2, PR–NS3, PR–NS4) [ICT F1–4.2] - Perform experiments to measure the ability to discriminate objects visually and to hear a range of sounds (PR–NS2, PR–NS3, PR–NS4) - Use a microscope and prepared slides to observe neurons and synapses (PR–NS2, PR–NS3, PR–NS4) - Observe the principal features of a mammalian brain, eye and ear, using models, computer simulations or dissections, and identify the major structures of those organs (PR–NS3, PR–NS4) [ICT C6–4.4]

- Explain that scientific investigation involves analyzing evidence and providing explanations based on scientific theories and concepts (NS5f) [ICT C7–4.2]. - Analyze experimental evidence on how natural and synthetic anesthetics, drugs, and chemicals affect the functioning of the nervous system, and relate this to addiction theories. - Analyze how technological developments and physiological knowledge have contributed to longevity and quality of life.

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions - Interpret patterns and trends in data on strength of stimuli versus force of muscle contraction (AI–NS2) [ICT C7–4.2] - Analyze and interpret aspects of vision, such as blind spot, acuity, accommodation, adaptation, binocular vision and peripheral vision (AI–NS2) [ICT C7–4.2] - Analyze a hearing aid as a device that simulates a sensory function (AI–ST1) - Pose new questions, such as: “Why are some people more tolerant to pain than others?” (AI–NS5)

- Explain that the goal of technology is to provide solutions to practical problems (ST1) [ICT F2–4.4] - Investigate technologies used to correct eye and ear defects - Investigate the biological basis of neurotoxin action and their antidotes - Investigate the use of neurotoxins by Indigenous peoples - Discuss how advances in science have contributed to technologies that increase access to the world beyond normal sensory limits

- Work collaboratively to solve problems, applying scientific skills and conventions to communicate information and evaluate results. - Use appropriate Système international (SI) units, including fundamental and derived units, and significant digits (CT–NS2). - Use numeric, symbolic, graphical, and linguistic representations to communicate ideas, plans, and results (CT–NS2). - Work cooperatively to investigate neurological disorders such as Alzheimer’s or Parkinson’s disease (CT–NS1).

- Formulate questions about observed relationships and plan investigations into related questions, ideas, problems, and issues. - Formulate a hypothesis, using published data, about an environmental factor that humans can detect and respond to (e.g., stress and hormonal disruption; ultraviolet light and pigment deposition; diet and thyroid function) (IP–NS3).

- Explain that science and technology are developed to meet societal needs and expand human capability (SEC1) [ICT F2–4.8]. - Compare technological control systems (e.g., computer control of car emissions) with electrochemical control systems in organisms. - Assess the impact of research into biochemical control systems on human performance. - Describe current treatments for type 1 and type 2 diabetes.

- Investigate relationships between and among observable variables, using a broad range of tools and techniques to gather and record data. - Research Seasonal Affective Disorder (SAD) or General Adaptation Syndrome and identify the main hormonal and nervous components (PR–NS4).

- Explain that science and technology have both intended and unintended consequences for humans and the environment (SEC3) [ICT F2–4.8, F3–4.1] - Evaluate the use of biotechnology to solve practical problems - Evaluate the use of hormone therapy in the treatment of humans - Explain the relationship between pigment deposition within skin cells and ultraviolet light as influenced by stratospheric ozone

- Analyze data and apply mathematical and conceptual models to develop and assess possible solutions. - Infer the roles of ADH and aldosterone in the maintenance of water and ions by analyzing and interpreting blood and urine composition data (AI–NS6) [ICT C7–4.2]. - Infer the role of insulin in regulating blood sugar by performing an experiment to test for glucose in simulated urine and comparing results with normal urinalysis data, and/or by using a computer simulation (AI–NS6) [ICT C7–4.2].

- Work collaboratively to address problems, and apply the skills and conventions of science to communicate information and ideas and to assess results. - Evaluate individual and group processes used in planning and carrying out group investigations of hormone therapy or the use of biotechnology to solve practical problems (CT–SEC1, CT–SEC4).

- Describe, using an example, the physiological consequences of hormone imbalances (e.g., diabetes mellitus, diabetes insipidus, gigantism, goitre, cretinism, Graves’ disease).