SBI4U

Academy of Distance Education

Grade 12 Biology Course Outline

School Name: Academy of Distance Education

Department: Department of Science

Curriculum Policy Document: The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised).

Course Developer: Department of Science

Course Development Date: September 21, 2010

Course Revision Date: September 21, 2010

Course Title: Biology

Course Type: University Preparation

Course Level: Grade 12

Course Code: SBI4U

Credit Value: 1.0

Duration: 110 hours

 

Course Origin

This course is developed at the Academy of Distance Education’s department of Science from the Ontario Curriculum document:
The Ontario Curriculum, Grades 11 and 12: Science, 2008 (revised).”

Course Rationale/Description

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.

 

Prerequisite

Science, Grade 11, University Preparation

 

Strands

The course consists of 6 strands namely Scientific Investigation Skills and Career Exploration; Biochemistry; Metabolic Processes; Molecular Genetics; Homeostasis; Population Dynamics. The first strand, Scientific Investigation Skills and Career Exploration, will be incorporated throughout the course and applied within all the other five strands; therefore, it will not be taught separately.

Strand 1 / Unit 1: Biochemistry

Overall Expectations

  1. Analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology;
  2. Investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;
  3. Demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function

 

Strand 2 / Unit 2: Metabolic Processes

Overall Expectations

By the end of this strand, students will:

  1. 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;
  2. Investigate the products of metabolic processes such as cellular respiration and photosynthesis;
  3. Demonstrate an understanding of the chemical changes and energy conversions that occur in

Strand 3 / Unit 3: Molecular Genetics

Overall Expectations

By the end of this strand, students will:

  1. Analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology;
  2. Investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;
  3. Demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.

 

Strand 4 / Unit 4: Homeostasis

Overall Expectations

By the end of this strand, students will:

  1. Evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity;
  2. Investigate the feedback mechanisms that maintain homeostasis in living organisms;
  3. Demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.

Strand 5 / Unit 5: Population Dynamics

Overall Expectations

By the end of this strand, students will:

  1. 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;
  2. Investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem;
  3. Demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species.

 

Course Content

Strand 1/Unit 1

Biochemistry

22 hours

Strand 2/Unit 2

Metabolic Processes

20 hours

Strand 3/Unit 3

Molecular Genetics

27 hours

Strand 4/Unit 4

Homeostasis

20 hours

Strand 5/Unit 5

Population Dynamics

15 hours

 

Final Assessment

6 hours

Total: 110 hours

Teaching and Learning Strategies and Tools

Because the course the nature of the teaching strategies of the course is electronic delivery, media for conveying learning will be either synchronous or asynchronous. Academy of Distance Education is dedicated to maximize possibility of establishing “comfort zone” for students while opportunities for learning successfully are continuously explored. For that reason, both of the mediums of electronic delivery mentioned above are equally utilized as per the need and suitability of each one in different situations.

Examples E- Teaching/ E-Learning Strategies in the course/courses:

  • Lectures/handouts/note taking (through on-line vehicles both synchronously and asynchronously)
  • Case Studies (both synchronously and asynchronously)
  • Brainstorming (in virtual class discussions as well as in face book or other social sites used for the purpose of e-learning and e-teaching)
  • Writing (research, essays, poems)
  • Homework, class work, assignments
  • Labs and demonstrations (mainly computer simulations to accommodate distance learning)
  • Small/large group discussions (virtual classes or one-on-one virtual situations)
  • Multimedia presentations (all on-line)
  • Guest speeches

Teaching/Learning Tools: (all designed to meet the requirements of e-schooling)

  • Textbook
  • Overhead projector, screen, electronic writing devices like the electronic pen pad and transparencies
  • Online software, CDs, DVDs, videos/films
  • Chart paper,
  • Posters
  • Online educational activities and games
  • Relevant scientific sites & magazines & articles

Assessment & Evaluation;

Note:

ADE conducts an obligatory supervised final exam worth 30% of the overall grade as well as an obligatory supervised midterm test worth 20% of the overall grade of the course. The midterm is written midway through the course.

Assessment and evaluation at the Academy of Distance Education is based heavily on dividing the assessment strategies equally between comprehensive, on-site and supervised assessments and assessments conducted by the student alone and sent electronically or through other means by the student. The latter will include instances where the student does access-controlled on-line testing and quizzing where possibilities of extra-personal efforts are eliminated completely making sure that the student does the work. Other opportunities will allow for students meeting assessment requirements while seeking help from any source but making sure knowledge has been gained by the student through the help provided to him/her. All these systems are designed the benefits of e-learning and e-teaching are maximized and not diminished by factors that could be brought forth by the introduction of non-traditional classrooms.

In general, Assessment is a continuous process of gathering evidence to facilitate and enhance student learning, provide feedback, and improve instructional strategies. Evaluation is the process of judging the quality of student work in an assessment, on the basis of established criteria, and the assigning of a value to represent that quality. The purpose of evaluation is to summarize student progress at a given point in time.

 

In the 2010/2011 and beyond, Numerous and varied assessment opportunities will be given to students and various strategies and tools will be employed throughout the course in order to achieve maximum precision and fairness in assessing how well students learned the curricular expectations of each strand and the course. This will be an attempt meet ministry of education guidelines introduced for the 2010 and effective successive years until further notice of change. Diagnostic assessments will be used to determine prior learning, students’ strengths and for planning purposes and therefore will not be used to determine term or final grades for report cards. Formative assessments will be used regularly as a learning tool and feedback mechanism to improve student learning and instructional strategies. Summative assessments will be used to provide final professional judgment and evaluation of student learning of curricular expectations and therefore will be used to evaluate term work and the final assessment for reporting purposes. When planning assessments, the curricular expectations will be reviewed and linked to the achievement categories to which they relate. This is to ensure that all the expectations are accounted for in instruction, and that achievement of the expectations is assessed within the appropriate categories. All three types of assessments are still further regrouped into three parts: assessment for learning, feedback mechanisms meant to enhance student learning (formative and diagnostic); assessment as learning, self assessment and peer assessment tools done led and /or teachers in which students learn how to independently assess the level of their own learning (diagnostic , formative)’ and assessment of learning (summative only), which is led by the teacher alone and is used for purposes of evaluation and reporting of student achievement to parents and other stake holders.

Assessment Methods: The means through which student learning may be assessed (i.e., written, spoken, or done). In this course, students will use all three methods to demonstrate their learning: oral work (debates, discussions, presentations, skits), written work (tests, quizzes, reports, essays), and performances (labs, models, pamphlets, charts). Both synchronous and asynchronous opportunities are made available.

Assessment Strategies: The actual assessment instruments used as the process used for assessing student learning and the level of their achievement of meeting curricular expectations (e.g. journal). ADE will use conduct assessments both synchronously and asynchronously throughout the course. Below is a list of the most commonly used assessment strategies for this course:

  • Tests/Quizzes (done both on-line and a designated site with supervision)
  • Interviews/Conferences (Virtual class discussions)
  • Examinations (done only comprehensively at a site with supervision)
  • Multimedia Presentations (virtual class presentation synchronously
  • Assignments, Research Projects/Reports (on-line)

Assessment Tools: An instrument that is used to initiate or guide the assessment strategy or to track, monitor or record the assessment data (e.g. rubric). Below is a list of the most commonly used assessment tools for this course:

  • Check lists (learning skills, homework check, completion of a task, basically to check absence or presence of a concept, process, skill, or attitude)
  • Marking Scheme (tests/quizzes, assignments, worksheets, to quantify student response; value based tasks)
  • Rating Scales (to assess frequency of achieving a task or quality of task)
  • Rubrics (performances, written reports, presentations, labs, complex projects/tasks)
  • Anecdotal Comments (learning skills, group work, independent work, presentations,

Course Evaluation

In this course, as in all other courses, two parts will make up the evaluation of student achievement through the different assessment strategies mentioned above.

a) The term work accounts for 70% of the overall grade for the course. Assessments for this portion are spread throughout the course and will terminate approximately 3-4 weeks before the end of the study term.

b) The final evaluation will account for 30% of the overall grade for the course. It is a comprehensive assessment that will commence within approximately the last 3-4 weeks of the study term. It will be in the form of a final examination encompassing the concepts and skills taught throughout the year with emphasis on the latter portions of the course. No complementary assessment is recommended for this University Preparation course except the comprehensive final which is worth all 30% of the final evaluation.

Breakdown of the Term Work which is = 70%

Strand 1 / Unit 1: Biochemistry

Quizzes 4.0%

Labs and class work 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

Strand 2 / Unit 2: Metabolic Processes

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

Strand 3 / Unit 3: Molecular Genetics

Quizzes 4.0%

Labs and class drills 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

Strand 4 / Unit 4: Homeostasis

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

Strand 5 / Unit 5: Population Dynamics

Quizzes 4.0%

Labs 2.0%

Assignments 4.0%

Unit Test 4.0%

Total: 14%

Final Exam = 30%

The final evaluation for this course will account for all 30 % designated for the final evaluation.

 

Final Evaluation ( a final Exam only) = 30%

 

Final Grade = Term Work + Final Exam = 70% + 30% = 100%

Achievement Chart Categories

The achievement chart will be used as a reference point for all assessment practice and a framework within which to assess and evaluate student achievement. It is organized into four broad categories of knowledge and skills: Knowledge/ Understanding, Thinking/Inquiry, Communication, and Application/Making Connections. It describes the four levels of achievement (performance standards) of the curriculum expectations within each category. The descriptions associated with each level will serve as a guide for gathering assessment information, making consistent judgments about the quality of student work, and providing clear and specific feedback to students and parents.

 

Learning Skills

While not evaluated for marks, learning skills (Works Independently, Teamwork, Organization, Work Habits/Homework, and Initiative) are necessary skills in order to success in school and beyond. As with other skills, they will be demonstrated, practised, and assessed in the classroom (using letters E – Excellent, G – Good, S – Satisfactory, and N – Needs Improvement). Numerous and various opportunities will be given to students throughout the year to demonstrate and improve their learning skills. Individual assignments to for independence and initiative; lab work in pairs and small-groups to foster cooperative learning and develop teamwork; occasional binder checks and portfolios collection to develop and maintain organizational skills; and random homework checks will be conducted.

Main Resources

  1. Nelson Biology 12.
  2. Online Teacher’s Resource – Nelson Biology 12.
  3. Internet & Biology related sites, software, animations, videos tapes
  4. Public Libraries