Page 59 - The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised)

E2. Developing Skills of Investigation and Communication
By the end of this course, students will:
e2.1 use appropriate terminology related to animal anatomy, including, but not limited to: systolic, diastolic, diffusion gradient, inhalation, ex- halation, coronary, cardiac, ulcer, asthma, and constipation [C]
e2.2 perform a laboratory or computer-simulated dissection of a representative animal, or use
a mounted anatomical model, to analyse the relationships between the respiratory, circulatory, and digestive systems [PR, AI]
e2.3 use medical equipment (e.g., a stethoscope,
a sphygmomanometer) to monitor the functional responses of the respiratory and circulatory systems to external stimuli (e.g., measure the change in breathing rate and heart rate after exercise) [PR, AI]
E. Understanding Basic Concepts
By the end of this course, students will:
e3.1 explain the anatomy of the respiratory system and the process of ventilation and gas exchange from the environment to the cell (e.g., the movement of oxygen from the atmosphere to the cell; the roles of ventilation, hemoglobin, and diffusion in gas exchange)
e3.2 explain the anatomy of the digestive system and the importance of digestion in providing nutrients needed for energy and growth (e.g., the body’s mechanical and chemical processes digest food, which provides the proteins needed to build muscle, and the fibre, water, vitamins, and minerals needed to regulate body processes)
e3.3 explain the anatomy of the circulatory system (e.g., blood components, blood vessels, the heart) and its function in transporting substances that are vital to health
e3.4 describe some disorders related to the respiratory, digestive, and circulatory systems (e.g., asthma, emphysema, ulcers, colitis, cardiac arrest, arteriosclerosis)
ANIMALS: STRUCTURE AND FUNCTION

Biology
SBI3U