Courses

Ontario · Grade 12

Biology, Grade 12, University Preparation

  • SBI4U

Ontario’s Grade 12 science course, from Investigation Skills and Careers to Population Dynamics.

Learn thisPractice test
Units
6
Lessons
12
Skills
56
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 the Biological Sciences

  • Careers in the biological sciences

    I can describe careers in the biological sciences and the training they require.

    A2.1

    Learn itPractice testActivities

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 re- lated to the fields of science under study (e.g., scientific journalist, fisheries and wildlife offi- cer, physician, infectious disease researcher, geneticist) and the education and training ne- cessary for these careers
A2.2
describe the contributions of scientists, in- cluding Canadians (e.g., Evelyn Roden Nelson, Maude Menten, Albert Juan Aguayo, Kimberley J. Fernie, Michael Archer), to the fields under study

Key ideas

  1. Biology leads to careers such as infectious-disease researcher, geneticist, physician, and fisheries and wildlife officer.

  2. Each career needs particular education and training, usually a university degree and further specialization.

Watch out for

  • Thinking biology careers are only 'doctor' or 'lab scientist'.
  • 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 · 13 skills

Biochemistry

Biochemistry, Industry, and Technology

  • Industrial applications of enzymes

    I can analyse how enzymes are applied in the food and pharmaceutical industries.

    B1.1

    Learn itPractice testActivities

  • Advances in cellular biology

    I can evaluate an advance in cellular biology and its technological applications.

    B1.2

    Learn itPractice testActivities

Investigating Biological Molecules

The official wording · 13 outcomes
B1.1
analyse technological applications related to enzyme activity in the food and pharmaceutical industries (e.g., the production of dairy products; breadmaking; the use of enzymes to control reaction rates in pharmaceuticals) [AI, C]
B1.2
evaluate, on the basis of research, some advan- ces in cellular biology and related technological applications (e.g., new treatments for cancer, HIV / AIDS, and hepatitis C; radioisotopic label- ling to study the function of internal organs; fluorescence to study genetic material within cells; forensic biological techniques to aid in crime resolution) [IP, PR, AI, C]
B2.1
use appropriate terminology related to bio- chemistry, including, but not limited to: active and passive transport, covalent and ionic bond, allosteric site, substrate, substrate-enzyme complex, and inhibition [C]
B2.2
plan and conduct an investigation to demon- strate the movement of substances across a membrane (e.g., the effects of salt water and distilled water on a potato) [IP, PR]
B2.3
construct and draw three-dimensional molecu- lar models of important biochemical compounds, including carbohydrates, proteins, lipids, and nucleic acids [PR, C]
B2.4
conduct biological tests to identify biochem- ical compounds found in various food samples (e.g., use Benedict’s solution to test for carbohy- drates in food samples), and compare the bio- chemical compounds found in each food to those found in the others [PR, AI, C]
B2.5
plan and conduct an investigation related to a cellular process (e.g., factors that affect enzyme activity; factors that affect transport of sub- stances across cell membranes), using appropriate laboratory equipment and techniques, and report the results in an appropriate format [IP, PR, C]
B3.1
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
describe the structure of important biochem- ical compounds, including carbohydrates, proteins, lipids, and nucleic acids, and explain their function within cells
B3.3
identify common functional groups within biological molecules (e.g., hydroxyl, carbonyl, carboxyl, amino, phosphate), and explain how they contribute to the function of each molecule
B3.4
describe the chemical structures and mech- anisms of various enzymes
B3.5
identify and describe the four main types of biochemical reactions (oxidation-reduction [redox], hydrolysis, condensation, and neutralization)
B3.6
describe the structure of cell membranes ac- cording to the fluid mosaic model, and explain the dynamics of passive transport, facilitated diffusion, and the movement of large particles across the cell membrane by the processes of endocytosis and exocytosis

Key ideas

  1. Enzymes are used industrially — in dairy production, breadmaking, and to control reaction rates in pharmaceuticals.

  2. Key terms include active and passive transport, covalent and ionic bond, allosteric site, substrate, and substrate-enzyme complex.

  3. Analysing an application means explaining how the enzyme's activity makes the process work.

  4. Precise terms let you describe how molecules move and how enzymes work.

  5. Cellular-biology advances include new cancer and HIV/AIDS treatments, radioisotopic labelling, and fluorescence imaging.

Watch out for

  • Thinking enzymes are only found inside cells, not used industrially.
  • Confusing active and passive transport.
  • Not connecting an enzyme's activity to the industrial outcome.

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

Unit 3 · 9 skills

Metabolic Processes

Metabolism in Systems and Everyday Life

  • Metabolism in biotic and abiotic systems

    I can analyse the role of metabolism in biotic and abiotic systems.

    C1.1

    Learn itPractice testActivities

  • Relevance of cell biology to personal life

    I can assess how understanding cell biology is relevant to personal and community life.

    C1.2

    Learn itPractice testActivities

Investigating Cellular Respiration and Photosynthesis

The official wording · 9 outcomes
C1.1
analyse the role of metabolic processes in the functioning of and interactions between biotic and abiotic systems (e.g., specialized microbes and enzymes in biotechnological applications to treat wastewater in the pulp and paper industry; microbes and enzymes in bioremediation, such as in the cleanup of oil spills; energy transfer from producers to consumers) [AI, C]
C1.2
assess the relevance, to their personal lives and to the community, of an understanding of cell biology and related technologies (e.g., knowledge of metabolic processes is relevant to personal choices about exercise, diet, and the use of pharmacological substances; knowledge of cellular processes aids in our understanding and treatment of mitochondrial diseases [a group of neuromuscular diseases]) [AI, C]
C2.1
use appropriate terminology related to metabolism, including, but not limited to: en- ergy carriers, glycolysis, Krebs cycle, electron transport chain, ATP synthase, oxidative phos- phorylation, chemiosmosis, proton pump, photolysis, Calvin cycle, light and dark reactions, and cyclic and noncyclic phosphorylation [C]
C2.2
conduct a laboratory investigation into the process of cellular respiration to identify the products of the process, interpret the qualita- tive observations, and display them in an appropriate format [PR, AI, C]
C2.3
conduct a laboratory investigation of the process of photosynthesis to identify the prod- ucts of the process, interpret the qualitative observations, and display them in an appropri- ate format [PR, AI, C]
C3.1
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 oxy- gen react to produce carbon dioxide, water, and energy in the form of heat and ATP; in anaer- obic cellular respiration, yeast reacts with glucose in the absence of oxygen to produce carbon dioxide and ethanol)
C3.2
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)
C3.3
use the laws of thermodynamics to explain energy transfer in the cell during the processes of cellular respiration and photosynthesis
C3.4
describe, compare, and illustrate (e.g., using flow charts) the matter and energy transforma- tions that occur during the processes of cellular respiration (aerobic and anaerobic) and photo- synthesis, including the roles of oxygen and organelles such as mitochondria and chloroplasts

Key ideas

  1. Metabolic processes drive interactions between living and non-living systems — bioremediation, wastewater treatment, energy transfer from producers to consumers.

  2. Key terms include glycolysis, Krebs cycle, electron transport chain, ATP synthase, oxidative phosphorylation, chemiosmosis, and Calvin cycle.

  3. Analysing means explaining how the metabolism makes the system function.

  4. Precise terms let you describe the stages of respiration and photosynthesis.

  5. Knowledge of metabolism informs choices about exercise, diet, and pharmacological substances.

Watch out for

  • Thinking metabolism only happens inside a single organism.
  • Confusing glycolysis with the Krebs cycle.
  • Not connecting the metabolic process to the system's function.

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

Unit 4 · 13 skills

Molecular Genetics

Biotechnology, Ethics, and Regulation

  • Social and ethical issues of biotechnology

    I can analyse the social, ethical, and legal implications of biotechnology.

    D1.1

    Learn itPractice testActivities

  • Canadian biotechnology regulation

    I can analyse Canadian biotechnology regulations and compare them to another jurisdiction.

    D1.2

    Learn itPractice testActivities

Investigating Molecular Genetics

The official wording · 13 outcomes
D1.1
analyse, on the basis of research, some of the social, ethical, and legal implications of biotech- nology (e.g., the bioengineering of animal species, especially those intended for human consumption; the cultivation of transgenic crops; the patenting of life forms; cloning) [IP, PR, AI, C]
D1.2
analyse, on the basis of research, some key aspects of Canadian regulations pertaining to biotechnology (e.g., current or potential legisla- tion for mandatory DNA fingerprinting, human cloning, ownership of a genome, patenting of genetically modified organisms), and compare them to regulations from another jurisdiction [IP, PR, AI, C]
D2.1
use appropriate terminology related to mo- lecular 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 [C]
D2.2
analyse a simulated strand of DNA to deter- mine the genetic code and base pairing of DNA (e.g., determine base sequences of DNA for a protein; analyse base sequences in DNA to rec- ognize an anomaly) [AI]
D2.3
conduct an investigation to extract DNA from a specimen of plant or animal protein [PR]
D2.4
investigate and analyse the cell components involved in the process of protein synthesis, using appropriate laboratory equipment and techniques, or a computer simulation [PR, AI]
D3.1
explain the current model of DNA replication, and describe the different repair mechanisms that can correct mistakes in DNA sequencing
D3.2
compare the structures and functions of RNA and DNA, and explain their roles in the process of protein synthesis
D3.3
explain the steps involved in the process of protein synthesis and how genetic expression is controlled in prokaryotes and eukaryotes by regulatory proteins (e.g., the role of operons in prokaryotic cells; the mechanism of gene ex- pression in eukaryotic cells)
D3.4
explain how mutagens, such as radiation and chemicals, can cause mutations by chan- ging the genetic material in cells (e.g., the mechanisms and effects of point mutations and frameshift mutations)
D3.5
describe some examples of genetic modifi- cation, and explain how it is applied in industry and agriculture (e.g., the processes involved in cloning, or in the sequencing of DNA bases; the processes involved in the manipulation of genetic material and protein synthesis; the development and mechanisms of the polymer- ization chain reaction)
D3.6
describe the functions of some of the cell com- ponents used in biotechnology (e.g., the roles of plasmids, restriction enzymes, recombinant DNA, and vectors in genetic engineering)
D3.7
describe, on the basis of research, some of the historical scientific contributions that have advanced our understanding of molecular genetics (e.g., discoveries made by Frederick Griffith, Watson and Crick, Hershey and Chase)

Key ideas

  1. Biotechnology — bioengineering animals, transgenic crops, patenting life forms, cloning — raises social, ethical, and legal issues.

  2. Key terms include DNA ligase, helicase, Okazaki fragment, mRNA, rRNA, tRNA, codon, anticodon, transcription, and translation.

  3. An analysis weighs the implications from more than one viewpoint.

  4. Precise terms let you describe replication and protein synthesis.

  5. Canadian regulations cover DNA fingerprinting, human cloning, genome ownership, and patenting of GMOs.

Watch out for

  • Thinking biotechnology has no downside.
  • Confusing transcription with translation.
  • Confusing an opinion with an analysis of implications.

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

Unit 5 · 9 skills

Homeostasis

The Body, Chemicals, and the Environment

  • Chemical substances and the human body

    I can assess the effects of chemical substances taken to enhance performance or health.

    E1.1

    Learn itPractice testActivities

  • Human activity and health

    I can evaluate a human health issue arising from environmental impact.

    E1.2

    Learn itPractice testActivities

Investigating Feedback and Body Systems

The official wording · 9 outcomes
E1.1
assess, on the basis of findings from a case study, the effects on the human body of taking chemical substances to enhance performance or improve health (e.g., the risks and benefits of taking large quantities of vitamins or amino acids; the effects on the human body of sub- stances that people use to cope with stress) [PR, AI, C]
E1.2
evaluate, on the basis of research, some of the human health issues that arise from the impact of human activities on the environment (e.g., the effects of synthetic estrogen compounds released into our water systems; the effects of leaching of compounds from plastic products into soil and water) [IP, PR, AI, C]
E2.1
use appropriate terminology related to homeostasis, including, but not limited to: insulin, testosterone, estrogen, nephron, dialysis, pituitary, synapse, and acetylcholine [C]
E2.2
plan and construct a model to illustrate the essential components of the homeostatic pro- cess (e.g., create a flow chart that illustrates representative feedback mechanisms in living things) [IP, AI, C]
E2.3
plan and conduct an investigation to study a feedback system (e.g., stimulus response loop) [IP, PR, AI]
E2.4
plan and conduct an investigation to study the response mechanism of an invertebrate to external stimuli (e.g., the instinctive behaviour of an invertebrate in response to a stimulus such as light), using appropriate laboratory equipment and techniques [IP, PR, AI]
E3.1
describe the anatomy and physiology of the endocrine, excretory, and nervous systems, and explain how these systems interact to maintain homeostasis
E3.2
explain how reproductive hormones act in human feedback mechanisms to maintain homeostasis (e.g., the actions of male and female reproductive hormones on their re- spective body systems)
E3.3
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)

Key ideas

  1. Substances such as vitamins, amino acids, and stress-coping substances affect the human body.

  2. Key terms include insulin, testosterone, estrogen, nephron, dialysis, pituitary, synapse, and acetylcholine.

  3. A case study reveals both the risks and benefits.

  4. Precise terms let you describe the systems that maintain balance.

  5. Human activities release substances — synthetic estrogens, plastic-leached compounds — into the environment.

Watch out for

  • Thinking a supplement is purely beneficial.
  • Confusing hormones with the glands that release them.
  • Assessing effects without evidence from a case study.

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

Unit 6 · 10 skills

Population Dynamics

Population, Consumption, and Our Footprint

  • Population growth and ecological footprint

    I can analyse how population growth and consumption affect our ecological footprint.

    F1.1

    Learn itPractice testActivities

  • Canadian technologies for expanding populations

    I can assess the effectiveness of a Canadian technology intended to nourish expanding populations.

    F1.2

    Learn itPractice testActivities

Investigating Population Growth

The official wording · 10 outcomes
F1.1
analyse the effects of human population growth, personal consumption, and techno- logical development on our ecological footprint (e.g., the deforestation resulting from expand- ing development and demand for wood products causes the destruction of habitats that support biological diversity; the acidification of lakes associated with some industrial processes causes a decrease in fish populations) [AI, C]
F1.2
assess, on the basis of research, the effective- ness of some Canadian technologies and projects intended to nourish expanding popula- tions (e.g., the risks and benefits of growing genetically modified canola; some of the sus- tainable development projects funded by the Canadian International Development Agency [CIDA]) [IP, PR, AI, C]
F2.1
use appropriate terminology related to popu- lation dynamics, including, but not limited to: carrying capacity, population growth, population cycle, fecundity, and mortality [C]
F2.2
use conceptual and mathematical population growth models to calculate the growth of popu- lations of various species in an ecosystem (e.g., use the concepts of exponential, sigmoid, and sinusoidal growth to estimate the sizes of vari- ous populations) [PR, AI, C]
F2.3
determine, through laboratory inquiry or using computer simulations, the characteristics of population growth of two different popula- tions (e.g., the different population cycles of a predator and its prey; the population cycles of two populations that compete for food; the increase of Aboriginal compared to non-Aboriginal popu- lations and the significant difference in average age between the two groups) [PR, AI, C]
F3.1
explain the concepts of interaction (e.g., competition, predation, defence mechanism, symbiotic relationship, parasitic relationship) between different species
F3.2
describe the characteristics of a given popu- lation, such as its growth, density (e.g., fecundity, mortality), distribution, and min- imum viable size
F3.3
explain factors such as carrying capacity, fe- cundity, density, and predation that cause fluctuation in populations, and analyse the fluc- tuation in the population of a species of plant, wild animal, or microorganism
F3.4
explain the concept of energy transfer in a human population in terms of the flow of food energy in the production, distribution, and use of food resources
F3.5
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)

Key ideas

  1. Population growth, personal consumption, and technology increase our ecological footprint.

  2. Key terms include carrying capacity, population growth, population cycle, fecundity, and mortality.

  3. Effects include deforestation and habitat destruction and the acidification of lakes.

  4. Precise terms let you describe how populations change over time.

  5. Canadian technologies and projects — genetically modified canola, sustainable development projects — aim to nourish expanding populations.

Watch out for

  • Thinking only population size affects the footprint.
  • Confusing carrying capacity with population size.
  • Not connecting the activity to an ecological effect.

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

Which course?

Ontario has 6 science courses for Grade 12. 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 12, University 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 12, University Preparation:

  • Nelson Biology 12 University PreparationNelson Education Ltd. · 2012
  • McGraw-Hill Ryerson Biology 12McGraw-Hill Ryerson · 2011

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

Study it in MapleMind

MapleMind teaches Biology, Grade 12, University 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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Course Companion

Your year in one workbook

A fun way to keep Biology, Grade 12, University Preparation organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.

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Questions about Biology, Grade 12, University Preparation

What is Biology, Grade 12, University Preparation?

Ontario’s Grade 12 science course: 6 units and 56 skills, from Investigation Skills and Careers to Population Dynamics.

What units are in Biology, Grade 12, University Preparation?

1. Investigation Skills and Careers, 2. Biochemistry, 3. Metabolic Processes, 4. Molecular Genetics, 5. Homeostasis and 6. Population Dynamics.

Is there a provincial exam for Biology, Grade 12, University Preparation?

No. Ontario gives no provincial exam for Biology, Grade 12, University Preparation.

What textbook does Biology, Grade 12, University Preparation use?

The textbooks Ontario Ministry of Education lists for Biology, Grade 12, University Preparation: Nelson Biology 12 University Preparation, Nelson Education Ltd. and McGraw-Hill Ryerson Biology 12, McGraw-Hill Ryerson.

Can MapleMind help with Biology, Grade 12, University Preparation?

Yes. MapleMind teaches every skill of Biology, Grade 12, University 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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