Gizmos for Ontario - Science: Biology, Grade 12, University Preparation (Ontario Curriculum adopted 2008)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

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);

A1.1: Students will: formulate relevant scientific questions about observed relationships, ideas, problems, or issues, make informed predictions, and/or formulate educated hypotheses to focus inquiries or research

A1.6: Students will: compile accurate data from laboratory and other sources, and organize and record the data, using appropriate formats, including tables, flow charts, graphs, and/or diagrams

A1.8: Students will: synthesize, analyse, interpret, and evaluate qualitative and/or quantitative data to determine whether the evidence supports or refutes the initial prediction or hypothesis and whether it is consistent with scientific theory; identify sources of bias and/or error; and suggest improvements to the inquiry to reduce the likelihood of error

A1.10: Students will: draw conclusions based on inquiry results and research findings, and justify their conclusions with reference to scientific knowledge

A1.11: Students will: communicate ideas, plans, procedures, results, and conclusions orally, in writing, and/or in electronic presentations, using appropriate language and a variety of formats (e.g., data tables, laboratory reports, presentations, debates, simulations, models)

A1.12: Students will: use appropriate numeric, symbolic, and graphic modes of representation (e.g., biological diagrams, three-dimensional molecular models), and appropriate units of measurement (e.g., SI and imperial units)

B: Biochemistry

B2: investigate the chemical structures, functions, and chemical properties of biological molecules involved in some common cellular processes and biochemical reactions;

B2.1: Students will: use appropriate terminology related to biochemistry, including, but not limited to: active and passive transport, covalent and ionic bond, allosteric site, substrate, substrate-enzyme complex, and inhibition

B2.2: Students will: plan and conduct an investigation to demonstrate the movement of substances across a membrane (e.g., the effects of salt water and distilled water on a potato)

B2.4: Students will: conduct biological tests to identify biochemical compounds found in various food samples (e.g., use Benedict’s solution to test for carbohydrates in food samples), and compare the biochemical compounds found in each food to those found in the others

B2.5: Students will: plan and conduct an investigation related to a cellular process (e.g., factors that affect enzyme activity; factors that affect transport of substances across cell membranes), using appropriate laboratory equipment and techniques, and report the results in an appropriate format

B3: demonstrate an understanding of the structures and functions of biological molecules, and the biochemical reactions required to maintain normal cellular function.

B3.1: Students will: explain the roles of various organelles, such as lysosomes, vacuoles, mitochondria, internal cell membranes, ribosomes, smooth and rough endoplasmic reticulum, and Golgi bodies, in cellular processes

B3.2: Students will: describe the structure of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids, and explain their function within cells

B3.5: Students will: identify and describe the four main types of biochemical reactions (oxidation-reduction [redox], hydrolysis, condensation, and neutralization)

C: Metabolic Processes

C2: investigate the products of metabolic processes such as cellular respiration and photosynthesis;

C2.2: Students will: conduct a laboratory investigation into the process of cellular respiration to identify the products of the process, interpret the qualitative observations, and display them in an appropriate format

C2.3: Students will: conduct a laboratory investigation of the process of photosynthesis to identify the products of the process, interpret the qualitative observations, and display them in an appropriate format

C3: demonstrate an understanding of the chemical changes and energy conversions that occur in metabolic processes.

C3.1: Students will: explain the chemical changes and energy conversions associated with the processes of aerobic and anaerobic cellular respiration (e.g., in aerobic cellular respiration, glucose and oxygen react to produce carbon dioxide, water, and energy in the form of heat and ATP; in anaerobic cellular respiration, yeast reacts with glucose in the absence of oxygen to produce carbon dioxide and ethanol)

C3.2: Students will: explain the chemical changes and energy conversions associated with the process of photosynthesis (e.g., carbon dioxide and water react with sunlight to produce oxygen and glucose)

C3.4: Students will: describe, compare, and illustrate (e.g., using flow charts) the matter and energy transformations that occur during the processes of cellular respiration (aerobic and anaerobic) and photosynthesis, including the roles of oxygen and organelles such as mitochondria and chloroplasts

D: Molecular Genetics

D2: investigate, through laboratory activities, the structures of cell components and their roles in processes that occur within the cell;

D2.1: Students will: use appropriate terminology related to molecular genetics, including, but not limited to: polymerase I, II, and III, DNA ligase, helicase, Okazaki fragment, mRNA, rRNA, tRNA, codon, anticodon, translation, transcription, and ribosome subunits

D2.2: Students will: analyse a simulated strand of DNA to determine the genetic code and base pairing of DNA (e.g., determine base sequences of DNA for a protein; analyse base sequences in DNA to recognize an anomaly)

D2.4: Students will: investigate and analyse the cell components involved in the process of protein synthesis, using appropriate laboratory equipment and techniques, or a computer simulation

D3: demonstrate an understanding of concepts related to molecular genetics, and how genetic modification is applied in industry and agriculture.

D3.1: Students will: explain the current model of DNA replication, and describe the different repair mechanisms that can correct mistakes in DNA sequencing

D3.2: Students will: compare the structures and functions of RNA and DNA, and explain their roles in the process of protein synthesis

E: Homeostasis

E2: investigate the feedback mechanisms that maintain homeostasis in living organisms;

E2.2: Students will: plan and construct a model to illustrate the essential components of the homeostatic process (e.g., create a flow chart that illustrates representative feedback mechanisms in living things)

E3: demonstrate an understanding of the anatomy and physiology of human body systems, and explain the mechanisms that enable the body to maintain homeostasis.

E3.1: Students will: describe the anatomy and physiology of the endocrine, excretory, and nervous systems, and explain how these systems interact to maintain homeostasis

E3.3: Students will: describe the homeostatic processes involved in maintaining water, ionic, thermal, and acid–base equilibrium, and explain how these processes help body systems respond to both a change in environment and the effects of medical treatments (e.g., the role of feedback mechanisms in water balance or thermoregulation; how the buffering system of blood maintains the body’s pH balance; the effect of medical treatments on the endocrine system; the effects of chemotherapy on homeostasis)

F: Population Dynamics

F3: demonstrate an understanding of concepts related to population growth, and explain the factors that affect the growth of various populations of species.

F3.1: Students will: explain the concepts of interaction (e.g., competition, predation, defence mechanism, symbiotic relationship, parasitic relationship) between different species

F3.3: Students will: explain factors such as carrying capacity, fecundity, density, and predation that cause fluctuation in populations, and analyse the fluctuation in the population of a species of plant, wild animal, or microorganism

F3.5: Students will: explain how a change in one population in an aquatic or terrestrial ecosystem can affect the entire hierarchy of living things in that system (e.g., how the disappearance of crayfish from a lake causes a decrease in the bass population of the lake; how the disappearance of beaver from an ecosystem causes a decrease in the wolf population in that ecosystem)

Correlation last revised: 9/4/2026

Ontario - Science: Biology, Grade 12, University Preparation

Ontario Curriculum | Adopted: 2008