G12 Biology
Course Description
This course provides students with the opportunity for an in-depth study of the concepts and processes associated with biological systems. Students will study theory and investigate areas of biochemistry, metabolic processes, homeostasis, molecular genetics, and population dynamics. Emphasis is placed on achievement of detailed knowledge and the refinement of skills needed for further study in various branches of life sciences and related fields.
Overall Curriculum Expectations
By the end of this course, students will:
A. Scientific Investigation Skills and Career Exploration Strand
| A1 | demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analyzing and interpreting, and communicating) |
| A2 | identify and describe careers related to the fields of science under study, and describe the contributions of scientists, including Canadians, to those fields |
B. Biochemistry
| B1 | Analyze 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. Homeostasis
| D1 | Evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity. |
| D2 | Investigate, through experiments and models, how feedback systems enable the body to maintain homeostasis; |
| D3 | Demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis. |
E. Molecular Genetics
| E1 | Analyze some of the social, ethical, and legal issues associated with genetic research and biotechnology |
| E2 | Investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell. |
| E3 | Demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture. |
F. Population Dynamics
| F1 | Analyze 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. |
Course Content
| Unit | Title | Hours |
|---|---|---|
| Unit1 | Scientific Investigation Skills and Career Exploration
This unit discusses and reinforces the students’ scientific investigation skills (related to both inquiry and research) in the four areas of skill; it describes a variety of careers related to the fields of science under study and identifies scientists, including Canadians, who have made contributions to those fields |
5 hours |
| Unit2 | Biochemistry
This unit presents technological applications that affect biological processes and cellular functions that are used in the food, pharmaceutical, and medical industries. Biological molecules and their chemical properties affect cellular processes and biochemical reactions. Biochemical compounds play important structural and functional roles in cells of all living organisms Overall expectations: B1. B2, B3. |
20 hours |
| Unit3 | Metabolic Processes
This strand analyses all metabolic processes involved in chemical changes and energy conversions. An understanding of metabolic processes enables people to make informed choices with respect to a range of personal, societal, and environmental issues Overall expectations: C1, C2, C3. |
20 hours |
| Unit4 | Homeostasis
This strand introduces students to organisms that have strict limits on the internal conditions that they can tolerate. Systems that maintain homeostasis rely on feedback mechanisms. Environmental factors also affect homeostasis Overall expectations: D1, D2, D3 |
25 hours |
| Unit5 | Molecular Genetics
In this strand, students will be introduced to the course of research culminating in the discovery of DNA as the hereditary material. DNA contains the entire genetic material for any living organism. Proteins control a wide variety of cellular processes. Genetic research and biotechnology are revisited and expanded on; they have societal, legal, and ethical implications Overall expectations: E1, E2, E3. |
20 hours |
| Unit6 | Population Dynamics
This strand will focus on population growth which follows predictable patterns. The increased consumption of resources and production of waste associated with population growth result in specific stresses that affect Earth’s sustainability. |
20 hours |
| Total : 110 hrs |
Assessment for learning (AFL) is diagnostic and formative for the purposes of greater learning achievement and is used at the beginning of a unit to help determine a starting point for instruction.
Assessment as learning (AAL) is assessment as a process of developing and supporting students’ active participation in their own learning.
Assessment of learning (AOL) is assessment for purposes of providing evidence of achievement for reporting. It is conducted at the end of each learning unit/work section and provides students with the opportunity to synthesize/apply/demonstrate their learning and their achievement of the stated expectations via Observation, Conversation and Product.
There are four levels of achievement for students who are passing the course:
- Level 1 (50-59%)
- Level 2 (60-69%)
- Level 3 (70-79%)
- Level 4 (80-100%)
Level 3 is the provincial standard for student achievement.
The percentage grade represents the quality of the students’ overall achievement of the expectations for the course and reflects the corresponding achievement as described in the achievement chart for mathematics. Term work will be 70% of the overall grade for the course; the summative evaluations will be 30% of the overall grade, incorporating summative evaluation and a final written examination.
| Knowledge | Thinking/Inquiry | Communication | Application |
|---|---|---|---|
| 12.5 | 25 | 25 | 25 |
| Understanding | |||
| 12.5 |
Within the 70% term mark and the 30% summative mark, the breakdown of the achievement chart categories will be approximately 25% Knowledge/Understanding, Application 25%, Communication 25%, and Thinking/Inquiry 25%.
The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning. The final percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
Proctoring
The tests are typically a paper-pen evaluation written at a mutually agreed time, date, and location. The tests will be proctored, meaning a suitable adult with a dedicated identifiable and authentic email address will supervise you writing the tests. This process ensures the security and integrity of the test. Any person related or affiliated to the student in a personal way cannot serve as a test supervisor.
Resources required by the student
- A non-programmable, non-graphing, scientific calculator
- A scanner, smartphone camera, or similar device to upload handwritten or hand-drawn work
- A front-facing camera on a desktop, laptop, or mobile device to allow for proctoring over the internet
- Internet access and a modern standards-compliant web browser
The tuition for this course is $800 for Canadian students and $2000 for international students.
Refunds
Maple Leaf School does not issue refunds. When a student enrolls in our course, MLS administration team undertakes many tasks including establishing electronic/physical files, assigning teachers and tracking the enrolment for Ministry purposes, etc. The work is completed by our school the moment you register online.
Course Curriculum
| Resources | |||
| Course Outline | 00:00:00 | ||
| Mark Breakdown | 00:00:00 | ||
| Hour Breakdown | 00:00:00 | ||
| Unit 1 | |||
| U1L1 | 00:00:00 | ||
| U1L2 | 00:00:00 | ||
| U1L3 | 00:00:00 | ||
| U1L4 | 00:00:00 | ||
| U1L5 | 00:00:00 | ||
| U1L6 | 00:00:00 | ||
| U1L7 | 00:00:00 | ||
| SBI4U AOL1 | 2 days | ||
| Unit 2 | |||
| U2L1 | 00:00:00 | ||
| U2L2 | 00:00:00 | ||
| U2L3 | 00:00:00 | ||
| U2L4 | 00:00:00 | ||
| U2L5 | 00:00:00 | ||
| U2L6 | 00:00:00 | ||
| SBI4U AOL2 | 2 days | ||
| SBI4U AOL3 | 2 days | ||
| Unit 3 | |||
| U3L1 | 00:00:00 | ||
| U3L2 | 00:00:00 | ||
| U3L3 | 00:00:00 | ||
| U3L4 | 00:00:00 | ||
| U3L5 | 00:00:00 | ||
| U3L6 | 00:00:00 | ||
| SBI4U AOL4 | 2 days | ||
| SBI4U AOL5 | 2 days | ||
| Unit 4 | |||
| U4L1 | 00:00:00 | ||
| U4L2 | 00:00:00 | ||
| U4L3 | 00:00:00 | ||
| U4L4 | 00:00:00 | ||
| U4L5 | 00:00:00 | ||
| SBI4U AOL6 | 2 days | ||
| Unit 5 | |||
| U5L1 | 00:00:00 | ||
| U5L2 | 00:00:00 | ||
| U5L3 | 00:00:00 | ||
| SBI4U AOL7 | 2 days | ||
| CCA | |||
| Course Culminating Activity | 00:00:00 | ||
| SBI4U AOL8 | 2 days | ||
| Final Exam | |||
| How to request | 00:00:00 | ||
| SBI4U Final Exam | 4 days | ||
i love this courses very much
in this course, i learn alot