Courses

Ontario · Grade 11

Biology, Grade 11, College Preparation

  • SBI3C

Ontario’s Grade 11 science course, from Investigation Skills and Careers to Plants in the Natural Environment.

Learn thisPractice test
Units
6
Lessons
12
Skills
58
Provincial exam
None
Official curriculum
Ontario Ministry of Education

Unit by unit

Every skill in the course, with its official code.

Unit 1 · 2 skills

Investigation Skills and Careers

Careers in Applied Biology

Scientists and Their Contributions

  • Scientists who contributed to biology

    I can describe the contributions of scientists, including Canadians, to biology.

    A2.2

    Learn itPractice testActivities
The official wording · 2 outcomes
A2.1
identify and describe a variety of careers related to the fields of science under study (e.g., food science technologist, medical labora- tory technologist, dental hygienist, outpost clinic/primary care nurse, respiratory therapist, veterinary technician, water or wastewater technician) and the education and training necessary for these careers
A2.2
describe the contributions of scientists, including Canadians (e.g., Julia Levy, Charles Beer, Shirley Tilghman, Walter Lewis, Gail Anderson), to the fields under study

Key ideas

  1. Applied biology connects to hands-on careers — food science technologist, medical lab technologist, respiratory therapist, water technician.

  2. Scientists from many places, including Canadians such as Julia Levy and Shirley Tilghman, advanced these fields.

  3. Each needs particular education and training, often a college program or certification.

  4. A contribution can be a discovery, a technique, or a medical breakthrough.

Watch out for

  • Thinking biology careers all require a university degree.
  • Thinking all major scientists are from long ago or far away.
  • Not knowing a career needs specific education and training.

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

Unit 2 · 11 skills

Cellular Biology

Cells, Technology, and Environment

  • Medical devices for cellular functions

    I can evaluate the effectiveness of a medical device that aids cellular functions.

    B1.1

    Learn itPractice testActivities

  • Environmental factors and cells

    I can analyse how environmental factors affect cellular processes in the body.

    B1.2

    Learn itPractice testActivities

Investigating Cells and Biochemistry

The official wording · 11 outcomes
B1.1
evaluate the effectiveness of medical devices and technologies that are intended to aid cellu- lar functions or processes (e.g., insulin infusion pump, chemotherapy) [AI, C]
B1.2
analyse the effects of environmental factors on cellular processes that occur in the human body (e.g., the effect of lead on nerve cells; the effect of electromagnetic radiation on brain cells) [AI, C]
B2.1
use appropriate terminology related to cellular biology, including, but not limited to: macro- molecule, passive transport, active transport, catalyst, and fluid mosaic model [C]
B2.2
investigate the effect of various qualitative factors (e.g., temperature) on the rate of diffu- sion of molecules across a plasma membrane [PR, AI]
B2.3
using a light microscope, identify visible organelles of a plant cell in a wet mount and an animal cell from a prepared slide, produce an accurate labelled drawing of each cell, and calculate and properly express the magnification of each image [PR, AI, C]
B2.4
investigate the effects of various qualitative factors on the action of enzymes (e.g., the effect of temperature or pH on the breakdown of starch by salivary enzymes) [PR, AI]
B2.5
conduct biological tests to identify biochem- ical compounds found in various food samples (e.g., use a biuret solution to test for proteins in samples of gelatin and albumin), and compare the biochemical compounds found in each food to those found in the others [PR, AI]
B3.1
describe the structures and functions of important biochemical compounds, including carbohydrates, proteins, enzymes, and lipids
B3.2
explain the roles of various organelles, including lysosomes, vacuoles, mitochondria, cell membranes, ribosomes, the endoplasmic reticulum, and Golgi bodies, in the processes of digestion, cellular respiration, and protein synthesis
B3.3
explain the chemical changes and energy transformations associated with the process of cellular respiration, and compare the reactants (i.e., glucose, oxygen) to the products (i.e., water, carbon dioxide, ATP)
B3.4
explain the importance of various cellular processes in human systems (e.g., enzymes act as biological catalysts to regulate chemical processes in the cells of the digestive system)

Key ideas

  1. Devices like an insulin infusion pump and chemotherapy support or target cellular processes.

  2. Key terms include macromolecule, passive transport, active transport, catalyst, and fluid mosaic model.

  3. Evaluating effectiveness means judging how well the device does its job.

  4. Precise terms let you describe how cells work at the molecular level.

  5. Environmental factors (lead, electromagnetic radiation) can disrupt cellular processes.

Watch out for

  • Thinking every medical device works perfectly.
  • Confusing passive and active transport.
  • Describing a device without evaluating its effectiveness.

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

Unit 3 · 12 skills

Microbiology

Microorganisms, Environment, and Ethics

  • Effects of microorganisms in the environment

    I can assess the beneficial and harmful effects of microorganisms in the environment.

    C1.1

    Learn itPractice testActivities

  • Ethics of microorganisms in biotechnology

    I can analyse an ethical issue in using microorganisms in biotechnology.

    C1.2

    Learn itPractice testActivities

Investigating Microorganisms

The official wording · 12 outcomes
C1.1
assess some of the effects, both beneficial and harmful, of microorganisms in the environment (e.g., decomposers break down waste, E. coli in water systems poses a severe risk to human health) [AI, C]
C1.2
analyse ethical issues related to the use of microorganisms in biotechnology (e.g., with respect to the use of bacterial insecticides, the patenting of modified microorganisms) [AI, C]
C2.1
use appropriate terminology related to microbiology, including, but not limited to: fis- sion, conjugation, phage, dormancy, morphology, mycelium, spore, pathogen, and plasmid [C]
C2.2
compare and contrast the cell structures of eukaryotes such as fungi, protozoa, and algae [PR, AI]
C2.3
prepare a laboratory culture of microorgan- isms (e.g., acidophilus) on agar, using proper aseptic techniques [PR]
C2.4
investigate the effect of antibacterial agents on different bacterial cultures (e.g., the effects of antibacterial soap or mouthwash on a bacterial culture) [PR]
C2.5
investigate and analyse the conditions (e.g., optimal temperature) needed by microorganisms for growth [PR, AI]
C3.1
describe the anatomy and morphology of various groups of microorganisms (e.g., eukaryotes, prokaryotes, viruses)
C3.2
explain the differences between the life cycles of eukaryotic and prokaryotic microorganisms in terms of cell division
C3.3
explain the vital roles of microorganisms in symbiotic relationships with other organisms (e.g., gut bacteria in cows digest cellulose; mycorrhizal fungi penetrate and effectively extend a plant’s root system)
C3.4
explain the different methods of reproduction in various types of bacteria, viruses, and fungi
C3.5
describe how different viruses, bacteria, and fungi can affect host organisms, and how those effects are normally treated or prevented (e.g., hepatitis viruses can damage the liver, but vaccinations can prevent infections; streptococcus bacteria can cause respiratory infections, which are treated with antibiotics; ringworm is a fungal infection of the skin, treated with fungicides)

Key ideas

  1. Microorganisms have beneficial effects (decomposers breaking down waste) and harmful ones (E. coli in water).

  2. Key terms include fission, conjugation, phage, dormancy, mycelium, spore, pathogen, and plasmid.

  3. A balanced assessment weighs both.

  4. Precise terms let you describe microorganisms and how they work.

  5. Biotechnology uses microorganisms — bacterial insecticides, patented modified microorganisms.

Watch out for

  • Thinking all microorganisms are harmful.
  • Confusing a pathogen with any microorganism.
  • Considering only one side of the effect.

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

Unit 4 · 11 skills

Genetics

Genetics, Ethics, and Environment

  • Ethics of genetic research

    I can evaluate the social and ethical implications of genetic research.

    D1.1

    Learn itPractice testActivities

  • Environmental effects of biotechnology

    I can evaluate the environmental effects of genetic research and biotechnology.

    D1.2

    Learn itPractice testActivities

Investigating Genetics

The official wording · 11 outcomes
D1.1
evaluate, on the basis of research, some of the social and ethical implications of genetic re- search and reproductive technologies (e.g., sex selection, harvesting umbilical cord cells) [IP, PR, AI, C]
D1.2
evaluate, on the basis of research, some of the effects of genetic research and biotechnol- ogy (e.g., genetically modified organisms [GMOs]) on the environment [IP, PR, AI, C]
D2.1
use appropriate terminology related to gen- etics, including, but not limited to: spindle, haploid, diploid, heterozygous, homozygous, hemophilia, gamete, ultraviolet radiation, carcino- gen, cancer, trisomy, somatic cell, and zygote [C]
D2.2
investigate the process of meiosis, using a microscope or computer simulation, and iden- tify, and draw biological diagrams of, the phases of meiosis [PR, C]
D2.3
solve basic problems in genetics that involve monohybrid crosses, using the Punnett square method [AI, C]
D2.4
compile and analyse qualitative and quanti- tative data, through laboratory inquiry or computer simulation, on monohybrid crosses, and communicate the results (e.g., record data obtained while performing a “virtual fly” lab, and analyse the results to create a karyotype chart) [PR, AI, C]
D3.1
explain the process of meiosis in terms of cell division and the movement of chromosomes
D3.2
explain how the concepts of DNA, genes, chromosomes, alleles, mitosis, and meiosis ac- count for the transmission of hereditary characteristics from generation to generation
D3.3
explain the concepts of genotype, pheno- type, dominance, recessiveness, and sex linkage
D3.4
describe some genetic disorders that are caused by chromosomal abnormalities (e.g., non-disjunction) or other genetic mutations
D3.5
describe reproductive technologies such as cloning, artificial insemination, and in vitro fertilization

Key ideas

  1. Genetic research and reproductive technologies (sex selection, harvesting umbilical cord cells) raise social and ethical questions.

  2. Key terms include haploid, diploid, heterozygous, homozygous, gamete, zygote, and carcinogen.

  3. Evaluating means weighing benefits against concerns from different viewpoints.

  4. Precise terms let you describe inheritance and cell division.

  5. Biotechnology such as genetically modified organisms (GMOs) affects the environment.

Watch out for

  • Thinking genetic research has no downside.
  • Confusing haploid and diploid.
  • Confusing an opinion with an evaluation of implications.

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

Unit 5 · 10 skills

Anatomy of Mammals

Body Systems, Devices, and Lifestyle

Investigating Mammal Anatomy

The official wording · 10 outcomes
E1.1
analyse the social or economic impact of a medical device or technology related to the treatment of the human circulatory, respiratory, or digestive system (e.g., a pacemaker, a heart- lung bypass machine, kidney dialysis) [AI, C]
E1.2
analyse the impact of various lifestyle choices on human health and body systems (e.g., the impact of excessive alcohol consumption on the liver; of smoking on the respiratory system; of loud noise on the auditory system)
E2.1
use appropriate terminology related to animal anatomy, including, but not limited to: systolic contraction, diastolic pressure, diffusion gradient, inhalation, exhalation, coronary, cardiac, ulcer, asthma, and constipation [C]
E2.2
use medical equipment (e.g., a stethoscope, a sphygmomanometer) to monitor a human system, and interpret the data collected [PR, AI]
E2.3
plan and conduct an inquiry to determine the effects of specific variables on the human body (e.g., the effects of exercise and rest on heart rates) [IP, PR, AI]
E2.4
perform a laboratory or computer-simulated dissection of a mammal to identify organs, and explain the relationships between the structures and functions of body systems [PR, AI]
E3.1
describe the anatomy and physiology of the circulatory system (including the atrium, ven- tricles, valves, aorta, pulmonary artery, vena cava, capillaries, veins, arteries, blood cells, and platelets), the mechanisms of blood pressure, and the function of the spleen
E3.2
describe the anatomy and physiology of the respiratory system (including the nasal cavity, trachea, larynx, bronchi, bronchioles, alveoli, and oxygenated and deoxygenated blood) and the mechanisms of gas exchange and respiration
E3.3
describe the anatomy and physiology of the digestive system (including the mouth, epiglottis, esophagus, stomach, intestines, liver, and pancreas), the mechanisms of peristalsis, absorption, and mechanical and chemical digestion, and the function of the kidneys
E3.4
explain some of the mechanisms of inter- action between a mammal’s different body systems (e.g., the exchange of oxygen and car- bon dioxide between the respiratory and circulatory systems)

Key ideas

  1. Medical devices (pacemaker, heart-lung bypass machine, kidney dialysis) treat the circulatory, respiratory, or digestive system.

  2. Key terms include systolic contraction, diastolic pressure, diffusion gradient, inhalation, exhalation, coronary, and cardiac.

  3. Each has social or economic impacts.

  4. Precise terms let you describe how mammal systems work.

  5. Lifestyle choices affect body systems — excessive alcohol harms the liver, smoking harms the respiratory system, loud noise harms hearing.

Watch out for

  • Thinking a device's only value is medical.
  • Confusing systolic and diastolic.
  • Considering only one type of impact.

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

Unit 6 · 12 skills

Plants in the Natural Environment

Plants and the Environment

Investigating Plant Growth and Function

The official wording · 12 outcomes
F1.1
analyse, on the basis of research, and report on ways in which plants can be used to sustain ecosystems [IP, PR, AI, C]
F1.2
assess the positive and negative impact of human activities on the natural balance of plants (e.g., crop rotation, the use of fertilizers and herbicides, the introduction of new species) [AI, C]
F2.1
use appropriate terminology related to plants in the environment, including, but not limited to: xylem, phloem, chloroplast, pistil, sta- men, nitrogen fixation, and tropism [C]
F2.2
investigate various techniques of plant propagation (e.g., leaf cutting, stem cutting, root cutting, seed germination, traditional Aboriginal practices) [PR]
F2.3
investigate how chemical compounds (e.g., fertilizers, herbicides, pesticides) and physical factors (e.g., amount of sun and water, quality of soil, pH of soil) affect plant growth [PR, AI]
F2.4
investigate plant tropism by growing and observing plants in a variety of natural and human-made environments [PR]
F3.1
describe the structure and physiology of the specialized plant tissues involved in conduc- tion, support, storage, and photosynthesis
F3.2
explain the chemical changes and energy transformations associated with the process of photosynthesis, and compare the reactants (i.e., carbon dioxide, radiant energy, water) to the products (i.e., glucose, oxygen)
F3.3
compare the various means of sexual reproduc- tion (e.g., pollination) and asexual reproduction (e.g., grafting, vegetative propagation, cloning) in plants
F3.4
explain the various roles of plants in the sus- tainability of the natural environment (e.g., in nutrient cycles, in the water cycle, in erosion control, in wildlife habitats)
F3.5
explain the relationship between the struc- ture of a plant and its external environment, and describe the adaptive attributes that result in natural variation in plant structure (e.g., environmental variables cause variation in leaves within a single plant; in the Arctic, the wild crocus grows close to the ground and is covered with fine hairs)
F3.6
explain the role of plant tropism (e.g., response to stimuli such as light, gravity, and humidity) in a plant’s survival

Key ideas

  1. Plants sustain ecosystems by providing food, habitat, and stability and by cycling nutrients.

  2. Key terms include xylem, phloem, chloroplast, pistil, stamen, nitrogen fixation, and tropism.

  3. An analysis identifies how a plant supports the ecosystem.

  4. Precise terms let you describe plant structure and function.

  5. Human activities affect the natural balance of plants — crop rotation, fertilizers, herbicides, introduced species.

Watch out for

  • Thinking plants only benefit themselves.
  • Confusing xylem and phloem.
  • Not connecting a plant to its ecosystem role.

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

Which course?

Ontario has 5 science courses for Grade 11. Here they are side by side.

What a university, college or program asks for is theirs to say: check its admission page, and your school’s course guide.

The official curriculum

This page follows Ontario’s own curriculum for Biology, Grade 11, College Preparation.

The Ontario Curriculum, Grades 11 and 12: ScienceOntario Ministry of Education · edu.gov.on.ca · Read July 31, 2026

Textbooks

The textbooks Ontario Ministry of Education lists for Biology, Grade 11, College Preparation:

  • McGraw-Hill Ryerson Biology 11 College PreparationMcGraw-Hill Ryerson · 2012

From the Trillium List, read October 27, 2026. ontario.ca

Study it in MapleMind

MapleMind teaches Biology, Grade 11, College Preparation 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.

Geography of Canada, Grade 9 in the MapleMind app on a tablet: its units, Unit 2 open, and the skills done so far with their starsGeography of Canada, Grade 9 in the MapleMind app on a phone: its units, Unit 2 open, and the skills done so far with their stars
Pictured: Geography of Canada, Grade 9, another Ontario course, partway through Unit 2.

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Questions about Biology, Grade 11, College Preparation

What is Biology, Grade 11, College Preparation?

Ontario’s Grade 11 science course: 6 units and 58 skills, from Investigation Skills and Careers to Plants in the Natural Environment.

What units are in Biology, Grade 11, College Preparation?

1. Investigation Skills and Careers, 2. Cellular Biology, 3. Microbiology, 4. Genetics, 5. Anatomy of Mammals and 6. Plants in the Natural Environment.

Is there a provincial exam for Biology, Grade 11, College Preparation?

No. Ontario gives no provincial exam for Biology, Grade 11, College Preparation.

What textbook does Biology, Grade 11, College Preparation use?

The textbooks Ontario Ministry of Education lists for Biology, Grade 11, College Preparation: McGraw-Hill Ryerson Biology 11 College Preparation, McGraw-Hill Ryerson.

What comes after Biology, Grade 11, College Preparation?

Biology, Grade 12, University Preparation, Chemistry, Grade 12, University Preparation, Chemistry, Grade 12, College Preparation, Physics, Grade 12, University Preparation, Physics, Grade 12, College Preparation and Earth and Space Science, Grade 12, University Preparation.

Can MapleMind help with Biology, Grade 11, College Preparation?

Yes. MapleMind teaches every skill of Biology, Grade 11, College Preparation, 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.

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