This course provides students with the opportunity for in-depth study of the concepts and processes associated with 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.
|Unit Titles and Descriptions||Time Allocated|
Students will analyse 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.
Students will investigate the chemical changes and energy conversions that occur in metabolic processes. They will demonstrate the ways in which an understanding of metabolic processes enables people to make informed choices with respect to a range of personal, societal, and environmental issues.
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.
Students will demonstrate an understanding of the strict limits on the internal conditions that organisms can tolerate. They will investigate the ways in which organ systems that maintain homeostasis rely on feedback mechanisms. Student will also explore the environmental factors that affect homeostasis.
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.
This is a proctored exam worth 30% of your final grade.
Resources required by the student:
Note: This course is entirely online and does not require or rely on any textbook.
- A scanner, smart phone camera, or similar device to upload handwritten or hand-drawn work
Resources provided by ICE:
- Interactive Periodic Table
Overall Curriculum Expectations
|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 careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields.|
|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.|
|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. Molecular Genetics|
|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.|
|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.|
|F. Population Dynamics|
|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.|
Teaching & Learning Strategies:
As in a conventional classroom, instructors employ a range of strategies for teaching a course:
- Well-presented, clear writing and helpful graphics and diagrams
- Hands-on laboratory activities
- Research assignments, with direct instruction and coaching
In addition, teachers and students have at their disposal a number of tools that are unique to electronic learning environments:
- Electronic simulation activities
- Discussion boards and email
- Assessments with real-time feedback
- Interactive activities that engage both the student and teacher in subject
Assessment, Evaluation and Reporting Strategies of Student Performance:
Our theory of assessment and evaluation follows the Ministry of Education’s Growing Success document, and it is our firm belief that doing so is in the best interests of students. We seek to design assessment in such a way as to make it possible to gather and show evidence of learning in a variety of ways to gradually release responsibility to the students, and to give multiple and varied opportunities to reflect on learning and receive detailed feedback.
Growing Success articulates the vision the Ministry has for the purpose and structure of assessment and evaluation techniques. There are seven fundamental principles that ensure best practices and procedures of assessment and evaluation by ICE teachers. ICE assessments and evaluations,
- are fair, transparent, and equitable for all students;
- support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;
- are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;
- are communicated clearly to students and parents at the beginning of the course and at other points throughout the school year or course;
- are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;
- provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;
- develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.
The Final Grade:
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. A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade will be determined 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.
- 30% of the grade will be based on final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The Report Card:
Student achievement will be communicated formally to students via an official report card. Report cards are issued at the midterm point in the course, as well as upon completion of the course. Each report card will focus on two distinct, but related aspects of student achievement. First, the achievement of curriculum expectations is reported as a percentage grade. Additionally, the course median is reported as a percentage. The teacher will also provide written comments concerning the student’s strengths, areas for improvement, and next steps. Second, the learning skills are reported as a letter grade, representing one of four levels of accomplishment. The report card also indicates whether an OSSD credit has been earned. Upon completion of a course, ICE will send a copy of the report card back to the student’s home school (if in Ontario) where the course will be added to the ongoing list of courses on the student’s Ontario Student Transcript. The report card will also be sent to the student’s home address.
Program Planning Considerations:
Teachers who are planning a program in this subject will make an effort to take into account considerations for program planning that align with the Ontario Ministry of Education policy and initiatives in a number of important areas.
Planning Programs for Students with Special Education Needs, Program Considerations for, English Language Learners, Environmental Education, Healthy Relationships, Equity and, Inclusive Education, Financial Literacy Education, Literacy, Mathematical Literacy, and Inquiry Skills, Critical Thinking and Critical Literacy, The Role of the School Library, The Role of Information and Communications Technology, The Ontario Skills Passport: Making Learning Relevant and Building Skills, Education and Career/Life Planning, Cooperative Education and Other Forms of Experiential Learning, Planning Program Pathways and Programs Leading to a Specialist High Skills Major, Health and Safety, Ethics.
|Section 1: Biochemistry|
|SBI4U Biochemistry – 2018 Biochem1||00:00:00|
|SBI4U Biochemistry – 2018 Biochem 2 Biology 12||00:00:00|
|SBI4U Biochemistry – 2018 Biochem 3 Biology 12||00:00:00|
|SBI4U Biochemistry – 2018 Biochem 4 Biology 12||00:00:00|
|SBI4U Biochemistry – 2018 Biochem 5 Biology 12||00:00:00|
|SBI4U Biochemistry – 2018 Biochem 6 Biology 12||00:00:00|
|SBI4U Biochemistry – 2018 Biochem 7 Biology 12||00:00:00|
|SBI4U Biochemistry – 2018 Biochem 8 Biology 12||00:00:00|
|SBI4U Biochemistry – Podcast Activity||10, 00:00|
|Section 2: Metabolic Processes|
|SBI4U Metabolic Processes – 01energy lecture KERR Mar15||00:00:00|
|SBI4U Metabolic Processes – 01Thermodynamics Worksheet Feb2012||00:00:00|
|SBI4U Metabolic Processes – 1Thermodynamics||00:00:00|
|SBI4U Metabolic Processes – 5 Enzymes-SHO||00:00:00|
|SBI4U Metabolic Processes – 10 Handout-TCA||00:00:00|
|SBI4U Metabolic Processes – Glycolysis nt 1||00:00:00|
|SBI4U Metabolic Processes – K8Ch3TestReviewQs||00:00:00|
|SBI4U Metabolic Processes – SBI4U Unit2 metabolic processes||00:00:00|
|SBI4U Metabolic Processes – The krebs cycle nt 1||00:00:00|
|SBI4U Metabolic Process – Constructing Support Assignment Outline||10, 00:00|
|SBI4U Metabolic Process – KeyWords Unit Intro Assignment||10, 00:00|
|Section 3: Molecular Genetics|
|SBI4U Molecular Genetics – Intro to molecular genetics||00:00:00|
|SBI4U Molecular Genetics – DNA Structure 2018||00:00:00|
|SBI4U Molecular Genetics – The Basic SHO||00:00:00|
|SBI4U Molecular Genetics – 7-DNA ReplicatioSHO||00:00:00|
|SBI4U Molecular Genetics – Obs and analysis tutorial||00:00:00|
|SBI4U Molecular Genetics – Mutations Transcription and Translation||10, 00:00|
|SBI4U Molecular Genetics – Unit Task Outline||10, 00:00|
|Genetic Test B||02:00:00|
|Section 4: Homeostasis|
|SBI4U Homeostasis – 1Homeostasis||00:00:00|
|SBI4U Homeostasis – 5Endocrine Introduction||00:00:00|
|SBI4U Homeostasis – 6Fight Or Flight||00:00:00|
|SBI4U Homeostasis – 7.1 Homeostasis and Control||00:00:00|
|SBI4U Homeostasis – 7 Kidney Structure||00:00:00|
|SBI4U Homeostasis – 8 ADH||00:00:00|
|SBI4U Homeostasis HomeostasisMasteryUnit||00:00:00|
|SBI4U Homeostasis – Insulin Homeostasis||00:00:00|
|SBI4U Homeostasis – 3NeuronsHO Assignment||10, 00:00|
|SBI4U Homeostasis – 7 Kidney HO||10, 00:00|
|SBI4U Homeostasis – HO 05 PrelabTemplateBiology Assignment||10, 00:00|
|Section 5: Population Dynamics|
|SBI4U Population Dynamics – Biodiversity – Communities||00:00:00|
|SBI4U Population Dynamics – Biodiversity Part3||00:00:00|
|SBI4U Population Dynamics – Describing Populations and their Growth||00:00:00|
|SBI4U Population Dynamics – Human Demographics||00:00:00|
|SBI4U Population Dynamics – Population Dynamics||00:00:00|
|SBI4U Population Dynamics – Modeling Population Growth Sample Problems||10, 00:00|
|SBI4U Population Dynamics ISU Booklet v3||10, 00:00|