Content 

 Learning objectives (Skills ...)

 Activities

Remarks

1. Nutrition and metabolism

1.2.1Respiratory system and pulmonary ventilation

• Pulmonary ventilation.

1.3.1 Circulatory system

• Know  that pulmonary  ventilation is  the per-manent partial renewal of alveolar air by the rhythmic movement of the thorax.
• Notice the permanent presence of oxygen in the pulmonary alveoli.
• Calculate the proportion of the renewed air knowing the volume of the residual air.

• Give examples from every day life.
• Probing tables of given.
• Analysis of sequences of a film.
• Use a spirometer to determine the respiratory volume and analyze the obtained results.

- Arterial pressure.

• Know that the arterial pressure is the pressure exerted by the blood on the wall of the arteries.

• Notice that the arterial pressure varies during the cardiac revolution between a maximum at ventricular systole and a minimum at the end  of diastole.

• Analysis of documents, of tables of givens and of graphs.

• Notice the importance of the arterial pressure for medical diagnosis.

• Measure the arterial pressure with the help of a sphygmomanometer.

• Mention the consequences of hypotension and of hypertension.

1.3.4 Adaptation of the organism to effort.

• Notice that there is a modification in the spread of the blood in the organs, at rest and during an intensive activity.
• Notice that the modifications of the respiratory and cardiac rhythms are directly related to the effort done.
• There is a correlation between the functioning of circulation and that of respiration in the organism.

• Analysis of documents, of graphs and of tables of givens.

1.5 Regulation of the internal medium: urinary function.

• Know that the urinary excretion is the elimination,  in  the  form  of  urine,  of  substances released in the internal medium.
• Identify the principal constituents of urine.
• Compare the composition of urine to that of the blood plasma.
• Establish the urine-internal medium  relation-ship.

• Analysis of experiments done in the la-boratory with the appropriate reactives to find the composition of the urine and the blood plasma.
• Analysis of documents and tables of given.

1.5.1 Urinary system.

• Know that the urinary system is the group of organs that permits continuous urine forma-tion and its periodical discharge.
• Identify the different organs of the urinary  sys-tem.
• Draw a functional  diagram of the urinary  sys-tem.

• Observation of the urinary system.
• Analysis of documents.

1.5.2 Urine formation.

• Notice that urine is elaborated in a continuous fashion, by the kidneys, from the blood plasma.
• Notice that this elaboration of urine is facilitated by an important vascularization of the kidneys.

• Analysis of documents and of tables of given.

1.5.3 Role of the kidneys.

• Purifying role.

• Notice  the toxicity of certain  components of  urine.
• Notice that the kidneys ensure a purifying role by ridding the internal medium from a part of the wastes, especially the toxic wastes.

• Give examples from every day life.
• Analysis of documents, of tables of given, and  of graphs.
• Probing a scientific text.

• Regulating role.

• Notice that the kidneys ensure a regulating role by maintaining the composition of the internal medium.
• Notice the change of the urinary volume after  a significant up-take of water and sodium chloride.

• Analysis of sequences of a film.

1.6 Nourishment and health.

• Know that nutrition is the group of human behavior related to the consumption of food.

• Give examples from every day life.
• Searching in CDI.

1.6.1 Varieties and equilibrium of nourishment

• Relate the diversity of the organism's needs to the diversity of food.

• Role of food.

• Know that food ensures, on one hand, the growth of the organism and the renewal of cells by the help of assimilation, and on the other hand, the energy production by respiratory oxidations.
• Relate the assimilation to the building food (plastic) and the production of energy to the oxidation of energy food.
• Associate to each category of the simple food its energy value.

• Give examples from every day life.
• Analysis of documents, of tables of given and of graphs.
• Probing a text.

• Food ration.

• Know that food ration is the nature and quantity of food to be given every day to an individual  in order to satisfy his complementary and mini-mum needs of material and energy.
• Determine the minimum needs of an indivi-dual which ensure the permanence of its vital functions.
• Notice the complementary needs which vary from one individual to another with the activity, physiological status, the conditions of the me-dium…

• Give examples from every day life.
• Analysis of documents, of tables of given and of graphs.
• Analysis of experimental results.
• Use of floppy discs on food ration.

1.6.2 Basic principle of a balanced diet.

• Know that a balanced diet must contribute in maintaining a good health, cover the orga-nism's needs and compare the expenditure of energy and materials to the functioning of    organs.

• Give examples from every day life.
• Analysis of documents, of tables of given and of graphs (epidemiological given, pathological cases due to nutritional deficiencies).
• Use of floppy discs related to the avitaminoses.

• Relate the well balanced diet to the presence of carbohydrates, lipids and proteins in given proportions.
• Notice that a balanced food ration provides certain nutrients that the organism cannot ma-nufacture (amino acids, water, mineral salts, vitamins, plant fibers…).
• Notice  that the nutritional habits are related to the cultural habits and the economic conditions of the population.
• Relate the nutritional habits to the problems of malnutrition and of under nutrition.

• Analysis of sequences of a film.
• Searching in CDI.
• Probing a text.

2- Nervous communication and human behavior.

2.1  Reactions of the organism to environmental stimuli.

2.1.1  Human behavior.

• Know that a behavior is a group of reactions more or less complex, involuntary or voluntary, in response to environmental stimuli.
• Notice  that these reactions  are done by the help of sensory receptors, the nervous centers and the effector organs that are connected to each other by nerves.
• Relate a behavior to the anatomical structures involved in it.
• List in order the organs involved in a certain behavior.

• Give examples from every day life.
• Analysis of documents, of tables of given (reaction of salivation upon smelling a certain food, reaction of the organism to a skin burn…)
• Analysis of sequences of a film.

2.1.2  Involuntary and voluntary reactions.

• Know that an involuntary reaction is an unconscious automatic (reflex) and not varied response adapted to a given stimulation.
• Identify the characteristics of the reflex activity.
• Know that a voluntary reaction is a conscious, individual and varied response in which the cerebral hemispheres interfere.
• Distinguish between the voluntary reactions and the involuntary ones.
• Draw a functional diagram showing the relation-ship between the elements participating in a response.

2.2  Elaboration of the tactile sensation.

• Notice that the tactile sensation is done after a contact with the skin (excitation).

• Notice that the elaboration of the tactile sensation necessitates three steps: the excitation of the tactile receptors which provokes a nerve message, the conduction of this message and the role played by the sensory cerebral center.

• Give examples from every day life.
• Analysis of documents and of tables of given.

• Draw a functional diagram illustrating the conduction of the tactile nerve message from its initiation until it reaches the nervous center.

• Give examples from every day life.
• Analysis of documents, of tables of given.

2.2.1  Threshold of stimulation.

• Know that the threshold of stimulation is the minimum intensity that a stimulation must attain for eliciting a nerve message.

2.2.2  Tactile receptors.

• Know  that the tactile receptors are the structures situated in the dermis and are sensitive to the variations of pressure.
• Design and describe an experimental procedure to prove the presence of these tactile receptors.

• Observation of a microscopic section of the skin.

2.2.3  Neuron.

• Notice that the neuron, characterized by at least two prolongations (nerve fibers), is a nerve cell that creates and conducts the nerve messages.
• Identify the characteristics of a nerve cell.
• Make a functional diagram of a neuron.

• Dilaceration of a nerve.
• Observation of a microscopic preparation of a nerve and of cell bodies in a section of the spinal cord.
• Analysis of documents.

2.2.4  Synapse.

• Notice that the synapse is a region of junction between two neurons ensuring the transmission of nerve messages.
• Identify the region of junction between two neurons.

2.3  Organization of the encephalon.

• Notice that the human encephalon has three essential parts: the cerebrum, the cerebellum and the medulla oblongata.
• Notice that the cerebral hemispheres have dif-ferent sensory areas that can be localized by the variations of the blood discharge related to the cerebral activity.
• Identify the organization of the encephalon of

      a mammal and notice the activity of a

      cerebral center.

• Analysis of documents: MRI = Magnetic Resonance Imagery, scintigraphy.

2.4  Danger of toxication: addiction to tobacco, alcohol and drugs.

• Notice that the function of the nervous system can be disturbed by certain substances (alcohol, tobacco, drugs), by certain elements of the environment (noise, light)and by certain life styles leading to a disequilibrium in the alternation of waking-sleeping.
• Know that toxication is a repeated and abused consumption of harmful substances to the or-ganism.
• Notice that toxication leads to a dependance revealed by a physical suffering and a psycho-logical one in case of its lack.
• Make a relationship between the habituation caused by addiction and the necessity to increase regularly the doses to be consumed to obtain the required effect.

• Give examples from every day life.
• Probing a scientific text.
• Analysis of documents and tables of given.
• Analysis of sequences of a film.
• Searching in CDI.

3- Reproduction and genetics.

3.5  Production of substances necessary for the industry of nutrition and for medicine by genetic engineering.

3.5.1  Biomedical and agronutritional use of microorganisms.

• Notice that Man uses certain non-pathogenic microorganisms in biology, in medicine and in the agronutritional industry, for the manufactu-ring of products that are beneficial to Man.
• Notice that biotechnology is the group of industrially used techniques of living beings that aim at producing certain substances necessary for Man.
• Notice the means that permit the increase of the yield and the quality of the production.

• Give examples from every day life.
• Probing a text.
• Analysis of documents, of tables of given and of graphs.

3.5.2  Variety and importance of the usages of microorganisms.

• Notice that the natural use of certain micro-organisms permits the production of food, the industrial manufacturing of pharmaceutical substances or of substances used in the pro-duction of food.
• Show that the biomedical and agronutritional use of microorganisms rests on the use of varieties that can multiply in a certain medium and transforming it.
• Search for the diversity of the techniques of the usages of microorganisms.
• Demonstrate that certain techniques which modify the genetic make-up of certain bacteria permit the manufacture of nutritional or vaccines…
• Schematize a technique of the genetic make-up modification.

• Production of agronutritional and phar-maceutical substances; manufacturing  of yoghurt, cheese, bread, antibiotics, vitamins and enzymes.
• Analysis of sequences of a film.
• Analysis of documents.

• Include some techniques to illustrate the importan-ce of microorganisms.

3.5.3  Microorganisms.

• Know that all microorganisms are only obser-ved under the microscope and that some are pathogenic, others are not.

• Systematic diversity.

• Notice that the microorganisms belong to many varied groups: protozoa, microscopic fungi, yeasts, mosses, bacteria and viruses.

• Give examples from every day life.
• Probing a scientific text.
• Analysis of documents and tables of given.

• Do not go through the systematic study of micro-organisms and their chara-cteristics. Mention their presence, their biologic and systematic diversity, and their capability of multiplication in the dif-ferent techniques used.

• Gather the criteria that permit to classify micro-organisms.

• Table of classification accessible by students is enough.

• Biologic diversity.

• Notice that the life styles of microorganisms  are widely varied (free life, matualism, parasi-tism) and are either aerobic or anaerobic.
• Design an experimental procedure that permits  to determine the life conditions of some micro-organisms.

• Multiplication power.

• Know that the microorganisms quickly repro-duce asexually.
• Relate the genetic identity of microorganisms to their mode of reproduction.

Content 

 Learning objectives (Skills ...)

 Activities

Remarks

1. Reproduction and heredity

1.3.2- Medically assisted procreation technique.

1.3.3- Birth control and bioethical problems

1.4- Sexually transmitted diseases

1.5- Chromosomes

1.5.1- Human karyotype

1.5.2- Transmission of chromosomes through sexual reproduction

1.5.3- Chromosomes and gene transmission

1.6- Genetic and chromosomal abnormalities

1.6.1- Chromosomal aberrations

1.6.2- Gene abnormalities

1.6.3- Prenatal diagnosis

1.7- Human diversity

1.7.1- Polymorphism and uniqueness of man

1.7.2- Cause of genetic diversity

1.7.3- Consequence of genetic polymorphism

-  Point out that the use of medically assisted procreation technique is a procedure capable of alleviating sterility in certain couples.

• Recognize that birth control often poses serious ethical, psychological and jurisdictional problems which may not be solved.
• Point out that abortion is not a contraceptive method, and that if it is performed within legal limits, it permits termination of a risky pregnancy.

• Recognize that sexually transmitted diseases (STD) are infectious diseases transmitted by sexual contact between an infected person and another healthy one.
• Notice that sexually transmitted diseases affect males and females.

• Recognize that STD are caused by different pathogenic agents.
• Identify a few STD.
• Notice that most STD result in sterility and sometimes death.
• Point out that prevention of STD starts with information which permits everybody to assume full responsibility in his sexual relations.

• Recall that chromosomes are located in the cell nucleus.
• Note that all human beings have the same number of chromosomes.

• Point out that a karyotype is the chromosome complement of a somatic cell arranged in pairs by order of size and form.
• Identify sex chromosomes and autosomes.

• Note that meiosis results in the formation of gametes.
• Point out that meiosis reduces the number of chromosomes to the half and consequently every gamete receives one member from every pair of chromosomes.
• Demonstrate the role of chromosomes in the determination of sex.

• Recognize that the principal constituent of chromosomes is DNA.
• Describe the structure of DNA.
• Point out that the order of nitrogenous bases in DNA varies infinitely.
• Notice that DNA is the hereditary material
• Know that the chromosomes carry the hereditary factors (genes).
• Point out that a gene is a segment of DNA which determines a certain hereditary characteristic.

• Recognize that chromosomal aberrations include all the abnormalities of number and structure of chromosomes.
• Find out that the aberrations affecting the number of chromosomes arise from accidents occurring during parental meiosis.
• Notice that an abnormality in meiosis leads to a bad consequence in the expected baby.
• Point out that trisomy-21 (Down’s syndrome) is the most frequent chromosomal aberration.

• Identify trisomy-21.
• Compare the course of normal meiosis to the abnormal one which leads to trisomy-21.
• Point out the common characteristics to all persons having trisomy-21.
• Notice that trisomy-21 is not hereditary and that its frequency increases with the age of the mother.
• Notice that the sex chromosomes may also present abnormality.
• Notice that a mutated gene results in a genetic disease.
• Notice that genetic diseases are transmitted hereditarily.

• Recognize that prenatal diagnosis aims at anticipating the appearance of an abnormality from the embryonic stage of development.
• Point out that prenatal diagnosis includes a group of methods for detection of fetal abnormality.
• Notice that prenatal diagnosis is carried out when a risky pregnancy is suspected.

• Notice that human beings present a very great variability.
• Recognize that interchromosomal and intrachromosmal mixing results in unique individuals.
• Notice that genetic polymorphism offers advantages to the individual and to the species as well.

-Analysis of a table of data relevant to artificial procreation methods.

• Observation of documents

• Getting information from a text or a document.

• Getting information from a text.

-   Observation of micrographs showing the causative microorganisms of certain STD.

• Analysis of a table of data relevant to STD.
• Analysis of sequence in a film or projection slides.
• Search for information about STD (prevention campaigns, pamphlets...)

• Observation of a document showing a human karyotype.

• Observation of a male human karotype and a female one.

• Analysis of a document

• Interpretation of the results of a chromosomal analysis.

• Getting information from a text or a document about DNA structure.

• Analysis of documents which reveal the consequence of abnormality during the formation of gametes through meiosis.

• Analysis of a table showing the frequency of different chromosomal abnormalities.

• Analysis of a relevant document.
• Analysis of documents.

•  Getting information from a text.

• Analysis of a graph.

• Analysis of karyotypes with abnormalities in the sex chromosomes.

• Analysis of a document related to sickle-cell anemia or thalassaemia.
• Analysis of pedigrees.

• Observation of a document or sequence in a film.

• Analysis of photographic documents

• Analysis of documents related to heterozygous individuals.
• Drawing information out of a text.

• Mention the current medically assisted procreation methods: artificial insemination, in vitro fertilization....

• IUD: intrauterine device.

• AIDS will be studied under the immunity part.

• Note that AIDS is the most serious STD disease because no treatment exists actually up till now.
• Develop the subject of prevention because the number of STD sufferers is increasing.

• Do not develop the subject of the aberrations affecting the structure of chromosomes.

• Mutation: modification in the structure of a gene.
• Evoke the risks of marriage among relatives.
• Pedigree: genealogical tree

• Mention the role of mutations.

• Mention, as an example, that the DNA is a real “genetic imprint”

Contents

Learning Objectives (Skills ...)

Activities

Remarks

2- Immunology and Health

2.3- Deficiencies and disorders of the immune system

2.3.1- Allergies

2.3.2- Auto-immune diseases

2.4- Immune response supports

2.4.1- vaccination

2.4.2- Serotherapy

2.4.3- Bone marrow transplantation

• Recognize that allergy is an immediate reaction to an allergen.

• Identify the two phases of an allergic reaction: sensitization and reaction.
• Explain the mechanism of an allergic reaction.

• Recognize that auto-immune diseases in certain persons are due attacks made on them by their own immune systems.

• Note that it is important to support the immunity system in case of deficiency and failure.
• Recognize that there are three ways to support the immunity system: vaccination, serotherapy and bone marrow transplantation.
• Recognize that vaccination is a way of prevention which consists of inducing an immune reaction by introduction of an attenuated  antigen or a killed one (vaccine)
• Notice that vaccination launches an unimmediate immune response but with a long-lasting effect. 
• Notice that serotherapy is a curative method which consists of injecting specific antibodies to the antigen in action.
• Notice that serotherapy launches an immediate reaction but a short lasting one.

• Recognize that bone marrow transplantation is a recent technique which provides an organism deprived of immunity defenses with cells that can reconstruct these defenses.

• Observation of a photographic document showing allergic manifestations in a human.
• Analysis of documents relative to allergens and to the reactions which they induce.
• Observation and analysis of a document showing the phases of allergy.
• Getting information from a text.

• Observation of documents on auto-immune diseases or a table of data.

• Observation and analysis of a document showing transplantation.
• Getting information from a text.

• Mention the existence of a genetic  predisposition to allergy.
• Mention that allergic reactions may be reduced by antihistaminic medicines.

• Mention that there is an obligatory timetable for vaccination in Lebanon.

• Note that the currently used sera of human origin are gradually replacing the sera of animal origin.

Reduction of the LIFE SCIENCE Curriculum 
 2^nd Year Secondary –Science Series

Content 

 Learning objectives (Skills ...)

 Activities

Remarks

1- Functional characteristics of the systems of living things at the cellular level.

1.1  Biological identity and genetic information.

1.1.1  Diversity of organisms: prokaryotes and eukaryotes.

• The biosphere and its living things.

• Know the diversity of the living world and classify the cells of living organisms as prokaryotes and eukaryotes.
• Notice the complexity of eukaryotes and note the criteria of classification.
• Deduce the notion of a specie.
• Identify the polymorphism of a population.
• Notice that each individual in a specie is original.

• Analyzing documents, tables of givens and graphs related to the:
• diversity of living things.
• criteria of internal fertilization and the morphologic resemblance between individuals of the same species.
• general principles of living things’ classification.

• Do not go through a detailed study about the classification of eukaryotes.

• Biological identity of organisms.

• Know that the building up of an organism and the maintenance of its characteristics constitute its biological identity.
•  Specify the notion of «identity markers».
• Notice that organogenesis, and growth require nutrients as a source of materials and energy.

• Notice that most of the cells of the organism are being constantly renewed while their characteristics are conserved.

• Notice that the cells of an organism contain the same genetic information that ensures the conservation of the biological identity during the development and the renewal of cells.

• Getting information from:
• using results of grafts (between identical twins, between fraternal twins)
• tables about blood composition that show the nature of placental exchanges.

• Observing sections of the skin during regeneration, and smears of bone marrow, and tissue cultures.

• Observing microscopic preparations and using documents that show mitotic division.

Observing electronographic duplication of chromosomes

• Emphasize the placental organization.

Present to the students the characteristics of the animal cell and mention the different techniques of the micorscopic observations.

1.2 Molecular renewal and energetic metabolism

1.2.4 Energy metabolism in Man..

• Nature and origins of energy metabolites.
• Various metabilites.

• Note that many cells are capable of using the various metabilites «glucose, fatty acids, amino acids»?
• Note that the nerve cells and the blood cells use only glucose.
• Compare the amount f glucose in the blood of a fasting individual and after a meal rich in carbohydrates.
• Analyzing the composition of plasma metabolites.

• Getting information from document, graphs and tables.
• Getting information from a text.
• Interpreting the results of blood analysis.

• Storing organs.

• Identify the organs that store glucose (liver, muscles, and adipose tissue).

• Analyzing the experimental results of graphs and of tables of givens.

• The liver: the organ that regulates glycemia.

• Note that the primordial role of the liver is the continuous furnishing of glucose despite the irregular uptakes.
• Note that the variation in the amount of glycogen in the liver is highly related to the nutritive uptake of carbohydrates.
• Relate glycogengenesis and glycogenlyses to the presence of enzymes in the liver.

• Experimentation to give an evidence of the hepatic glycogen.
• Using documents and tables of givens related to the storing and the production of glucose by the liver.

• Emphasize the role of the liver as a fundamental organ of adjusting the glucose uptake to the cells.

• Metabolism of muscle cells.
• Muscle fiber: a very differentiated cell.

• Note that the muscle fiber is a specialized cell having a particular structure and chemical composition.
• Label a schematic drawing of a muscle fiber.
• Label the ultra-structure of a muscle fiber.

• Microscopic observation of a muscle fiber.
• Observing an electronography of a muscle fiber.

• Emphasize the structure of the muscle fiber to explain the mechanism of contraction.

• Relate the metabolism of muscle fibers to their characteristics.
• Note that the reserves of tryglycerides and of glycogen, allow the muscle to partially use the glucose in the blood.

• Restoring ATP in muscles

• Retaining to its initial state.

• Know that the muscles are large consumers of ATP when they contract, but the reserves of ATP are very weak.
• Relate the mechanical energy necessary for muscular contraction, to the direct conversion of chemical energy of ATP.
• Note that during extrinsic but short exercises, ATP is restored almost instantaneously and anaerobically without the formation of lactic acid (use of phospho-creatine reserves).
• Note that when extrinsic work is maintained for 1 to 2 minutes, the restoration of ATP is specially ensured by an anaerobic lactic metabolism (lactic acid fermentation).
• Note that for extrinsic work of a long duration, aerobic metabolism (respiration) interferes for regenerating ATP.
• Note that at the end of contraction, the muscle slowly retains its initial state by cellular respiration

• Getting information from documents and experimental results.

• Analyzing experimental results concerning the invention of phospho-creatinine.
• Interpreting the results of blood analysis done at the entry and at the exit of a muscle at rest and of a muscle in action.

• Interpreting documents that relate the duration of the work to the formation of  lactic acid.
• Interpreting documents, graphs and tables of givens.

• Getting information from a text

2- Interdependance of living things and their relationship with the environment.

2.2 Energy flow and the carbon cycle.

2.2.1 Trophical    organization of an ecosystem.

• Know that the trophical relationships between all the living things of an ecosystem, ensure a transfer of materials which favors a flow of energy.
• Differentiate between primary productivity and secondary one, producers and consumers.
• Notice that there is a progressive decrease of biomass starting from producers until the final consumer, in an ecosystem of dynamic equilibrium.
• Illustrate the complexity of the trophical relationships in an ecosystem by ecological pyramids.
• Compare the pyramid of biomass to pyramids of productivity.

• Getting information from a text.
• Probing through documents, graphs, and givens about the net and the crude photosynthetic turnover and on the ecological turnover.
• Interpreting tables of givens related to the ecological pyramids.

2.2.2 Energy flow in an ecosystem.

• Notice that every energetic conservation (photosynthesis, biological oxidation...) liberates heat.

• Know that the primary production, conditions the flow of energy in an ecosystem.
• Notice that the quantitative study of the energy flow in an ecosystem allows the establishment of energy relationships at equilibrium.
• Establish a relationship between the heat lost and energy conservation in an ecosystem, which explains the release of external energy.

• Getting information from documents, graphs, and tables of givens.
• Analyzing a concept map of energy in an ecosystem.

• Guide the students to reflect upon the use of natural resources by Man.

2.2.3 The  carbon cycle in an ecosystem.

• Recognize that the energy flow maintains the cycles of materials and in particular the carbon cycle in an ecosystem in equilibrium.
• Notice that autotrophs change the mineral carbon they have in the oxidized form as carbon dioxide into organic carbon.
• Notice that carbon is restored to the environment, principally, in the form of carbon dioxide by the catabolism of living things.

• Getting information from documents and tables of given relative to the passage of «mineral» carbon to «organic» carbon and vice-versa.

• Identify the essential role of the microorganismic decomposers in the mineralization of carbon.
• Relate the phase of mineral carbon reduction during photosynthesis to the mineralization phase of organic carbon during metabolic processes.
• Draw the carbon cycle in an ecosystem.

• Probing through documents and givens on the importance of the metabolism of microorganisms found in the soil.
• Analyzing documents.
• Getting information from a text.

• Recognize that the recycling of the organic carbon into mineral carbon in an ecosystem is done by energy loss in the form of non retainable heat.
• Notice that the solar energy is the «motor» of the carbon cycle.

2.3 Man and the carbon cycle.

2.3.1 Biochemical  cycle   of carbon.

• Identify the principal reservoirs of carbon.
• Notice that the exchange of carbon between the atmosphere and the living organisms is done by biochemical processes (photosynthesis, respiration, fermentation).
• Notice that the exchange of carbon between the atmosphere and the oceans is done by physico-chemical processes..

• Getting information from a text or documents on the «mobilized» carbon dioxide (atmosphere, oceans, and continental biospheres) and on the «immobilized» carbon reservoirs.
• Probing through documents and analyzing graphs on the flow of carbon between the different reservoirs to end with a biogeochemical cycle of carbon.

• Note that the total reserve of carbon in our planet is 37042203 gigatons; 1Gt = 10⁹ tons.

2.3.2 Human activities and the carbon cycle.

• Draw the biogeochemical cycle of carbon.
• Recognize that the biogeochemical cycle of carbon conveys a dynamic equilibrium.
• Notice that the biogeochemical cycles may be distributed by different factors, particularly by human activities.
• Mention that the human activities lead to an important mobilization of stocks of «trapped carbon».

• Getting information from documents, givens and graphs.

• Relate the rapid increase of the level of carbon dioxide in the atmosphere to human activities.
• Notice that the carbon dioxide has a green house effect and that the natural variation of its concentration has an important climatic consequences.
• Note that the intensified green house effect leads to the reheating of the atmosphere of which the present knowledge hardly allows to evaluate its importance.

• Analyzing graphs and probing through documents on the variation of the carbon dioxide level in the atmosphere.
• Interpreting graphs and tables of givens on the increase in carbon dioxide concentration, in function of time and on the futrue evolution of the climate.

• Emphasize on the human responsibilities in the management of our planet, while insisting on the complexity of problems on the planeterian scale and on the uncertainty of the expectations.

3 - Nutrition and health.

3.1 Diversity of nutritional habits.

3.1.1 Nutritional behavior.

• Determine the regions or the countries where the nutrition behaviors are very different.
• Relate the feeding habits to the local resources in the majority of the world’s regions.
• Analyze the nutritional behavoirs that differ with respect to the standard of living, technical progress of conservation, the influence of publicity...
• Note that nutrition is a social behavior, a mean of communication and self expression.
• Know that the feeding behavior of a given population can change by time.

• Using information from a text and analyzing documents, tables of givens, graphs, and softwards related to the:
• diversity of feeding behavoirs in certain regions on earth, taking into consideration the seasons and the habitats.
• intervention of the techniques of conservation and production on the feeding behavior.
• change in the consumption of bread, meat, and sugars during the last century.

• Notice the change in the world’s consumption of the principal foods (bread, meat, starchy food...) during the last century.

• consumption of meat, poultry, and fish in Lebanon.

3.1.2 Diversity of foods.

• Identify the principal chemical constituents of bread, milk, and meat...
• Specify the difference between simple foods and complex foods.
• Specify the difference between the mineral nature and the organic nature of simple foods.
• Notice that all foods are mixtures of the same biochemical constituents, proteins, carbohydrates, lipids, mineral salts, vitamins...
• Deduce that the majority of foods are complex foods in which one of the categories of simple foods predominates.

• Experiments to give an evidence of the presence of:
• starch.
• reducing sugars.
• certain mineral ions.
• butter.
• a protein...
• Experiments by which we can separate the:
• gluten from starch..
• casein from lactoserum..
• Using information from a text and from tables of givens related to the constituents of different foods: meat, eggs, fish, lentils...

• Know that the foods rich in carbohydrates are mainly of plant origin.
• Notice that the foods rich in lipids are grains, meat, eggs, and fish.
• Notice that all the foods containing proteins in varaible proportions and those that are highly rich in proteins, contain little carbohydrate and lipid reserves.

• Using information from a text or from tables of givens that group the foods according to their origin or their richness in carbohydrates, lipids and protein.

3.1.3. Food is a source of nutrients.

• Know that food is a source of nutrients.
• Specify that nutrients (oses, amino acids, fatty acdis and glycerol...) obtained by food digestion, are necessary for the structural composition and the functioning of the organism.
• Note that amino acids are «plastic cfood» for the renewal of cells and the synthesis of numerous substances (enzymes, hormones...).

• Using information from a text.
• Analyzing documents, tables of givens, and graphs about the fate of proteins, lipids, and carbohydrates during digestion.

• Relate the movement and the heat production of an organism to the necessity for an energy source.
• Make a concept map showing that food is a source of nutrients.

3.2 Basic principles of a well balanced diet.

3.2.1 A nutrition of sufficient quantity.

• Note that the first principle of a well balanced diet is to cover, not excessively nor defficienty, the energy expenditures of an organism.
• Notice that the energy need varies from one individual to another.
• Relate the variations of energy needs to the adaptation of the food ration pertaining to the individual.

• Using information from a text.
• Searching in CDI.
• Getting information from a document or from tables of givens.

3.2.2 Evaluation   of   the qualitative needs.

• Classify foods according to their nutritive qualities.

• Analyzing document using tables of givens graphs or a text related to the:

• Emphasize the importance of food defficiencies in the study of food needs.

• Emphasize the importance of vitamins as cofactors in the enzymatic reactions.

• Identify the principal role of certain vitamins and their food sources.

• Note the fragility of vitamins and the ways of their preservation.

• Notice that the absence of certain amino acids (lycine, leucine...) that are not synthesized by the organism produce defficiency diseases.

• Specify that malnutrition is as serious as under-nutrition.

• Note that the organism is not capable of synthesizing certain fatty acids that are indispensable to the organism.

• nutritive quality of food.
• richness of certain foods in vitamins.
• influence of vitamins on an organism.
• importance of certain fatty acids essential to an organism.
• importance of fluorine on dental caries.

• Stress on the viamins: A,B,C,D and K.

3.2.3 Balanced food rations.

• Identify the importance of mineral elements (iodine, fluorine, iron, sodium, calcium...) whose total absence provokes serious disorders.
• Know that the non digestable fibers that are abundant in «green» foods, facilitate the intestinal transit.

• Relate the balanced food rations to a qualitative and quantitative balance between the uptake and the expenditure.
• Relate the principles of dietitics to the:
• quantitative equilibrium in the input and the expenditure.
• equilibrium of uptake of animal and plant proteins.
• equilibrium of uptake of saturated fatty acids and the polyunsaturated fatty accids, (ratio  = 0.5 - 0.7).
• Relate the varied and balanced food rations to the needs of the organism.
• Know how to apply the principles of dietitics, taking into consideration the feeding habits pertaining to the family and the region; and the life styles of the individuals.

• Getting information, using and analyzing documents, tables of givens and graphs related to the:
• comparison of the varied food rations (work, an old man, chils..).
• using charts of evaluation of foods.
• setting up food rations according to needs.

• S: saturated fatty acids.
• P: polyunsaturated fatty acids.

3.3 Nutritional diseases: characteristics, causes, and prevention.

3.3.1 Food deficiency diseases:

- Origins and characteristics.

- Prevention and treatment.

• Notice that food defficiency diseases are due to undernutrition and / or malnutrition.

• Note that infants aging from 6 to 24 months are the victims of these diseases.

• Note that marasma is due to a defficiency in energy and protein foods necessary to the building up and the renewal of the organism’s cells.

• Note that the Kwashiorkor is due to a quantitative and qualitative defficiency in proteins.

• Note that the treatment of these diseases, is anti-infectious, as well as, anti-parasitic dietitics.

• Relate the supervision of the growth of the infants by regular weighing to the detection of these diseases.

• Relate the necessity of an increase in the living standards of the affected population, the importance of health and dietitic education of these populations, to the prevention of the diseases of hunger.

• Using and analyzing documents, tables of givens and graphs related to the:
• avitaminosis.
• varied food diets.
• defficiency diseases in certain countries.
• presence of certain indispensable amino acids.
• average concentration in proteins, lipids and carbohydrates of some foods.
• the change of the weight of an infant affected by Kwashiorkor, before and after the treatment.

• prevention and treatment of the diseases of hunger.

• Under nutrition: insufficient quantity of food.
• Malnutrition: unadapted quality of food.

3.3.2 Diseases of excessive foods.

- Origins and characteristics.

- Prevention and treatment.

• Relate the increasing consumption of animal fats and the rapidly absorbed carbohydrates to the frequency of the diseases of excessive food (obesity, cardiovascular diseases...).
• Know that cardiovascular diseases are «multifactorials» but the overconsumption of lipid is the principal factor which indirectly conditions the development of aterum.
• Note that there is a high correlation between the cholesterol level and the mortality by cardiovascular diseases.
• Identify that the amount of cholesterol in the blood is an «indication of risk».
• Know that obesity can make a certain number of diseases worse (cardiovascular, arterial hypertention, diabetes...).
• Note that obesity is a factor that brings about the risk of overmortality.
• Search for the multifactors responsible for obesity (genetic, metabolic, psychologic, nutritive...).
• Relate the prevention of cardiovascular diseases to the decrease in the consumption of lipids and to a modification in the life style of the patient.
• Relate the prevention of obesity to the necessity of the reduction of energy foods, to the input of the indispensable foods, and to an early treatment of the diseases.

• Analyzing and using documents, tables of givens, graphs, and films related to the:
• over abundance of certain food categories in rich countries.
• frequency of certain diseases in rech countries.
• influence of the various factors on cardiovascular diseases.

• relationship between the amount of cholesterol and the coronary diseases.
• use of certain formulae to calculate the ideal weight.
• making a relationship between cardiovascular diseases and overweight.
• influence of the various factor on obesity.
• prevention of the diseases caused by food excess.

• Meat, fish, chicken...
• Obesity, diabetes, arterial hyper-tension, cardiovascular diseases.
• Sex, age, arterial pressure, tobacco, stress, heredity....

Woman:

W = H - 100 -

• Man:

W = H - 100 -         

W: Weight in kg,

H: height in cm.

•  Sex, age range, nutrition...

REDUCTION OF THE LIFE SCIENCE CURRICULUM 

   3^rd Year Secondary – Literature and humanities Series

Content 

 Learning objectives  (skills…)

 Activities

Remarks

1- 1. Nutrition and health.

1.1  Diversity of food habits.

• Recognise that food habits are diverse.
• Identify the causes of variation of food habits.
• Notice that the consumption of principal foods has evolved since the beginning of the XIX century.
• Demonstrate that human feeding varies according to the region.

• Getting information from text.
• Search in a CDI.
• Analysis of statistical data concerning an industrial country and results of surveys.
• Observation and analysis of documents, tables or graphs.

• Recall that consumed food is a mixture of mineral and organic substances.
• Recall briefly the role of foods as source of matter and energy. It is not required to do a practical study of food.
• Mention the existence of quantitative inequality of food between overnourished people and people that die of famine.
• Recall the energetic values of the different foods.

2.     2. Neurobiology, human

3.         behaviour and health.

2.1. Social communication.

-        Aggressiveness.

-        Dominance.

-        Emotional and stress reactions.

 2.2 Nervous   communication

- Cerebral activity and    

   conditioned reflex.

• The cerebrum and conscious perception

·         Volantary action

-         

·          

·         Simple reflexes.

·   Conditional reflexes

-         

2.3 Hormonal communication.

- Characteristics of the

   hormonal message

• Elaboration and transportation of hormonal messages.

·          

-          Neuro-hormonal integration.

·         Complementary of the nervous and hormonal systems.

·         Role of the hypothalamus.

2.5 Biological rhythms.

·          

- Synchronisation of endogenic rhythms.

- Applications of  

   chronobiology

- Recognise that social life involves interindividual relations of diverse nature, and based on communication that may be expressed as aggressiveness, dominance and emotional reactions.

- Understand that aggressiveness is a natural tendency to attack, which exists in the majority of species.

- Take into account that aggressive behaviour is linked to rivality, innate disposition, and may result from frustration induced by an obstacle.

- Point out that dominance is an individual tendency to control others’ behaviour and establish and maintain a social structure based on a hierarchy.

- Recognise that an individual is permanently subject to disturbances of various origins called stress, which constitute aggression towards his own organism.

- Point out that too many situations may undertie stress.

-    Notice that the organism reacts to stress by visible, immediate, involuntary and adapted responses.

-    Take into account that the organism’s reactions towards stress are defence reactions which favour fight or flight.

-    Recognise that certain reactions towards stress concern the functioning of internal organs white others affect behaviour.

-    Notice the existence of  discreet responses in many situations of stress such as hormonal fluctuation.

-    Note that an organism reacts sometimes in an unfavourable manner when it is under intense stress.

-    Point out that regulatory and adapting reactions to stress involve intervention of sensory receptors, integrating nervous centers and effectors.

-    Notice that the nervous system and the hormonal one function together to face stress.

-    Point out that the hypothalamus plays an integrating role for the nervous and hormonal mechanisms.

-    Point out that the human’s brain consists of two cerebral hemispheres composed of white matter covered by a grey one which forms the cerebral cortex.

-    Note that the cerebral cortex contains an enormous quantity of neurons.

-    Recognise that the human cerebrum is a treatment center for complex nervous messages.

-    Understand that the cerebrum is the organ of the central nervous system at the origin of general sensitivity and general movement.

-    Point out that the cerebral cortex is divided into sensory areas, motor areas and associative ones.

-    Note that the area of general sensitivity receives nervous messages sent by different receptors in the body, and that the psycho-sensitive areas integrate and interpret sensations to elaborate perception.

-    Specify the afferent sensory pathways and their synaptic relays.

-    Recognise that all voluntary actions are commanded by the motor area of the cerebral cortex.

-    Locate the motor area in the cerebral cortex.

-    Note that every part of the body is represented in the motor area as a function of its functional importance.

-    Specify the direct voluntary motor pathways and indirect ones (pyramidal and extra-pyramidal).

-    Indicate that the nervous motor pathways intersect and that every motor area commands the opposite half of the body.

-    Recognise that the psychomotor area allows co-ordination of voluntary movements.

-  Point out that voluntary movements are controlled by different levels of the central nervous system and that sensory information is received at every level (sensory-motor relation).

-  Recognise that reflexes are automatic and involuntary responses to excitation.

-    Recognise that reflex reactions are two types: innate and acquired.

-    Point out that certain activities necessitate learning or conditioning before becoming reflexes.

-    Cite the characteristics of conditioned reflexes.

-    Indicate the importance of conditioned reflexes in an animal (training) and in Man (learning).

-    Deduce that the development of conditioned reflexes requires the presence of cerebral hemispheres.

-    Compare the path of the nervous impulse throughout the innate reflex action of salivation to that throughout conditioned salivation.

-    Note that the important factor in conditioning is establishment of new nervous links between the nervous centers.

- Recognise that inside an organism, different groups of cells communicate among one another by hormonal messages.

-    Understand that a hormone is a chemical compound produced by an endocrine gland and then liberated in small amount into the internal medium acting as a means of transport.

-    Note that endocrine glands manufacture and secrete hormones under the effect of nervous, hormonal or mixed stimulations.

-    Point out that production of hormones is carried out in steps: taking raw materials from the blood, synthesis and later secretion.

-    Note that hormones act on target cells and modify their activity.

-    Point out that responding of target cells to hormonal messages requires temporary binding between the hormone molecules and receptors located on the membrane or inside the target cell.

-    Recognise that certain activities the body involve some complementarity between nervous and hormonal mechanisms.

-    Take into account the integrating role of the hypothalamus in neuro-hormonal correlation.

-    Recognise that biological rhythms are periodic variation of the functions of the body.

-    Point out the existence of biological rhythms at all levels of the organism.

-    Note that the well known biological rhythms are the circadian ones or those with medium frequency.

-    Notice that sleep is a phenomenon that passes in many phases.

-    Notice that the awakening-sleep rhythm changes and progressively through out life.

-    Note that the troubles of sleep are very frequent , and that anxiety is often the cause, and that proper hygiene may prevent those troubles.

-  Point out that biological rhythms have an endogenous  origin but they are synchronised by environmental factors.

-  Point out that in the human kind, the principal synchronisation is the rhythm imposed by the social context: the schedule of activity and rest.

-  Notice that the body presents a periodic variation in its susceptibility to administered chemical substances.

-  Deduce that the conditions of life and work may disturb the biological rhythms.

- Analysis of documents.

-    Observation of documents

-    Drawing information from text

-    Analysis of sequence in a film

-    Getting information from text

- Analysis of graphs

- Evidence from every day life.

- Analysis of a diagram showing the nervous mechanism acting during  reaction to stress (cold...)

- Analysis of diagrammatic figure showing the different nervous and hormonal pathways.

-    Drawing information from a text or a table.

-  Observation of a model or a frontal section of the cerebrum.

-  Microscopic observation of a section of the cortex.

-  Making use of experimental results which lead to the notion of cerebral localisations.

-  Analysis of documents

-  Analysis of clinical observations

-  Observation of documents showing the location of the cortical sensory areas

- Analysis of scintillography of the cerebrum.

- Analysis of a document showing the ascending sensory tracts in the case of tactile sensation.

-  Analysis of clinical observations

-  Analysis of a negative plate obtained by scintillography made throughout a movement

-  Observation and analysis of a diagrammatic section of the motor area (homonculus)

-  Analysis of a document showing the two great motor tracts.

-    Analysis of a document showing the multiple nervous mechanisms intervening in a voluntary movement

-    Recall in the form of a diagram the anatomical elements of the pathway of the Nervous message during a simple reflex.

- Analysis of a text about pavlov’s experiment

- Drawing information from text

- Drawing information from text

- Drawing information from text

- Analysis of documents

- Analysis of documents

-  Observation of a microscopic section of an endocrine gland

-  Analysis of documents

-  Analysis of documents

-  Analysis of documents and graphs

-  Analysis of documents

- Probing documents which show the relation between the hypothalamus, hypophysis, glands and target cells.

- Analysis of a table of data

- Analysis of documents

- Analysis of a hypnogram

- Analysis of sequence in a film

- Analysis of documents

- Drawing information from text

- Getting information from text which provides experimental results.

- Getting information from text

-    Analysis of graphs which represent the interference between the biological rhythm and the time of administration of medicines.

-    Drawing information from a text or a document.

-  Draw attention to the fact that communication is achieved by exchange of signals (speaking, signs...) received by sensory receptors.

-    Mention that certain aggressions due to stress are greatly perceived (death, divorce...) and they provoke marked emotional reactions while others, such as the daily stress (traffic...) are not perceptible except when they are added.

-  Recall briefly in the form of a general diagram the possible sense of nervous messages between receptors, nervous centers and effectors.

- Certain techniques (EEG, MRI, scintillography...) which contribute to the well knowing of the functioning of the cerebrum should be presented.

- Bring out the meaning of the notions of sensation and perception.

- Draw attention to the fact that paralysis of the right half of the body may be induced by destruction of the left motor area.

-   Mention that spinal reflexes

or bulbar ones are innate

- Limited to only one endocrine 

gland (the thyroid pancreas…)

-  Draw attention to the existence of circanual rhythms...

-  The mechanism of sleep is not required.

-  Chronobiology: study of biological rhythms.

-  Pharmacology: science of drugs, i.e. natural or synthetic chemical substances capable of inducing a biological response.

-  Give as an example the work by shifts.

-  Chronopharmacology: study of the effects of medicines according to the time of their administration.

3.Theories of evolution

3.1.  the process of evolution through molecular biology and palaeontology

3.2. from old theories to the synthetic theory

-    Recognise that evolution is modification of living structures in time.

-    Establish that the differences between homologous molecules (insulin, hemoglobin...) result in evolution from a common model.

-    Note that the comparison between the genes coding for homologous molecules allows to establish phylogenetic relationships.

-    Point out that the data of palaeontology confirm that the actually living things do not resemble their ancestors.

-    Note the principal points of the transformist theory of Lamarck.

-    Point out the principal points of Darwin’s theory: evolution by natural selection.

-    Note the different points of the mutationist theory of Hugo de Vries: evolution occurs by mutation and the species are stable outside mutations.

-  Note that biologists admit currently a synthetic theory according to which evolution is transformation of populations and not single individuals by the action of natural selection.

- Analysis of documents

- Analysis of documents.

-  Analysis of documents (horse legs, human skill...).

-  Analysis of documents.

-  Analysis of a text by lamarck.

-  Analysis of documents

-  Analysis of a text by Darwin.

-  Getting information from text.

-  Analysis of documents (the pepper moth, resistant bacteria to antibiotics, resistant insects to insecticides...)

-    Phylogeny: evolutionary history.

-    Palaeontology: the science which studies fossils.

-    Mention that fixism is a doctrine which affirms steadiness of species.

-    The synthetic theory is also called Neo-Darwinism.

-    Without detailed description of all forms,  the great steps of hominids evolution would be treated starting from australopithecines. 

REDUCTION OF THE LIFE SCIENCE CURRICULUM 

    3^rd Year  Secondary – Sociology and Economics Series

Contents

Learning objectives / skills

Activities

Remarks

1- Nutrition and health.

1.1  Diversity of food habits.

• Recognise that food habits are diverse.
• Identify the causes of variation of food habits.
• Notice that the consumption of principal foods has evolved since the beginning of the XIX century.
• Demonstrate that human feeding varies according to the region.

• Getting information from text.
• Search in a CDI.
• Analysis of statistical data concerning an industrial country and results of surveys.
• Observation and analysis of documents, tables or graphs.

• Recall that consumed food is a mixture of mineral and organic substances.
• Recall briefly the role of foods as source of matter and energy. It is not required to do a practical study of food.
• Mention the existence of quantitative inequality of food between overnourished people and people that die of famine.

1.2  The basic principles for a balanced diet.

• Recognise that a balanced died must satisfy the quantitative and qualitative needs of the organism.

• Recall the energetic values of the different foods.

• Quantitative needs (energy).

• Recognise that the quantitative needs of the organism must cover its energy expenditure.
• Understand that the energy expenditure of an organism is made by oxidation of organic energy-rich nutrients.

• Relate the volume of consumed oxygen by the organism to the quantity of liberated energy by oxidation of nutrients.

• Getting information from text.

• Confined to indirect calorimetry.

• Note that expenditure of energy by an organism is continuous but it varies as a function of internal and external functions.

• Observation and analysis of documents, tables or graphs.

• Note the existence of a minimum expenditure of energy by an organism which corresponds to the basal metabolism.
• Understand the basal metabolism is indispensable for maintenance of cells and for basic functioning of the organism.
• Know that the principle of a balanced died consists of balancing the supply with the expenditure of energy.

• Getting information from a text or a document.

• Qualitative needs: vitamins, amino acids, fatty acids, and mineral substances.

• Recognise that in a balanced died the quantity of food as well its quality are taken into consideration.
• Understand that the qualitative needs of an organism require supplying a certain number of substances indispensable for its well functioning.
• Recognise that deficiency of one of those substances may lead to serious troubles.

• Needs of vitamins.

• Note that vitamins are organic substances essential is small amounts for maintenance of good health and that they are provided by food.

• Analysis of a table of data about vitamins.

• Notice that total absence or insufficient amount of vitamins induces deficiency diseases or avitaminosis.

• Use of a software relevant to avitaminoses.
• Observation and analysis of documents or graphs.
• Search in a CDI for avitaminoses such as scurvy, rickets, berberi, xerophthalmia.

• Needs of amino acids.

• Deduce the importance of certain amino acids which must be found in food.

• Probing experimental results: experiments conducted on animals (Magendie, Osborne and Mendel).

• Draw attention to the existence of eight essential amino acids for man which can't be synthesised by his own body.

• Needs of fatty acids.

• Recognise that certain fatty acids are not synthesised by the body and that they must be supplied by food (particulary vegetable oils).
• Notice that a great deficiency in certain fatty acids leads into more or less serious troubles.

• Drawing information from text or analysis of experimental results

• Needs of mineral substances.

• Note that certain mineral elements such as iodine and fluorine are essential in a very small dose for the proper functioning of the organism, and that their total lack induces very serious troubles.
• Point out the existence of rules to be respected and practical advices for a balanced diet.

• Observation and analysis of documents or graphs.

• Drawing information fron text or a document.

• Recall the importance of water, iron and calcium.
• Insist on the necessity of fluoridation of water as an antidecay measure for teeth.
• Emphasise the importance of fibers present in cereals, vegetables and fruits (role in transport inside the intestine).

1.3  Nutritionally caused diesases: characteristics, causes, and prevention.

• Recognise that the health problems related to nutrition are numerous.
• Notice that in rich countries, the evolution of food habits is expressed notably as excessive consumption of animal fat, meat and sugar.

• Analysis of documents about the evolution of the consumption of lipid, meat, sugar...
• An inquiry which permits the students to locate themselves in the frame of that evolution.

• Mention that nutritionists provide the scientific basis for balanced diets and that they offer suggestions which one can adopt according to physiological situation at the moment and according to his food habits.

• Diseases caused by nutritional excess: cardiovascular disease, obesity..

• Understand that there is a tight relation between consumption of food and the risk of appearance of certain diseases: cardiovascular diseases, obesity...

• Cardiovascular disease.

• Point out that a cardiovascular disease is essentially due to slowing of blood flow in an artey and that the cause of this slowing is atherosclerosis.

• Observation and analysis of documents.

• Point out that atherosclerosis is a lesion of arteries, the coronary arteries of the heart often.

• Getting information from text.

• Notice that a great correlation exists between the concentration of cholesterol in the blood and mortality by cardiovascular diseases.

• Analysis of graphical data.
• Analysis of epidermiological data.

• Cholesterol is an organic compound which exists in the fats and oils of animal origin.
• Draw attention to the presence of HDL (good cholesterol) and LDL (bad cholesterol) in the blood.

• Specify that cardiovascular diseases have multiple causes (hypertension, smoking...).
• Note that prevention of cardiovascular diseases must begin at childhood and that it is not made only by reducing the consumption of lipids but also by a great modification of the way of life: avoiding sedentarity, stress and smoking, and carrying out physical exercises.

• Getting information from text.

• Obesity.

• Point out that obesity is a multifactor symptom.
• Cite the factors of development of obesity.

• Getting information from text or analysis of documents.

• Establish that obesity is not a disease but an important risk factor which gives rise to or aggravates a certain number of diseases: cardiovascular diseases, diabetes, hypertention...
• Note that prevention of obesity must be carried out as early as possible and that it is done by reduction of energy supply.

• Analysis of graphs showing the link between obesity, and the risk of mortality by cardio-vascular diseases.

• Diseases caused by nutritional deficiency: marasmus, kwashiorkor.

• Recognise that diseases of food deficiency affect primarily the infants of developing countries.
• Know that diseases of deficiency follow undernutrition and / or malnutrition.

• Undernutrition: quantitatively deficient nutrition.
• Malnutrition: qualitatively imbalanced nutrition.

• Point out that deficiency of essential amino acids due to a monotonous diet of a plant origin is serious throughout childhood.
• Recognise that marasmus is due to global deficiency of food (Undernutrition).

• Analysis of documents about diseases of deficiency in the countries of the third world: marasmus, kwashiorkor.

• Recognise that kwashiorkor is due to quantitative and qualitative deficiency of amino acids present in animal proteins.

1.4  Biological renewal:

• Recognise that the stability of a living thing is not as it appears.
• Point out that the majority of cells in a body are continuously replaced and that their characteristics are maintained in spite of this renewal.

• Observation of skin sections in regeneration, smears of bone marrow.
• Evidence from every day life.

• Know that the constituting molecules of all cells are renewed without stop.

• Recognise that continuous renewal of molecules compensates for loss occurring due to continuous degradation of intracellular materials in a manner which lets the organism maintain a dynamic equilibrium.
• Note that biological renewal might not happen except when the diet is balanced.

• Food, digestion, and assimilation.

• Know that the molecules necessary for biological renewal are derived from nutrients produced by food digestion.
• Understand that nutrients are assimilated by the cells in order to construct their proper matter and insure biological renewal.

• Draw attention to storage of food and its mobilisation according to need.

• Synthesis of molecules.

• Know that proteins are macromolecules synthesised according to a plan which imposes its sequence of amino acids on their manufacture.

• The steps of protein synthesis need not to be involved.

2. Neurobiology, human behaviour and health.

2.2. Nervous communication.

•  Cerebral activity and conditioned reflex.

• The cerebrum and conscious perception

• voluntary action.

2.5. Biological rhythms

• Synchronisation

           of endogenic

           rhythms.

• Applications of

           chronobiology

- Specify the afferent sensory pathways and their synaptic relays.

• Recognise that all voluntary actions are commanded by the motor area of the cerebral cortex.
• Locate the motor area in the cerebral cortex.
• Note that every part of the body is represented in the motor area as a function of its functional importance.
• Specify the direct voluntary motor pathways and indirect ones (pyramidal and extra-pyramidal).
• Indicate that the nervous motor pathways intersect and that every motor area commands the opposite half of the body.
• Recognise that the psychomotor area allows co-ordination of voluntary movements.
• Point out that voluntary movements are controlled by different levels of the central nervous system and that sensory information is received at every level (sensory-motor relation).

•   Recognise that biological rhythms are periodic variation of the functions of the body.
• Point out the existence of biological rhythms at all levels of the organism.
• Note that the well known biological rhythms are the circadian ones or those with medium frequency.
• Notice that sleep is a phenomenon that passes in many phases.
• Notice that the awakening-sleep rhythm changes and progressively through out life.
• Note that the troubles of sleep are very frequent , and that anxiety is often the cause, and that proper hygiene may prevent those troubles.
• Point out that biological rhythms have an endogenous  origin but they are synchronised by environmental factors.
• Deduce that the conditions of life and work may disturb the biological rhythms. 

• Analysis of clinical observations
• Analysis of a negative plate obtained by scintillography made throughout a movement

• Observation and analysis of a diagrammatic section of the motor area (homonculus)
• Analysis of a document showing the two great motor tracts.

• Analysis of a document showing the multiple nervous mechanisms intervening in a voluntary movement

• Analysis of a table of data

• Analysis of documents

• Analysis of a hypnogram
• Analysis of sequence in a film

• Analysis of documents

• Drawing information from text

• Getting information from text which provides experimental results.

• Getting information from text

• Analysis of graphs which represent the interference between the biological rhythm and the time of administration of medicines.
• Drawing information from a text or a document

-Draw attention

 to the fact that paralysis of the right half of the body may be induced by destruction of the left motor area.

• The mechanism of sleep is not required.

• Chronobiology: study of biological rhythms.

• Pharmacology: science of drugs, i.e. natural or synthetic chemical substances capable of inducing a biological response.
• Give as an example the work by shifts.
• Chronopharmacology: study of the effects of medicines according to the time of their administration.

3.Theories of evolution

3.1. the process of evolution through molecular biology and palaeontology

3.2. From old theories to the synthetic theory

-  Recognise that evolution is modification of living structures in time.

-  Establish that the differences between homologous molecules (insulin, hemoglobin...) result in evolution from a common model.

-    Note that the comparison between the genes coding for homologous molecules allows to establish phylogenetic relationships.

-  Point out that the data of palaeontology confirm that the actually living things do not resemble their ancestors.

-  Note the principal points of the transformist theory of Lamarck.

-  Point out the principal points of Darwin’s theory: evolution by natural selection.

-  Note the different points of the mutationist theory of Hugo de Vries: evolution occurs by mutation and the species are stable outside mutations.

-  Note that biologists admit currently a synthetic theory according to which evolution is transformation of populations and not single individuals by the action of natural selection.

- Analysis of documents

- Analysis of documents.

-  Analysis of documents (horse legs, human skill...).

-  Analysis of documents.

-  Analysis of a text by Lamarck.

-  Analysis of documents

-  Analysis of a text by Darwin.

-  Getting information from text.

-  Analysis of documents (the pepper moth, resistant bacteria to antibiotics, resistant insects to insecticides...)

- Phylogeny: evolutionary history.

-    Palaeontology: the science which studies fossils.

-    Mention that fixism is a doctrine which affirms steadiness of species.

-    The synthetic theory is also called Neo-Darwinism.

-    Without detailed description of all forms,  the great steps of hominids evolution would be treated starting from australopithecines. 

4- Science and Economy

4.3 Industrial breeding and agricultural research:

- Selection de races productives et recherches de nouvelles sources alimentaires.

• Point out that industrial breeding is the production of a great quantity of animals which a good quality to meet the consumers demands, and to insure great profit to the breeder.
• Cite the conditions of breeding.
• Know that agricultural research aims at satisfying the needs which leads to production of animals and improving their products.
• Note the animal nutrition is rationalized to limit the cost and avoid the animals obesity.

• Observation and analysis of documents.
• Getting information from text.
• Analysis of documents.

• Mention for information the methods of birth control in animals.
• Draw attention to proteic seeds used as food for animals.

4.4  Biotechnology and the environment.

• Point out that growing agricultural and industrial production leads consequently to increase of atmospheric, fresh water and sea water pollution which forms a danger to the environment.
• Know that the size of damage implies regulations for the protection of the environment on an international scale.
• Point out that biotechnology contributes to improvement of the environment.

• Observation and analysis of documents, and inquiry on the use of nitrates, pesticides, and herbicides in agriculture.

• Analysis of document on biodegradation of hydrocarbons by microorganisms…

Content  

  Learning objectives (Skills...)

  Activities

Remarks

1- 1- Genetics

.3      1.3 Genetic diversity of populations.

•  Know that a population is a group of 

      individuals of the same species who live and  

      reproduce by interbreeding in a well defined 

      medium.

•  Notice that this group of individuals share a

      "gene pool" proper to the population.

•  Notice that in any population there is a

       genetic variation known as polymorphism.

•  Establish a relationship between the  

        selective pressure exerted by the 

        environmental factors and the increase in the 

       frequency of certain alleles in defined

        populations.

- Analysis of documents, of

   tables of given and graphs.

• - Probing a text.
• - Searching in CDI.

• Point that the migration tends to decrease

      the genetic divergences between the

      populations of a species.

•  Notice that natural selection stresses the

      genetic divergence in the case where the

     populations are placed in different

      environmental conditions.

• Infer that there are no specific alleles that

      define a certain human population.

• Notice that human populations differ in the

      relative frequency of alleles of certain genes.

• Deduce that the notion of race is perfectly

     arbitrary and without scientific foundation.

• Analysis of documents, tables of given   and graphs.
• Searching in CDI.
• Probing a text.

4- Systems of regulation and functional unity of the organism.

1. Regulation of the arterial 

       pressure.

4.2.1  Measure and variations of the arterial pressure.

• Know that the measure of the arterial tension is estimating, in a direct manner, the blood pressure in the humeral artery.
• Compare the maximal or systolic arterial pressure to the minimal or diastolic pressure.
• Mention the techniques permitting a direct measure of the pressure inside the circulatory system.

- Analysis of results of:

• recordings of pressure in the different parts of the circulatory system.
• the arterial pressure in function of activities, constraints…

• Recall the anatomy and physiology of the heart and that of the vascular system.

• Notice the normal and the pathological variations of arterial pressure.
• Locate the intracardiac innervation and specify its role in the cardiac revolution.
• Draw a functional diagram of the extracardiac innervation, sympathetic and parasympathetic.
• Prove the action of the nervous centers and  of the sympathetic and parasymphatetic nerves on the cardiac frequency and the motor activity of blood vessels.
• Infer that the sympathetic centers are cardio-accelerators and vaso-motor and that the medullary parasympathetic are cardio-moderators.
• Identify the different physiological parameters that can influence the arterial pressure.

• Analysis of experimental results relative to the cardiac automatism.
• Analysis of documents and of tables of given.
• Methodical analysis of experiments of stimulation and of sectioning.

• Analysis of the experimental results and of the clinical observations (cardiac flow, vasoconstriction, vasodialation, athero-sclerosis,...).

4.2.2  Reflex controls of the arterial pressure.

• Prove the organization of the regulating system of the arterial pressure.

• Methodical analysis of experiments proving the organization of a regulating system.

• Receptors: baroreceptors of the carotid sinus and of the aortic arch.

• System of communication: sympathetic and para-sympathetic nerves.
• Integration centers: spinal and medullary centers of the parasympathetic and the sympathetic systems.
• Effectors: heart and blood vessels.

• Relate between the variation of the arterial pressure from its "reference value" and the mechanism of the nervous control.

• Notice that a raise in the carotid pressure contributes in lowering the arterial pressure by stimulating the cardio-moderator medullary center and by inhibiting the cardio-accelerator and vaso-motor center.

• Analysis of results and interpretation of recordings of nervous messages traver-sing the extracardiac innervation.

• Notice that a drop in the carotid pressure contributes in raising the arterial pressure by reducing the activity of the cardiomoderator center and by increasing the inhibition of the cardioaccelerator and vaso-motor centers.

5- Evolution of living things.

All the unit is suspended

5.1  Parental relationships between living things.

5.1.1  Time framework of evolution of life.

• Know the geologic time and its subdivisions into eras, periods…
• Specify the criteria that define the unity of the living world.

• Analysis of documents and of tables of given relative to geologic time.

• Mention: genetic code, proteosynthesis, ATP, meiosis, fertilization, chemical communication,  the same nitrogenous bases.

• Notice the diversity of the actual living world.
• Recall the definition of species and its impor-tance in the classification of the living world.
• Notice that the living things are divided into prokaryotes and eukaryotes according to recent biological given.

• Analysis of documents, of tables of given and of graphs.
• Getting information from a text.
• Analysis of sequences in a film.
• Searching in CDI.

• Eukcaryotes: DNA constituents of cells organized in chromoso-mes present in a nucleus and the presence of other cellular organelles.
• Prokaryotes: absence of differentiated cellular organelles, DNA strand free in the cytoplasm.

• Notice the succession of species during the geologic times.
• Notice that the evolution is the only scientific explanation that considers the unity and the diversity of the living world in addition to the changes occurring during the geologic times.

• Analysis of documents and of tables of given relative to the:
• appearance of vertebrates during geologic times. (study of fossils permitting to establish a chronological order).
• phylogenetic  links  between  the dif-ferent vertebrates.

• Notice that evolution implies a filiation between the species: members of the same species ori-ginate from common ancestors and are modi-fied in time. It is probable that all living things have a common origin.

5.1.2  The search for parental relationships.

• Find out the parental links between the living things from the morphological and anatomical characteristics.

• Study of a fossilized lineage to iilustrate a parental link between living things: case of horses' fossils.

• Analyze embryonic characteristics to show that species resemble each other more by their em-bryos than by their adults.

• Analysis of embryonic stages in vertebrates.

• Determine and compare the homologous molecules (proteins, genes): same structure, same function, variation in the nature of the sequence (aminoacids, or nucleotides).

• Find out the parental links between living things by relying on the analysis of homologous molecules.
• Define phylogeny as the science that estab-lishes parental relationships by comparing  the homologous molecules.

• Comparaison of documents relative to homologous molecules (enzymes, hor-mones) and to sequences of genes.

• Construct and interpret a phylogenetic tree for qualitative probing.

• Analysis of sequences illustrating de-grees of molecular parenthood to estab-lish phylogeny between the species.

• Qualitative probing is not required.

• Deduce that the organisms of close ancestors resemble each other more than those who have a common ancestor in the far past.

5.2  Mechanism of evolution.

5.2.1  Genetic innovation.

• Know that the mechanism of the genetic innovation interfers at the level of DNA.

• Mutations.

• Recall that the mutations are at the origin of different alleles of the same gene.

• Notice that the non-oriented, spontaneous, little frequent mutations can affect numerous genes and increase in number under the influence of certain environmental factors, thus playing a fundamental role in the genetic innovation.

• Analysis of documents and of tables of given.
• Getting information from a text.
• Searching in CDI.

• Differentiate between a mutation of "natural selection"  and a mutation of  "architected genes".
• Relate the mutations of "architected genes" to the important consequences on the phenotypes, therefore, on evolution.

• Creation of new genes.

• Know that genic duplications can interfere in a divergent evolution of the produced duplicates that can explain the appearance of new genes; which in turn explains the appearance of more and more complex beings.
• Notice that the new genes issued from the same ancestral gene form a multigenic family. These genes code for the proteins of neighbouring functions.

• Probing a given on the:
• structure and sequence of various genes.
• mechanism of creation of new genes from an ancestral gene: duplication, transposition, mutation…
• Analysis of the multigenic family of globins.

• The creation of new genes from the duplication and the re-association of fragments of preexisting genes is not to be studied.

• Creation of new genotypes.

• Notice the intervention of the sexual reproduction in the production of descendants of original genotypes accentuating the diversity.

5.2.2  Conservation of the genetic innovation.

• Know that natural selection has its part in the conservation of the genetic innovation.
• Infer that the natural selection privileges the conservation of alleles or allelic associations favorable in the ecological conditions of the moment.

• Probing documents relative to the examples of: predation, adaptation, conquer and competition.

• Know that the birth of new species from a mother gene or speciation implies a reproductive isolation.

• Analysis of documents and of tables of given.

• Deal with speciation in a very brief way.

• Notice that the most evident cause of a reproductive isolation is the geographical isolation.

• Getting information from a text.

5.3  Human evolution.

5.3.1  Criteria of human evolution.

• Know that the human evolution is the progressive acquisition of morphological and cultural characteristics of the human lineage, and also of language.
• Compare the morphological, anatomical and cultural characteristics that distinguish the principal types of hominids.

• Analysis of documents relative to the comparative study of moldings or reconstituted anatomical elements of the human species lineage; tools testifying their culture.

• Mention certain Australopithecus, Homo habilis, Homo erectus, Homo sapien.

• Know the main evolutionary stages of hominids.

• Analysis of documents relative to the main evolutionary stages of humans since the appearance of hominoids 4 to 1.4 MYA passing by the appearance of the genus Homo until the birth of the modern Man: Homo sapiens.

• Notice the criteria of human evolution: bipedal walking, increase in the cerebral volume, appearance of language, acquisition of techniques and development of cultural activity.

5.3.2 Phylogenic relationships between Man and primates.

• Notice the phylogenic relations between modern Man and that of primates by a comparative study of karyotypes and  homologous proteins.
• Notice that a modification of certain genes of regulation, related to environmental changes, can be at the origin of the human lineage.

• Analysis of documents relative to the comparative study of karyotypes, of homologous proteins of Man and of apes (anthropomorphs).

Contenu

Objectifs

Activités

Remarques

I- Matière

1. 2- Etat gazeux

• Pression d’un gaz

Savoir que l’air exerce une pression

Savoir qu’un gaz exerce une pression sur les parois du récipient qui le contient

Connaître que, dans le SI d’unités, l’unité de pression est le pascal (Pa)

Utiliser certaines unités de la pression 

Savoir que le baromètre sert à mesurer la pression atmosphérique

Savoir que le manomètre sert à mesurer la pression d’un gaz

Mise en évidence de l’existence de la pression atmosphérique

Construction d’un baromètre à mercure

Utilisation du baromètre dans la prévision du temps

Observation d’un manomètre

Se limiter aux unités de la pression: kPa, Pa, atmosphère et cmHg

Démonstration à réaliser par le professeur

1.3 Structure de la

    matière

  Savoir que la matière est constituée de particules de très faibles dimensions

Comprendre que les particules de la matière sont en mouvement continu

Interpréter le phénomène de la diffusion

 Comparer les distances entre les particules de la matière dans ses trois états

Interpréter l’incompressibilité des liquides et des solides

Observation de mouvements semblables à celui des particules d’un gaz

Observation du phénomène de diffusion

 Mentionner que la diffusion est très lente dans les solides

1.4- Changement d’état et

       dilatation

• Changement

      d’état

Comprendre que la température d’ébullition de l’eau augmente avec la pression.

Vérification de la variation de la température d’ébullition de l’eau avec la pression

• Dilatation

 Découvrir  que la pression d’un gaz confiné augmente avec l’élévation de sa température

2. Electricité

2.4 Aimants et bobines

• Bobines

Comprendre le principe de l’alternateur

Comprendre le principe du moteur électrique

Observation d’une génératrice de bicyclette

Construction d’un moteur électrique

Contenu

Objectifs

Activités

Remarques

1. Mécanique

1.1 Mouvement et vitesse

Déterminer la position d’un corps dans un référentiel donné

Définir le mouvement d’un corps

Définir la trajectoire d’un mobile

Distinguer le mouvement de translation du mouvement de rotation

Savoir que la Terre possède un mouvement de rotation autour de son axe et un mouvement de translation autour du Soleil

Expliquer les mouvements apparents du Soleil et de la Lune

Distinguer les planètes des Lunes

Observation du mouvement apparent du Soleil

Observation du mouvement apparent de la lune.

Lecture :

Mouvement de la Terre et des planètes.

Distinguer la date (instant) de la durée

Connaître l’unité de temps dans le SI

Définir la vitesse moyenne

Définir la vitesse instantanée comme l’indication du compteur de vitesse

Connaître l’unité de vitesse dans le SI

Utiliser le km/h et le km/s comme unités usuelles de vitesse

Distinguer un mouvement uniforme, d’un mouvement accéléré ou retardé

Utilisation d’un chronomètre

Observation du compteur de vitesse d’une voiture

Mesure de la vitesse moyenne d’un corps en mouvement

Mentionner que l’année-lumière est une unité de  distance utilisée en astronomie

1.3 Travail, puissance et formes d’énergie

Distinguer le travail moteur du travail résistant

Mise en évidence du travail moteur et du travail résistant

2- Ondes

2.2 Ondes sonores

Identifier les qualités physiologiques du son

2.3 Ondes électromagnétiques et couleurs

Savoir que la couleur est une sensation physiologique