SBI3U – Biology
| Course Type : | University Preparation |
| Credit Value : | 1.0 |
| Prerequisite : | Science Grade 10 Academic, SNC2D |
Course Description
This course, SBI3U – Biology, aims to enhance students’ grasp of the intricate processes in biological systems. Students will engage in both theoretical study and hands-on activities. They will examine important topics like biodiversity, evolution, genetic processes, the structure and function of animals, and the anatomy, growth, and role of plants. The Biology Grade 11 curriculum highlights these theoretical topics and helps students develop key skills in scientific inquiry and investigation. This course serves as a strong base in biological sciences. It suits those preparing for university and those who love nature. Contact us to learn more about SBI3U – Biology.
Outline of Course Content
Unit
Titles and Descriptions
Time and Sequence
Unit 1
Evolution
In this unit, students will demonstrate an understanding of the theory of evolution and the evidence that supports it. They will examine the mechanisms by which it occurs, including thorough consideration of natural selection and punctuated equilibrium, and evaluate the logic that has drawn scientists to their conclusions. They will also analyse the economic and environmental pros and cons of artificial selection technology, and evaluate the impact of environmental changes on natural selection and species at risk.
22 hours
Unit 2
Diversity of Life
In this unit, students will demonstrate an understanding of the diversity of living things through the principles of taxonomy and phylogeny. They will use sampling and classification techniques to infer phylogenies and heredity. They will analyse the effects of human activity on biodiversity.
22 hours
Unit 3
Genetic Processes
In this unit, students will demonstrate an understanding of concepts, processes, and technologies related to the transmission of hereditary characteristics. They will investigate genetic processes, including but not limited to mitosis and meiosis, and solve basic classical genetics problems involving monohybrid and dihybrid crosses. They will consider the importance of recent contributions to our knowledge of genetics, and consider the impact and implications of genetic, genomic and proteomic research.
22 hours
Unit 4
Animals: Structure and Function
In this unit, students will demonstrate an understanding of animal anatomy and physiology, and describe disorders of some major organ systems. They will investigate by means of computer simulation and independent experimentation, the functional responses of the respiratory and circulatory systems of animals, and the relationships between major organ systems. They will analyse the relationships between changing societal needs, technological advances and our understanding of internal systems of humans, including detailed studies of some modern heart surgeries.
20 hours
Unit 5
Plants: Anatomy, Growth and Function
In this unit, students will demonstrate an understanding of the diversity of vascular plants, including but not limited to their structures, internal transport systems, reproductive cycles, roles in evolution, and roles in creating and maintaining biodiversity in the context of ecological succession and climax communities. They will investigate the structures and functions of plant tissues through laboratory exercises. They will consider the importance of the sustainable use of plants to society.
29 hours
Unit 6
Final Evaluation
The final assessment task is a three hour exam worth 30% of the student’s final mark.
03 hours
Total
110 hours
University Preparation in Mississauga
It is important that students have opportunities to learn in a variety of ways: individually and cooperatively;
independently and with teacher direction; through hands-on activities; and
through the study of examples followed by practice;
all of which will be used throughout this course.
The expectations in this science course call for an active, experimental approach to learning, and require all students to participate regularly in laboratory activities. Laboratory activities can reinforce the learning of scientific concepts and promote the development of the skills of scientific investigation and communication. 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. Connections between science and technology and between science and the world beyond the school will be integrated into students’ learning of scientific concepts and skills. Where possible, concepts will be introduced in the context of real-world problems and issues. Students will also be provided with a variety of opportunities to broaden their understanding of scientific investigation. Many activities used in all the units are developing skills necessary for success in the final examination.
University Preparation in Mississauga
Assessment is a systematic process of collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student learning based on established criteria. The purpose of assessment is to improve student learning. This means that judgments 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 are used by the teacher to facilitate this. For the more complex evaluations, the criteria are incorporated into a rubric where levels of performance for each criterion are stated in language that can be understood by students.
| anecdotal | tests |
|---|---|
| quizzes | culminating activities including: |
| Labs/performance tasks | − labs/performance tasks |
| presentations | − research reports |
| research | − presentations |
| labs | − portfolios |
Assessment is 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 unit. In every case, the desired demonstration of learning is articulated clearly and the learning activity is planned to make that demonstration possible. This process of beginning with the end in mind helps to keep focus on the expectations of the course as stated in the course guideline. The evaluations are expressed as a percentage based upon the levels of achievement.
University Preparation in Mississauga
The evaluation of this course is based on the four Ministry of Education achievement categories of knowledge and understanding (25%), thinking (25%), communication (25%), and application (25%). . The evaluation for this course is based on the student’s achievement of curriculum expectations and the demonstrated skills required for effective learning.
The percentage grade represents the quality of the student’s overall achievement of the expectations for the course and reflects the corresponding level of achievement as described in the achievement chart for the discipline.
A credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:
- 70% of the grade will be based upon evaluations conducted throughout the course. This portion of the grade will reflect the student’s most consistent level of achievement throughout the course, although special consideration will be given to more recent evidence of
- 30% of the grade will be based on a final exam administered at the end of the course. The exam will contain a summary of information from the course and will consist of well-formulated multiple choice questions. These will be evaluated using a checklist.
Textbook
Nelson Biology 11 University Preparation © 2011
Frequently Asked Questions (FAQ)
You’ll explore evolution, biodiversity, genetics, animal physiology, and plant anatomy, with a strong focus on scientific investigation.
You need to have completed Grade 10 Academic Science (SNC2D) before enrolling in SBI3U – Biology.
Your mark is based 70% on ongoing assessments (tests, labs, projects) and 30% on a final exam at the end.
Yes, frequent labs and simulations help reinforce concepts and develop essential scientific skills.
We use Nelson Biology 11 University Preparation (2011) as the main resource.