BIOLOGY SBI 4U1 Course of Study
Course Details
The Ontario Curriculum, Grades 11 and 12: Science 2008
TDSB, Victoria Park Collegiate Institute
Science Department, Assistant Curriculum Leaders: K. Thorne and S. Reichling
Revised 2011 (September)
SBI 4U1, full credit
Prerequisites: Grade 11 Biology; Recommended: Grade 11 Chemistry
Text: Biology 12, Nelson (replacement cost - $125)
Course Outline
Curriculum Expectations:
A. Scientific Investigation Skills and Career Expectations – 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, analyzing and interpreting, and communicating)
· 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. Biochemistry – By the end of this course, students will:
· Analyze 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.
C. Metabolic Processes – By the end of this course, students will:
· Analyze 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.
D. Molecular Genetics – By the end of this course, students will:
· Analyze 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 role in processes that occur within the cell;
· Demonstrate an understanding of concepts related to molecular genetics, and how genetics is applied in industry and agriculture.
E. Homeostasis – By the end of this course, students will:
· 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.
F. Population Dynamics
· Analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assesses the effectiveness of some Canadian initiatives intended to assist expanding populations;
· Investigate the characteristics of population growths, 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
Course Description
This course provides students with the opportunity for in-depth study of the concepts and processes associated with the 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 Content: Biochemistry 20 hours*
Metabolic Processes 20 hours*
Molecular Genetics 25 hours*
Homeostasis 25 hours *
Population Dynamics 20 hours*
*These times are approximate.
Learning Skills
Students will be assessed on the following six Learning Skills with the use of a checklist:
Responsibility, Organization, Independent Work, Collaboration, Initiative, Self-Regulation
Teaching/Assessment and Evaluation Strategies
A range of instructional strategies will be used to address student needs. Some of these strategies include direct instruction, interactive instruction, experiential learning and independent study. Students are given opportunities to learn and be assessed before evaluations. Summative evaluation for this course is based on a final written exam.
Achievement Chart
Knowledge and Understanding (30%)
Evaluation may include quizzes, homework checks, tests, problem sets, assignments, facts, terms, concepts, applications, etc.
Communication (25%)
Evaluation may be based on laboratory reports, written reports, essays, oral presentations, in-class questions and answers, terminology, student-teacher conferences, etc.
Thinking and Inquiry (25%)
Evaluation may include application of scientific inquiry, applications of technical skills, use of tools and equipment, open ended test questions, concept maps, formulating questions, etc.
Applications (20%)
Evaluation may include research papers, projects, debates, interviews, analyzing issues, assessing impacts and proposing courses of action, understanding connections among Science, Technology, Society and the Environment, etc.
70% Grade on Course Work**
Biochemistry
Task / Achievement Chart Focus / Time of AssessmentK&U / T/I / C / A
Technological Application of Biochemistry / X / X / X
Biochemistry Quiz / X
Biochemistry Inquiry / X / X / X
Unit Test / X / X / X / X
Metabolic Processes
Task / Achievement Chart Focus / Time of AssessmentK&U / T/I / C / A
Role of Metabolic Processes Assignment / X / X / X
Cellular Respiration Quiz / X
Cell Energetics Inquiry / X / X / X / X
Photosynthesis Quiz / X
Unit Test / X / X / X / X
Molecular Genetics
Task / Achievement Chart Focus / Time of AssessmentK&U / T/I / C / A
Genetic Research and Biotechnology Issues Assignment / X / X / X
DNA Replication Quiz / X
Molecular Genetics Inquiry / X / X / X / X
Protein Synthesis Quiz / X
Unit Test / X / X / X / X
Homeostasis
Task / Achievement Chart Focus / Time of AssessmentK&U / T/I / C / A
Impact of chemical/environmental factors on homeostasis Assignment / X / X / X
Renal Physiology Quiz / X
Homeostasis Inquiry / X / X / X / X
Nervous/Endocrine Quiz / X
Unit Test / X / X / X / X
Population Dynamics
Task / Achievement Chart Focus / Time of AssessmentK&U / T/I / C / A
Global Ecological Issues and Canadian initiatives Assignment / X / X / X
Population Growth Inquiry / X / X / X / X
Unit Test / X / X / X / X
** Above tasks subject to minor changes.
30% Grade Based on Course-Culminating Activities
All students will write a final exam.
The Research Process:
For every research-based assignment, students will be expected to use the TDSB student research guide, Research @ Your Library with the 4 stage model of the research process incorporated into these assignments either in part or in whole. Students will receive instruction and be assessed / evaluated on various aspects of the research process by either their teacher or one of the teacher-librarians. These lessons may include, but are not limited to the development of research questions, note-taking, adherence to a specific documentation style, facility with a variety of resources, etc.
Accommodations
Accommodations refer to the teaching strategies, supports, and/or services that are required in order for a student to access the curriculum and demonstrate learning. Students who have anIEP are entitled to the accommodations specified in their plans.
Term Grades for Provincial Reports throughout the Year
The grade for each term/reporting period is based on the evaluations that have been conducted to that point in the course, and will be preliminary and tentative. They will be based on the most consistent level of achievement to that time, but some of the overall expectations, strands, end units, will not have been addressed. The students’ grades may change when all work is evaluated by the end of the course.
Midterm reports will be sent home with the students approximately half way through the semester.
Communication
First of all … KNOW that we want you to succeed.
The science office is in room 221. You are encouraged to make an appointment with your teacher if you would like extra help, or if you wish to see/discuss your marks. Do not hesitate to ask for help.
Parents/guardians may contact the teacher at any time with comments and/or concerns at
416 – 395 – 3310 ext. 20095. Parents/guardians may also schedule an interview during Parent/Teacher interview time.
The teacher will contact parents/guardians as necessary.