SBI4U — Biology, Grade 12 University Preparation

Curriculum Policy Document · Ontario Ministry of Education · The Ontario Curriculum, Grades 11 and 12: Science (2008, Revised) · Aligned to Growing Success (2010)

Course Code: SBI4U | Credit Value: 1.0 | Hours: 110 | Prerequisite: SBI3U (Grade 11 Biology, University Preparation)

1. Course Description

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 is placed on achievement of detailed knowledge and on the refinement of skills needed for further study in various branches of the life sciences and related fields.

2. Fundamental Concepts

Concept	Application in SBI4U
Matter	Atoms and molecules form macromolecules; nutrients and gases are matter cycled through metabolism and ecosystems.
Systems & Interactions	Cells, organ systems, populations, and ecosystems are interacting systems that maintain dynamic equilibrium.
Change & Continuity	Mutation, evolution, succession, and population growth illustrate change; DNA replication and inheritance illustrate continuity.
Structure & Function	Enzyme active sites, membrane mosaic, nephron, neuron, DNA double helix — form determines function.

3. Big Ideas (by Strand)

Biochemistry (B): Biological molecules and their reactions are essential to all living systems.
Metabolic Processes (C): All living things obtain and use energy through cellular respiration and/or photosynthesis.
Molecular Genetics (D): DNA controls cellular processes and is the basis of biotechnology, which has profound societal implications.
Homeostasis (E): Animals maintain stable internal conditions through coordinated nervous, endocrine, and excretory systems.
Population Dynamics (F): Population growth follows mathematical patterns and is influenced by biotic and abiotic factors; human activity alters ecosystems.

4. Strand A — Scientific Investigation Skills & Career Exploration (embedded across all units)

A1. Initiating & Planning

A1.1 formulate testable scientific questions and hypotheses
A1.2 plan controlled experiments with independent, dependent, and controlled variables

A2. Performing & Recording

A2.1–A2.6 use appropriate apparatus (microscopes, spectrophotometers, gel electrophoresis), follow WHMIS protocols, record both qualitative and quantitative data

A3. Analysing & Interpreting

A3.1–A3.5 analyze data using statistical tools (mean, standard deviation, biodiversity indices), evaluate sources of error, draw conclusions supported by evidence

A4. Communicating

A4.1–A4.5 use scientific terminology, IUPAC and biological nomenclature; communicate using lab reports, scientific posters, oral presentations, multimedia

Career Connections

Biochemist, biotechnologist, geneticist, epidemiologist, ecologist, conservation officer, neuroscientist, pharmacist, physician, public-health analyst, science journalist, forensic scientist.

5. Strand B — Biochemistry (Unit 1)

Overall Expectations

B1. analyze technological applications of biochemistry and evaluate their impact on individuals and society;
B2. investigate the chemical structures and functions of biological molecules;
B3. demonstrate an understanding of the structures and functions of biological molecules and the biochemical reactions required to maintain normal cellular function.

Specific Expectations (selected)

B2.2 conduct a laboratory investigation of a biochemical reaction (e.g., enzyme assay using catalase or amylase) to identify factors that affect rate;
B3.2 explain the structure and function of carbohydrates, lipids, proteins, and nucleic acids using molecular models;
B3.4 explain the role of enzymes in metabolism (active site, induced fit, activation energy, competitive vs non-competitive inhibition, factors affecting rate: temperature, pH, [substrate], [enzyme]);
B3.5 explain the structure of the cell membrane (fluid mosaic) and mechanisms of transport (passive diffusion, facilitated diffusion, osmosis, primary/secondary active transport, endocytosis/exocytosis).

STSE focus: trans-fats and cardiovascular disease; lactose-intolerance enzyme supplements; PED (performance-enhancing drug) ethics in sport.

6. Strand C — Metabolic Processes (Unit 2)

Overall Expectations

C1. analyze the role of metabolic processes in the functioning of biotic and abiotic systems and evaluate the importance of an understanding of these processes;
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.

Specific Expectations (selected)

C3.2 explain glycolysis (cytoplasm: glucose → 2 pyruvate, net 2 ATP, 2 NADH);
C3.3 explain pyruvate oxidation and Krebs cycle (mitochondrial matrix: per glucose 6 NADH, 2 FADH₂, 2 ATP, 6 CO₂);
C3.4 explain the electron transport chain and chemiosmosis (~26–28 ATP via ATP synthase using H⁺ gradient);
C3.5 explain photosynthesis: light-dependent reactions (thylakoid: H₂O split, O₂ released, ATP & NADPH produced) and Calvin cycle (stroma: CO₂ → G3P);
C3.6 compare aerobic respiration with anaerobic fermentation (lactic acid in muscle; ethanol in yeast).

STSE focus: biofuels; mitochondrial diseases; muscle physiology and athletic training.

7. Strand D — Molecular Genetics (Unit 3)

Overall Expectations

D1. analyze some of the social, ethical, and legal issues associated with genetic research and biotechnology;
D2. investigate, through laboratory activities (or simulations), 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 the flow of information from DNA to RNA to protein.

Specific Expectations (selected)

D3.1 explain DNA structure (Watson–Crick double helix, antiparallel strands, A=T, G≡C);
D3.2 explain semi-conservative DNA replication (helicase, primase, DNA polymerase III, ligase, leading vs lagging strand, Okazaki fragments);
D3.3 explain transcription (RNA polymerase, promoter, mRNA processing: 5′ cap, poly-A tail, splicing of introns) and translation (ribosome, tRNA, codon–anticodon, start AUG, stop UAA/UAG/UGA);
D3.4 describe types of mutations (point: silent, missense, nonsense; frameshift: insertion, deletion);
D2.4 use biotechnology tools — restriction enzymes, gel electrophoresis, PCR, recombinant DNA, CRISPR-Cas9.

STSE focus: GMO crops; gene therapy; CRISPR ethics (germline editing); forensic DNA profiling; vaccine development (mRNA platforms).

8. Strand E — Homeostasis (Unit 4)

Overall Expectations

E1. evaluate the impact on the human body of selected chemical substances and disorders or diseases related to homeostasis;
E2. investigate the feedback mechanisms that maintain homeostasis;
E3. demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.

Specific Expectations (selected)

E3.1 explain negative feedback (thermoregulation, glucose homeostasis: insulin/glucagon) and positive feedback (childbirth, blood clotting);
E3.2 explain the structure and function of the nephron (filtration, reabsorption, secretion, ADH, aldosterone);
E3.3 explain the neuron action potential (resting –70 mV, threshold –55 mV, depolarization Na⁺ in, repolarization K⁺ out, refractory period; saltatory conduction);
E3.4 explain hormone mechanisms (steroid: intracellular receptor, gene expression; peptide: surface receptor, cAMP second messenger).

STSE focus: diabetes management technology (CGMs, insulin pumps); neurological disorders (MS, Parkinson's); endocrine-disrupting chemicals.

9. Strand F — Population Dynamics (Unit 5)

Overall Expectations

F1. analyze the relationships between population growth, personal consumption, technological development, and our ecological footprint;
F2. investigate the characteristics of population growth, and use models to calculate the growth of populations;
F3. demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of populations of various species.

Specific Expectations (selected)

F3.2 explain exponential growth (dN/dt = rN; N_t = N₀e^{rt}) vs logistic growth (dN/dt = rN(K−N)/K);
F3.3 compare r-selected (high r, many small offspring, Type III) and K-selected (low r, few large offspring, parental care, Type I) species;
F3.4 explain density-dependent (disease, competition, predation) and density-independent (weather, fire) regulation;
F3.5 describe predator–prey cycles (e.g., Canada lynx and snowshoe hare ~10-year cycle);
F3.6 explain primary and secondary ecological succession; biodiversity indices (Simpson's D = 1 − Σ(p_i)²).

STSE focus: climate change & species range shifts; conservation policy; ecological footprint and sustainability.

10. Strand-to-Unit Mapping

Unit	Title	Strand	Hours
1	Biochemistry	A + B	~22 h
2	Metabolic Processes	A + C	~22 h
3	Molecular Genetics	A + D	~22 h
4	Homeostasis	A + E	~22 h
5	Population Dynamics	A + F	~22 h

11. Achievement Chart (Growing Success, 2010)

Category	Weight	Description
Knowledge & Understanding (K/U)	25%	Recall of facts, terminology, structures, and processes (e.g., enzymes, ATP yields, organelles, hormones).
Thinking & Investigation (T)	25%	Critical/creative thinking, planning, problem-solving (e.g., experimental design, calculations of population growth or enzyme kinetics).
Communication (C)	25%	Use of biological terminology, conventions, organization of ideas (e.g., labeled diagrams, lab reports, oral presentations).
Application (A)	25%	Transfer of concepts to new contexts (e.g., genetic-engineering scenarios, disease case studies, ecological policy analysis).

12. Evaluation Policy (70/30)

Term Work — 70% of final mark, comprised of unit tests, labs, performance tasks, assignments. Most-recent and most-consistent evidence is used.
Final Evaluation — 30% of final mark, comprised of a culminating performance task and/or a final examination administered near the end of the course.

All four Achievement Chart categories are addressed throughout, in both Term Work and Final Evaluation.

13. Assessment Practices

Assessment AS Learning — student-directed self-assessment (practice quizzes, reflection).
Assessment FOR Learning — diagnostic, descriptive teacher feedback (no mark); informs instruction.
Assessment OF Learning — graded summative (unit tests, final exam).

14. Learning Skills & Work Habits

Reported separately on the report card: responsibility, organization, independent work, collaboration, initiative, self-regulation.