Biology, Grade 12，SBI4U

Unit 1:Biochemistry (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)Students will learn about the terminology related to biochemistry and understand the main types of biochemical reactions. They will be able to understand various organelles in both plants and animal cells and relate them back to biochemical roots. Students will learn the biochemical aspects of active and passive transport, describe the structures of cell membranes according to the fluid mosaic model and explain the types of transport in a cell, through passive transport, facilitated diffusion, movement of large molecules across cell membranes, endocytosis and exocytosis. Students will learn about the function groups related to the chemicals of life and describe the main biochemical reactions these functional groups participate in. Lastly, students will learn the types and uses of enzymes as well as the methods of controlling enzymes, and their use in the food and pharmaceutical industries.

Unit 2:Metabolic Processes (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)

Students will learn about the metabolic processes of plants and animals. Firstly, the ideas of thermodynamics will be explained as it is the basis of understanding why and how metabolic processes exist and function. Concepts such as the 3 laws of thermodynamics, entropy, enthalpy, ender/endogonic/termic, free and bond energy will be reviewed. Then, students will learn the processes of photosynthesis and cellular respiration in greater detail, including and not limited to, glycolysis, pyruvate oxidation, Kreb's cycle, electron transport chain, photoexcitation of electrons, cyclic electron pathway, non-cyclic electron pathway, light dependent/independent reactions, Calvin cycle. Lastly, information regarding metabolism will be applied to real life applications in topic of diet pills, fad diets, bioremediation and phytoremediation.

Unit 3: Molecular Genetics (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)

Students will learn appropriate terminology related to DNA replication including but not limited to polymerase, ligase, helicase and Okazaki fragments. Students will conduct investigations to extract the DNA of a specimen of plant, and explain current models of DNA replication and DNA repair. Students will learn historical contributions that have led to the understanding of molecular genetics. Students will learn the mechanisms of protein synthesis and learn terminology related to this topic such as mRNa, tRNA, rRna, codon, anticodon, transcription, translation. Students will be able to analyse strands of DNA to find corresponding complementary base pairs, tRNA, and codons. Students will learn how genetic expression is controlled in prokaryotes and eukaryotes and explain how a mutagen can affect genetic materials of cells. Students will apply this knowledge to understand the function of different biotechnologies and gene modification studies related to molecular genetics.

Unit 4: Homeostasis (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)

Students will learn appropriate terminology related to homeostasis such as nephron, positive feedback, negative feedback, thermoregulation and dialysis. Students will plan and construct a model to illustrate essential components of homeostatic processes involving mechanisms of living things. Students will describe anatomy and physiology of the execratory system, endocrine system and nervous system. Students will learn the homeostatic process of maintain water, thermal and acid-base equilibriums and how the body responds to changes to remain in homeostatic conditions. Students will learn the different anatomy and physiology of the endocrine system and explain how it interacts to maintain homeostasis. Students will learn appropriate terminology related to the nervous system and investigate how a stimulus response loop works. Students will describe the anatomy and physiology of the nervous system and explain how it interacts to maintain homeostasis.

Unit 5: Population Dynamics (20 hours) Synchronous Learning (8 Hours) ＋ Asynchronous (12 Hours)

· Students will learn about community interactions between populations of aquatic and terrestorial ecosystem. Students will learn concepts of interaction between different species and explain factors such as carry capacity, fecundity, density and predation. Students will be able to describe factors that affect population change. Student will learn appropriate terminology related to population dynamics, characteristics of a given population, and be able to estimate and calculate population density. Students will learn different population models and characteristics of a given population. Students will be able to calculate the growth of populations of varies species using mathematical population models. Students will relate concepts of population dynamics to the effects of human population growth, personal consumption, technological development and ecological footprint. Students will assess the effectiveness of Canadian technologies and projects intended to nourish increasing population numbers.

Unit 6: Evolution (10 hours) Asynchronous (10 Hours)

Students will explore the different historical theories of evolution such as Darwin and Lamarck, and learn about concepts pertaining to natural selection, artificial selection, sexual selection, fitness, fossils, half life, genetic drift, mutations, bottleneck effect, Hardy-Weinberg equilibrium, directional selection, pre/postzygotic mechanisms, kin selection and altruism. Students will have provided resources to independently investigate and learn and understand from for this ISU unit.

A variety of strategies are used to allow students many opportunities to attain the necessary skills for success in this course and at university. The teacher uses a variety of whole class, small group and individual activities to facilitate learning. The course also includes an element of student interaction and assistance. Students will do seatwork/homework and will aid each other in their understanding of the concepts.

· The below strategies will be adjusted for virtual learning accordingly

· The evaluation for this course is based on the student's achievement of curriculum expectations and the demonstrated skills required for effective learning.

· The below assessment types will be adjusted for virtual learning accordingly

Types of Assessment

Assessmentsforandaslearning will have a diagnostic and formative purpose; their role is to check for students’ understanding. Assessments that serve this purpose will usually manifest themselves in the form of practice questions in the form of assignments and/or quizzes in class, teacher checking of homework, and conversations/discussions about progress. The purpose these assignments serve is to encourage students to review daily and to alert students when there is a specific expectation they have not yet achieved. Quizzes and assignments are effective simply because they provide immediate feedback for the student.

Assessmentsoflearning have a summative purpose and are given at strategic instances- for example, after a critical body of information/set of overall or specific expectations has been covered. “This type of assessment collects evidence for evaluating the student’s achievement of the curriculum expectations and for reporting to students and parents/guardians” (Growing Success- assessment, evaluation, and reporting: improving student learning, pg. 1-ii). Assessments of learning consider product, observation, and conversation as sources of evidence.

Final Mark Calculation

The evaluation for this course is based on the student's achievement of curriculum expectations, the demonstrated skills required for effective learning, and the Categoriesof theAchievement 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 tasks and tools and in providing feedback to students. The 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. A credit is granted and recorded for this course if the student's grade is 50% or higher.Final marks will be calculated as follows:

· 70% of the grade will be based upon evaluations 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.

Term Work: 70%Levels of Achievement:

Knowledge and Understanding: 25% Level 1: 50 - 59%

Thinking and Inquiry: 25% Level 2: 60 – 69%

Application: 25% Level 3: 70 – 79%

Communication: 25% Level 4: 80 - 100%

· 30% of the grade will be based on a final assessment task that occurs at or near the end of the course.

Final Summative Evaluation (Final Exam and Independent Study Project): 30%

Knowledge and Understanding: 25%

Thinking and Inquiry: 25%

Application: 25%

Communication: 25%

Course Materials Required by Students to Bring to Class:

· Pencil / Pen / Eraser

· Line Paper

· Calculator

· See Course calendar for technological requirements for virtual learning

Resources:

· The Ontario Curriculum, Biology, Grades 11 and 12, 2009

· Growing Success: Assessment, Evaluation and Reporting in Ontario Schools

· Di Giuseppe, Ritter, Vavitsas, Fraser, Arora, & Lisser - Nelson Biology 12-Nelson Thomson Learning (2002)

· Various chosen texts

Strand 1: Scientific Investigation Skills and Career Exploration

Overall Expectations

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.

Strand 2: Biochemistry

Overall Expectations

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.

Strand 3: Metabolic Processes

Overall Expectations

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.

Strand 4: Molecular Genetics

Overall Expectations

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.

Strand 5: Homeostasis

Overall Expectations

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

Strand 6: Population Dynamics

Overall Expectations

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。.