Biology, Grade 12 (University Preparation)
SBI4U
Biology, Grade 12 (University Preparation)
Course Description
This course provides you with the opportunity for an in-depth study of the concepts and processes associated with biological systems. You will study theory and conduct investigations in the areas of metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on the achievement of the detailed knowledge and refined skills needed for further study in various branches of the life sciences and related fields.
| Unit Titles and Descriptions | Time Allocated |
|---|---|
| Biochemistry Students will analyze 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. | 20 hours |
| Metabolic Processes Students will investigate the chemical changes and energy conversions that occur in metabolic processes. They will demonstrate how an understanding of metabolic processes enables people to make informed choices concerning a range of personal, societal, and environmental issues. | 22 hours |
| Molecular Genetics 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. | 22 hours |
| Homeostasis Students will demonstrate an understanding of the strict limits on the internal conditions that organisms can tolerate. They will investigate how organ systems that maintain homeostasis rely on feedback mechanisms. Students will also explore the environmental factors that affect homeostasis. | 22 hours |
| 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 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. | 22 hours |
| Final Assessment | |
| Exam This course includes a proctored exam worth 30% of your final grade. | 2 hours |
| Total | 110 hours |
Resources required by the student
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 a variety of careers related to the fields of science under study, and identify scientists, including Canadians, who have made contributions to those fields.
B. Dynamics
B1 analyse technological devices that apply the principles of the dynamics of motion, and assess the technologies’ social and environmental impact;
B2 investigate, in qualitative and quantitative terms, forces involved in uniform circular motion and motion in a plane, and solve related problems;
B3 demonstrate an understanding of the forces involved in uniform circular motion and motion in a plane.
C. Energy and Momentum
C1 analyse, and propose ways to improve, technologies or procedures that apply principles related to energy and momentum, and assess the social and environmental impact of these technologies or procedures;
C2 investigate, in qualitative and quantitative terms, through laboratory inquiry or computer simulation, the relationship between the laws of conservation of energy and conservation of momentum, and solve related problems;
C3 demonstrate an understanding of work, energy, momentum, and the laws of conservation of energy and conservation of momentum, in one and two dimensions.
D. Gravitational, Electric and Magnetic Fields
D1 analyse the operation of technologies that use gravitational, electric, or magnetic fields, and assess the technologies’ social and environmental impact;
D2 investigate, in qualitative and quantitative terms, gravitational, electric, and magnetic fields, and solve related problems;
D3 demonstrate an understanding of the concepts, properties, principles, and laws related to gravitational, electric, and magnetic fields and their interactions with matter.
E. The Wave Nature of Light
E1 analyse technologies that use the wave nature of light, and assess their impact on society and the environment;
E2 investigate, in qualitative and quantitative terms, the properties of waves and light, and solve related problems;
E3 demonstrate an understanding of the properties of waves and light in relation to diffraction, refraction, interference, and polarization.
F. Revolutions in Modern Physics: Quantum Mechanics and Special Relativity
F1 analyse, with reference to quantum mechanics and relativity, how the introduction of new conceptual models and theories can influence and/or change scientific thought and lead to the development of new technologies;
F2 investigate special relativity and quantum mechanics, and solve related problems;
F3 demonstrate an understanding of the evidence that supports the basic concepts of quantum mechanics and Einstein’s theory of special relativity.
Teacher and Learning Strategies
A wide variety of instructional strategies are used to provide learning opportunities to accommodate a variety of learning styles, interests and ability levels. These strategies include, but are not limited to:
Oral Presentation, Discussion, Socratic Lesson, Independent Study, Research Process, Computer Assisted Instruction, Brainstorming Activity, Learning Centers, Think Pair, Share Visual Stimuli, Note Making, Scientific Method Media Presentation, Lecture, Worksheet, Inquiry Process
| UNITS | Duration | OVERALL EXPECTATIONS | AFL | AAL | AOL | K 25% | A 25% | |
|---|---|---|---|---|---|---|---|---|
| 70% | A | A1-A2 | Student-Teacher Conferencing | Peer Assessment | Poster Presentation | √ | √ | |
| B | 22 | B1-B3 | Worksheet Class Discussion | KWL Chart | Unit Test Class Discussion | √ | √ | |
| C | 19 | C1-C3 | Worksheet Pair Discussion | Learning Log | Unit Test Written Assignment | √ | √ | |
| D | 30 | D1-D3 | Home Work Student – Teacher Conferencing | Reflective Discussion | Unit Test Portfolio Assignment | √ | √ | |
| E | 19 | E1-E3 | Oral Presentation Diagnostic Quiz | Student- Teacher Conferencing | Unit Test Individual Presentation | √ | √ | |
| F | 20 | F1-F3 | Q/A Session | Peer Assessment | Unit Test Collaborative Collage Assignment | √ | √ | |
| 30% | A1-F3 | Final Project 10% (Individual Presentation) and Final Exam 20% (Written Component) | √ | √ | ||||
The Report Card
The report card will focus on two distinct but related aspects of student achievement; the achievement of curriculum expectations and the development of learning skills. The report card will contain separate sections for the reporting of these two aspects.
| 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. |
Assessment, Evaluation and Reporting Strategies of Student Performance
There are three forms of assessment that will be used throughout this course.
Assessment for learning: Will occur before the introduction of a new concept to determine student readiness and to obtain information about student interests and student preferences.
Assessment as learning: Will occur frequently and in an ongoing manner during instruction, to enable students to monitor their own progress towards achieving their learning goals (self–assessment).
Assessment of learning: Will occur at or near the end of a period of learning, this summary is used to make judgments about the quality of student learning using established criteria, to assign a value to represent that quality and to communicate information about achievement to students and parents. Evidence of student achievement for evaluation is collected over time from three different sources–observations, conversations, and student products. Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning.
| Assessment for Learning | Assessment as Learning | Assessment of Learning | |
|---|---|---|---|
| Conversation | – Student teacher conferences – Small group discussions – Pair work – Peer-feedback | – Student teacher conferences – Small group discussions – Pair work – Debate – Oral pre-tests – Oral quizzes | – Student teacher conferences – Question and answer session – Oral tests |
| Observation | – Class discussions – Independent study in class – Self analysis – Peer Analysis | – Whole class discussions – Debate – Self analysis – Peer Analysis | – PowerPoint presentations – Performance tasks – Debate |
| Student Product | – Assignment – Quizzes – note book checks – Learning Logs (anecdotal) | – Quiz – Journals – Assignment – Rough drafts – Portfolios – Posters (rubric/scale) – Graphic organizers – Homework checks – Entrance tickets – Exit tickets | – Quiz – Assignment – Tests – Posters (rubric) – Exam – Essays |
A student’s final grade is reflective of their most recent and most consistent level of achievement. The balance of the weighting of the categories of the achievement chart throughout the course is:
| SUBJECT AREA | Knowledge | Inquiry/Thinking | Communication | Application |
|---|---|---|---|---|
| Science | 20 | 30 | 20 | 30 |
Final Mark Calculation
Calculation of the Term Mark will be based upon the Categories of the Achievement Chart. This chart is meant to assist teachers in planning instruction and learning activities for the achievement of the curriculum expectations. It is also used in designing assessment and evaluation tools and in providing feedback to students. Each mathematical topic will contain each category in the chart due to the integrated nature of the discipline in mathematics. Final marks will be calculated as follows
| Student Product | |
|---|---|
| Term Work | 70% |
| Final Evaluation | 30% |
| Overall | 100% |
| Evaluation | Tests and Final Exam |
In addition to the final grade, the report card also shows student achievement of learning skills and work habits throughout the course. These are not included in the calculation of the final grade for this course. The six areas are Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. The learning skills are evaluated using a four-point scale (E-Excellent, G-Good, S-Satisfactory, N-Needs Improvement). The separate evaluation and reporting of the learning skills in these six areas reflect their critical role in students’ achievement of the curriculum expectations. To the extent possible, the evaluation of learning skills, apart from any that may be included as part of a curriculum expectation in a course, should not be considered in the determination of percentage grades.
Students who enroll in Leslie Academy High School courses are subject to the general policies of Leslie Academy High School. When students enroll in an online course the following roles and responsibilities and expectations are also required.
| Evaluation Throughout the Semester | 70% | Final Evaluation | 30% |
|---|---|---|---|
| Unit Tests (5 x 7%) | 35% | Final summative evaluation • a comprehensive Exam | 30% |
| Assignments / Research / Report – Dynamics (8%) – Energy and Momentum (8%) – Fields (7%) – The Wave Nature of Light (7%) – Modern Physics (5%) | 35% |
Students who enroll in Leslie Academy High School courses must follow the following expectations which are in addition to the Leslie Academy High School Student Code of Conduct:
Demonstrate honesty and integrity while engaged in online learning, including while in chat rooms, posting assignments and blogging. Profanity, sexist or racially motivated language or harassment will not be tolerated in any form of communication in Leslie Academy High School courses. The Principal will make the final decision on the consequences of any of these actions
Respect others’ work environments
Follow the Acceptable use of internet, social media and online learning platform policies
Students are expected to:
Complete and submit all assignments and assessments within 8 weeks of the enrolment date
Follow and adhere to the Acceptable Use Policy for Leslie Academy High School online learning platform
Attend an approved location, with an approved proctor, for the final exam
Present proof of identification, including a picture, when enrolling in the course, and at the final exam
Students must be aware that:
Activities online are not private to the student. The teacher will have access to all material placed online by individual students, and the teacher reserves the right to remove inappropriate content
Passwords should remain private and not shared with any individual
Any request for inappropriate personal information from you must be reported to the Principal IMMEDIATELY
Any attempt to access unauthorized content, impersonate another user, or destroy or delete data of another user may result in expulsion from the course.
Leslie Academy High School will make it clear to the students and parents/guardians early in the school year that they are responsible for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher and in a form approved by the teacher. Students must understand that there will be consequences for not completing assignments for evaluation or for submitting those assignments late. Where in the teacher’s professional judgment it is appropriate to do so, a number of strategies will be used to encourage the student to modify his/her behavior. Some of these may include:
Asking the student to clarify the reason for not completing the assignment taking into consideration legitimate reasons for missed deadlines.
Helping students develop better time management skills. Maintaining ongoing communication with students and/or parents about due dates and late assignments, and scheduling conferences with parents if the problem persists.
Setting up a student contract
Reviewing the need for extra support for English Language learners.
Providing alternative assignments or tests/exams where, in the teacher’s professional judgment, it is reasonable and appropriate to do so.
Deducting marks for late assignments, up to and including the full value of the assignment.
Students and parent/guardians will be informed in a timely fashion via phone call, face to face conference, e-mail and if need be a formal letter about the importance of submitting assignments for evaluation when they are due and about the consequences for students who submit assignments late or fail to submit assignments. If the above measures have been put into place and the behavior of the student has not provided sufficient evidence, then 0 will be inserted as the mark for the missed assignment.
Plagiarism occurs when a student presents another person’s work as their own. At the beginning of each course, teachers will review careless plagiarism and dishonest plagiarism with the student. Teachers will use a variety of software and commercial search engines to detect material that has been plagiarized. Plagiarism includes:
Incorrectly paraphrased material
Lack of correct citation
Cutting and pasting from web sites, articles, etc., with no intention of citing the work
Copying another student’s/ person’s work and presenting it as your work
Handing in portions of on line essays
Having another person write your assignments, assessments and evaluations
Academic dishonesty is a breach of Leslie Academy High School policies on plagiarism and cheating. Any case of academic dishonesty will be reported to the Leslie Academy High School administration and one or more of the following consequences will be implemented:
The student’s parent/guardian will be informed
Student will receive zero on the assignment
Student will be given the opportunity to demonstrate expectations on an alternate assignment
Documentation of the incident will be placed in the student’s file
A task related to the ethics and morals of cheating and/or plagiarism will be assigned
Academic assistance will be made available
Student may be suspended/expelled from the course if more than once incident occurs
Program Planning Considerations
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, 2000.
Teachers must adapt the instructional program in order to facilitate the success of these students in their classrooms. Appropriate adaptations include: Use of a variety of instructional strategies (e.g., extensive use of visual cues, graphic organizers, and scaffolding; previewing of textbooks; pre-teaching of key vocabulary; peer tutoring; strategic use of students’ first languages); Use of a variety of learning resources (e.g., visual material, simplified text, bilingual dictionaries, and materials that reflect cultural diversity.
Information and communications technology (ICT) provides a range of tools that can significantly extend and enrich teachers’ instructional strategies and support students’ learning in science. Computer programs can help students collect, organize, and sort the data they gather and to write, edit, and present multimedia reports on their findings. Technology also makes it possible to use simulations – for instance, when field studies on a particular topic are not feasible or dissections are not acceptable.
Ongoing scientific discoveries and innovations coupled with rapidly evolving technologies have resulted in an exciting environment in which creativity and innovation thrive, bringing about new career opportunities. Today’s employers seek candidates with strong critical-thinking and problem-solving skills and the ability to work cooperatively in a team – traits that are developed through participation in the science program. Through science courses, students will develop a variety of important capabilities, including the ability to identify issues, conduct research, carry out experiments, solve problems, pre- sent results, and work on projects both independently and as a team. Students are also given opportunities to explore various careers related to the areas of science under study and to research the education and training required for these careers.
Resources
Nelson Biology 11 University Preparation, Nelson Education Ltd. © 2011. McGraw-Hill Ryerson Biology 11, McGraw-Hill Ryerson ©