Please enable JavaScript.
Coggle requires JavaScript to display documents.
Biology 20 - Coggle Diagram
Biology 20
Unit D: Human systems (40% of alloted time) - Relates to Science 10, Unit C; Biology 30, Unit A
- Human respiratory + digestive systems (exchange energy + matter with environment for equilibrium)
-
Chemical nature of energy sources (carbohydrates, lipids, proteins) and their enzymes
-
-
- Circulatory + defence systems (exchange energy + matter with environment for equilibrium)
-
Action of heart, blood pressure + circulation of blood through various pathways
-
Components + function of blood (e.g. transport, defence)
Role of circulatory system at capillary level in aiding digestive, excretory, respiratory + motor system exchange energy + matter with environment
-
-
-
-
- Excretory system (exchange energy + matter with environment for internal equilibrium) - Science 10, Unit C (passive transport (e.g. diffusion, osmosis) vs active transport, now in relation to transport of matter into and out of kidney); Biology 30, Unit A, GO 2 (role hormones, like aldosterone, play in homeostasis).
-
-
-
Role of antidiuretic hormone + aldosterone in H20 and NA+ reabsorption, excretion and blood pressure regulation
- Motor system (function in other body systems)
How motor system (smooth, cardiac, striated muscle) supports body functions (e.g. digestive)
-
Unit A: Energy and matter exchange in the biosphere (20% of alloted time) - Relates to Science 10, Unit D; Biology 30, Unit D
- Matter cycling through the biosphere - Relates to Science 10, Unit D, STS 1 (major characteristics of the hydrosphere and their relationship to biospheres)
Specific biogeochemical cycles : carbon, nitrogen, oxygen, phosphorous
General cycles: How general matter, like these elements, is recycled (as atoms are simply rearranged and bind with others to form new molecules with different properties)
Water's role in specific biogeochemical cycles (e.g solvent, hydrogen bonding)
- Explain the balance of energy and matter exchange in the biosphere, as an open system, and explain how this maintains equilibrium - Relates to Science 10, Unit D, STS 3 (ecosystems as open systems with energy/matter exchange, and how types of energy/matter (e.g. sunlight/water) affect characteristics of a biome)
Equilibrium and biomass: How energy and matter influence biomass production in an ecosystem (e.g. rainforest vs desert)
Equilibrium and atmospheric composition: How gas exchanges (photosynthesis and cell respiration) influence atmospheric composition
Evidence for historical atmospheric (CO2 and O2) composition changes: geologic (stromatolites) and scientific
- Energy flow through the biosphere - Relates to Science 10, Unit D, STS 1 (solar energy input and energy flow within the biosphere); Biology 30, Unit D, GO 2 (interaction of individuals of a population with one another and members of another population, as in predator-prey relationships in trophic levels)
Energy equilibrium: Balance between energy storage (e.g. photo/chemosynthesis) and release (e.g. cell respiration)
Energy equilibrium contextualized in a system, qualitative focus: Trophic levels (e.g. food chains and webs)
Foundations: How energy is stored (e.g. photo/chemosynthesis), and how it's released (e.g. cell respiration)
Energy equilibrium contextualized in a system, quantitative focus: pyramids of numbers, biomass, energy
Unit B: Ecosystems and population change (25% of alloted time) - Relates to Biology 30, Unit D
- Explain that the biosphere is composed of ecosystems, each with distinctive biotic and
abiotic characteristics
Vocabulary Foundations: Define species, population, ecosystem and how they're related
Ecosystem niches: How terrestrial and aquatic ecosystems provide a variety of niches to support diverse organisms (evidently niches mitigate limiting factors, like competition, by offering otherwise competing species with different resources)
Biotic/abiotic influences on an ecosystem: Identify biotic and abiotic characteristics, and explain their influence on an ecosystem
Abiotic/biotic influences, specifically as limiting factors on population, within an ecosystem: How limiting factors influence population distribution
Taxonomy + binomial nomenclature: Kingdom level determined by modes of nutrition, genus level, by morphology (species evolve different adaptations - nutritional and morphological - to exist in different niches)
- Explain the mechanisms involved in the change of populations over time - Relates to Biology 30, Unit D, GO 1 (populations have members who contribute to gene pool that changes over time)
Sources of variation, mutations: Some have a selective advantage
Source of variation, sexual reproduction (e.g. chromosomal crossover): Likewise some have selective advantage (when members of a population have a selective advantage, they survive, reproduce and then pass on their genes, eventually changing the characteristics of a population and leading to its evolution)
-
Speciation: Speciation and its conditions (essentially the state in which the characteristics of a population have been changed significantly, as part of evolution)
Modern theories of evolution: punctuated equilibrium, gradualism
Evidence for evolution: modern species from ancestral form (e.g. fossil record, homologous/analogous structures)
Unit C: Photosynthesis and cellular respiration (15% of alloted time) - Relates to Science 10, Unit C
- Photosynthesis as storing of energy in compounds - Relates to Science 10, Unit C, STS 2 (Cell structures and their life functions, such as chloroplast)
Light-dependent reactions for storing energy: Pigments absorb energy (E) - E transferred from NADP to NADPH - E transferred, then stored as ATP. Explain where in chloroplast these pigments are.
Light-independent reactions for storing energy: NADPH and ATP reduce carbon to transfer and store E in glucose
- Cellular respiration as release of energy from compounds - Relates to Science 10, Unit C, STS 2 (Cell structures and their life functions, such as mitochondrion)
Glycolysis + Kreb's cycle (Step 1 for releasing energy): Glycolysis + Kreb's cycle oxidize glucose to make reducing power for NADH + FADH. Explain where in the cell this happens
Chemiosmosis (Step 2 for releasing E): Converts reducing power of NADH + FADH to potential E in ATP. Explain where in mitochondrion this happens
-
Aerobic vs anaerobic respiration (plants, animals, yeast)