CANADIAN PRE-UNIVERSITY PROGRAMME
COURSE OUTLINE
1. COURSE TITLE Biology
2. COURSE CODE SBI4U
3. COURSE TYPE/ GRADE University Preparation, Grade 12
4. DURATION 110+ Hours
5. CREDIT VALUE 1.0
6. PREREQUISITE Biology Grade 11 (SBI3U), University Preparation
7. DEPARTMENT Science
8. COURSE DEVELOPERS Mr. James Leonard and Ms. Shannon Yates Hawkey
9. DEVELOPMENT DATE July 2013
10. COURSE REVISERS Ms. Shannon Hawkey, Mr. Neil Cairnie, Ms. Queenie Wong
11. REVISION DATE January 2015
12. POLICY DOCUMENT Ministry of Education of Ontario (2008), The Ontario Curriculum Science, Grades 11 and 12
13. 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 area of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on achievement of the detailed knowledge and refined skills needed for further study in various branches of the life sciences and related fields.
14. OVERALL CURRICULUM EXPECTATIONS
This course is divided into six strands. By the end of this course, students will:
A. Scientific Investigation Skills and Career Exploration
A1. 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);
A2. identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields.
B. Biochemistry
B1. analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;
B2. investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;
B3. demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.
C. Metabolic Processes
C1. 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;
C2. investigate the products of metabolic processes such as cellular respiration and photosynthesis;
C3. demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.
D. Molecular Genetics
D1. analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;
D2. investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;
D3. demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.
E. Homeostasis
E1. evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;
E2. investigate the feedback mechanisms that maintain homeostasis in living organisms;
E3. demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.
F. Population Dynamics
F1. 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;
F2. investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem;
F3. demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species.
15. OUTLINE OF COURSE CONTENT
The course is organized in six units.
Unit 1: Scientific Investigation Skills and Career Exploration (integrated throughout)
Throughout this course students will 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); as well as identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields.
Unit 2: Biochemistry (Time: 23.75 hours)
In this unit, students will explain the roles of various organelles in cells and describe the structure and function of important biological compounds and common functional groups. Students will understand the structure and mechanism of various enzymes through classroom and lab activities. Students will examine technological applications in the food and pharmaceutical industry. This unit culminates with a research project relating biochemistry with the food and pharmaceutical industry.
Unit 3: Metabolic Processes (Time: 27.5 hours)
In this unit, students explore the biochemical pathways organisms use to create metabolically useful energy. Students examine energy transformations in living cells through examination of the structure and function of biologically essential macromolecules and a series of laboratory investigations. This unit has a strong experimental-inquiry focus where students can improve their skills in formulating testable questions and designing and carrying out investigations. The unit culminates with a presentation explaining the energy transformations involved in glucose production and metabolism.
Unit 4: Molecular Genetics (Time: 23.75 hours)
In this unit, students examine the structure and function of DNA and RNA, and their role in protein synthesis and control of gene expression. Students investigate the advances in knowledge about genetics during the 20th and 21st centuries and, using the most current information available, explore a variety of genetic technologies. There are many connections between the content of this unit and current events – cloning, xeno-transplantation, stem cell research, genetically modified foods, genetic (DNA) profiling, etc. Any one of these issues could provide a theme or connecting thread for this unit.
Unit 5: Homeostasis (Time: 20.00 hours)
Through analysis of a variety of changing conditions, students examine the complexity of homeostatic mechanisms, including those used in the maintenance of water, ionic, thermal and acid-base equilibria, and construct models to illustrate them. This unit provides students with applications of biochemistry studied in the first unit, and links to the animal anatomy and physiology unit in SBI3U. Students consider the impact of environmental factors on the maintenance of homeostasis, and examine related societal issues. The unit culminates in the production of a graphic organizer illustrating the effect of an environmental factor on a homeostatic mechanism.
Unit 6: Population Dynamics (Time: 12.5 hours)
Designed as an overview of population dynamics, this unit focuses on the effects of relationships within ecosystems and other factors that regulate and limit population growth. The carrying capacity of Earth will also be studied in terms of human population trends. The End-of-Unit Task is a timeline of changes that have contributed to the increase in the growth rate of the human population over the last 10 000 years.
Final Summative Assessment: Review +Exam (Time: 8.75 hours)
Students will be given a summative final examination that will provide an opportunity for students to demonstrate comprehensive learning of all units (1-6) in each achievement chart category. Prior to final examination students will thoroughly review each of the previous six units of the course.
16. TEACHING AND ASSESSMENT STRATEGIES
· A variety of teaching/ assessment strategies to address students’ needs will be used during the school year. Formative assessments will be ongoing through out the academic year.
· Teaching strategies may include:
1. Presentation
2. Inquiry Teaching
3. Discovery Method
4. Concept Teaching
5. Demonstration
6. Direct Instruction
7. Cooperative Learning
8. Classroom Discussion Journal Writing
9. Portfolios and Narrative Description
· Assessment strategies may include:
1. Diagnostic assessment
2. Formative assessment
3. Performance assessment
4. Portfolio assessment
5. Rubrics
6. Checklists
7. Summative assessment
· Students will be provided with reasonable opportunities to master skills relating to the achievement of the curriculum objectives and learning skills before assessment and evaluation.
17. ASSESSMENT AND EVALUATION OF STUDENT PERFORMANCE
The achievement chart (The Ontario Curriculum, Grades 9 to 12: Achievement Chart (Draft), 2004) identifies four categories of knowledge and skills – Knowledge/Understanding, Inquiry, Communication, and Making Connections. These categories encompass all the curriculum expectations in the course. The chart provides a reference point for all assessment practice and a framework within which to assess and evaluate student achievement.
Overall achievement in the preceding categories:
Percentage Grade Range / Achievement Level / Summary Description80 – 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% Insufficient achievement of curriculum expectations.
A credit will not be granted.
Seventy per cent (70%) of the grade will be based on tasks conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of achievement.
Thirty per cent (30%) of the grade will be based on a final evaluation in the form of an examination.
Assessment and evaluation of learning for this course will be broken down as follows:
Ø Knowledge and Understanding 25%
Ø Thinking and Inquiry 25%
Ø Communication 25%
Ø Application 25%
100%
18. CONSIDERATION FOR PROGRAM PLANNING
Teachers in planning lessons take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2010.
Considerations relating to the areas listed below are relevant for program planning in CPU.
The Role of Technology in the Curriculum. Information and communications technologies (ICT) provide a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ language learning. ICT tools include multimedia resources, databases, Internet websites, digital cameras, and word-processing programs. Tools such as these can help students to collect, organize, and sort the data they gather and to write, edit, and present reports on their findings. Information and communications technologies can also be used to connect students to other schools, at home and abroad, and to bring the global community into the virtual classroom. Although the Internet is a powerful learning tool, there are potential risks attached to its use. All students are warned of issues of Internet privacy, safety, and responsible use, as well as of the potential for abuse of this technology, particularly when it is used to promote hatred. Information technology is considered a learning tool that must be accessed by English students when the situation is appropriate. As a result, students will develop transferable skills through their experience with word processing, internet research, presentation software, and telecommunication tools, as would be expected in any business environment.
English As Language Learners (ELL). Responsibility for students’ English-language development is shared by the course teacher, the ELL teacher, and other school staff. Peers may also be helpful in supporting English language learners in the language classroom. Teachers adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include:
1. use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, scaffolding; previewing of textbooks, pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages);
2. use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity);
3. use of assessment accommodations (e.g., granting of extra time; use of oral interviews, demonstrations or visual representations, or tasks requiring completion of graphic organizers or cloze sentences instead of essay questions and other assessment tasks that depend heavily on proficiency in English).
19. COURSE MATERIALS
Textbook: Biology 12, Nelson Education 2012, Fraser and DiGuiseppe
ISBN 9780176520946, 0176520945
Resources: Blackboard Academic Suite 7.0, Internet Resources, Videos
Supplementary Resources: Biology 12 McGraw-Hill Ryerson
SBI4U Handout guide, Exemplars, etc.
Course Outline Biology SBI4U Page 2 of 5