British Columbia · Grade 11

Biology 11

  • LFSC 11

British Columbia’s Grade 11 science course, from Life at the Molecular & Cellular Level to Lab Numeracy: Accuracy and Precision.

Units
4
Lessons
23
Skills
26
Provincial exam
None
Official curriculum
Province of British Columbia

Unit by unit

Every skill in the course, numbered by unit.

Unit 1 · 9 skills

Life at the Molecular & Cellular Level

Levels of Biological Organization

  • The levels of biological organization

    I can name the levels of biological organization in order and explain how each is built from the level below it.

Cell Structure and Function

Sexual Reproduction and Meiosis

  • Sexual reproduction and meiosis

    I can explain sexual reproduction and the process of meiosis, and why it produces genetically varied offspring.

Asexual Reproduction

  • Asexual reproduction

    I can compare the mechanisms of asexual reproduction and explain why they produce genetically identical offspring.

Cellular Respiration

Photosynthesis

Viral Structure and Replication Cycles

  • Viral structure and replication cycles

    I can describe a virus's structure and compare the lytic and lysogenic replication cycles.

Viral Disease, Immunity, and Vaccines

  • Viral disease, immunity, and vaccines

    I can explain how the immune system responds to viral disease, how vaccines work, and how herd immunity reduces disease spread.

First Peoples Understandings of Interrelationships

  • First Peoples understandings of interrelationships between organisms

    I can explain First Peoples understandings of the interrelationships between organisms.

The official wording · 9 outcomes
1.1
levels of organization
1.2
cell structure and function
1.3
sexual and asexual reproduction
1.4
sexual and asexual reproduction
1.5
energy transformations in cells
1.6
energy transformations in cells
1.7
viruses
1.8
viruses
1.9
First Peoples understandings of interrelationships between organisms

Key ideas

  1. The levels run: cell → tissue → organ → organ system → organism → population → community → ecosystem — each level is made of the one before it working together.

  2. The nucleus stores DNA and controls the cell's activities; mitochondria break down food molecules to release usable energy (ATP); ribosomes build proteins.

  3. Sexual reproduction combines genetic material from two parents through the fusion of sex cells (gametes), producing offspring that are a genetic mix of both — never identical to either parent.

  4. Asexual reproduction comes from a single parent with no fusion of gametes, so offspring are genetically identical clones of that one parent.

  5. Cellular respiration breaks down glucose in the presence of oxygen to yield usable energy (ATP) and carbon dioxide as a waste product — this is the process almost every cell uses to power its work.

Watch out for

  • Thinking "organ system" and "organ" are the same thing (an organ system is several organs cooperating, like the heart AND blood vessels AND blood in the circulatory system).
  • Thinking organelles just "float around" doing nothing in particular, rather than each having one specific, necessary job.
  • Confusing meiosis with mitosis — meiosis halves the chromosome number and creates genetic variation for reproduction; mitosis keeps the number the same and creates identical copies for growth/repair.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 2 · 6 skills

Evolution at the Population Level

Microevolution: Adaptation, DNA Change, and Natural Selection

  • Adaptation to changing environments and changes in DNA

    I can explain microevolution as change within a population driven by adaptation and by changes in DNA.

  • Natural selection

    I can explain natural selection as the mechanism of gradual change within a population.

Macroevolution: Speciation and the Evidence

Artificial Selection and Genetic Modification

  • Artificial selection and genetic modifications

    I can explain artificial selection and genetic modifications and discuss the ethical considerations each raises.

The official wording · 6 outcomes
2.1
microevolution
2.2
microevolution
2.3
macroevolution
2.4
macroevolution
2.5
macroevolution
2.6
artificial selection and genetic modifications

Key ideas

  1. Microevolution is change within a species that occurs over time in a population — driven by adaptation to changing environments and by changes in DNA (mutations) that create new genetic variation.

  2. Speciation is the origin of new species, occurring when populations become reproductively isolated — they can no longer interbreed and produce fertile offspring — often after being geographically separated for many generations.

  3. Artificial selection is humans choosing which individuals breed based on desired traits (like a farmer breeding the largest, fastest-growing canola plants) — it uses existing natural variation, just like natural selection, but humans pick the "winners" instead of the environment.

  4. Adaptation happens at the population level, not to a single individual during its lifetime — individuals with traits suited to a NEW condition survive and reproduce more, so the population's traits shift over generations.

  5. Neo-Darwinism (gradualism) describes slow, steady accumulation of small changes; punctuated equilibrium describes long periods of little change interrupted by relatively rapid bursts of speciation.

Watch out for

  • Thinking an individual organism "adapts" during its own lifetime by changing its traits on purpose (a single moth cannot decide to grow darker wings) — adaptation is a population-level shift across generations.
  • Thinking speciation happens quickly, within one or a few generations — it typically requires long-term reproductive isolation across many, many generations, except under punctuated equilibrium's relatively faster bursts.
  • Thinking artificial selection and genetic modification are the same process — artificial selection works with existing variation over generations; genetic modification directly edits DNA in a lab, often introducing genes from an entirely different species.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 3 · 8 skills

Grouping & Classifying Organisms

Single-Celled and Multi-Celled Organisms

  • Single-celled and multi-celled organisms

    I can compare single-celled and multi-celled organisms and give examples of each.

Trends in Complexity Among Life Forms

  • Trends in complexity among various life forms

    I can describe the trends in complexity among life forms across the history of life.

Evidence for Phylogenetic Relationships

  • Evidence for phylogenetic relationships

    I can evaluate the evidence used to build phylogenetic trees between species.

The Taxonomic Hierarchy

Building and Using Cladograms and Dichotomous Keys

  • Building and using cladograms and dichotomous keys

    I can build and interpret a cladogram and use a dichotomous key to identify an organism.

Binomial Nomenclature

First Peoples Knowledge on Classification

Domains and Kingdoms

  • Similarities and differences between domains and kingdoms

    I can compare the similarities and differences between domains and kingdoms of life.

The official wording · 8 outcomes
3.1
single-celled and multi-celled organisms
3.2
trends in complexity among various life forms
3.3
evidence for phylogenetic relationships
3.4
taxonomic principles for classifying organisms
3.5
taxonomic principles for classifying organisms
3.6
binomial nomenclature
3.7
First Peoples knowledge on classification
3.8
similarities and differences between domains and kingdoms

Key ideas

  1. A single-celled (unicellular) organism performs every life function — feeding, moving, responding, reproducing — inside just one cell, and can be prokaryotic (like bacteria) or eukaryotic (like an amoeba).

  2. Over deep evolutionary time, life has trended from simple single-celled organisms toward organisms showing greater symmetry, a body cavity (coelom), tissue development, cephalization (concentration of sensory organs and a "head" end), and vascularization (specialized transport tissues).

  3. A phylogenetic tree is a diagram showing the evolutionary relationships between species, with branch points representing common ancestors.

  4. Taxonomy classifies organisms into a nested hierarchy of ranks — kingdom, phylum, class, order, family, genus, species — from broadest group to most specific.

  5. A phylogenetic tree (cladogram) is built from shared characteristics to show which species share more recent common ancestors, with each branch point representing a split.

Watch out for

  • Assuming single-celled organisms are "simple" or "primitive" compared to multi-celled ones — single cells can be extremely sophisticated and have thrived for billions of years, longer than any multicellular lineage.
  • Picturing evolution as a "ladder" with simple organisms at the bottom progressing toward humans at the top — evolution branches in many directions, and no living organism is at a "higher" or "final" stage.
  • Reading a phylogenetic tree as showing one species "evolving into" another along the branches, rather than both descending from a shared ancestor at a branch point.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

Unit 4 · 3 skills

Lab Numeracy: Accuracy and Precision

Significant Figures and Rounding Rules

  • Significant figures and rounding rules in biological measurements

    I can identify the number of significant figures in a measurement and round a calculated result correctly.

Measurement Uncertainty and Accuracy vs. Precision

  • Measurement uncertainty and accuracy vs. precision

    I can state measurement uncertainty, distinguish accuracy from precision, and complete magnification calculations.

Scientific Notation for Biological Quantities

  • Scientific notation for very large and very small biological quantities

    I can express very large and very small biological quantities using scientific notation.

The official wording · 3 outcomes
4.1
Apply the concepts of accuracy and precision to experimental procedures and data
4.2
Apply the concepts of accuracy and precision to experimental procedures and data
4.3
Apply the concepts of accuracy and precision to experimental procedures and data

Key ideas

  1. Significant figures are the digits in a measurement that carry real meaning about its precision — all non-zero digits are significant, zeros between non-zero digits are significant, and leading zeros are never significant.

  2. Every measurement carries some uncertainty — a range around the reported value showing how much it could reasonably vary, usually based on the smallest increment the measuring tool can read.

  3. Scientific notation writes a number as a value between 1 and 10 multiplied by a power of 10, making very large or very small quantities compact and precise, like 8 × 10⁻⁶ m for a red blood cell's diameter.

  4. A calculated result (e.g., a cell count divided by an area) cannot be more precise than the least precise measurement that went into it — the final answer must be rounded to match the smallest number of significant figures among the original measurements.

  5. Accuracy means how close a measurement is to the true value; precision means how close repeated measurements are to each other — a set of measurements can be precise without being accurate, or accurate on average without being precise.

Watch out for

  • Counting leading zeros (like the zeros in 0.0125) as significant, when only the non-zero digits and any zeros between or after them (with a decimal point) count.
  • Using "accurate" and "precise" interchangeably, rather than recognizing a measurement set can be one without the other.
  • Using a positive exponent for a very small quantity or a negative exponent for a very large one — mixing up which direction the decimal point moves.

Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit

The official curriculum

This page follows British Columbia’s own curriculum for Biology 11.

Study it in MapleMind

MapleMind teaches Biology 11 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.

Chemistry 11 in the MapleMind app on a tablet: its units, Unit 1 open, and the skills done so far with their starsChemistry 11 in the MapleMind app on a phone: its units, Unit 1 open, and the skills done so far with their stars
Pictured: Chemistry 11, another British Columbia course, partway through Unit 1.

Practise it

Course Companion

Your year in one workbook

A fun way to keep Biology 11 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

Pages
34
Fillable fields
1,379
Price
$4.99
See the Course Companion

Questions about Biology 11

What is Biology 11?

British Columbia’s Grade 11 science course: 4 units and 26 skills, from Life at the Molecular & Cellular Level to Lab Numeracy: Accuracy and Precision.

What units are in Biology 11?

1. Life at the Molecular & Cellular Level, 2. Evolution at the Population Level, 3. Grouping & Classifying Organisms and 4. Lab Numeracy: Accuracy and Precision.

Is there a provincial exam for Biology 11?

No. British Columbia gives no provincial exam for Biology 11.

What textbook does Biology 11 use?

Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.

What comes after Biology 11?

Biology 12, Chemistry 12 and Physics 12.

Can MapleMind help with Biology 11?

Yes. MapleMind teaches every skill of Biology 11, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.

Get ready for Biology 11

Practise every skill of Biology 11 in MapleMind, free with daily limits.