Curriculum Policy Document

The Ontario Curriculum Grade 11 and 12: Science

Course Title

Biology, Grade 12, University Preparation

Course Code

SBI 4U

Grade & Type

12, University Preparation

Pre-requisite

Biology, Grade 11,

University Preparation

Full Year / Semester

Semester

Credit Value

1

Course Description (As specified in Ministry of Education Policy Document)

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 metabolic processes, molecular genetics, homeostasis, evolution, 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.

Student Evaluation Criteria

Term – 70%

Final – 30%

Final Report Card Grade Calculation – 100%

10 ≤  Relative Emphasis / Weighting ≤  40

Relative Emphasis / Weighting                                      

Term Total + Final Total = Report Card Mark

Knowledge/Understanding

 30

15

Inquiry/Thinking

15

5

Communication

10

5

Application

15

5

Term Total

70

Final Total

30

Assessment Format Used (Examples Provided)

            Written

Performance

Other

Multiple Choice

X

Group Visuals

Manipulative Skills

X

Short Answer

X

Teacher Observation

Laboratory Performance

X

Open/Free Response

X

Interviews

Extended Investigations

Essay/Journal

X

Portfolios

Projects

X

Papers/Reports

X

Skills Checklist

Concept Mapping

Vee Heuristic

Venn Diagrams

Presentations

X

Resources (Examples provided)

Textbook

Biology 12

Student Materials

$2.00 lab incidental fee

Excursions

Computer Use

Power Point Presentation

Course Related Websites

www.clickandlearn.org

Listed in order of instructional delivery

Strand / Unit Titles

HOURS

Overall Expectations / Unit Description

Metabolic Processes

24

• describe the structure and function of the macromolecules necessary for the normal metabolic functions of all living things, and the role of enzymes in maintaining normal metabolic functions;

• conduct laboratory investigations into the transformation of energy in the cell, including photosynthesis and cellular respiration, and into the chemical and physical properties of biological molecules;

• explain ways in which knowledge of the metabolic processes of living systems can contribute to technological development and affect community  processes and personal choices in everyday life.

Molecular Genetics

23

• explain the concepts of gene and gene expression and the roles of DNA, RNA, and chromosomes in cellular metabolism, growth, and division, and demonstrate an awareness of the universality of the genetic code;

• explain, through laboratory activities and conceptual models, processes within the cell nucleus;

• describe some of the theoretical issues surrounding scientific research into genetic continuity; the general impact and philosophical implications of the knowledge gained; and some of the issues raised by related technological applications.

Homeostasis

23

• describe and explain the physiological and biochemical mechanisms involved in the maintenance of homeostasis;

• analyse, through experiments and the use of models, the feedback mechanisms that maintain chemical and physical homeostasis in animal systems;

• analyse how environmental factors (physical, chemical, emotional, and microbial) and technological applications affect/contribute to the maintenance of homeostasis, and examine related societal issues.

Evolution

20

• analyse evolutionary mechanisms, and the processes and products of  evolution;

• evaluate the scientific evidence that supports the theory of evolution;

• analyse how the science of evolution can be related to current areas of biological study, and how technological development has extended or  modified knowledge in the field of evolution.

Population Dynamics

20

• analyse the components of population growth, and explain the factors that affect the growth of various populations of species;

• investigate, analyse, and evaluate populations, their interrelationships within ecosystems, and their effect on the sustainability of life on this planet;

• evaluate the carrying capacity of the Earth, and relate the carrying capacity to the growth of populations, their consumption of natural resources, and advances in technology.

Learning Skills Criteria

In each reporting period, report on the quality of the learning skills demonstrated by the student in each of the categories identified on the report card using the following letter symbols.

E–Excellent              G–Good              S–Satisfactory              N–Needs Improvement

SKILL: Works Independently

Indicators:

• accomplishes tasks independently

• accepts responsibility for completing tasks

• follows instructions

• regularly completes assignments on time and with care

• demonstrates self-direction in learning

• independently selects, evaluates, and uses appropriate learning materials, resources, and activities

• demonstrates persistence in bringing tasks to completion

• uses time effectively

• uses prior knowledge and experience to solve problems and make decisions

• reflects on learning experiences

SKILL: Organization

Indicators:

• organizes work when faced with a number of tasks

• devises and follows a coherent plan to complete a task

• follows specific steps to reach goals or to make improvements

• revises steps and strategies when necessary to achieve a goal

• manages and uses time effectively and creatively

• demonstrates ability to organize and manage information

• follows an effective process for inquiry and research

• uses appropriate information technologies to organize information and tasks

SKILL: Initiative

Indicators:

• seeks out new opportunities for learning

• responds to challenges and takes risks

• demonstrates interest and curiosity about concepts, objects, events, and resources

• seeks necessary and additional information in print, electronic, and media resources

• identifies problems to solve, conducts investigations, and generates questions for further inquiry

• requires little prompting to complete a task, displaying self-motivation and self-direction

• approaches new learning situations with confidence and a positive attitude

• develops original ideas and devises innovative procedures

• attempts a variety of learning activities

• seeks assistance when needed

• uses information technologies in creative ways to improve learning for self or others

SKILL: Teamwork

Indicators:

• works willingly and cooperatively with others

• shares resources, materials, and equipment with others

• responds and is sensitive to the needs and welfare of others

• solves problems collaboratively

• accepts various roles, including leadership roles

• takes responsibility for his or her own share of the work to be done

• works to help achieve the goals of the group or the class

• helps to motivate others, encouraging them to participate

• contributes information and ideas to solve problems and make decisions

• questions the ideas of the group to seek clarification, test thinking, or reach agreement

• shows respect for the ideas and opinions of others in the group or class

• listens attentively, without interrupting

• in discussions, paraphrases points of view and asks questions to clarify meaning and promote understanding

• recognizes the contribution of group members by means of encouragement, support, or praise

• seeks consensus and negotiates agreement before making decisions

SKILL: Work Habits/Homework

Indicators:

• completes homework on time and with care

• puts forth consistent effort

• follows directions

• shows attention to detail

• uses materials and equipment effectively

• begins work promptly and uses time effectively

• perseveres with complex projects that require sustained effort

• applies effective study practices

Policies & Procedures (Examples provided)

Plagiarism

refer to pp. 56-57 of Student Planner

Late Assignments

refer to p. 27 of Student Planner

Missed work

refer to p. 27 of Student Planner

Absences

refer to p. 26 of Student Planner

Homework

to be completed on a regular basis

Teacher Contacts

email me questions using the website or ask before, during, or after class

Extra Help

I am always available in the mornings and throughout lunch – my prep period is period 4

Reporting Dates

Check agenda for important dates