Biology
This course provides students with the opportunity for in-depth study of the concepts and processes that occur in biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of detailed knowledge and the refinement of skills needed for further study in various branches of the life sciences and related fields.
Register now- Department: Science
- Course Developer: The Educators Academy
- Development Date:
- Revision Date: 2021
- Course Title: Biology
- Course Reviser: Anila Shakeel
- Grade: Grade 12
- Course Type: Academic (University Course)
- Ministry Course Code: SBI4U
- Credit Value: 01
- Prerequisite: SBI3U
- Ministry Curriculum Policy Document: The Ontario Curriculum, grades 11 and 12, 2008(Revised)
Overall Curriculum Expectations
Scientific Investigation Skills and Career Exploration
-
i. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);
ii. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
Biochemistry
-
i. analyse analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;
ii. investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;
iii. demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.
Metabolic Processes
-
i. analyse the role of metabolic processes in the functioning of biotic and abiotic systems, and evaluate the importance of an understanding of these processes and related technologies to personal choices made in everyday life;
ii. investigate the products of metabolic processes such as cellular respiration and photosynthesis;
iii. demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.
Molecular Genetics
-
i. analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;
ii. investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;
iii. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.
Homeostasis
-
i. evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;
ii. investigate the feedback mechanisms that maintain homeostasis in living organisms;
iii. demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.
Population Dynamics
-
i. analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assess the effectiveness of some Canadian initiatives intended to assist expanding populations;
ii. investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem;
iii. demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species.
Scientific Investigation Skills and Career Exploration
-
i. demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating);
ii. identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.
Biochemistry
-
i. analyse analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;
ii. investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;
iii. demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.
Metabolic Processes
-
i. analyse the role of metabolic processes in the functioning of biotic and abiotic systems, and evaluate the importance of an understanding of these processes and related technologies to personal choices made in everyday life;
ii. investigate the products of metabolic processes such as cellular respiration and photosynthesis;
iii. demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.
Molecular Genetics
-
i. analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;
ii. investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;
iii. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.
Homeostasis
-
i. evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;
ii. investigate the feedback mechanisms that maintain homeostasis in living organisms;
iii. demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.
Population Dynamics
-
i. analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assess the effectiveness of some Canadian initiatives intended to assist expanding populations;
ii. investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem;
iii. demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species.
Unit Outline
# | Unit | Approx. Time |
---|---|---|
1 | Biochemistry | 22 Hours |
2 | Metabolic Processes | 22 Hours |
3 | Molecular Genetics | 22 Hours |
4 | Homeostasis | 22 Hours |
5 | Population Dynamics | 20 Hours |
6 | Final Examination | 02 Hours |
Total | 110 Hours |
Unit Description
Biochemistry
In this unit, students will analyse the technological applications used in the food, pharmaceutical, and medical industries that affect biological processes and cellular functions. They will investigate how molecules and their chemical properties affect cellular processes and biochemical reactions. Students will demonstrate an understanding of the important structural and functional roles compounds play in the cells of all living organisms.
Metabolic Processes
In this unit, students will investigate the chemical changes and energy conversions that occur in metabolic processes. They will demonstrate the ways in which an understanding of metabolic processes enables people to make informed choices with respect to a range of personal, societal, and environmental issues.
Molecular Genetics
In this unit, students will demonstrate an understanding that DNA contains all the genetic information for any living organism. They will investigate how proteins control a wide variety of cellular processes. Students will assess the social, legal, and ethical implications of genetic research and biotechnology.
Homeostasis
In this unit, students will demonstrate an understanding of the strict limits on the internal conditions that organisms can tolerate. They will investigate the ways in which organ systems that maintain homeostasis rely on feedback mechanisms. Student will also explore the environmental factors that affect homeostasis.
Population Dynamics
In this unit, students will demonstrate an understanding of how population growth follows predictable patterns. They will investigate how increased consumption of resources and production of waste is associated with population growth and results in specific stresses that affect Earth's sustainability. Students will assess technological developments that can contribute to or help offset the ecological footprint associated with population growth and the consumption of natural resources.
Program Considerations
Assessment and Evaluation
A Summary Description of Achievement
in Each Percentage Grade Range
and Corresponding Level of Achievement |
||
Percentage Grade
Range
|
Achievement Level
|
Summary
Description
|
80-100%
|
Level 4
|
A very high to outstanding level of achievement.
Achievement is above the provincial standard.
|
70-79%
|
Level 3
|
A high level of achievement. Achievement is at the
provincial standard.
|
60-69%
|
Level 2
|
A moderate level of achievement. Achievement
is below, but approaching, the provincial standard.
|
50-59%
|
Level 1
|
A passable level of achievement. Achievement
is below the provincial standard.
|
below 50%
|
Level R
|
Insufficient achievement of curriculum
expectations. A credit will not be granted.
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Knowledge
and Understanding
|
The student:
|
|
|
|
Knowledge of content
(e.g.,
facts, terminology,
definitions,
safe use of
equipment and materials)
|
demonstrates
limited
knowledge of
content
|
demonstrates
some knowledge
of content
|
demonstrates
considerable
knowledge of
content
|
demonstrates
thorough
knowledge of
content
|
Understanding of content (e.g., concepts, ideas, theories, principles, procedures, processes)
|
demonstrates
limited
understanding
of content
|
demonstrates
some
understanding
of content
|
demonstrates
considerable
understanding
of content
|
demonstrates
thorough
understanding
of content
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Thinking/
Inquiry
|
The student:
|
|
|
|
Use of initiating and planning skills
and strategies (e.g., formulating questions,
identifying the problem,
developing hypotheses,
selecting strategies and
resources, developing plans)
|
uses initiating
and planning
skills and
strategies with
limited
effectiveness
|
uses initiating
and planning
skills and
strategies with
some
effectiveness
|
uses initiating
and planning
skills and
strategies with
considerable
effectiveness
|
uses initiating and
planning skills
and strategies
with a high
degree of
effectiveness
|
Use of processing skills and strategies (e.g.,
performing and recording,
gathering
evidence and data,
observing, manipulating
materials and using
equipment safely, solving
equations, proving, conclusion)
|
uses processing
skills and
strategies with
limited
effectiveness
|
uses processing
skills and
strategies with
some
effectiveness
|
uses processing
skills and
strategies with
considerable
effectiveness
|
uses processing
skills and
strategies with a
high degree of
effectiveness
|
Use of critical/creative
thinking processes, skills, and
strategies (e.g., analysing,
interpreting, problem solving,
evaluating, forming and justifying conclusions on the basis of evidence)
|
uses critical/
creative thinking
processes, skills,
and strategies
with limited
effectiveness
|
uses critical/
creative thinking
processes, skills,
and strategies
with some
effectiveness
|
uses critical/
creative thinking
processes, skills,
and strategies
with considerable
effectiveness
|
uses critical/
creative thinking
processes, skills,
and strategies
with a high
degree of
effectiveness
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Communication
|
The student:
|
|
|
|
Expression and
organization of ideas and information (e.g., clear expression,
logical organization) in oral, visual, and/or
written forms (e.g., diagrams, models)
|
expresses and
organizes ideas
and information
with limited
effectiveness
|
expresses and
organizes ideas
and information
with some
effectiveness
|
expresses and
organizes ideas and information
with considerable
effectiveness
|
expresses and
organizes ideas
and information
with a high
degree of
effectiveness
|
Communication for
different audiences (e.g., peers,
adults) and purposes (e.g., to
inform, to persuade) in oral, visual, and/ or written forms
|
communicates
for different
audiences and
purposes with
limited
effectiveness
|
communicates for
different
audiences and
purposes with
some
effectiveness
|
communicates
for different
audiences and
purposes with
considerable
effectiveness
|
communicates
for different
audiences and
purposes with a
high degree of
effectiveness
|
Use of conventions,
vocabulary, and
terminology of the
discipline in oral, visual, and/or
written forms
(e.g., symbols, formulae,
scientific notation, SI units)
|
uses conventions,
vocabulary, and
terminology of
the discipline
with limited
effectiveness
|
uses conventions,
vocabulary, and
terminology of
the discipline
with some
effectiveness
|
uses conventions,
vocabulary, and
terminology of
the discipline
with considerable
effectiveness
|
uses conventions,
vocabulary, and
terminology of
the discipline
with a high
degree of
effectiveness
|
Categories
|
50–59%
(Level
1)
|
60–69%
(Level
2)
|
70–79%
(Level
3)
|
80–100%
(Level
4)
|
Application
|
The student:
|
|
|
|
Application of knowledge
and skills (e.g., concepts and
processes, safe use of
equipment, scientific
investigation skills) in familiar
contexts
|
applies
knowledge and
skills in familiar
contexts with
limited
effectiveness
|
applies
knowledge and
skills in familiar
contexts with
some
effectiveness
|
applies
knowledge and skills in familiar
contexts with
considerable
effectiveness
|
applies
knowledge and
skills in familiar
contexts with a
high degree of
effectiveness
|
Transfer of knowledge
and skills (e.g., concepts and
processes, safe use of
equipment, scientific
investigation skills) to unfamiliar
contexts
|
transfers
knowledge and
skills to unfamiliar
contexts with
limited
effectiveness
|
transfers
knowledge and
skills to unfamiliar
contexts with
some effectiveness
|
transfers
knowledge and skills to unfamiliar
contexts with
considerable
effectiveness
|
transfers
knowledge and
skills to unfamiliar
contexts with a
high degree of
effectiveness
|
use of equipment, materials and technology
|
uses equipment, materials and technology safely
and correctly only with supervision
|
uses equipment, materials and technology safely
and correctly with some supervision
|
uses equipment, materials and technology safely
and correctly
|
demonstrates and promotes the safe and correct
uses of
equipment, materials and technology
|
Making connections
between science,
technology, society, and
the environment (e.g.,
assessing the impact of
science on technology,
people and other living things, and
the environment)
|
makes
connections
between science,
technology,
society, and the
environment
with limited
effectiveness
|
makes
connections
between science,
technology,
society, and the
environment with
some effectiveness
|
makes
connections
between science,
technology,
society, and theenvironment
with considerable
effectiveness
|
makes
connections
between science,
technology,
society, and the
environment with
a high degree of
effectiveness
|
Proposing courses
of practical action to deal with
problems
relating to science,
technology, society, and the environment
|
proposes courses
of practical
action of limited
effectiveness
|
proposes courses
of practical
action of some
effectiveness
|
proposes courses
of practical action
of considerable
effectiveness
|
proposes highly
effective courses
of practical action
|
Teaching & Learning Strategies
- Clearly
described unit expectations
- Virtual
lab activities
- Animations
and simulations activities
- Graphics
and Diagrams
- Interactive
Activities
- Assessment
FOR, OF and AS Learning activities with Feedbacks
- Student
reflection and self-assessment
- Discussions
of issues relating science to technology, society, and the environment
- Problem-based
Learning activities
- Research
Reports
- Opinion-based
Reports
- Concept-supporting
games
- Topic
Based Videos and Interactive Objects (Models/ Sketches)