Page 87 - 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 homeostasis, including, but not limited to: insulin, testosterone, estrogen, nephron, dialysis, pituitary, synapse, and acetylcholine [C]
e2.2 plan and construct a model to illustrate the essential components of the homeostatic pro- cess (e.g., create a flow chart that illustrates representative feedback mechanisms in living things) [IP, AI, C]
e2.3 plan and conduct an investigation to study a feedback system (e.g., stimulus response loop) [IP, PR, AI]
e2.4 plan and conduct an investigation to study the response mechanism of an invertebrate to external stimuli (e.g., the instinctive behaviour of an invertebrate in response to a stimulus such as light), using appropriate laboratory equipment and techniques [IP, PR, AI]
E. Understanding Basic Concepts
By the end of this course, students will:
e3.1 describe the anatomy and physiology of the endocrine, excretory, and nervous systems, and explain how these systems interact to maintain homeostasis
e3.2 explain how reproductive hormones act in human feedback mechanisms to maintain homeostasis (e.g., the actions of male and female reproductive hormones on their re- spective body systems)
e3.3 describethehomeostaticprocessesinvolvedin maintaining water, ionic, thermal, and acid–base equilibrium, and explain how these processes help body systems respond to both a change in environment and the effects of medical treatments (e.g., the role of feedback mechanisms in water balance or thermoregulation; how the buffering system of blood maintains the body’s pH balance; the effect of medical treatments on the endocrine system; the effects of chemotherapy on homeostasis)
HOMEOSTASIS

Biology
SBI4U