Introduction
This course provides students with the opportunity for in-depth study of the concepts and processes associated with biological systems. Students will study theory and conduct investigations in the areas of biochemistry, metabolic processes, molecular genetics, homeostasis, and population dynamics. Emphasis will be placed on achievement of the detailed knowledge and refinement of skills needed for further study in various branches of the life sciences and related fields.
An OSSD credit course
This course has been developed based on the following Ontario Ministry of Education documents:
- Science, The Ontario Curriculum, Grades 11 and 12, 2008 (Revised)
- Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools (2010)
Major Units and Allocated Time
| Unit | Suggested Time |
|---|---|
| Unit 1: Biochemistry | 18.9 hours |
| Unit 2: Metabolic Processes | 15.7 hours |
| Mid Term Point | |
| Unit 3: Molecular Genetics | 15.1 hours |
| Unit 4: Homeostasis | 15.7 hours |
| Unit 5: Population Dynamics | 10.2 hours |
| Final Exam & Careers Presentation | 6 hours |
| Final Assessments | |
| Final Exam Practice | 2 hours |
| Final Exam | 3 hours |
| Total | 129 hours |
Curriculum Expectations
| A Scientific Investigation Skills and Career Exploration | |
| A1 | demonstrate scientific investigation skills (related to both inquiry and research) in the four areas of skills (initiating and planning, performing and recording, analysing and interpreting, and communicating); |
| A2 | identify and describe careers related to the fields of science under study, and describe contributions of scientists, including Canadians, to those fields. |
| B Biochemistry | |
| B1 | analyse technological applications of enzymes in some industrial processes, and evaluate technological advances in the field of cellular biology; |
| B2 | investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions; |
| B3 | demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function. |
| C Metabolic Processes | |
| C1 | analyse the role of metabolic processes in the functioning of biotic and abiotic systems, and evaluate the importance of an understanding of these processes and related technologies to personal choices made in everyday life; |
| C2 | investigate the products of metabolic processes such as cellular respiration and photosynthesis; |
| C3 | demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes. |
| D Molecular Genetics | |
| D1 | analyse some of the social, ethical, and legal issues associated with genetic research and biotechnology; |
| D2 | investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell; |
| D3 | demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture. |
| E Homeostasis | |
| E1 | evaluate the impact on the human body of selected chemical substances and of environmental factors related to human activity; |
| E2 | investigate the feedback mechanisms that maintain homeostasis in living organisms; |
| E3 | demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis. |
| F Population Dynamics | |
| F1 | analyse the relationships between population growth, personal consumption, technological development, and our ecological footprint, and assess the effectiveness of some Canadian initiatives intended to assist expanding populations; |
| F2 | investigate the characteristics of population growth, and use models to calculate the growth of populations within an ecosystem; |
| F3 | demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species. |
How you are assessed in this course
At Agile Preparatory Academy, tests and assignments are carefully crafted to promote understanding of course content and help students achieve academic success. This success translates to high grades achieved by our students, which reflect a thorough understanding of concepts covered in the course as well as meeting and exceeding curriculum expectations.
Assessment FOR / AS / OF learning
Our teachers champion the idea that the primary purpose of assessment and evaluation is to improve student learning. Our teachers monitor student progression through the course and provide reflection and feedback that guides students towards improvement. The assessment and evaluation strategies of our school follow the Ministry of Education's policies and curriculum requirements. Our teachers use the following types of assessments to improve student learning:
Assessment for learning – These assessments include practice questions which do not contribute significantly (or at all) to the final grade. These assessments give students opportunities to practice their skills and test their knowledge prior to attempting assessments that affect their final grade. It also gives students and teachers opportunities to identify gaps in understanding and discover concepts that have been misunderstood. Here, our teacher gives students descriptive feedback and coaching for improvement.
Assessment as learning – These assessments include self reflections. The purpose of these assessments is to help students develop their capacity to be independent and autonomous learners who are able to set their own goals, monitor their own progress, determine next steps, and reflect on their thinking and learning. These tasks allow students to identify areas of strengths and weaknesses and allow them to advocate for their own learning.
Assessment of learning – These assessments contribute to the final mark of the course. Our teachers ensure that these assessments are ongoing, varied in nature, and administered over a period of time to give multiple opportunities to our students to demonstrate the full range of their learning. It allows our teachers to judge the quality of student learning with respect to curriculum expectations and assign a percentage grade to represent that quality. These assessments are designed to be fair, transparent, and equitable for of our students.
The Final Grade
The overall grade of the course is composed of:
- 70% from course work
- 30% from final evaluation
Most of the overall grade, 70%, is based on course work done prior to the final evaluation. This portion of the grade reflects the student's most consistent level of achievement in the course, with special consideration given to more recent evidence of achievement. Here, our teachers gather evidence of learning from assignments, projects, presentations, and tests throughout the course (Assessment of Learning), giving students multiple opportunities to perform well.
The balance, only 30% of the overall grade, is gathered from final evaluations administered at the end of the course. The final assessment may be a final exam, a final project, or a combination of both an exam and a project.
The OSSD credit
A credit is granted and recorded when the final percentage mark in this course is 50 per cent or higher.
Agile Prep Academy is a high school through which a student can earn credits towards the Ontario Secondary School Diploma (OSSD) high school diploma. We are in compliance with Ontario Ministry of Education policies, and are assessed and authorized by the Ministry to grant the OSSD diploma as well as OSSD credits.
Our courses are taught online, which allows our students to meet and exceed the online credit requirements needed for graduation. For further high school graduation requirements, including the Online learning graduation requirement, please visit the Ministry’s website.