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Grade 11 Biology, University Preparation (SBI3U)

The Ontario Grade 11 course SBI3U: six strands, from investigation skills to evolution, genetics, animal systems and plants. The museum maps six expectations, through scholars, physicians, an agricultural author and a religious body of the Islamic world, and leaves the rest to the class.

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Draft: these lessons were written with AI help and have not yet been read by a human editor.

Strand A: Scientific Investigation Skills and Career Exploration

Careers in science and the contributions of scientists; the museum serves the career and contributions expectations only (A2.1, A2.2), through physicians and a naturalist of the Islamic world.

  1. Learning medicine and working as a physician What learning medicine and working as a physician involved for one scholar in the thirteenth century, as a case beside today's careers in science. Careers × 3
  2. Scientists and what they added Three scholars of the Islamic world beside the contributions the class studies, and how to describe a contribution fairly. Scholar × 3

Strand B: Diversity of Living Things

Classification and the diversity of living things; the museum serves one expectation (B3.3), through an early Arabic division of the animal world.

  1. How do you tell groups of animals apart? How one author divided the animal world and which traits he used, as a case beside the classification the class learns. Scholar

Strand D: Genetic Processes

Genetic processes and what is known and asked about them; the museum serves one expectation (D1.1), through a religious body's answer on cloning plant cells.

  1. Cloning plants: who weighs the benefits and the harms? How one religious body answered a question about cloning plant cells: its way of weighing benefit and harm for a biotechnology question, not an example of genetic modification or genomics research. Reflection

Strand E: Animals: Structure and Function

The anatomy and physiology of animal body systems; the museum serves one expectation (E3.3), through the history of how the route of the blood was described.

  1. Where does the blood go? How the route of the blood through the heart and lungs was described, and what a class must bring to explain the circulatory system. StoryInvention

Strand F: Plants: Anatomy, Growth, and Function

Plant structure, growth and function; the museum serves one expectation (F3.4), through an agricultural treatise of the Islamic West.

  1. Soil, water and the growing plant How one agricultural author linked kinds of soil and water to season and crop, as a case beside the factors the class tests. Invention

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