Grade 12 Biology University Preparation SBI4U Course Outline

Basic Information

Department: Science | Course Developer: Canada Online School | Credit value: 1.0 | Credit Hours: 110

Development Date: April 2018 | Revision Date: N/A

Ministry Document: Science, The Ontario Curriculum, Grades 11 and 12, 2008

Prerequisite(s): SBI3U

Course Description

This course provides students with the opportunity for in-depth study of the concepts and processes associated with 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 achievement of the detailed knowledge and refinement of skills needed for further study in various branches of the life sciences and related fields.

Course Units

Teaching & Learning Strategies

Students will explore scientific concepts through theoretical frameworks and follow specific examples. They will practice abstract biology questions and solve complex problems that require the use of these concepts or apply the theory to a real-world scenario. They will complete exercises and review against correct solutions. They will do simulations and lab activities to enhance their understanding. They will do assignments, quizzes, and tests.

Textbooks and other required resources

• Nelson Biology 12 ISBN: 9780176520373  (provided by COS)
• A non-programmable scientific calculator
• An Internet connection and a device with basic web browsing capabilities (see System Requirements in Course Calendar)

Assessment & Evaluation

Assessment & evaluation is based on the Ministry of Education’s Growing Success (click to access) guidelines. Students are evaluated on:

Strands and Overall Expectations

Scientific Investigation Skills and Career Exploration

• 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);
• identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields.

Biochemistry

• analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;
• investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;
• demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.

Metabolic Processes

• 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;
• investigate the products of metabolic processes such as cellular respiration and photosynthesis;
• demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.

Molecular Genetics

• analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;
• investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;
• demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.

Homeostasis

• evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;
• investigate the feedback mechanisms that maintain homeostasis in living organisms;
• 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

• 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;
• investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem;
• demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species.

Special Program Planning Considerations

COS develops its programs with consideration for Ontario Ministry of Education policies and initiatives. Many areas of special consideration are embedded naturally within course content. These include but are not limited to the following:

• Students with special education needs: Our courses and teachers will strive to equitably accommodate exceptional students with support and/or modified expectations they may need as per their Individual Education Plan (IEP). The modified expectations or support may take the form of altered assignments, differently formatted tests/exams, the use of special technological tools, etc. Special education accommodations are only implemented to provide fair treatment to students who have a demonstrated and documented need.
• English language learners: COS has strategies in place to support students who are learning English as a second language. Teachers are made aware which students are in or were in ESL programs and will make appropriate accommodations or provide resources to help them gain more proficiency.
• Environmental protection: Whenever possible, issues in environmental protection are highlighted, provided as extra interest topics, or used as examples during courses.
• Healthy Relationships: Every student is entitled to a safe environment based on mutual respect. Our courses use online discussions, case studies, role play, etc, to encourage cooperation and constructive comments. Students also learn about building healthy relationships through course content that highlights inclusive values.
• Equity and inclusive education: Diversity is valued at COS and we encourage students to share their unique life experiences and perspective while respecting others’ different values or viewpoints. Learning activities and the curriculum reflect the multicultural nature of Canada and the importance of equitable and inclusive treatment of all others.
• Financial literacy: Students must learn to make informed financial decisions and understand economic forces to be effective members of society. COS and the Ministry are working to embed financial literacy skills and knowledge in courses as appropriate.
• Critical thinking, literacy, numeracy and inquiry: Literacy is more than reading and writing. Its definition is constantly evolving and by today’s standard increasingly needs more sophisticated skills. It is the entire set of skills that allow a person to critically comprehend, analyze, generate and process information in all its forms, and then communicate it meaningfully to others. Every subject is responsible for enhancing students’ literacy, including mathematical literacy (numeracy). Students learn to inquiry deeply and think critically at all times, use relevant terminology, and conduct their own research. They will form opinions backed by logical evidence, detect bias, uncover implied meanings, and take big picture perspectives. With numeracy, students learn to not only perform mathematical operations but also understand their significance, application, and hidden biases.
• School library: A library provides access to resources and also allows students to develop skills in research. COS does not have a library in the conventional sense but we do provide information to students on how to access information they need, find useful texts or other media, and use electronic tools of research. In general, this information is made publicly available through our website.
• Information and communications technology (ICT): By use the COS online learning platform, students will naturally develop transferable skills relating to ICT. Students will learn to use various electronic tools to communicate, cooperate, and conduct research. Students will also be made aware of pitfalls and potential abuse in using the Internet or other electronic tools.
• The Ontario Skills Passport: This is a free bilingual web-based resource to help students understand what are Essential Skills needed for success in school, work, and life. We encourage students to review their learning and see how they develop such skills. For more information, visit http://www.skills.edu.gov.on.ca.
• Education and career/life planning: As students progress through their courses, they will be provided opportunities to learn about future opportunities and how to make career choices. Teachers are available to guide students through their planning and COS provides resources for students to research these opportunities on their own, using the Individual Pathways Plan process.
• Cooperative education and experiential learning: COS does not have a co-op program but we recognize the value of experiential learning and will direct students to information regarding Ministry programs and opportunities when needed.
• Ethics: As part of the process of forming opinions and thinking critically, students will learn to develop their sense of ethics as it relates to both society and private decision making. As an academic institution, COS also requires students to understand ethical conduct in their academic work. Students learn about the consequences of plagiarism both dishonest and negligent, as well as the accepted conventions for citing the work of others properly.