Please note:
This document is best suited for on-screen use. Some layout may have been
altered during the creation of this web page.
It is
recommended that you download the "pdf" version of this Course
Profile for printing and the "Word, Mac, or WordPerfect" versions for
working with or adapting the Course Profile to meet your instructional needs.
Course Profile Biology (SBI4U), Grade 12, University
Preparation, Public
Course Overview
Prerequisite: Biology, SBI3U Grade 11, University Preparation
This
course provides students with the opportunity for in-depth study of the
concepts and processes associated with biological systems. Students will study
and conduct investigations in the area of metabolic processes, molecular
genetics, homeostasis, evolution, and population dynamics. Emphasis will be
placed on achievement of the detailed knowledge and refined skills needed for
further study in various branches of the life sciences and related fields.
SBI4U has three goals as
identified in The Ontario Curriculum, Grades 11 and 12: Science, 2000, (p. 4):
·
to
relate science to technology, society, and the environment;
·
to
develop skills, strategies, and habits of mind required for scientific inquiry;
·
to
understand basic concepts of science.
The activities and assessment tasks in this
profile reflect the importance of the three goals and have been developed
around clusters of Specific Expectations. A design-down approach was used in
developing the overall course and individual units. The Final Assessment Tasks
for the course were developed first, followed by the End-of-Unit Tasks. The
Expectations in each unit were clustered into activities that connected
together logically and provided the necessary background knowledge and skills
to be applied in the completion of the End-of-Unit Tasks. However, this is by
no means the only possible clustering. The unit activities were then expanded
following each overview chart. The suggested activities are intended to be
neither restrictive nor prescriptive; instead, the intent is to provide
teachers with suggestions for course development. Teachers should adapt the
profile to suit their circumstances and to match the students’ needs while
ensuring that all learning expectations of the course are addressed fully.
The
paramount task of science education is to equip all students with scientific literacy
– the combination of values, knowledge, and skills that enable them to think
creatively, reason logically, evaluate information critically, and communicate
effectively. This is an essential base for making productive and ethical
decisions, not only about scientific and technological issues, but also in all
areas of life.
This
is emphasized in The Ontario Curriculum, Grades 11 and 12: Science, 2000,
(p. 6): “The newer aspects of the science curriculum – especially those that
focus on science, technology, society, and the environment (STSE) – call for
students to deal with the impacts of science on society and the environment,
which includes both the natural environment and the workplace environment. This
requirement brings in issues that relate to human values. Science can therefore
not be viewed as merely a matter of ‘facts’; rather, it is a subject in which
students learn to weigh the complex combinations of fact and value that
developments in science and technology have given rise to in modern society.”
At
the same time, SBI4U must adequately prepare those students who will opt for
further study of the subject in university and other postsecondary
institutions. It is important to note that SBI4U is a university preparation
course and not a copy of a first-year university course in biology.
Knowledge
and skills must be learned, practised, assessed, and evaluated at a standard
that enables students to assess realistically their aptitude and chances for
success in further studies in biology and possible employment in a related
field.
Students
would benefit from visits by guest speakers employed in a variety of
biology-related careers. These individuals can relate first-hand experience as
to how biological knowledge is applied in the workplace, as well as information
about postsecondary education requirements. A nutritionist or a personal
trainer would enhance either the Metabolic Processes or Homeostasis unit, while
a wildlife biologist would contribute significantly to the delivery of the
Population Dynamics unit.
The
curriculum document contains recommendations regarding teaching approaches and
curriculum expectations that must be reflected in all courses based on it.
Among these are the following statements (The Ontario Curriculum, Grades 11
and 12: Science, 2000, pp. 8-10):
·
The
expectations in science courses call for an active, experimental approach to
learning, and require all students to participate regularly in laboratory
activities.
·
Where
opportunity allows, students might be required, as part of their laboratory
activities, to design and conduct research on a real scientific problem for
which the results are unknown.
·
Where
possible, concepts should be introduced in the context of real-world problems
and issues.
·
In all
courses, a list of expectations is given that precedes the strands. These
expectations describe skills that are considered to be essential for scientific
investigation, e.g., skills in research, in the use of materials, and in the
use of units of measurement, and skills required for investigating possible
careers in the subject area. These skills apply to all areas of course content
and must be developed in all strands of the course. Assessment of students’
mastery of these skills must be included in the evaluation of students’
achievement of the expectations for the course. In this profile, these
expectations are called Science Investigative Skills (SIS). For SBI4U, they are
found on p. 33 of the curriculum document. These skills serve as a lens through
which all Learning Expectations in the profile are interpreted. In addressing
the Learning Expectations, the Science Investigative Skills must also be
addressed.
As
teachers organize and plan the delivery of Expectations of SBI4U, using and/or
adapting activities described in this profile, they should consider the
following:
·
SBI4U
requires an emphasis on inquiry skills. Through a variety of investigations,
students describe objects and events, ask questions, construct explanations,
test those explanations against current scientific knowledge, and communicate
their ideas to others. They identify their assumptions, use critical and
logical thinking, and consider alternative explanations. Direct experience with
organisms, materials, and laboratory equipment is necessary to illuminate
theoretical concepts and develop skills.
·
Learning
activities in this profile are set in a context that relates science to
technology, society, and the environment.
·
A
number of activities in this profile have a research focus that requires
accessing information beyond the laboratory or field trip. Students should be
taught how to use all available sources of information – people, print, online
sources and other media, both within the school and in the community. They
should also be given opportunities to use those skills, and to experience the
challenges that invariably accompany the location and acquisition of valid
information. However, care must be taken that student time is spent primarily
on processing information rather than accessing information, so that the
research does not become an end in itself.
·
The
Expectations are central to all aspects of this profile. The context in which
each unit is delivered, the skills and concepts developed, and the assessment
tasks used must be interconnected, and linked to the Expectations. The
assessment data accumulated throughout the course must be sufficient (in kind
and number) to permit teachers to evaluate the consistent level of performance
for each student in each of the four categories in the Achievement Chart for
Science
·
Some
of the expectations are given special emphasis in learning activities and are
often revisited. These are expectations that are taught, assessed, evaluated
and, where necessary, revisited using alternate instructional strategies.
·
Students
interpret new information in terms of what they already know. They try to make
sense of what is taught by trying to fit it with their experiences. A key
concept is understood when students examine significant examples that represent
the concept, then create a generalization from those personal experiences. The
teacher must be aware of the experiences that students have had prior to Grade
12 and use them as the basis for new and more complex concepts. Students may
also arrive with misconceptions from prior experience that will interfere with
their ability to understand new concepts. Identifying misconceptions and
clarifying concepts using concrete examples may be required at times. A number
of diagnostic tools and activities are suggested throughout the profile.
·
Terminology
should be viewed by students as a tool for describing observations and
communicating ideas, not as an end in itself. Assessment should focus on the
application of terminology to explain concepts and phenomena, not on terms and
definitions in isolation. It is essential that students understand the concept
before acquiring the vocabulary.
·
This
profile describes a biology course in which students are encouraged to ask
their own questions and, in many cases, find their own answers by inquiry
(experiment or research). Fundamental to the skill set of a scientifically
literate person/citizen is the ability to ask incisive questions, to interpret
the answers critically, and to identify unstated assumptions.
Resources
are listed throughout the unit overviews and the full unit, wherever the
writers felt it provided the most support for teachers.
The
URLs for the websites were verified by the writers prior to publication. Given
the frequency with which these designations change, teachers should always
verify the websites prior to assigning them for student use.
Units
in this course profile make reference to the use of specific texts, magazines,
films, videos, and websites. Teachers need to consult their board policies
regarding use of any copyrighted materials. Before reproducing materials for
student use from printed publications, teachers need to ensure that their board
has a Cancopy licence and that this licence covers the resources they wish to
use. Before screening videos/films with their students, teachers need to ensure
that their board/school has obtained the appropriate public performance
videocassette licence from an authorized distributor, e.g., Audio Cine Films
Inc. Teachers are reminded that much of the material on the Internet is
protected by copyright. The copyright is usually owned by the person or
organization that created the work. Reproduction of any work or substantial
part of any work on the Internet is not allowed without the permission of the
owner.
Many
of the resources used in OS:IS Biology courses will be applicable to SBI4U. The
following are some suggestions:
Blake,
Leesa, et al. McGraw-Hill
Ryerson Biology 12.
McGraw-Hill Ryerson Limited, 2002.
ISBN 0-07-088713-6
Campbell,
Neil A. Biology, 5th ed. Menlo Park, Calif: Benjamin/Cummings
Publishing. 2000.
ISBN 0805365737
Keeton,
W. and J. Gould. Biological Science. New York: W.W. Norton Co., 2000.
ISBN 0393969495
Nelson,
D. and M. Cox. Lehninger Principles of Biochemistry. New York: Worth
Publishing, 2000.
ISBN 1572599316
Ritter,
Robert, et al. Nelson
Biology 12. Nelson
Thomson Learning 2002. ISBN 0-17-612144-7
The
two resources listed below offer excellent suggestions for cooperative work
groups and the use of graphic organizers such as concept maps.
Bennet,
Barrie and Carol Rolheiser. Beyond Monet – The Artful Science of
Instructional Integration. Toronto: Bookation, Inc., 2001. ISBN
0-9695388-3-9
Barton,
Mary Lee and Deborah L. Jordan. Teaching Reading in Science: A Supplement to
Teaching Reading in the Content Areas Teacher’s Manual. Aurora: McRel,
2001. ISBN 1-893476-03-0
Popular
Science, Times Mirror Magazines
– http://www.popsci.com
Discover
Magazine, Disney Corp. – http:// www.discover.com
National
Geographic
http://nationalgeographic.com
Scientific
American
– http://www.sciam.com
The
Metabolic Processes unit requires students to review basic biochemistry from
the SBI3U course and introduces appropriate new models and reactions for the
other strands in the 4U course. As an introductory unit, it offers several
opportunities to assess inquiry skills and problem-solving abilities. The Final
Assessment Task for the course will be introduced during this unit and
preparations will begin with an End-of-Unit Task that requires students to
design a model of an effective “metabolic factory” and present their work in
the format of a model, poster or creative display of their choosing.
Studying
biochemical processes provides excellent background for examining the chemical
changes involved in the maintenance of homeostatic balance within living
organisms. For that reason, Homeostasis is the second unit in this profile.
Opportunities to use graphic organizers to communicate systems are found
throughout this unit. There are also opportunities for dissection (kidney,
brain, eyes) and development of the inquiry process. The use of a graphic
display in the End-of-Unit Task will also serve to prepare students for the
Final Assessment Task.
Molecular
Genetics is the third unit presented in this profile. The systems described in
the first two units are largely enzyme-controlled, making this unit, which is
focused on the transcription and translation of proteins, an ideal follow up.
This unit also offers much in the way of ethical issues on genetic research and
manipulation. The End-of-Unit Task requires students to research and prepare an
analytical report arguing a specific societal issue in the realm of genetic
advances.
The
Evolution unit relies on an understanding of modern genetics as old theories
are presented and implications of modern science discussed. It is important
that teachers focus on teaching this unit through a scientific model of how
living things have evolved, avoiding the trap of devoting too much time to
religious and cultural interpretations/views. There are also many misconceptions
surrounding Human Evolution as proposed by Charles Darwin that should be
addressed early in the unit. The End-of-Unit Task requires students to propose
a specific evolutionary pathway for a given organism and write a supported
opinion piece to justify their proposal.
Unit 5, Population Dynamics, could
just as easily be used as the initial unit. It does not directly require
background from any of the other strands and so can conveniently be moved to
fit the semester, allowing teachers to take students outside for population
studies. If this unit (or any other) is selected as the first unit, the
concepts of the initial inquiry activities suggested in the expanded unit
should be transferred to the selected unit. The End-of-Unit Task is the
development of a human population growth timeline.
The
Final Assessment Task requires students to apply information and skills
developed throughout the course. Students will choose to study either a
genetically modified product or a metabolic disorder. The focus of the task is
to connect the topic to all of the units covered and show these connections
using their choice of visual display.
One
method of organizing a unit is to focus the activities on a current event. Many
current science news stories are biological in nature. The homeostasis unit
might use blood doping at the Olympics; molecular genetics might centre on stem
cell research. The issue used could be local or global. This approach will help
students realize the STSE connections and build on their curiosity. The content
of the unit can be used to provide background for more complete understanding
of an issue, and as a means of clarifying misconceptions that students may have
surrounding the issue.
Rubrics
for some of the End-of-Unit Tasks have been included (Appendices A and B) to
help in the planning of the course and assignments. End-of-Unit Tasks were
designed to give students a variety of formats for assessment throughout the
semester and the tools to prepare a successful Final Assessment Task product.
It should be noted that the expectations for the various strands in this course
often look misleadingly limited, however, closer inspection indicates that
these expectations have multiple layers that often require several activities
to achieve successfully. It is important to refer to the overall expectations
when looking at time allotments in each of the strands. There is justification
to use a midterm exam in this course. By combining two units together, students
are given the opportunity to prepare for a more comprehensive written
examination. This would in effect act as a practice for the final examination,
but still be a part of the (70%) term assessment. If a midterm examination is
given after the first two units, making connections questions that link the two
units can be posed.
|
* Unit
1 |
Metabolic
Processes |
22
hours |
|
Unit 2 |
Homeostasis |
20
hours |
|
Unit 3 |
Molecular
Genetics |
20
hours |
|
Unit 4 |
Evolution |
20
hours |
|
Unit 5 |
Population
Dynamics |
18
hours |
|
Unit 6 |
Final
Assessment Tasks |
10
hours |
* This
unit is fully developed in this Course Profile.
Time:
22 hours
Unit
Description
In this
unit, students explore the biochemical pathways organisms use to create
metabolically useful energy. Students examine energy transformations in living
cells through examination of the structure and function of biologically
essential macromolecules and a series of laboratory investigations. This unit
has a strong experimental-inquiry focus where students can improve their skills
in formulating testable questions and designing and carrying out
investigations. The unit culminates with an oral presentation explaining the
design of their effective “metabolic factory.”
Unit
Overview Chart
|
Activity/Time/Focus |
Learning Expectations |
Assessment Categories |
|
|
1.1 |
Biological
Molecules |
MPV.01,
MPV.02, MP1.02, MP2.01, MP2.02, MP2.03 |
Knowledge/Understanding
Inquiry |
|
1.2 |
Thermodynamics
and Reactions |
MPV.01,
MPV.02, MP1.01, MP1.04, MP2.01 |
Knowledge/Understanding
Communication |
|
1.3 |
All
about Enzymes |
MPV.01,
MPV.02, MPV.03, MP1.03, MP2.03, MP2.04, MP3.02 |
Inquiry |
|
1.4 |
Cellular
Respiration and Photosynthesis |
MPV.01,
MPV.02, MPV.03, MP1.05, MP1.06, MP2.05, MP2.06, MP3.01, MP3.03, HS3.02 |
Inquiry |
|
1.5 |
End-of-Unit
Task: Designing an Effective Metabolic Factory |
MPV.01,
MPV.02, MPV.03 |
Knowledge/Understanding
Inquiry |
Time: 20 hours
Unit
Description
Through
analysis of a variety of changing conditions, students examine the complexity
of homeostatic mechanisms, including those used in the maintenance of water,
ionic, thermal and acid-base equilibria, and construct models to illustrate
them. This unit provides students with applications of biochemistry studied in
the first unit, and links to the animal anatomy and physiology unit in SBI3U.
Students consider the impact of environmental factors on the maintenance of
homeostasis, and examine related societal issues. The unit culminates in the
production of a graphic organizer illustrating the effect of an environmental
factor on a homeostatic mechanism.
Unit
Overview Chart
|
Activity/Time/Focus |
Learning Expectations |
Assessment Categories |
|
|
2.1 |
Homeostatic
Mechanisms |
HSV.01,
HSV.02, HS1.01, HS1.04, HS2.01, HS2.03, HS2.04 |
Knowledge/Understanding |
|
2.2 |
Reproduction |
HSV.01,
HSV.02, HS1.02, HS2.01, HS2.04 |
Knowledge/Understanding |
|
2.3 |
The
Kidney and Homeostasis |
HSV.01,
HSV.02, HSV.03, HS1.03, HS1.04, HS2.02, HS2.04, HS3.01, HS3.02, HS3.03 |
Knowledge/Understanding |
|
2.4 |
Human Health |
HSV.01, HSV.02, HS1.04, HS1.05, HS1.06,
HS2.01 |
Knowledge/Understanding |
|
2.5 |
End-of-Unit
Task: Graphic Display |
HSV.01,
HSV.02, HSV.03, HS1.01, HS1.04, HS1.06, HS2.01, HS2.04, HS3.01 |
Knowledge/Understanding |
Homeostatic
Mechanisms
2.1.1 Students complete a diagnostic activity related to human organ
systems – circulatory, respiratory and digestive. A review of SBI3U may be
necessary so that students can make the necessary connections between
homeostatic mechanisms and the various organ systems.
2.1.2 Students formulate a testable question, design, and conduct an
experiment using earthworms or other invertebrates to study the response to
external stimuli, e.g., light or temperature.
2.1.3 Conduct a class discussion to explain the mechanisms an
earthworm uses to respond to change. Information about the anatomy and
physiology of the earthworm's nervous system is provided to the students to aid
in the discussion. The students construct a flow chart illustrating the
homeostatic mechanism used by the earthworm in response to the change.
Introduce the End-of-Unit Task (Activity 2.5) and make reference to the Final
Assessment Tasks. Time is given for clarification questions.
2.1.4 Working in pairs, students examine the response of the human eye
to changes in light, and compile their data. Conduct a class discussion to
explain the mechanisms used by a human to respond to change. Information about
the anatomy and physiology of the human nervous system is provided to the
students to aid in the discussion. A comparison of the complexity of the
nervous systems of earthworms and humans, and the relationship between
complexity and the ability to respond to change is made.
Dissection/models/simulation of the cow/sheep eye as an example of a receptor
(specialized nerve ending) in the PNS or the sheep brain in a discussion of the
CNS as the processing centre may be used in the anatomy and physiology lesson.
Safety caution: proper use and disposal of biological specimens.
2.1.5 Students brainstorm a list of changing temperature conditions
that a human being might face during a one-year period. Through class
discussion and direct instruction, students examine the homeostatic mechanisms
used for thermal regulation. The need for a link between the nervous system and
the endocrine system is emphasized. Students construct a flow chart
illustrating the response of humans to changing temperatures.
2.1.6 Working in small groups, students research one endocrine gland
and present information about the anatomy and physiology of this gland to the
class. Each student creates a table summarizing the anatomy and physiology of
the endocrine system, stressing the connections among the various glands and
the other organ systems.
Assessment Lab
design and report (Inquiry), Flow Charts (Knowledge/Understanding,
Communication, Making Connections), Quiz (Knowledge/Understanding)
Reproduction
2.2.1 Students
examine the action of the hormones in the male and female reproductive systems.
They construct a flow chart to illustrate the action of these hormones.
2.2.2 Inquiry
Activity: Given data tables, students graph the female hormone levels over the
period of a month. Students also consider changes in hormone levels in males.
They then examine the effect of changing the hormonal balance in males or
females, e.g., the use of birth control pills, the use of hormones in
reproductive technology, the development of a male “pill.” Students could
explore careers related to reproductive technology and/or participate in a
visit from a fertility specialist during this section.
Assessment Flow
Chart (Knowledge/Understanding, Communication),
Quiz (Knowledge/Understanding)
The
Kidney and Homeostasis
2.3.1 Students examine the anatomy and physiology of the kidney. They
focus on the role of the kidney in maintaining water, ion and acid/base
balance. Dissection/models/simulation of cow/sheep kidney may be used in
anatomy lesson.
2.3.2 Students design and carry out an experiment to investigate the
feedback systems of the kidney. For example, students could examine the effect
of increasing or decreasing water intake or the effect of caffeine. They
present their findings as a graphic organizer (diagram, flow chart, table
and/or graph).
2.3.3 Students research the effects of chemical substances, e.g.,
steroids, creatine, vitamins on the kidney. Students create an information
sheet about the effects of one substance. These sheets could be collated into
one package as a resource for Activity 2.5.
2.3.4 Based on the results of Activity 2.3.3, students examine the
impact of lifestyle choices on the healthy functioning of the kidney. Students
investigate current medical treatment options, including Canadian
contributions. Students write an opinion piece about the relationship between
lifestyle choices and treatment, e.g., Should a person who has used steroids be
eligible for the kidney transplant list? What legislation should exist
concerning the use of performance-enhancing drugs? Students could explore
careers related to health care during this section.
Assessment Graphic
Organizer (Inquiry, Communication, Knowledge/Understanding),
Information Sheet (Communication, Making Connections),
Opinion Piece (Communication, Making Connections)
Human
Health
2.4.1 The teacher directs a lesson on the mammalian immunological
response to a viral or bacterial infection and to allergens, incorporating the
connection between homeostatic mechanisms and environmental “invaders.” A
discussion of the effect of medical treatments on homeostasis is included.
2.4.2 Students modify a previous graphic organizer to illustrate the
effect of a viral or bacterial infection or allergen on the homeostatic
response of the system.
Assessment Flow Chart (Knowledge/Understanding), Quiz
(Knowledge/Understanding)
End-of-Unit
Task: Graphic Display
2.5.1 Students choose a factor, e.g., a drug, an infection, an
environmental change that impacts on the homeostasis of one element, e.g.,
water, ionic, thermal, acid/base equilibria. They research and create a graphic
display illustrating the normal homeostatic mechanisms at work to maintain
equilibrium of that element and the impact of the chosen factor.
2.5.2 A written test may be used to assess this
unit.
Assessment Graphic
Organizer Knowledge/Understanding, Inquiry, Communication, Making Connections),
Unit Test (Knowledge/Understanding, Making Connections)
Resources
Homeostasis, a 6-part TVO series, 1984.
–
http://www.colorado.edu/epob/academics/web_resources/cartoons/index.html
A collection of biology cartoons that illustrates some of the basic principles
of biology, including homeostasis.
–
http://www.ultranet.com/~jkimball/BiologyPages/K/Kidney.html
An overview of the role of the kidney in urine formation and homeostasis,
including the role of hormones and the use of dialysis.
–
http://www.liv.ac.uk/~petesmif/teaching/1bds_mb/notes/homeo/kidney.htm
An overview of the role of the kidney in homeostasis.
–
http://www.tmc.tulane.edu/ecme/eehome/basics/endosys/glands.html
A summary chart of the products of the major endocrine glands.
–
http://www.gen.umn.edu/faculty_staff/jensen/1135/webanatomy/wa_endocrine/
An interactive quiz site about the endocrine system.
Time: 20 hours
Unit
Description
In this
unit, students examine the structure and function of DNA and RNA, and their
role in protein synthesis and control of gene expression. Students investigate
the advances in knowledge about genetics during the 20th and 21st centuries
and, using the most current information available, explore a variety of genetic
technologies. The unit culminates with the preparation of an analytical report
summarizing the students’ recommendations for the regulation of a genetic
technology presented by classmates. There are many connections between the
content of this unit and current events – cloning, xenotransplantation, stem
cell research, genetically modified foods, genetic (DNA) profiling, etc. Any one
of these issues could provide a theme or connecting thread for this unit.
Unit
Overview Chart
|
Activity/Time/Focus |
Learning Expectations |
Assessment Categories |
|
|
3.1 |
Structure
and Function of DNA and RNA |
MGV.01,
MGV.02, MG1.01, MG1.02, MG2.01 |
Knowledge/Understanding |
|
3.2 |
Protein
Synthesis |
MGV.01,
MGV.02, MG1.01, MG1.03, MG1.04, MG2.02, MG2.03 |
Knowledge/Understanding |
|
3.3 |
Genetics:
Past, Present and Future |
MGV.01,
MGV.02, MGV.03, MG1.07, MG2.04, MG3.01, MG3.02 |
Knowledge/Understanding |
|
3.4 |
Genetic
Engineering |
MGV.01,
MGV.02, MGV.03, MG1.05, MG1.06, MG2.01, MG3.01, MG3.02 |
Inquiry |
|
3.5 |
End-of-Unit
Task: Analytical Report |
MGV.01,
MGV.02, MGV.03, MG1.05, MG1.06, MG1.07, MG2.04, MG3.02 |
Knowledge/Understanding |
Structure
and Function of DNA and RNA
3.1.1 As a starting point, students build models of DNA and RNA,
describe the structure and function of the molecules, and simulate the
replication process of DNA. Students use a graphic organizer, e.g., T-chart or
Venn diagram to compare the structure and function of DNA and RNA. This begins
building the background knowledge necessary for completion of the End-of-Unit
Task. This task, an analytical report on reproductive issues, is introduced to
the students at this point, with time allowed for clarification questions.
3.1.2. Inquiry Activity: Students design and
conduct an investigation into the process of DNA
replication in the cell using model kits and
text references. They also examine methods of repair for DNA during
replication.
3.1.3 Students compare DNA sequences of a segment of DNA coding for a
particular enzyme from humans and another animal. Discussion should emphasize
the structure and generalities of the genetic code.
Assessment Graphic
Organizer (Knowledge/Understanding, Communication)
Protein
Synthesis
3.2.1 Teacher-led discussion of the steps involved in protein
synthesis, including the role of DNA and RNA. A variety of simulations, models,
videos and games are available commercially and online to assist in the
comprehension of this material.
3.2.2 Students examine micrographs illustrating the process of protein
synthesis. Based on the information learned in Activity 3.2.1, they identify
the structures involved in protein synthesis and explain the role of each. As a
quiz, students examine micrographs of cells that are missing key components for
protein synthesis. They explain the impact of the change on the process of
protein synthesis.
3.2.3 Students complete a lab activity related to protein synthesis.
Options include extracting DNA, analysing different proteins or separating DNA
or polypeptides using electrophoresis. A computer simulation of the
electrophoresis process could be considered in schools where electrophoresis
equipment is not available.
3.2.4 Using the lac operon model as an example, the teacher leads a
discussion about the control of gene expression.
3.2.5 Students complete a simulation activity illustrating the effect
of mutations on protein synthesis. Students choose a specific disorder
resulting from a mutation, research the mutation which causes the disorder, and
prepare a data sheet which explains the difference between the
"normal" protein and the "mutated" protein. Students
participate in a class discussion about the causes of mutations.
Assessment Quiz
(Knowledge/Understanding, Inquiry), Lab Activity (Inquiry),
Data Sheet (Knowledge/Understanding)
Genetics:
Past, Present, and Future
3.3.1 Students view a short clip from a science fiction video related
to genetic issues, or read an excerpt from a science fiction novel related to
genetic issues. They analyse the clip for fact and fiction according to their
most recent knowledge about genetics.
3.3.2 Working in small groups, students are assigned an appropriate
time period, e.g., a decade. They research the key discoveries in the field of
genetics during the time period, including the scientists involved in the
discovery where possible. They assemble the information into a timeline. Groups
present the timelines in chronological order. Students revisit and update their
analysis of the science fiction clip based on the timelines. Students write a
reflection paper about the impact of one discovery (from a decade researched by
another group) on their current understanding of genetics.
3.3.3 Lead a class discussion about the ethical
issues resulting from knowledge of genetics. Students investigate current
legislation surrounding biotechnology in Canada. This information will be
needed in Activity 3.4. Revisit the End-of-Unit Task (Activity 3.5) and make
reference to the Final Assessment Tasks.
Assessment Timeline
(Knowledge/Understanding, Inquiry, Communication),
Reflection paper (Making Connections, Communication)
Genetic
Engineering
3.4.1 Students participate in a lab activity or simulation
demonstrating the processes of genetic engineering, e.g., they simulate the
insertion of a new gene into a bacterial plasmid. Students extend this
knowledge by exploring the techniques involved in a variety of biotechnological
applications, e.g., cloning, genetically modified food, DNA profiling, stem
cell research, xenotransplantation.
3.4.2 Students choose one genetic technology explored in Activity
3.4.1. They research and present information to the class about the development
of the technology, the advantages and disadvantages of the technology, the
ethical issues arising from its use, and existing regulations. This information
will be used by classmates in Activity 3.5. Students could explore careers in
biotechnology during this section.
Assessment Lab Activity (Inquiry), Presentation (Inquiry,
Communication)
End-of-Unit
Task: Analytical Report
3.5.1 Students view presentations about genetic engineering issues
prepared as part of Activity 3.4.2. Individually, students prepare an
analytical report summarizing the background knowledge about one genetic
technology, and their recommendations for drafting laws to regulate the genetic
technology (not the technology they originally presented.)
3.5.2 A written test may be used to assess this
unit.
Assessment Analytical
Report (Making Connections, Communication, Inquiry),
Test (Knowledge/Understanding, Making Connections)
Resources
Nelson,
D. and M. Cox. Lehninger Principles of Biochemistry. New York: Worth
Publishing, 2000.
ISBN 1572599316
Protein
Synthesis, a 6-part TVO series, 1984.
–
http://photoscience.la.asu.edu/photosyn/courses/BIO_343/lecture/DNA-RNA.html
A summary of the basic genetic information, with links to other topics, such as
genetic engineering and the Human Genome Project.
–
http://esg-www.mit.edu:8001/esgbio/dogma/dogma.html
A summary of the central dogma of DNA.
–
http://gened.emc.maricopa.edu/bio/bio181/BIOBK/BioBookPROTSYn.html
A summary of the basic genetic information, including some good graphics.
–
http://tipnet.taranaki.ac.nz/~mfenton/TRAIN/dna.htm
One of many websites available which gives instructions for the extraction of
DNA.
–
http://library.thinkquest.org/C0111983/timeline.html
A timeline of genetic discoveries, to 1998.
–
http://www.google.com/search?q=genetics+time+line&hl=en
A timeline of biotechnology, to 2001.
–
http://www.accessexcellence.org/
A collection of resources for biology teachers, including lesson plans, and
background information.
Time: 20 hours
Unit
Description
In
this unit, the theory of evolution and the evidence that supports it are
explored thoroughly. Students are expected to trace modern mechanisms for
speciation and the influence of scientific discovery on developments in the
field of evolution. The End-of-Unit Task requires students to assimilate
information from the unit and hypothesize as to the ancestral history and
development of a present day organism. Mechanisms for its evolution should be
proposed and supporting evidence presented (or an inquiry design to derive the
evidence proposed). The contrast between the natural forces driving evolution
and modern technological forces is a key to connecting this unit to other units
in the course, e.g., genetics, populations.
When
teaching this unit, it is important to emphasize the focus on scientific
explanations of evolution; the unit is not designed to challenge students’
religious or cultural beliefs, but rather to provide them with background on a
scientific theory.
Unit
Overview Chart
|
Activity/Time/Focus |
Learning Expectations |
Assessment Categories |
|
|
4.1 |
Theories
and Evidence for Evolution |
EVV.01,
EVV.02, EVV.03, EV1.02, EV2.01 EV2.05, EV3.02 |
Communication |
|
4.2 |
Mechanisms
of Evolution |
EVV.01,
EVV.02, EVV.03, EV1.03, EV2.03, EV2.05, EV3.01 |
Communication |
|
4.3 |
Speciation |
EVV.01,
EVV.02, EV1.01, EV1.04, EV2.02 EV2.04 |
Communication |
|
4.4 |
End-of-Unit
Task: The Evolution of an Organism |
EVV.01,
EVV.02, EVV.03 |
Communication |
Theories
and Evidence for Evolution
4.1.1 Working in groups (and using pictures, symbols, or written
responses), students complete a graffiti activity using chart paper to record
answers to questions such as, “What is a theory?” and “What is evolution?” As a
follow-up, the graffiti is presented and discussed. Special emphasis is given
to correcting misconceptions.
4.1.2 As an introduction to a jigsaw activity, the theory of evolution
is described and the historical development of the theory briefly outlined. A
brief and sensitive discussion of cultural differences may be appropriate at
this time. During the jigsaw activity, expert groups focus on the contributions
of Lyell, Malthus, Lamarck, Darwin, Gould and Eldridge. When home groups come
back together, each student organizes the information logically, e.g., into a
chart set up chronologically, indicating: Significant Dates; Scientist; and
Contributions.
4.1.3 This is a teacher-led lesson. The evidence
for evolution is outlined with particular focus on paleontology, embryology,
anatomy, biochemical structure and function and geographic distribution. The
role of technology in extending and modifying the understanding of the theory
of evolution is discussed.
4.1.4 Students are assigned one of the areas of evolutionary evidence
(from 4.1.3). They must research the origin of this evidence and summarize it
in a graphic organizer (flow chart, Venn diagram, concept map). Discussion of
how technology has advanced/refuted this form of evidence is discussed, e.g.,
Buffon originally proposed the idea of transfer of characteristics from parent
to offspring – genetics has extended this immensely.
4.1.5 Students design and conduct an investigation of the evidence for
evolution. Possible examples include:
·
a
simulation of different animal serums that are analysed based on reactions with
human antiserum. Results indicate ancestral relatedness.
·
a
study of different skeletons or single bone structures. Similarities may
indicate ancestral relatedness.
·
an
Internet or software-based examination of DNA structure, cell structure or
amino acid sequencing in different organisms. Similarities may indicate
ancestral relatedness.
4.1.6 Students work in small groups to examine historical perspectives
of the evidence for the theory of evolution. They consider the time before
Darwin’s publication of The Origin of the Species, the public’s response
to Darwin in Victorian England, and the Scopes monkey trial in Tennessee, in
the 1920s. Students need to be aware of how and why theories change with the
discovery of new evidence, as well as questions that are not explained by the
theory. Groups share the results of their discussion with the class.
Assessment Chart
(Communication, Knowledge/Understanding),
Graphic Organizer (Communication, Inquiry),
Lab Report (Inquiry, Making Connections),
Presentation (Making Connections)
Mechanisms
of Evolution
4.2.1 The teacher leads a lesson where the mechanisms and models for
evolution are outlined. Terminology such as natural selection, sexual
selection, genetic variation, genetic drift, artificial selection and
biotechnology are emphasized. The central role of the environment in dictating
the direction of evolution (disruptive, stabilizing or directional) is
discussed.
4.2.2 Given a particular evolutionary scenario, e.g., industrial
melanism, students prepare an explanation (a brief written report) of the
connection between evolutionary mechanism involved and how this mechanism is
related to biodiversity and extinction in terms of variations within species.
4.2.3 Following a brief teacher-led introduction to the Hardy-Weinberg
Law, students design and carry out an investigation to explain factors that
lead to evolution. Use beans of different colours or sizes or confetti pieces
of different colours to illustrate the tendency toward selection. Hypothesize
genotype frequency of future generations using mathematical equations and
compare these to results from the investigation.
4.2.4 Conduct a discussion on genetics and evolution. Using current
articles or medical periodicals, relate evolutionary mechanisms to ideas in
molecular genetics. Topics may include: adaptations of microorganisms to
medical technology, mutations and evolution, cloning, and a variety of genetic
engineering applications.
Assessment Report
(Communication, Knowledge/Understanding, Making Connections),
Lab Report (Communication, Inquiry, Knowledge/Understanding),
Quiz (Knowledge/Understanding)
Speciation
4.3.1 Revisit the End-of-Unit Task, making
reference to the Final Assessment Task as well.
4.3.2 Using Darwin’s observations of the finch as a model for studying
variation in species, students design and conduct an investigation into the
frequency of occurrence of various hereditary traits in a given population of
organisms. Information gathered is used to emphasize the variations with
populations.
4.3.3 The teacher leads a lesson as a quick review of the organization
of living things based on similarities (into kingdom, phylum, class, etc.)
focusing on the definition of species. The mechanisms of speciation are
outlined with reference to natural (disruptive) selection. Timelines of
evolution and models of speciation (phyletic gradualism and punctuated
equilibrium) are developed as a class. A follow-up activity requires students
to draw connections between lifespan/reproductive cycles and evolution, and
complete a comparison between human evolution and bacterial evolution using a
Venn diagram.
4.3.4 In a brainstorming activity, students propose investigative questions
that arise from an understanding of diversity and evolution. Connections with
domestication, breeding, mimicry and camouflage should be made, and the nature
of variations within populations discussed. The teacher introduces the topic of
rapid evolution of certain species of microorganism and the impact on
pharmaceutical companies. Students may be asked to respond to a related news
article.
Assessment Lab
Report (Inquiry, Knowledge/Understanding),
Venn Diagram (Communication, Making Connections),
Questions on Article (Knowledge/Understanding, Making Connections)
End-of-Unit
Task: The Evolution of an Organism
4.4.1 Students will each be assigned a present-day organism. They
research and describe the organism’s possible ancestors and propose a theory and
mechanism for the evolution of the present organism from the ancestor.
Intermediate species should be described and the mechanism should include the
pressures that led to each. The report should be written as a supported opinion
piece that continually justifies the proposed mechanism as being the most
reasonable explanation for evolution of their given organism. See the
“Evolution Mechanism” rubric in Appendix A.
4.4.2 Unit test.
Assessment Supported
Opinion Paragraph (Communication, Inquiry, Making Connections)
Unit Test (Knowledge/Understanding, Making Connections)
Resources
Organic
Evolution, a 6-part TVO series, 1984.
–
http://cas.bellarmine.edu/tietjen/images/Evolanimal_diversity.htm
link to sites on evolution basics, evidence, mechanisms and other resources.
–
http://www.bbc.co.uk/education/darwin/index.shtml
information on Charles Darwin and his contributions.
–
http://www.pbs.org/wgbh/evolution/educators/course/index.html
online course for teachers teaching evolution – great links to evolution sites
for students as well.
–
http://www.ucmp.berkeley.edu/history/evolution.html
link to tracing the historical development of evolution.
–
http://www.chineseprehistory.org//
fossil evidence of human evolution in China.
–
http://www.cs.colorado.edu/~lindsay/creation/
creation vs. evolution commentary.
–
http://www.becominghuman.org/
human evolution information and evidence.
Time: 18 hours
Unit
Description
Designed
as an overview of population dynamics, this unit focuses on the effects of
relationships within ecosystems and other factors that regulate and limit
population growth. The carrying capacity of Earth will also be studied in terms
of human population trends. The End-of-Unit Task is a timeline of changes that
have contributed to the increase in the growth rate of the human population
over the last 10 000 years. Quizzes in this unit are used to check the quality
of note-taking skills that have been developed, and therefore focus on
information presented in class discussions and teacher-led lessons.
Unit
Overview Chart
|
Activity/Time/Focus |
Learning Expectations |
Assessment Categories |
|
|
5.1 |
Interactions |
PDV.01,
PDV.02, PD1.01, PD2.02, PD2.03, |
Communication |
|
5.2 |
Population
Growth |
PDV.01,
PDV.02, PD1.02, PD1.03, PD2.01 |
Communication |
|
5.3 |
Agricultural
Resources |
PDV.01,
PDV.03, PD1.04, PD3.01, PD3.02 |
Communication |
|
5.4 |
Human
Population: Growth and Impact |
PDV.01,
PDV.02, PDV.03, PD1.05, PD1.06, PD2.04, PD3.03 |
Inquiry |
|
5.5 |
End-of-Unit
Task: Timeline |
PDV.01,
PDV.02, PDV.03 |
Communication |
Interactions
5.1.1 Students take part in a discussion related to interactions
within ecosystems. A specific ecosystem is chosen (could be as large as a swamp
or as small as a classroom aquarium) and a list of plants, animals, and other
organisms living in that system generated. Review biological organization and
group organisms based on an ecological hierarchy. Students then draw as many
connections as possible among the organisms based on their interactions,
including predation, symbiosis, competitive relationships, and parasitic
relationships.
5.1.2 Students formulate a question to extend the discussion from
Activity 5.1.1, e.g., How would the removal of one population affect the rest
of the system discussed in the last activity? This could be a jigsaw type
activity where expert groups look at the removal of different plants or animals
and prepare “hypothetical results.” Group members then return to home groups to
share discussions.
5.1.3 Students complete an online or in class predator/prey simulation
or create one of their own. Populations will be graphed and analysed. (See
Resource for resources for this activity.)
5.1.4 Students study and evaluate the ecological
and economic effects of the loss of organisms from specific environments. This
may be done through the use of a video or a periodical (Internet or print)
search. A written or an oral presentation of findings follows.
Assessment Lab
Report (Inquiry, Communication, Making Connections),
Connections Assignment (Paragraph/Presentation) (Communication,
Making Connections)
Population
Growth
5.2.1 The teacher conducts a lesson to introduce the idea of
density-dependent and density-independent effects. Include characteristics and
population growth curves for each. At this time, the End-of-Unit Task is introduced
and students are given time to ask clarification questions.
5.2.2 Students use mathematical equations to generate population data
for exponential growth of yeast cells under ideal conditions. The population
(unlimited food and space) pattern is graphed. Students explore factors that
will alter the biotic potential of the yeast (food supply, pH levels,
temperature, waste removal and space) and generate the associated graphs. This
exploration may be done as discussion or controlled lab activities.
5.2.3 Conduct a lesson on population characteristics including growth
patterns (using growth curves) and potential, density, distribution, carrying
capacity, sustainability. Use examples of plant populations, animal populations
and microorganisms, and analyse curves based on carrying capacity and
fecundity.
5.2.4 Using the model of a non-overlapping generations population such
as salmon, students graph either a real or hypothetical population over the
period of a few years. The equation for non-overlapping populations is
generated.
Assessment Graphs
(Communication), Lab report (Communication, Inquiry, Making Connections), Quiz
(Knowledge/Understanding)
Agricultural
Resources
5.3.1 As a class, students review food chains and food webs and tie
the concept of thermodynamics to biological systems. Use examples of energy
pyramids from the Grade 10 course to explain the production and distribution of
food resources.
5.3.2 Students work in small groups to analyse different food
production technologies from past to present. Groups then come together to
create a timeline of technology and agriculture. A follow-up discussion should
focus on limitations of different economies and landscapes in the availability
and use of food technologies.
5.3.3 The teacher leads a discussion on Canadian involvement locally
and globally in the development and use of agricultural technology. This may
include a video or materials from such organizations as the Canadian
International Development Agency (CIDA). A follow-up activity requires students
to find an appropriate current news article. The article, a summary and a
statement regarding its significance will be put on a small poster display for
classmates to see.
Assessment Mini
Timeline (Communication, Knowledge/Understanding),
News Article Poster (Communication, Making Connections)
Human
Population Growth and Impact
5.4.1 The teacher conducts a lesson on the history of human population
growth using the human population curve as the focus. Highlight significant
advances in society (agricultural revolution, industrial revolution,
technological revolution) and introduce the kinds of impacts each might have
had on the growth rate of the human population.
5.4.2 Revisit End-of-Unit Task. Students create a timeline for the
human population.
See Activity 5.5.1. Make reference once again to the Final Assessment Task.
5.4.3 Students participate in a field trip or use
a case study to investigate the effect of human population growth on the
environment in their local area. This may involve expansion of subdivisions
where once there was farmland, paving over of green spaces for industrial or
commercial use, the development of waterfront properties, overuse of
parkland/natural areas, development of sanctuaries or protected areas. A
follow-up activity should include a risk-benefit analysis of such developments.
5.4.4 Students take part in a brainstorming session to lead into a
teacher-directed lesson focused on whether or not the agricultural revolution
led to a more suburban organization of the population, and the role this might
have played in the increased occurrence of epidemics. The class also discusses
factors related to medical care and technology that contribute to increased
human life span. Students write a brief report on these and/or other demographic
issues that result from an increasing global population.
Assessment Field
Trip/Case Study Investigation (Inquiry, Knowledge/Understanding, Making
Connections, Communication), Quiz (Knowledge/Understanding)
End-of-Unit
Task: Timeline
5.5.1 End-of-Unit Task. Students produce a timeline for the human
population. The timeline should include four to eight entries. The first entry
describes the earliest information regarding human population and factors that
controlled the growth rate. The second-last entry indicates the current state
of the human population. The final entry focuses on the potential future
direction of population growth. This prediction of changes in growth rate
should be supported by evidence, including that provided by graphs of growth rates
for other populations. The other entries focus on descriptions of key changes
or occurrences and the effects of these developments. Each entry could include
dates (range of years) and major changes in societal structure responsible for
the development along with illustrations. An examination of the costs, risks
and benefits associated with new technology is also to be completed. A variety
of formats can be used to present the final products: Bristol board timelines,
museum displays, webpages, and/or presentations to the class. The graph of the
human population should be a central component of the timeline, and an analysis
of that graph based on carrying capacity should be included with either the
final entry or an introductory entry. The task should be introduced part way
through the unit and some class time given for research. See “Human Population
Growth” Rubric in Appendix B.
5.5.2 A written test may be used to assess this unit. If so,
consideration should be given to replacing the quiz marks with the unit test
mark if the unit test gives a better indication of students’ most recent and
most consistent performances. Ensure that all expectations evaluated on quizzes
are evaluated on the unit test if this is done.
Assessment Timeline
(Inquiry, Communication, Making Connections),
Unit Test (Knowledge/Understanding, Making Connections)
Resources
Diamond,
Jared. Guns, Germs, and Steel. W. W. Norton & Co., New York, 1997.
ISBN 0393317552
Nebel,
B. and R. Wright. Environmental Science, The Way the World Works. New
Jersey: Prentice Hall, 1993. ISBN 0132854465
A
digital field trip to the wetland. Digital Frog Inc. Information is available at www.digitalfrog.com.
–
http://www.uwinnipeg.ca/~simmons/ysesp/comeco2.htm
population interactions background information and examples in terms of
co-evolution.
–
http://www.sci.sdsu.edu/classes/biology/bio354/williams/Lee's_Stuff/PopEcol_Lect06.html
interactions classified and analysed in graphic form.
–
http://www.messiah.edu/hpages/facstaff/deroos/CSC171/PredPrey/PPIntro.htm
predator-prey online simulation.
–
http://www.accessexcellence.org/AE/AEPC/WWC/1991/predator.html
predator-prey in class activity.
–
http://www.math.duke.edu/education/ccp/materials/diffeq/predprey/contents.html
predator-prey models.
–
http://www.backgroundbriefing.com/poplmlth.html
Malthus: notes on population growth.
http://www.statcan.ca/english/Pgdb/People/Population/demo33a.htm
Canadian statistics on population growth.
–
http://www.nwf.org/population/
National Wildlife Federation page on population impacts.
http://www.prb.org/Content/NavigationMenu/PRB/Educators/Human_Population/Human_Population__
Fundamentals_of_Growth_and_Change1.htm
link to information on human populations – fundamentals and growth.
Time: 10 hours
Unit
Description
The final
assessment of this course consists of two components. In the first component,
students choose a genetically modified product, assess its impact considering
all the strands covered by this course, and present their findings in a visual
display. Alternatively, the student uses a metabolic disorder as the focal
topic to link the units. As there is a choice of topics, the design of
evaluation rubrics could be proposed (using those rubrics already seen in the
course and using the specifics of each topic) by the groups of students
focusing on each of the areas. Since the teacher is responsible for setting
standards and evaluation, the rubric must be approved by the teacher before
use. The second component of the Final Assessment Task consists of a written
final exam.
Unit
Overview Chart
|
Activity/Time |
Learning Expectations |
Assessment Categories |
|
|
6.1 |
Presentation |
MPV.01,
MPV.03, MGV.01, MGV.02, MGV.03, HSV.01, HSV.02, HSV.03, EVV.01, EVV.03,
PDV.01, PDV.02 |
Knowledge/Understanding |
|
6.2 |
Final
Exam |
MPV.01,
MPV.02, MPV.03, HSV.01, HSV.02, HSV.03, MGV.01, MGV.02, MGV.03, EVV.01,
EVV.02, EVV.03, PDV.01, PDV.02, PDV.03 |
Knowledge/Understanding |
6.1 Students
choose a genetically modified or altered product, e.g., a genetically modified food,
a genetically modified organism capable of producing a medication, a chemical
or other consumer product produced through genetic manipulation, and examine
the impact of the product on the following areas:
·
The
impact of the product on the metabolism of the user;
·
The
effect of the product on the homeostatic mechanisms of the user;
·
An
explanation of the genetic engineering involved in the production of the
product;
·
A
hypothesis of the impact the product will have on evolution;
·
A
hypothesis of the impact the product will have on human population dynamics.
OR
Students
choose a metabolic disorder such as mitochondrial myopathy, multiple sclerosis.
Parkinson’s disease, etc., and examine the disorder as a connecting focus for
all the units of this course.
·
Description
of the disorder and its metabolic effects;
·
The
impact on the homeostatic mechanisms of the individual suffering from the
disorder;
·
An
examination of the genetic transmission and expression of the disorder;
·
Insight
into the history of the disorder in terms of evolution – and the prevalence in
“related” species;
·
A statistical analysis of the global and local
population trends for the disorder.
Students present their findings through the use of a visual display, e.g.,
poster, graphic organizer, etc., and present a written or oral supported
opinion, either for or against the existence or continued production of the
product or on the expected future developments around the disorder.
6.2 Written
Exam: Students write an exam to evaluate all four Achievement Chart categories.
http://scope.educ.washington.edu/gmfood/
– risks and benefits of genetically modified foods
http://news.bbc.co.uk/hi/english/special_report/1999/02/99/food_under_the_microscope/newsid_280000/280868.stm
– BBC special report: questions and answers on genetically modified foods
http://news.bbc.co.uk/hi/english/special_report/1999/02/99/food_under_the_microscope/newsid_280000/280868.stm
– Genetically modified nonsense: an overview of the use of biotechnology to
create medically useful products and used in food production
http://www.kumc.edu/gec/support/metaboli.html
– Excellent link to sites on genetic metabolic disorders.
http://www.merck.com/pubs/mmanual/section2/sec2.htm
– Merck manual link to metabolic disorders.
http://kobiljak.msu.edu/CAI/Pathology/Toxic_Index.html
– Toxic-metabolic-nutritional disorders of the nervous system.
Since the
aims of this course are to develop scientific literacy in all students and to
prepare students for science courses at university, the teacher should use a
wide variety of instructional strategies that accommodate an equally wide
variety of learning styles and interests. In planning activities, students
should have:
·
opportunities
to work individually, in pairs, in small groups, and in large groups;
·
direct
instruction as well as opportunities for open-ended exploration;
·
opportunities
to develop concepts themselves from observed data;
·
tasks
in which they define some of the parameters (such as scope or procedure);
·
opportunities
to acquire knowledge and apply that knowledge in a variety of contexts;
·
opportunities
to communicate using standard formats (such as lab reports) as well as
opportunities to choose and develop the format;
·
opportunities
to develop skills that would help them succeed at university: note taking,
preparing for an examination, taking a multiple-choice test, conducting
in-depth, independent research, writing a report, and establishing good time
management habits.
Students need to be informed in advance of
methods of assessment and evaluation. From the beginning, students should
understand the nature and scope of the course’s Final Assessment Tasks and how
the completion of the End-of-Unit Tasks assists them in gaining the skills and
knowledge necessary for their successful completion. Expectations are presented
in such a way as to prepare students for the End-of-Unit Tasks. Assessment and
evaluation then become an integral part of the teaching/learning strategies.
Skills
are Developed through Experience and Refined with Practice
Lesson
design should evolve during the course. Initially, lessons could centre around
the familiar guided discovery approach, but the final unit(s) of the course
could be organized around a lecture, laboratory, tutorial, and seminar format.
Early experiences with the use of the lecture format should include assessment
opportunities. The adequacy of recorded notes may be assessed by the teacher,
peers or self, using a checklist, or they may also be assessed by the teacher
by means of an open-note quiz.
Seminars can be used to enhance class
discussions of science issues as they relate to technology, society and the
environment. An article, selected by the teacher or students, could be assigned
for pre-reading prior to the seminar. A quiz could be used to assess whether
the article had been read before involving the class in a discussion that could
be teacher- or student-led. Teacher-led discussions could occur near the start
of the course with student-led discussions taking place later in the course.
Many
of the Learning Expectations describe Inquiry Skills. Students should be
given repeated opportunities to carry out genuine inquiries in which they are
responsible for defining one or more of the components of the inquiry: the
topic or question, the methodology, the mode of presentation, and the criteria
of success. Biology Course students should have multiple opportunities to
practise a variety of inquiry styles, including the following:
·
Research: accessing information that has been
previously gathered by themselves or others, selecting relevant details,
analysing that information for patterns and meaning, and communicating their
findings or conclusion. This will require instruction and practice in techniques
for using library/resource centre resources effectively, searching the Internet
and interviewing experts.
·
Experimentation: developing questions, identifying
controls and variables, designing experimental procedures, observing and
measuring, analysing data for patterns and meaning, and communicating
conclusions. This may occur in laboratories or the field. Ensure that
laboratory techniques and safety procedures are taught and assessed. Students
of SBI4U should be able to complete true inquiry activities with minimal
teacher direction. Teacher input is necessary when considering safety issues
and in teaching laboratory techniques that are new to students. Many
traditional laboratory activities require minimal input on the part of the
student and can be presented as teacher demonstrations, allowing more in-class
time for genuine inquiry.
·
Design/Innovation: applying knowledge to define a
problem or challenge, setting criteria for a satisfactory solution, devising
and executing a procedure, and assessing the result.
Every inquiry should be
driven by a clear question that is manageable and has relevance to the
students. Students must be given instruction and repeated practice in:
·
identifying
and refining good inquiry questions;
·
developing
testable hypotheses;
·
setting
the parameters of the solutions to be sought;
·
assessing
results.
All forms of inquiry, as well as other activities throughout the course, help students develop Communication Skills. Although the traditional written report is one form of communication, students need to describe what they do and what they learn through other presentation formats as well, e.g., poster, computer, video, oral, graphical, musical. Through various forms of cooperative learning, communication skills are practised as students discuss, debate and reflect on their own thinking and learning.
In
addition to key biological concepts, individual learning activities should
emphasize a technique or skill that is to be taught or reinforced and assessed.
Over the length of the course, all skills required to meet the Overall
Expectations should be practised repeatedly in a variety of contexts.
Use of
Computer Technology
Computer applications should be
included in activities whenever they enhance student learning by enabling them
to complete work more efficiently, or to complete work that otherwise could not
be done. A wide variety of software tools should be used to record and display
information. Examples include word-processing, e.g., reports; spreadsheets,
graphics, e.g., flow charts, concept maps, diagrams in place of written reports
of investigations; databases, and presentation programs, e.g., an alternative
for traditional reporting of investigations, particularly by groups. Probe-ware
should be used to collect data, e.g., to carry out experiments where data must
be collected at intervals over several days.
Simulations may substitute for experiences that would not otherwise be feasible but should not be used to replace direct experiences that are safe, ethical and available. The portability of calculator-based laboratory systems makes them useful for work outside the classroom.
Online
communication between teacher and students could occur throughout the course.
Homework assignments and answers could be posted, along with reminders about
upcoming assignment deadlines and evaluation dates. Sample exam questions could
be included and links made to pertinent sites, covering a variety of STSE
topic. Online tutorials could be arranged and one of the later units in the
course could be presented online. Many of these experiences will mirror what
students will encounter at university.
Learning
Skills
While not
evaluated for marks, learning skills – Works Independently, Teamwork,
Organization, Work Habits/Homework, Initiative – are keys to success in school
and beyond. As with other skills, they should be taught, practised, and
assessed in the classroom. Variety is essential: individual assignments foster
independence and initiative; lab work done in pairs and small-group cooperative
learning experiences provide opportunities to develop teamwork.
Making
Connections
The
Knowledge expectations of this course have intrinsic worth as useful
information, but they also serve as vehicles for Making Connections. Connecting
biological concepts to social and environmental issues develops the habits of
mind necessary for Making Connections. For example, applying scientific
knowledge to practical problems makes connections to technology; considering
how scientific knowledge is acquired brings understanding of the role that
technology plays in scientific discovery.
Seventy
per cent of the grade will be based on assessments and evaluations conducted
throughout the course. Thirty per cent of the grade will be based on a final
evaluation in the form of an examination, performance, essay, and/or other
methods of evaluation.
Assessment
is a process of gathering information and providing descriptive feedback about
student learning. Evaluation is the process of judging work and assigning a
value, based on established criteria.
The
purpose of assessment is to improve student learning. This means that
judgements of student performance must be criterion-referenced so that feedback
can be given that includes clearly expressed next steps for improvement. Tools
of varying complexity can facilitate this.
·
For
assessing/evaluating a test or quiz, a marking scheme is used.
·
Where
completion or non-completion is the issue, a checklist is sufficient.
·
Where
quality of performance is easily identifiable, a rating scale can be used.
·
For
more complex tasks, the criteria may be incorporated into a rubric where levels
of performance for each criterion are stated in language that can be understood
by students. Rubrics describe performance of a generalized skill (such as
Inquiry) or can be task-specific.
Checklists, rating scales and
rubrics become powerful tools for improving learning when students understand
the criteria and levels of performance before they undertake the task.
Discussion of the criteria for success should be part of every learning task.
Although the final decision must be the teachers’, wherever possible, students
should be involved in the development of rating scales or rubrics by helping to
identify criteria and describe levels of achievement in terms they understand.
Assessment
must be embedded within the instructional process throughout each unit rather
than being an isolated event at the end. Often, the learning and assessment
tasks are the same, with formative assessment provided throughout the activity.
In every case, the desired demonstration of learning is articulated at the
beginning and the learning activity is planned to make that demonstration
possible.
When
planning learning activities, this process of beginning with the end in mind
helps to focus on the Expectations and to reduce the inclination to expand what
is taught beyond what is required by the guideline.
Assessment,
Evaluation and Reporting are directly linked to the Learning Expectations and
Achievement Chart for Science (The Ontario Curriculum, Grades 11 and 12:
Science, 2000, pp. 172-175). Every learning activity and its assessment
should produce data for making judgments about performance in one or more of
the Achievement Chart categories: Knowledge/Understanding, Inquiry,
Communications and Making Connections. Within each unit and across the course,
the teacher must collect sufficient data (in kind and number) to make valid
judgements about student performances in all categories.
In
the end, the evaluation of the assessment data is expressed as a percentage
based on Achievement Chart levels. That evaluation must be based on individual
student performances relative to the criteria, not to other students’
performances. Final evaluations should reflect the teacher’s informed,
professional judgement of each student’s most consistent level of performance
in each category of the Achievement Chart. Added weight could be given to more
recent performances.
The
teacher needs a wide and balanced range of assessment strategies to accommodate
the varied learning styles of all students, to meet the needs of students with
special needs, and to encompass a broadened range of knowledge and skills
Expectations.
The
teachers should consult individual student IEPs for specific direction on
accommodation for all exceptional students and the specific learning strategies
that work best with each student.
There must be opportunities for students to demonstrate
learning at all levels of the Achievement Chart. Strategies include:
·
diagnostic,
formative and summative assessments;
·
performance
tasks and pencil-and-paper instruments. Both are needed to assess the full
range of Expectations;
·
teacher
assessment and student (self- and peer) assessment. With clearly articulated
criteria, students become partners in the assessment process;
·
individual
and group assessment. When students are engaged in group tasks, it is
appropriate to consider group interaction as an indicator of each student’s
learning skills. However, assessment must focus primarily on each student’s
individual demonstration of the Learning Expectations.
The
Examination Component of the Final 30%
Much
of the evaluation in first-year university science courses focuses on a single
examination encompassing the concepts taught throughout the year. Students of
SBI4U need to be properly prepared for this form of evaluation. Study skills,
including chunking of content, use of different graphic organizers, and
preparation of study sheets, should be integrated into a number of lessons.
Multiple-choice questions should be used as one of a variety of ways of
evaluating a wide range of Expectations. Students should experience these
questions throughout the course and be taught strategies for answering them.
Students would benefit from more
than one opportunity at writing a multi-unit examination. A midterm exam can be
scheduled; after the examination is evaluated, students receive feedback and a
chance to reflect on their results. The final examination allows them to adjust
strategies and learn from their first experience.
Examination
design is also crucial. Examinations must allow for evaluation of all four
categories and all levels to occur. Examination questions should be equally
distributed across the course units, and consideration should be given to a
range of question types, such as multiple choice, short and extended answer,
laboratory-based and higher-order questions.
Group
Work Considerations
A
number of group activities are described in this profile. These allow students
opportunities to practise and be assessed and evaluated for Teamwork, one of
the five Learning Skills. Teamwork is often identified as a key employability
skill. Initiative, Organization, and Work Habits/Homework, three other Learning
Skills, can also be practised, assessed, and evaluated to some extent through
group work. However, when group assignments are used to evaluate course
Expectations, the teacher must ensure that evaluation is done on an individual
basis. This can be accomplished in a number of ways:
·
Arrange
individual teacher/student conferences. Student responses to a series of
questions can be used to evaluate Knowledge, Communication Skills and Making
Connections most easily, but can also be used for Inquiry.
·
On a
regular basis, collect and evaluate work journals or log books, where students
describe their role and responsibility in completion of an activity.
·
Students
use reflection journals to describe their learnings from a certain activity,
and then are evaluated for Knowledge and Making Connections.
·
Work
logs and reflection journals can be in formats other than pencil and paper.
Some students might produce more complete and detailed answers if they were
using a tape recorder or a concept map. This would allow different learning
styles to be addressed.
·
Students
could pool their experimental or research results, and produce an independent,
individual final product that would be evaluated.
·
Students
could contract for different aspects of research or communication for a group
project. This is another opportunity to address individual learning styles.
When evaluating the group presentation, the teacher must be aware of individual
responsibilities.
·
A quiz
could be used to evaluate specific Knowledge or Making Connection expectations
gained through a group activity.
·
Teacher
observation, using a checklist, and on-the-spot questioning can be used to
assess and evaluate meeting of expectations on an individual basis.
·
Acquisition
of technical skills could be evaluated in another, individual situation such as
a summative, practical skills test.
Self- and
peer assessment of individual performances within a group setting are
appropriate and useful to assist students in becoming self-monitoring. However,
such assessments are not to be the basis for evaluation; evaluation is the sole
responsibility of the teacher.
Students with special needs, whether identified
formally or not, need additional supports to succeed in Grade 12 Biology to
their full potential. Teachers should consult individual student IEPs for
specific direction on accommodation for exceptional students. The following are
examples of accommodations and aids that may be helpful in a general way. Where
there are specific accommodations required in an activity, the suggestions are
noted within the activity.
·
Ensure
that peer helpers are available when students are working in small groups.
·
Provide
handout sheets with sample calculations and specific skill instructions.
·
Help
students create data charts into which they record information.
·
Record
key words on the board when students are expected to make their own notes.
·
Allow
students to report verbally to a scribe (teacher or student) who can then help
in note making.
·
Utilize
student strengths by permitting them a wide range of options for recording and
reporting their work, e.g., drawings, diagrams, flow charts, concept maps.
·
Extend
timelines to give students more time to process language and put their thoughts
into words.
·
Give
readings in advance to students or provide a selection of materials at
different reading levels.
·
Provide
extended timelines in situations where students do not have access to computers
outside of school.
·
Check
the IEPs of all identified students for specific adaptations in teaching
methodologies and evaluation.
·
Have
students keep a science dictionary of terms using pictures and first-language
words.
·
Permit
the use of a translation dictionary on assessments.
·
Provide
additional time on assessments for dictionary use and processing language.
·
Provide
assistance to identify resources with appropriate reading level when research
is required.
Students
can apply and refine the skills, knowledge and habits of mind they acquire in
SBI4U through Cooperative Education, work experience and service placements
within the community.
A work
site placement must be directly connected to the Expectations of SBI4U if it is
to contribute to a student’s perspective of future careers or educational
opportunities. The wording in the document Cooperative Education and Other
Forms of Experiential Learning (Ontario, Ministry of Education, 2000)
provides clear direction, and should be the focus of the personalized learning
plans for students. “The personalized learning plan must include the following:
the Curriculum Expectations of the related course that describe the knowledge
and skills the student will extend and refine through application and
practice at the workplace” (p. 23, emphasis added). The placement is not intended
to introduce the student to the Expectations, but should connect closely enough
that significant Expectations are clearly extended and refined in a workplace
setting. Both workplace and community experiences may offer unique
opportunities for students to achieve a major goal of SBI4U. “To relate science
to technology, society, and the environment” and to gain experience in the
Science Investigative Skills defined at the beginning of the course description
in the guideline. The personalized placement learning plan of a student who has
an Individual Education Plan (IEP) must be developed with direct reference to
the IEP.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Understanding
of the mechanism for evolution |
-
demonstrates limited understanding of the mechanism for evolution |
-
demonstrates some understanding of the mechanism for evolution |
-
demonstrates considerable understanding of the mechanism for evolution |
-
demonstrates thorough understanding of the mechanism for evolution |
|
Provides
explanation to support proposed theory |
-
rarely gives explanation to support proposed theory |
-
sometimes gives explanation to support proposed theory |
-
usually gives complete explanations to support proposed theory |
-
consistently gives complete explanations to support proposed theory |
|
Communication Clarity
and precision of communication |
-
rarely communicates with clarity and precision |
-
sometimes communicates with clarity and precision |
-
usually communicates with clarity and precision |
-
consistently communicates with clarity and precision |
|
Use of
scientific terminology |
- uses
appropriate scientific terminology with limited accuracy and effectiveness |
- uses
appropriate scientific terminology with some accuracy and effectiveness |
- uses
appropriate scientific terminology with considerable accuracy and
effectiveness |
- uses
appropriate scientific terminology with a high degree of accuracy and
effectiveness |
Note: A student whose achievement is
below Level 1 (50%) has not met the expectations for this assignment or
activity.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Understanding
of changes affecting human population growth |
-
demonstrates understanding of few of the changes associated with historical
and current human population growth |
-
demonstrates understanding of some of the changes associated with historical
and current human population growth |
-
demonstrates understanding of most of the changes associated with historical
and current human population growth |
-
demonstrates understanding of all of the changes associated with historical
and current human population growth |
|
Understanding
of population changes in general |
-
infrequently gives explanations related to the population changes |
-
sometimes gives explanations related to the population changes |
-
usually gives complete explanations related to the population changes |
-
consistently gives complete explanations related to the population changes |
|
Making
Connections, Inquiry, Communication Communication
of information |
- few
aspects of the design of the timeline show a connection to the topic |
- some
aspects of the design of the timeline show a connection to the topic |
- many
aspects of the design of the timeline show a connection to the topic |
- the
design and topic of the timeline have been totally integrated |
|
Problem
analysis |
-
analyses problems with limited effectiveness |
-
analyses problems with some effectiveness |
-
analyses problems with considerable effectiveness |
-
analyses problems with a high degree of effectiveness |
|
Use of
timeline format |
-
timeline format is used with limited effectiveness |
-
timeline format is used with some effectiveness |
-
timeline format is used with considerable effectiveness |
-
timeline format is used with a high degree deal of effectiveness |
Note: A student whose achievement is
below Level 1 (50%) has not met the expectations for this assignment or
activity.
[Note to the teacher: For consistency,
especially for students enrolled in more than one science course, it is
suggested that one model of lab report writing be used by all Grade 12 science
courses within a school. The example below is a suggested format and should be
adapted to meet the needs of individual schools and communities.]
Writing
Scientific Lab Reports
The
purpose of a scientific lab or research report is to reveal to others some
specific data you have collected and what you think they mean. A report must be
written as concisely and clearly as possible so that the reader can grasp the
material quickly and could accurately repeat or expand on your research.
Whether you are writing a lab report for a course, a graduate thesis, or a
paper for publication in a scholarly research journal, the format is similar to
the one described below.
1. Title
The title
of a report should indicate exactly what you have studied, e.g., The Effects of
Light and Temperature on the Growth of the Bacterium, Escherichia coli.
This title explains the environmental factors manipulated (light and
temperature), the parameter measured (growth), and the specific organism used (E.
coli). If a large number of variables or organisms were used, the title
could say “Several Factors...” or “Various Chemicals....” It is unnecessary to
include words such as “Observations on the Effects of...” or “A Report on the
Effects of...” or “A Study on the Effects of....”
2.
Abstract
The
abstract is a condensed version of the entire paper. It allows a reader to
quickly understand the purpose, methods, results and significance of your
research without reading the entire paper. Abstracts or papers published in
scholarly journals are useful when conducting library research, because the
researcher can quickly determine whether the research report will be relevant
to the topic. The material in the abstract is written in the same order as that
within the paper, and has the same emphasis. An effective abstract should
include a sentence or two summarizing the highlights from each of the sections:
introduction (including purpose), methods, results, and discussion. To reflect
the content of the paper accurately, the abstract should be written after the
final draft of your paper is complete, although it is placed at the beginning
of the paper.
3.
Introduction
WHY DID
YOU STUDY THIS PROBLEM?
The
introduction should identify the problem or issue and give background
information (historical and/or theoretical) about that problem. The
introduction contains a brief literature review which should describe previous
research conducted on the problem, and explain how the current experiment will
help to clarify or expand the knowledge. This information should justify why
you conducted the experiment. All references to previous studies should be
properly documented. The introduction should end with a purpose statement,
sometimes in the form of a hypothesis or null hypothesis. The purpose statement
is a single sentence which specifically states the answer to the question that
the experiment was designed to answer; e.g., the purpose of this investigation
was to determine the effects of environmentally realistic exposures of acid
precipitation on productivity of field-grown and chamber-grown peanuts.
4.
Materials and Methods
WHAT DID
YOU DO? HOW DID YOU DO IT?
In the
materials and methods section of a formal lab report, you should describe how
and when you did your work, including experimental design, experimental
apparatus, methods of gathering and analysing data, and types of control. This
section must include complete details and be written clearly enough to allow
readers to duplicate the experiment if they so wish. This section is written in
past tense because you have already done the experiment. It should not be
written in the form of instructions or as a list of materials, as in a
laboratory manual.
Instead, it is written as a narrative
describing, either in first person active voice or in passive voice, what you
did, e.g., first person active voice: I filled six petri plates with agar;
passive voice: six petri plates were filled with agar. Methods adapted from other
sources should be referenced. Photographs, maps and diagrams may be used to
help describe the experimental set up (see Tables and Figures below).
5.
Results
WHAT DID
YOU FIND?
In the
results, you present your observations and data with no interpretations or
conclusions about what they mean. Tables and graphs should be used to
supplement the text and to present the data in a more understandable form (see
Tables and Figures below). Raw data will probably be most effective in table
format, with the highlights summarized in graph form. The written text of the
results section may be as short as one sentence summarizing the highlights and
directing the reader to specific Tables and Figures. Use past tense to describe
your results. Sample calculations for a lab report in a course may be included
in a separate section titled, “Calculations,” or in an Appendix at the end of
the report.
6.
Discussion
WHAT DOES
IT MEAN? HOW DOES IT RELATE TO PREVIOUS WORK IN THE FIELD?
Explain
what you think the data means. Describe patterns and relationships that
emerged. Compare these results to trends described in the literature and to
theoretical behaviour. Explain how any changes to, or problems with, the
experimental procedure may have affected the results, or offer other suggestions
as to why the results may have been different from or similar to related
experiments described in the literature. Interpretations should be supported
whenever possible by references to the lab manual, the text, and/or other
studies from the literature, properly documented. Remind the reader of your own
results, when relevant, without repeating endless information from Results. If
the lab manual includes questions to be answered in the Discussion, integrate
the responses into a logical discussion, rather than answering them one by one.
In addition, do not include only the answers to the questions – use them as a
guideline for supplementing your discussion, not limiting it.
7.
Literature Cited
Also
called “References” or “References Cited,” this is a list only of papers
actually mentioned (cited) within the report. (A “Bibliography,” on the other
hand, refers to a list of all materials used to get background knowledge on a
subject; you will not usually be required to include one in a scientific lab
report.) Remember that all information within the report that is not your
original work or ideas should be referenced (not necessarily quoted, but
paraphrased or summarized – quotations are rare in scientific writing.) There
are several standard styles for documenting references. Check with the teacher
for their preference. You may be asked to follow the format of a particular
journal in your field. If so, follow that format exactly.
8.
Tables and Figures
Tables
and figures are often used in a report to present complicated data. Use the
following guidelines to incorporate them effectively. Each table or figure must
be introduced within the text, and the comment should point out the highlights,
e.g., The temperature increased on the third day (Figure 1). All tables and
figures must be numbered and have self-explanatory titles so that the reader
can understand their content without the text, e.g., Table 1. Per cent of
soybean plants exhibiting visible injury after exposure to acid rain. Tables
and figures are assigned numbers in the order they are mentioned in the text.
Tables and figures are numbered independently of each other, e.g., Table 1 and
2, and then Figure 1 and 2 as well. Tables are referred to as tables, and all
other items (graphs, photographs, drawings, diagrams, maps, etc.) are referred
to as figures. Tables are labelled at the top and figures at the bottom. Tables
and figures may be placed at the end of the paper, or within the text as soon
as possible after they are mentioned without interrupting the text, e.g., at
the end of a paragraph or section.
Copyright
the University of Guelph, 2002 - 1991. (Used with permission.)
SIS.01 - demonstrate an understanding of
safety practices consistent with Workplace Hazardous Materials Information
System (WHMIS) legislation by selecting and applying appropriate techniques for
handling, storing, and disposing of laboratory materials (e.g., use proper
techniques in handling, storing, and disposing of bacteria, chemicals, and
bio-hazardous waste);
SIS.02
- select
appropriate instruments and use them effectively and accurately in collecting
observations and data (e.g., use molecular models to represent functional
groups; perform gel electrophoresis or DNA extraction);
SIS.03
- demonstrate the
skills required to plan and carry out investigations, using laboratory
equipment safely, effectively, and accurately (e.g., conduct an experiment to
investigate the effect of temperature on enzymes);
SIS.04
- select and use
appropriate numeric, symbolic, graphical, and linguistic modes of
representation to communicate scientific ideas, plans, and experimental results
(e.g., use chemical formulae for biological molecules);
SIS.05
- locate, select,
analyse, and integrate information on topics under study, working independently
and as part of a team, and using appropriate library and electronic research
tools, including Internet sites;
SIS.06
- compile,
organize, and interpret data, using appropriate formats and treatments,
including tables, flow charts, graphs, and diagrams (e.g., create a chart of
hormone actions, or of homologous and analogous structures; create a timeline
of recent discoveries in biotechnology);
SIS.07
- communicate the
procedures and results of investigations and research for specific purposes
using data tables and laboratory reports (e.g., report on an experimental
investigation of the effect of chemical stimuli on invertebrates, or the causes
of fluctuation of a population);
SIS.08
- express the
result of any calculation involving experimental data to the appropriate number
of decimal places or significant figures;
SIS.09
- select and use
appropriate SI units;
SIS.10
- identify and
describe science- and technology-based careers related to the subject area
under study (e.g., genetic engineer, biochemist, genetic counsellor,
microbiologist, pharmacologist, histologist, immunologist, palaeontologist,
population ecologist, nutritionist).
MPV.01 · describe the structure and
function of the macromolecules necessary for the normal metabolic functions of
all living things, and the role of enzymes in maintaining normal metabolic
functions;
MPV.02 · conduct laboratory investigations
into the transformation of energy in the cell, including photosynthesis and
cellular respiration, and into the chemical and physical properties of
biological molecules;
MPV.03 · explain ways in which knowledge
of the metabolic processes of living systems can contribute to technological
development and affect community processes and personal choices in everyday
life.
Understanding
Basic Concepts
MP1.01 – apply the laws of thermodynamics to the
transfer of energy in the cell, particularly with respect to respiration and
photosynthesis;
MP1.02 – identify the functional groups
within biological molecules (e.g., hydroxyl, carbonyl, carboxyl, amino,
phosphate) and explain how they contribute to the function of each molecule
(e.g., use molecular models to determine whether a molecule is polar or
non-polar, and relate this property to diffusion through a plasma membrane);
MP1.03 – describe the chemical structure,
mechanisms, and dynamics of enzymes in cellular metabolism (e.g., the function
of enzymes in metabolic reactions in mitochondria or chloroplasts);
MP1.04 – identify and describe the four
main types of biochemical reactions: redox, hydrolysis, condensation, and
neutralization;
MP1.05 – describe how such molecules as
glucose, ATP, pyruvic acid, NADH, and oxygen function within energy
transformations in the cell, and explain the roles of such cell components as
mitochondria, chloroplasts, and enzymes in the processes of cellular
respiration and photosynthesis;
MP1.06 – compare matter and energy
transformations associated with the processes of cellular respiration (aerobic
and anaerobic) and photosynthesis (e.g., for each process, compare the role of
oxygen and the role of organelles, such as mitochondria and chloroplasts).
Developing
Skills of Inquiry and Communication
MP2.01 – formulate operational definitions
of the terms related to metabolic processes (e.g., use the following terms in
relation to cell metabolism: electronegativity, isomer, functional group,
polymer, organic acid, organic base, solubility, enzyme, substrate, reaction
rate);
MP2.02 – investigate the structures of
biological molecules and functional groups using computer-generated,
three-dimensional images and/or by building molecular models (e.g., simple
carbohydrates, amino acids, simple polypeptides);
MP2.03 – investigate and explain the
relationship between metabolism and the structure of biomolecules, using
problem-solving techniques (e.g., analyse the difference between the metabolic
rates of sweet corn and starchy corn);
MP2.04 – design and carry out an
experiment related to a cell process (e.g., enzyme activity, membrane
transport), controlling the major variables and adapting or extending
procedures where required (e.g., conduct an experiment to find optimal conditions
[pH, concentration, and temperature] for various enzymes and membrane
transport);
MP2.05 – determine the similarities and
differences between mitochondria and chloroplasts (e.g., compare the structure
and function of a mitochondrion and a chloroplast by examining micrographs and
identifying reactants, products, and pathways);
MP2.06 – interpret qualitative and
quantitative observations, gathered through investigation, of the products of
cellular respiration and photosynthesis (e.g., type and quantity produced) and,
either by hand or by computer, compile and display the results in an
appropriate format.
Relating
Science to Technology, Society, and the Environment
MP3.01 – relate knowledge gained from
their current studies of metabolism to their learning in the fields of chemical
thermodynamics and physical energy;
MP3.02 – describe technological
applications of enzyme activity in the food and pharmaceutical industries
(e.g., the production of dairy products using micro-organisms; the use of yeast
to make bread; the use of enzymes to control reaction rates in the
pharmaceutical industry);
MP3.03 – explain the relevance, in their
personal lives and the life of the community, of the study of cell biology and
related technologies (e.g., explain how their learning about metabolic
processes is relevant to their personal choices about exercise, diet, and the
use of pharmacological substances).
MGV.01 · explain the concepts of gene and
gene expression and the roles of DNA, RNA, and chromosomes in cellular
metabolism, growth, and division, and demonstrate an awareness of the
universality of the genetic code;
MGV.02 · explain, through laboratory
activities and conceptual models, processes within the cell nucleus;
MGV.03 · describe some of the theoretical
issues surrounding scientific research into genetic continuity; the general
impact and philosophical implications of the knowledge gained; and some of the
issues raised by related technological applications.
Understanding
Basic Concepts
MG1.01 – compare the structure and
function of RNA and DNA, and explain their roles in protein synthesis;
MG1.02 – describe the current model of DNA
replication and methods of repair following an error;
MG1.03 – explain the steps involved in
protein synthesis (e.g., transcription and translation) and the control
mechanisms for genetic expression using regulatory proteins (e.g., lac operon,
tryp operon);
MG1.04 – describe how mutagens such as
radiation and chemicals can change the genetic material in cells by causing
mutations (e.g., point mutations and frame-shifts);
MG1.05 – demonstrate an understanding of
genetic manipulation, and of its industrial and agricultural applications
(e.g., describe the processes involved in cloning, or in sequencing of DNA
bases; explain the processes involved in the manipulation of genetic material
and protein synthesis; explain the development and mechanisms of the
polymerization chain reaction);
MG1.06 – describe the functions of the
cell components used in genetic engineering (e.g., the roles of plasmids,
restriction enzymes, recombinant DNA, and vectors);
MG1.07 – outline contributions of genetic
engineers, molecular biologists, and biochemists that have led to the further
development of the field of genetics (e.g., the findings of Cohen-Boyer [1973],
Chilton [1981], and Stanford [1988]; transfer of the somatotropine gene
[1990]).
Developing
Skills of Inquiry and Communication
MG2.01 – illustrate the genetic code by
examining/analysing a segment of DNA (e.g., compare base sequences of DNA for
an enzyme in humans and another animal; compare base sequences in DNA in order
to recognize an anomaly);
MG2.02 – interpret micrographs that demonstrate
the cellular structures involved in protein synthesis;
MG2.03 – investigate and analyse the cell
components involved in protein synthesis, using laboratory equipment safely and
appropriately (e.g., extract DNA; compare different proteins; separate DNA or
polypeptides using electrophoresis);
MG2.04 – describe the major findings that
have arisen from the Human Genome Project (e.g., create a timeline of the
project, or make a chart of the discoveries).
Relating
Science to Technology, Society, and the Environment
MG3.01 – explain the roles of evidence,
theories, and paradigms in the development of scientific knowledge about
genetics (e.g., explain the impact of cloning a sheep on the theory of
differentiation; explain the impact of the discovery of the structure of DNA as
the universal molecule for living organisms);
MG3.02 – describe the principal elements
of the Canadian regulations on biotechnological products, and explain their
implications (e.g., consult Environment Canada or Food and Health Canada for
the regulations; or use current websites for agencies such as Agriculture
Canada that list new products).
HSV.01 · describe and explain the
physiological and biochemical mechanisms involved in the maintenance of homeostasis;
HSV.02 · analyse, through experiments and
the use of models, the feedback mechanisms that maintain chemical and physical
homeostasis in animal systems;
HSV.03 · analyse how environmental factors
(physical, chemical, emotional, and microbial) and technological applications
affect/contribute to the maintenance of homeostasis, and examine related
societal issues.
Understanding
Basic Concepts
HS1.01 – describe the anatomy and
physiology of the endocrine and nervous systems, and explain their roles in
homeostasis;
HS1.02 – explain the action of hormones in
the female and male reproductive systems, including the feedback mechanisms
involved;
HS1.03 – explain the role of the kidney in
maintaining water and ion balance;
HS1.04 – describe and explain homeostatic
processes involved in maintaining water, ionic, thermal, and acid-base
equilibria in response to both a changing environment and medical treatments
(e.g., explain the feedback mechanisms involved in water balance or
thermo-regulation; explain the buffering system of blood; describe the effect
of disorders of the nervous system or endocrine system; describe how
chemotherapy affects homeostasis);
HS1.05 – describe the mammalian
immunological response to a viral or bacterial infection;
HS1.06 – predict the impact of
environmental factors such as allergens on homeostasis within an organism.
Developing
Skills of Inquiry and Communication
HS2.01 – construct a model that
illustrates the essential components of the homeostatic process (e.g., use a
flow chart to describe representative feedback mechanisms in living things);
HS2.02 – design and carry out an
experiment to investigate a feedback system (e.g., record physiological effects
of drinking coffee);
HS2.03 – design and conduct an experiment
using invertebrates to study the response to external stimuli (e.g.,
instinctive behaviour in response to chemical stimuli or light);
HS2.04 – compile and display, either by
hand or computer, data and information about homeostatic phenomena in a variety
of formats, including diagrams, flow charts, tables, graphs, and scatter plots
(e.g., create a chart of hormones showing the source, stimulation, target
organ, action and nature, and related disorders for each; make a graph of the
reaction time of the pupil of the eye when stimulated by light of different
colours; create a chart of allergies and the foods that trigger them).
Relating
Science to Technology, Society, and the Environment
HS3.01 – synthesize case study information
about the effects of taking chemical substances to enhance performance or
improve health (e.g., explain the effect of steroids on health; debate the
wisdom of taking large quantities of vitamins or amino acids; describe
substances people use to cope with stress);
HS3.02 – present informed opinions about
problems related to the health industry, health legislation, and personal
health (e.g., describe issues related to transplants or kidney dialysis;
discuss the difficulties in treating neurological and infectious diseases);
HS3.03 – describe some Canadian
contributions to knowledge and technology in the field of homeostasis (e.g.,
the discovery of a new blood stem cell; the discovery of insulin).
EVV.01 · analyse evolutionary mechanisms,
and the processes and products of evolution;
EVV.02 · evaluate the scientific evidence
that supports the theory of evolution;
EVV.03 · analyse how the science of
evolution can be related to current areas of biological study, and how
technological development has extended or modified knowledge in the field of
evolution.
Understanding
Basic Concepts
EV1.01 – define the concept of speciation
and explain the mechanisms of speciation;
EV1.02 – describe, and put in historical
and cultural context, some scientists’ contributions that have changed
evolutionary concepts (e.g., describe the contributions – and the prevailing
beliefs of their time – of Lyell, Malthus, Lamarck, Darwin, and Gould and
Eldridge);
EV1.03 – analyse evolutionary mechanisms
(e.g., natural selection, sexual selection, genetic variation, genetic drift,
artificial selection, biotechnology) and their effects on biodiversity and
extinction (e.g., describe examples that illustrate current theories of evolution,
such as the darkening over time, in polluted areas, of the pigment of the
peppered moth, an example of industrial melanism);
EV1.04 – explain, using examples, the
process of adaptation of individual organisms to their environment (e.g.,
explain the significance of a short life cycle in the development of
antibiotic-resistant bacteria populations).
Developing
Skills of Inquiry and Communication
EV2.01 – outline evidence and arguments
pertaining to the origin, development, and diversity of living organisms on
Earth (e.g., evaluate current evidence that supports the theory of evolution
and that feeds the debate on gradualism and punctuated equilibrium);
EV2.02 – identify questions to investigate
that arise from concepts of evolution and diversity (e.g., Why do
micro-organisms evolve so quickly? What factors have contributed to the dilemma
that pharmaceutical companies face in trying to develop new antibiotics because
so many micro-organisms are resistant to existing antibiotics?);
EV2.03 – solve problems related to
evolution using the Hardy-Weinberg equation;
EV2.04 – develop and use appropriate
sampling procedures to conduct investigations into questions related to
evolution (e.g., to determine the incidence of various hereditary
characteristics in a given population), and record data and information;
EV2.05 – formulate and weigh hypotheses
that reflect the various perspectives that have influenced the development of
the theory of evolution (e.g., apply different theoretical models for
interpreting evidence).
Relating
Science to Technology, Society, and the Environment
EV3.01 – relate present-day research and
theories on the mechanisms of evolution to current ideas in molecular genetics
(e.g., relate current thinking about adaptations to ideas about genetic
mutations);
EV3.02 – describe and analyse examples of
technology that have extended or modified the scientific understanding of
evolution (e.g., the contribution of radiometric dating to the palaeontological
analysis of fossils).
PDV.01 · analyse the components of population growth,
and explain the factors that affect the growth of various populations of
species;
PDV.02 · investigate, analyse, and
evaluate populations, their interrelationships within ecosystems, and their
effect on the sustainability of life on this planet;
PDV.03 · evaluate the carrying capacity of
the Earth, and relate the carrying capacity to the growth of populations, their
consumption of natural resources, and advances in technology.
Understanding
Basic Concepts
PD1.01 – explain the concepts of
interaction (e.g., competition, predation, defence mechanisms, symbiotic
relationships, parasitic relationships) among different species of animals and
plants;
PD1.02 – describe characteristics of a
population, such as growth, density, distribution, carrying capacity,
minimum/viable size;
PD1.03 – compare and explain the
fluctuation of a population of a species of plant, wild animal, and
micro-organism, with an emphasis on such factors as carrying capacity,
fecundity, and predation;
PD1.04 – use examples of the energy
pyramid to explain production, distribution, and use of food resources;
PD1.05 – explain the demographic changes
observed over the past ten thousand years (e.g., explain the effect on
populations of such factors as epidemics, the rise of agriculture, the
Industrial Revolution, and the development of modern medicine);
PD1.06 – explain, using demographic
principles, problems related to the rapid growth of human populations and the
effects of that growth on future generations (e.g., relate the carrying
capacity of the Earth to the growth of populations and their consumption of
resources).
Developing
Skills of Inquiry and Communication
PD2.01 – use conceptual and mathematical
models to determine the growth of populations of various species in an
ecosystem (e.g., use the concepts of exponential, sigmoid, and sinusoidal
growth to describe and predict various populations);
PD2.02 – determine experimentally the
characteristics of population growth of two populations (e.g., examine the
population cycles of a predator and a prey, or those of two populations that
compete for food);
PD2.03 – using the ecological hierarchy
for living things, evaluate how a change in one population can affect the
entire hierarchy both physically and economically (e.g., the effects of the
killing off of species of fish by lamprey eels, or the results of the
introduction of zebra mussels into the Great Lakes);
PD2.04 – investigate, individually or
collaboratively, the effects of human population growth on the environment and
the quality of life (e.g., effects on ecosystems, such as the elimination of
wildlife, plants, and farmland; causes and effects of ozone depletion or acid
rain).
Relating
Science to Technology, Society, and the Environment
PD3.01 – analyse Canadian investments in
human resources and agricultural technology in a developing country (e.g., investigate
Canadian International Development Agency [CIDA]-funded projects in a
developing country);
PD3.02 – describe examples of stable
food-production technologies that nourish a dense and expanding population;
PD3.03 – outline the advances in medical care and technology that have contributed to an increase in life expectancy, and relate these developments to demographic issues.
Unit 1 | Course Profiles Main Menu