Biology, Grade 12 University Preparation
| Course Title | Biology, Grade 12 University Preparation |
| Course Code | SBI4U |
| Grade | 12 |
| Course Type | University Preparation |
| Credit Value | 1.0 |
| Prerequisite | Biology, Grade 11, University Preparation (SBI3U) |
| Co requisite | None |
| Department | Science |
| Name of the Department Head | Colleen McMillan (B.Sc.,B.Ed.,OCT) |
| Course Developer or Teacher | Miguel Velasco |
| Curriculum Policy Document | Science, The Ontario Curriculum, Grades 11 & 12, 2008 (Revised) |
| Course development date | September 2022 |
| Most recent revision date | May 2025 |
| Course reviser | Colleen McMillan (B.Sc.,B.Ed.,OCT) |
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.
By the end of this course, students develop the following skills in these different areas:
| 1. Scientific Investigation Skills and Career Exploration | |
| 1.1 | 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) |
| 1.2 | Identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields. |
| 2. Biochemistry | |
| 2.1 | Analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology. |
| 2.2 | Investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions; |
| 2.3 | Demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function. |
| 3. Metabolic Processes | |
| 3.1 | 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. |
| 3.2 | Investigate the products of metabolic processes such as cellular respiration and photosynthesis. |
| 3.3 | Demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes |
| 4. Molecular Genetics | |
| 4.1 | Analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology. |
| 4.2 | Investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell |
| 4.3 | Demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture. |
| 5. Homeostasis | |
| 5.1 | Evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity |
| 5.2 | Investigate the feedback mechanisms that maintain homeostasis in living organisms |
| 5.3 | Demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis. |
| 6. Population Dynamics | |
| 6.1 | 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 |
| 6.2 | Investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem |
| 6.3 | Demonstrate an understanding of concepts related to population growth and explain the factors that affect the growth of various populations of species |
| Time Allocated | Online/Offline Component | Learning Expectations | |
|---|---|---|---|
| 1. Biochemistry | |||
Students will analyse technological applications of enzymes in some industrial processes and evaluate technological advances in the field of cellular biology. They will investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions. Students will demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function, the factors that affect the growth of various populations of species. | 19 hours | (10 hrs online / 9 hrs offline) | B1.1, B1.2, B2.1, B2.2, B2.3, B2.4, B3.1, B3.2, B3.3, B3.4, B3.5, A1.1–A1.13 |
| 2. Metabolic Processes | |||
Students will investigate the products of metabolic processes and demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.Students will evaluate the importance of an understanding of these processes and related technologies to personal choices made in everyday life. | 23 hours | (12 hrs online / 11 hrs offline) | C1.1, C1.2, C2.1, C2.2, C2.3, C2.4, C3.1, C3.2, C3.3, C3.4 |
| 3. Molecular Genetics | |||
Students will demonstrate an understanding of the genetic information for any living organism.They will understand the role of proteins in a variety of cellular processes. Students will assess some of the social, ethical, and legal issues associated with genetic research and biotechnology. | 23 hours | (11 hrs online / 12 hrs offline) | D1.1, D1.2, D2.1, D2.2, D2.3, D2.4, D3.1, D3.2, D3.3, D3.4, D3.5, D3.6, D3.7 |
| 4. Homeostasis | |||
Students will demonstrate an understanding of the impact on the human body of selected chemical substances. They will investigate the feedback mechanisms that maintain homeostasis in living organisms. Students will also look at the environmental factors that affect homeostasis. | 22 hours | (11 hrs online / 11 hrs offline) | E1.1, E1.2, E2.1, E2.2, E2.3, E3.1, E3.2, E3.3, E3.4 |
| 5. Population Dynamics | |||
Students will demonstrate an understanding of how population growth follows predictable patterns. They will investigate how increased consumption of resources and production of waste associated with population growth result in specific stresses that affect Earth’s sustainability. Students demonstrate an understanding of technological developments that contribute to or help offset the ecological footprint associated with population growth and the consumption of natural resources. | 20 hours | (10 hrs online / 10 hrs offline) | F1.1, F1.2, F2.1, F2.2, F2.3, F2.4, F3.1, F3.2, F3.3, F3.4 |
| 6. Final Evaluation | |||
Final Exam | 3 hours | (3 hrs online) | — |
| Total | 110 Hours | ||
| Online | Offline |
|---|---|
| Communicating with the instructor | Reading materials of the course |
| Contributing to forums | Researching topics on the internet |
| Watching instructional videos | Completing assignments |
| Watching additional resource videos | Completing practice activities |
| Practicing through online quizzes | Reviewing for tests and exams |
| Reviewing peer submissions | |
| Completing online timed exam |
A variety of assessment and evaluation methods, strategies and tools are required as appropriate to the expectation being assessed. These include diagnostic, formative and summative within the course and within each unit.
Assessment FOR Learning and Assessment AS Learning is obtained through a variety of means, including the following:
- Ongoing descriptive feedback, including descriptive feedback on students’ practice activities
- Self-assessment
- Peer assessment
- Student/Teacher Communication with on a regular basis to:
- verbalize observations
- ask questions
- clarify understanding
Evidence of student achievement (assessment of learning) is collected through ongoing observations of most consistent work, with consideration given to most recent work from various sources.
Assessment and evaluation in this course will be based on the provincial curriculum expectations. Students will be provided with numerous and varied opportunities to demonstrate the full extent of their achievement. Categories of assessment and breakdowns are as follows:
- Knowledge – 30%
- Thinking Inquiry – 25%
- Application – 25%
- Communication – 20%
A final grade will be determined as follows:
- Term Work – 65%
- Final Exam – 25%
- Attendance & Participation – 10%
| Students enrolled in this course through CHS’s Hybrid (H) program will participate in synchronous learning via live online teaching sessions, online support material, and student-to-student discussions organized throughout the semester. Conversely, students taking this course as part of CHS’s Self-Paced (S) program will learn asynchronously through recorded video lessons, presentations, online support material, and simulations. While self-paced students have up to one year to complete the course, they are encouraged to finish within five months.
A variety of strategies will be used in the online delivery of this course. Instructional strategies will include but are not limited to:
Learning goals and success criteria are listed at the beginning of each lesson. The success criteria are used to develop the assessment tools in this course, including rubrics. Every course in the secondary science program focuses on three overriding goals: 1. to relate science to technology, society, and the environment 2. to develop the skills, strategies, and habits of mind required for scientific inquiry 3. to understand the basic concepts of science As students progress through the curriculum, they extend and deepen their understanding of the following fundamental concepts and learn to apply their understanding with increasing sophistication. |
|
| Matter | Matter is anything that has mass and occupies space. Matter has particular structural and behavioural characteristics. |
| Energy | Energy comes in many forms, and can change forms. It is required to make things happen (to do work). Work is done when a force causes movement. |
| Systems and Integration | A system is a collection of living and/or non-living things and processes that interact to perform some function. A system includes inputs, outputs, and relationships among system components. Natural and human systems develop in response to, and are limited by, a variety of environmental factors. |
| Structure and Function | This concept focuses on the interrelationship between the function or use of a natural or human-made object and the form that the object takes. |
| Sustainability and Stewardship | Sustainability is the concept of meeting the needs of the present without compromising the ability of future generations to meet their needs. Stewardship involves understanding that we need to use and care for the natural environment in a responsible way and making the effort to pass on to future generations no less than what we have access to ourselves. Values that are central to responsible stewardship are: using non-renewable resources with care; reusing and recycling what we can; switching to renewable resources where possible. |
| Change and Continuity | Change is the process of becoming different over time, and can be quantified. Continuity represents consistency and connectedness within and among systems over time. Interactions within and among systems result in change and variations in consistency. |
Students with special needs and English Language Learners will be provided with accommodation, including additional time, assistive technology and scribe where available. Teachers who are planning a program in this subject make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Learning Skills listed below are key to student success. Learning Skills are assessed independently of achievement and are determined through observation and participation. A check list and student-teacher communication will be used to determine the level in each category.
1. Responsibility
2. Organization
3. Independent Work
4. Collaboration
5. Initiative
6. Self-Regulation
Scientific calculator, common items for at home labs.
- Lesson Presentations
- On-Line resources
- Links to simulations and interactives
- Links to extra support material