Toronto District School Board
LESTER B. PEARSON C.I.
Course of Study
Course Title: Grade 12 University Biology
Course Code: SBI4U
Prerequisite: Biology, Grade 11, University Preparation (SBI3U)
Department: SCIENCE
Assistant Curriculum Leaders: B. Simpson and A. Sukhram
TEXTBOOK: Biology 12 (McGraw-Hill Ryerson), 2011
COURSE OVERVIEW
This course provides students with the opportunity for in-depth study of the concepts and processes that occur in 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 the achievement of detailed knowledge and the
refinement of skills needed for further study in various branches of the life sciences and related fields.
UNIT/STRAND CONTENT (Overall expectations)
Overall expectations are listed under each unit. Specific expectations for each unit are available on the Ontario Ministry of
Education website: http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf
Unit 1: Biochemistry
Time: Approximately 15-20 hours
Materials: Periodic table, various lab equipments, chemicals, manipulative and handouts
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.
Unit 2: Metabolic Processes
Time: Approximately 15-20 hours
Materials: Various lab equipments, chemicals, manipulative and handouts
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.
Unit 3: Molecular Genetics
Time: Approximately 15-20 hours
Materials: Various lab equipments, chemicals, manipulative and handouts
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.
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Unit 4: Homeostasis
Time: Approximately 15-20 hours
Materials: Manipulative and handouts
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.
Unit 5: Population Dynamics
Time: Approximately 15-20 hours
Materials: Manipulative and handouts
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.
ASSESSMENT AND EVALUATION
The following Assessment and Evaluation points have been reproduced from Pearson’s Assessment and Evaluation Policy
document.
Students will be given a numerical grade at the end of the course. The mark will be calculated according to the following
breakdown:
70% Term Summative Evaluation:
Term Summative Evaluation is the assignment of a mark to the series of evaluation tasks based on the demonstration of a
student’s knowledge of the overall expectations of the course. This evaluation will always be preceded by practice and by
assessment activities to show students how to improve. Examples of evaluation tasks include but are not limited to
assignments, lab activities, tests and quizzes, independent projects. (Please see the “Evaluation Tasks and Achievement Chart
Category Chart” below for specific tasks and their respective weightings and due dates. (These evaluations are completed
throughout the semester and fall into the following categories:
Category
Knowledge and Understanding
Weight
■
■
Thinking and Investigation
■
■
■
Communication
■
■
■
Knowledge of the content (e.g., facts, terminology, definitions,
safe use of equipment and materials)
Understanding of content (e.g., concepts, ideas, theories,
principles, procedures, processes)
Use of initiating and planning skills and strategies (e.g.,
formulating questions, identifying the problem, developing
hypotheses, selecting strategies and resources, developing plans)
Use of processing skills and strategies (e.g., performing and
recording, gathering evidence and data, observing, manipulating
materials and using equipment safely, solving equations,
proving)
Use of critical/creative thinking processes, skills and strategies
(e.g., analyzing, interpreting, problem solving, evaluating,
forming and justifying conclusions on the basis of evidence)
Expression and organization of ideas and information (e.g., clear
expression, logical organization) in oral, visual and/or written
forms (e.g., diagrams, models)
Communication for different audiences (e.g., peers, adults) and
purposes (e.g., to inform, to persuade) in oral, visual and/or
written forms
Use of conventions, vocabulary and terminology of the
discipline in oral, visual and written forms (e.g., symbols,
formulae, scientific notation, SI units)
2
25%
15%
15%
■
Application
■
■
■
Application of knowledge and skills (e.g., concepts and
processes, safe use of equipment, scientific and investigation
skills) in familiar contexts
Transfer of knowledge and skills (e.g., concepts and processes,
safe use of equipment, scientific and investigation skills) to
unfamiliar contexts
Making connections between science, technology, society, and
the environment (e.g., assessing the impact of science on
technology, people and other living things, and the environment)
Proposing courses of practical action to deal with problems
relating to science, technology, society and the environment
15%
30% Final Summative Evaluation:
Final Summative Evaluation is the assignment of a mark based on final evaluation task(s) in the form of an examination,
performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the
course. These evaluations are completed in the final 3 - 4 weeks of the semester.
■ A written final examination in the exam timetable
20%
Students MUST be present for the evaluation(s). A doctor’s note or legal certificate is required for exemption from these
evaluations.
EVALUATION TASK AND ACHIEVEMENT CHART CATEGORY CHART
KU – Knowledge and Understanding; TI – Thinking and Inquiry; C – Communication; A – Application
30% Final Evaluations
Task
Achievement Chart Focus
Weighting
KU, TI, C, A
5%
25%
Final Written Exam
Culminating Activity
70% Course Work
Task
Achievement Chart Focus
Lab Work
Assignments
Projects
Quizzes
Tests
TI, A, C
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
Unit 1: Biochemistry
Task
Achievement Chart Focus
Chapter 1: The Molecules of Life
1.1 Chemistry in Living Systems
1.2 Biologically Important Molecules
1.3 Biochemical Reactions
Biological Macromolecules Bonding Assignment
Identifying Biological Macromolecules in Food Lab
Investigating Factors Affecting Enzyme Activity Lab
Chapter2: The Cell and Its Components
2.1 Structures and Functions of Eukaryotic Cells
2.2 The Transport of Substances Across a Cell Membrane
Demonstrating Osmosis Lab
Diffusion Across a Semi-permeable Membrane
3
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
A
TI, C
TI, C
KU, TI, C, A
KU, TI, C, A
TI, C
TI, C
Unit 2: Metabolic Processes
Task
Achievement Chart Focus
Chapter 3: Energy and Cellular Respiration
3.1 Metabolism and Energy
3.2 Aerobic Respiration
3.3 Anaerobic Respiration and Fermentation
Yeast Fermentation Lab
Biology in the News on Cellular Respiration or Photosynthesis
Chapter 4: Photosynthesis
4.1 Capturing Solar Energy: The Light-Dependent Reactions
4.2 Fixing Carbon Dioxide: The Light-Independent Reactions
Biology in the News on Cellular Respiration or Photosynthesis
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
TI, C
A, C
KU, TI, C, A
KU, TI, C, A
A, C
Unit 3: Molecular Genetics
Task
Achievement Chart Focus
Chapter 5: The Structure and Function of DNA
5.1 DNA Structure and Organization in the Cell
5.2 DNA Replication
Chapter 6: Gene Expression
6.1 The Transfer of Information from DNA
6.2 Transcription: Synthesizing RNA from DNA
6.3 Translation: Synthesizing Proteins from mRNA
6.4 Regulation of Gene Expression
Chapter 7: Genetic Research and Biotechnology
7.1 Techniques for Producing and Analyzing DNA
7.2 Production and Regulation of Genetically Modified Organisms
Opinion Paper: Human Cloning
Opinion Paper: Regulation and Ownership of Genetically Modified
Organisms
Constructing the First Genetically Engineered Cells
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
A, C
A, C
TI, C
Unit 4: Homeostasis
Task
Achievement Chart Focus
Chapter 8: The Nervous System and Homeostasis
8.1 Human Body Systems and Homeostasis
8.2 Structures and Processes of the Nervous System
8.3 The Central Nervous System
8.4 The Peripheral Nervous System
Invertebrate Responses to External Stimuli Lab
Chapter 9: The Endocrine System
9.1 The Glands and Hormones of the Endocrine System
9.2 Hormonal Regulation of Growth, Development and Metabolism
9.3 Hormonal Regulation of the Stress Response and Blood Sugar
9.4 Hormonal Regulation of the Reproductive System
Chapter 10: Excretion and the Interaction of Systems
10.1 Overview of the Excretory System
10.2 Urine Formation in the Nephron
10.3 Other Functions and Disorders of the Excretory System
Urinalysis Lab
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
TI, C
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
TI, C
Unit 5: Population Dynamics
Task
Achievement Chart Focus
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Chapter 11: Describing Populations and Their Growth
11.1 Characteristics of Populations
11.2 Changes in Population Size
11.3 Factors that Regulate Natural Populations
Chapter 12: Human Populations
12.1 Human Population Growth
12.2 Managing Growth and Resources
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
KU, TI, C, A
LEARNING SKILLS
Students will also have the SIX (6) Learning Skills evaluated:
Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-Regulation
ATTENDANCE / MISSED EVALUATIONS
EXAMPLE:
 Classroom attendance and punctuality are of the utmost importance. There is a lot of material to cover and any late
arrivals or poor attendance will certainly hinder performance in this course. If you know that you are going to miss a
class, please let the teacher know as early as possible.
 It is up to YOU to come to class prepared with writing, utensils, notebooks, textbooks, course handouts, calculators etc....
 A SKIP is any UNEXPLAINED absence. YOU MUST bring a note, from your parent/guardian, explaining your
absence to school THE DAY YOU RETURN. Alternatively, your parent/guardian may call the MAIN OFFICE. NO
NOTE OR PHONE CALL MEANS AN UNEXPLAINED ABSENCE......WHICH MEANS YOU HAVE SKIPPED
CLASS.
 Tests, assignments and other assessment activities that are skipped are awarded ZERO.
 YOU are responsible for obtaining and completing any notes, tests, quizzes, assignments and any other classroom
activities missed during ANY absences from class. If you miss a test or quiz, it is up to YOU to go out of your way to
find the teacher to “make up” for the missed opportunity. Missed activities will be written/performed dependent on
teacher availability.
 Where it is known that the student will be away for a test, the student will arrange WELL IN ADVANCE (at least two
days) with the teacher to “make up” this evaluation.
 Any assignment handed to the teacher after the class set has been marked and returned will receive a mark of ZERO.
When the circumstances are appropriate (example: illness) an alternative assignment will be provided.
 Any student that plagiarizes submitted work or allows their submitted work to be copied, will receive a mark of ZERO
for that activity.
LATE WORK POLICY
Refer to the Pearson Assessment and Evaluation Policy, P. 5 and 6 for definitions.
Mark Deduction:
 For each evaluation, the teacher will inform students of the due date.
 If students are unable to meet the due date (due to compelling and extenuating circumstances, for example: illness or
bereavement) the student should approach their teacher and negotiate the opportunity for an extended time line prior
to the assignment due date.
 Teachers may request documentation from parent/guardian that a need exists for extension of due date.
 In the event that some students do not meet the due date, a reasonable, ultimate deadline shall be set at the teacher’s
discretion. It shall be clearly communicated to the students who are affected. For example, the ultimate deadline
could be the date a marked assignment is returned to the class, if the viewing of a marked assignment will benefit a
student who has yet to hand it in.
 Students should not be deducted for late work. However, the policy for Lester B. Pearson, supported by the TDSB
documents, is as follows: as a last resort, after the due date for an assignment has been missed, a teacher may deduct
a maximum of 10% from the value of the assignment when submitted by the ultimate deadline.
ACADEMIC HONESTY
5
(Consequences of Academic Dishonesty/Plagiarism)
Refer to page 7 and 8 of Pearson’s Assessment and Evaluation Policy.
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