Hanoi International School

Science Department

IB BIOLOGYStudent Handbook

2011-2013

Standard / Higher Level

IB Biology HIS 1

IB BIOLOGY DP AT HANOI INTERNATIONAL SCHOOLWhether you a Higher Level (HL) or a Standard level (SL) student, it’s up to you to make the most of this course – to prepare yourself for the exam, to complete the practical requirements and to enjoy yourself as you learn how the biological world works.

Expectations for Biology Students

1. Direct your own learning and make the most of resources available to you.

2. Keep track on your progress in the syllabus.

3. Keep your notes and files ordered and easy to navigate.

4. Ask when you need help.

5. Offer help to those in need.

6. Work safely in the lab and clear up after yourself.

7. Be on time and be prepared to take an active role in the class.

8. Submit assignments on time and in the correct format.

By taking charge of your own learning, you will be able to:

Work in a way that suits YOU;

Make your own choices of options to study;

Work towards your personal goal at university.

Standard level students Higher level students

Topics 5 Core plus 2 Options

5 Core plus 6 AHL

plus 2 Options

Practical hours required 40 60

Assessment weighting

76% External Assessment (examinations) 24% Internal Assessment (practical investigations)

Teaching and learning

Practical investigations Problem solving / individual study Lectures and presentations Research tasks (essays, presentations, posters etc) Multimedia tasks

IB Biology HIS 2

IB LEARNER PROFILEThe aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.

They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

IB Biology HIS 3

GROUP 4 OBJECTIVESThe objectives for all group 4 subjects reflect those parts of the aims that will be assessed.

Wherever appropriate, the assessment will draw upon environmental and technological contexts and identify the social, moral and economic effects of science.

It is the intention of all the Diploma Programme experimental science courses that students achieve the following objectives.

1. Demonstrate an understanding of:

a. scientific facts and conceptsb. scientific methods and techniquesc. scientific terminologyd. methods of presenting scientific information.

2. Apply and use:

a. scientific facts and conceptsb. scientific methods and techniquesc. scientific terminology to communicate effectivelyd. appropriate methods to present scientific information.

3. Construct, analyse and evaluate:

a. hypotheses, research questions and predictionsb. scientific methods and techniquesc. scientific explanations.

4. Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving.

5. Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety.

IB Biology HIS 4

COMMAND TERMSThe command terms listed below let you know what you are expected to be able to do with each piece of information. If you know the meanings of all the command terms, then you know what the examiner expects you to do – no more and no less. Pay attention to the number of marks available for that question and make at least that many of relevant points.

Objective 1Define Give the precise meaning of a word, phrase or physical quantity.Draw Represent by means of pencil lines.Label Add labels to a diagram.List Give a sequence of names or other brief answers with no explanation.Measure Find a value for a quantity.State Give a specific name, value or other brief answer without explanation or calculation.

Objective 2Annotate Add brief notes to a diagram or graph.Apply Use an idea, equation, principle, theory or law in a new situation.Calculate Find a numerical answer showing the relevant stages in the working (unless instructed not

to do so).Describe Give a detailed account.Distinguish Give the differences between two or more different items.Estimate Find an approximate value for an unknown quantity.Identify Find an answer from a given number of possibilities.Outline Give a brief account or summary.

Objective 3Analyse Interpret data to reach conclusions.Comment Give a judgment based on a given statement or result of a calculation.Compare Give an account of similarities and differences between two (or more) items, referring to

both (all) of them throughout.Construct Represent or develop in graphical form.Deduce Reach a conclusion from the information given.Derive Manipulate a mathematical relationship(s) to give a new equation or relationship.Design Produce a plan, simulation or model.Determine Find the only possible answer.Discuss Give an account including, where possible, a range of arguments for and against the

relative importance of various factors, or comparisons of alternative hypotheses.Evaluate Assess the implications and limitations.Explain Give a detailed account of causes, reasons or mechanisms.Predict Give an expected result.Show Give the steps in a calculation or derivation.Sketch Represent by means of a graph showing a line and labelled but unscaled axes but with

important features (for example, intercept) clearly indicated.Solve Obtain an answer using algebraic and/or numerical methods.Suggest Propose a hypothesis or other possible answer.

IB Biology HIS 5

PRACTICAL INVESTIGATIONS SL students must log at least 40 hours of practical work * HL students must log at least 60 hours of practical work *

* This does not include write-up time, which will be completed in your own time. All hours will be logged on your individual 4PSOW form. Internal assessments (practical write-ups) make up 24% of your overall grade (SL and HL). All write-ups must be kept in your personal plastic folder and stored with Miss Debbie in room 4.1.

You should be able to produce any write-up whenever asked. Keep an electronic (soft) copy of all your write-ups in your HIS network folder.

We will carry out many investigations. Some of these will be used purely for learning the subject matter and laboratory skills. Others will be assessed according to the criteria published by the IBO (see ‘The 5 criteria’ section of this handbook). Each criterion has a grade from 0 – 6.

The five criteria are Design (D), Data collection and Processing (DCP), Conclusion and Evaluation (CE), Manipulative Skills (MS) and Personal Skills (PS).

Your two best practical reports of each criterion will be sent to the Chief Examiner for moderation.

Each practical investigation should be written up as soon as possible after data collection has been completed.

You will be expected to propose, plan and carry out some lab work in your own time. This will require you to research possible practical ideas, carry out a risk assessment and ensure that Miss Debbie is available to supervise your practical work.

HIS Biology assessment rules All write-ups are expected to be complete, regardless of the criterion/criteria being assessed. Write-ups are due in no later than one week after the practical investigation. Write-ups handed in on time will be marked and the hours logged on your 4PSOW form. Write-ups not handed in on time will not be marked. The practical investigation will not count

towards your total lab hours. Practical write-ups are individual work. Sources must be acknowledged appropriately (see ‘Academic Honesty’ section).

Lab rules for DP biologists Wear appropriate attire for safe work in the lab (closed shoes, lab-coat and safety glasses). Long hair must be tied back. Eating, drinking and chewing gum are strictly forbidden. Come prepared with your notes, course handbook and textbooks. All materials and equipment must be cleared away safely and tidily before you leave the

lab. All breakages must be reported immediately.

IB Biology HIS 6

SCIENCE LIBRARY ONLINE

Here are a variety of online journals and resources to help you conduct your research. Remember to use your citation methods!

* Scientific American http://www.sciam.com/

* The Scientist http://www.the-scientist.com/

* Current Science http://www.weeklyreader.com/teens/current_science/

* Discover http://www.discover.com/

* Science Daily http://www.sciencedaily.com/

* National Geographic http://www.nationalgeographic.com/

* NY Times Science http://www.nytimes.com/pages/science/index.html

* NY Times Health http://nytimes.com/pages/health/

IB Biology HIS 7

THE LANGUAGE OF SCIENCEThe main reason people find it difficult to understand science is because of all the hard to write, spell and read words. Actually, scientific vocabulary is a mixture of little words that are linked together to have different meanings. If you learn the meanings of the little words, you'll find scientific vocabulary much easier to understand.

Word Meaning

a- / an- not or non

Aero- needing oxygen or air

Anti- against

Amphi- both, doubly

Aqua water

Arthro- joint

Auto- self

Bi- two, twice, double

Bio- life, living

Cephal- head

Chloro- green

Chromo- colour

-cide killer, kill, killing

Cyto- cell

-derm- skin

Di- two, double

Ecto- (exo-) outer, external

Endo- internal

Epi- above

Gastro- stomach

Genesis- origin, beginning

Herba- plants

Hetero- different

Homo- alike, similar (man)

hydro water

Haemo- blood

Word Meaning

Hyper- above

Hypo- below

Intra- within, inside

-itis disease, inflammation

lateral side

-ology study of

Lys- break down

Meso- middle

-meter measurement

Mono- one, single

Morph- form

Micro- small

Macro- large

Multi- many

-pod- foot

-phobia dislike, fear

-philia like

Proto- first

Photo- light

-poly- many

-synthesis to make

Sub- lesser, below

-troph eat, consume

-therm heat

Tri- three

Zoo-/ zoa- animal

Use the list on the previous page to guess the meaning of each of the following terms:

1. Hydrology ______________________________________________________IB Biology HIS 8

2. Cytology ______________________________________________________

3. Protozoa ______________________________________________________

4. Epidermis ______________________________________________________

5. Spermatogenesis ______________________________________________________

6. Cytoskeleton ______________________________________________________

7. Abiotic ______________________________________________________

8. Dermatitis ______________________________________________________

9. Hypodermic ______________________________________________________

10. Haemophilia ______________________________________________________

IB Biology HIS 9

IB INTERNAL ASSESSMENT: THE 5 CRITERIATo make sure that you get the best possible marks for an assessed criterion, you MUST make sure you have covered all the “Aspects” described – to the best of your ability.Missing or incomplete aspects will result in reduced marks.

The easiest way to ensure that you have covered everything to lay out you write-up in a clear and logical order:

Start with ‘Design’ and go through the aspects in order (this makes it easier for the marker and the moderator to find the evidence to give you a good grade).

Make sure everything has an appropriate title and is neatly presented. Use tables to present information where possible – this is very helpful if you have difficulties

with English or have terrible writing!

Design (D)

Level / MarksAspect 1 Aspect 2 Aspect 3

Defining the problem and selecting variables Controlling variables Developing a method for

collection of dataComplete / 2 Formulates a focussed

problem/research question and identifies the relevant variables.

Designs a method for the effective control of variables

Develops a method that allows for the collection of sufficient relevant data.

Partial / 1 Formulates a problem/research question that is incomplete or identifies some relevant variables

Designs a method that makes some attempt to control the variables.

Develops a method that allows for the collection of insufficient relevant data.

Not at all / 0 Does not identify a problem/research question and does not identify any relevant variables.

Designs a method that does not control the variables.

Develops a method that does not allow for any relevant data to be collected.

Self check (D)Aspect 1 Aspect 2 Aspect 3

□ Research Question or Aim clearly stated

□ RQ/Aim includes IV and DV

□ Background to investigation included

□ IV correctly identified with units/range

□ DV correctly identified with units and precision

If a hypothesis is required:□ It is quantitative□ Prediction is explained

using scientific theory□ Sources are cited

□ Method to manipulate IV, including specific details of range or increments

□ Method for recording results, including units and uncertainty of tools (± ____)

□ Annotated diagram/photo of equipment or experimental set-up

□ Full citation of published protocol, if used

□ Controlled variables presented as a table:

□ List all variables to be controlled

For each variable:□ How could it impact the results?□ Exactly how it will be

controlled? (Value, with method for achieving that value)

□ How results will be presented? Reason

□ What statistical test(s) will be used? Why?

□ Does plan to collect data address RQ?

□ At least 5 increments over a suitable range for IV (unless comparing populations)

□ Explain how range of IV was selected

□ Sufficient repeats at each increment to ensure reliability and allow for stats.

□ Method clearly presented in step-wise format and can be repeated by others.

□ Safety/ethics concerns addressed, including animal experimentation policy

IB Biology HIS 10

Data Collecting and Processing (DCP)Level / Marks

Aspect 1 Aspect 2 Aspect 3

Recording raw data Processing raw data Presenting processed dataComplete / 2 Records appropriate

quantitative and associated qualitative raw data, including units and uncertainties where relevant.

Processes the quantitative raw data correctly.

Presents processed data appropriately and, where relevant, includes errors and uncertainties.

Partial / 1 Records appropriate quantitative and associated qualitative raw data, but with some mistakes or omissions.

Processes quantitative raw data, but with some mistakes and/or omissions.

Presents processed data appropriately, but with some mistakes and/or omissions.

Not at all / 0 Does not record any appropriate quantitative raw data or raw data is incomprehensible.

No processing of quantitative raw data is carried out or major mistakes are made in processing.

Presents processed data inappropriately or incomprehensively.

Self check (DCP)Aspect 1 Aspect 2 Aspect 3

□ Table presents only raw, unmodified data

□ Titles outlines the investigation

□ Units of IV and DV present and correct

□ Uncertainties correct (±____)□ All data are recorded correctly□ Decimal points consistent

throughout□ Decimals points consistent

with precision of the measuring equipment

□ Associated qualitative data (observations) recorded

□ Calculations to determine DV carried out, if necessary

□ Calculations or statistical tests appropriate to investigation and address RQ

□ Mathematics correctly applied□ Worked example calculations

given□ Processed data (and decimal

places) consistent with precision of recorded data

□ Uncertainties adjusted to reflect any calculations carried out.

□ Standard deviations included where appropriate

□ Separated processed data tables from raw data tables for clarity of presentation

□ Titles self explanatory and complete

□ Consistent decimal places□ Uncertainties/errors included□ Appropriate choice of graph□ Graphs clear□ Axes labelled clearly,

including metric/SI units and uncertainties values

□ Axes scaled appropriately□ Error bars included, unless

insignificant□ Error bars source (e.g.

Standard deviation) stated and data are correct

□ Best fit line not produced by Excel (ie drawn by you)

IB Biology HIS 11

Conclusion and Evaluation (CE)

Level / MarksAspect 1 Aspect 2 Aspect 3

Concluding Evaluating procedure(s) Improving the investigation

Complete / 2 States a conclusion, with justification, based on a reasonable interpretation of the data.

Evaluates weaknesses and limitations.

Suggests realistic improvements in respect of identified weaknesses and limitations.

Partial / 1 States a conclusion based on a reasonable interpretation of the data.

Identifies some weaknesses and limitations, but the evaluation is weak or missing.

Suggests only superficial improvements.

Not at all / 0 States no conclusion or the conclusion is based on an unreasonable interpretation of the data.

Identifies irrelevant weaknesses and limitations.

Suggests unrealistic improvements.

Self check (CE)Aspect 1 Aspect 2 Aspect 3

□ Patterns and trends in data stated, with reference to the graph/tables

□ Comparisons, if appropriate, are made

□ Data related to hypothesis or RQ – to what extent to they agree/disagree?

□ Scientific explanation for results

□ Associated qualitative data add value to explanations

□ Appropriate language used “Supports my hypothesis” (not “proves” or “is correct”)

□ Comparison with published data, if possible

□ Sources cited appropriately

□ Reference to error bars (or STDEV) with regards to suggested reliability of results

□ Explanation of reliability of results

□ Are data sufficient to address the RQ?

□ Was the range of the IV appropriate?

□ Explain any anomalous data points.

□ Associated qualitative data referred to.

□ Evaluate random biological variation, measurements / instrument errors, systematic error (problems with the method) in terms of:

□ Possible effect on data□ Significance of the weakness

or limitation in terms of the data set. This can be clearly presented in a table

Time management or human error may be mentioned, though these are not scientific errors –they should be eliminated with good practical skills. The focus here should be on the investigation.

For each weakness or limitation mentioned, how could you improved experimental design remove or reduce the impact of the error in terms of:

□ Techniques used to collect and record data, including precision of equipment

□ Design of the investigation, including range of values chosen and repeats of each IV data point

□ Realistic and achievable improvements

IB Biology HIS 12

Essential ExtrasSafety and Ethical Working Academic Honesty Formatting

□ Animal experimentation policy supported

□ Appropriated risk assessment completed

□ Instructions followed carefully

□ Design of investigation minimises environmental impacts

□ Safe disposal and reduced wastage

□ Data are authentic and not fabricated

□ Council of Biological Editors (ISO 690 Numerical on MS Word) Format

□ In-text citations acknowledged (see referencing tips)

□ Citations in correct order□ Works cited section in correct

order□ Images given a “fig. x” legend

with short description and cited and in-text citations.

□ Academic honesty statement signed on coversheet of write-up.

□ Title reflects investigation□ 1.5 line-spacing□ Grammar and spell-checked□ Clear font, no funny colour-

schemes□ Sentences and sections are not

split on separate pages.□ Logical order, with headings

clear□ One printed copy□ One digital copy□ Plagiarism checked

Manipulative skills (MS)

Assessed summatively over the whole course and the assessment should be based on a wide range of manipulative skills.

Level / MarksAspect 1 Aspect 2 Aspect 3Following

instructions*Carrying outtechniques Working safely

Complete / 2 Follows instructions accurately, adapting to new circumstances (seeking assistance when required).

Competent and methodical in the use of a range of techniques and equipment.

Pays attention to safety issues.

Partial / 1 Follows instructions but requires assistance.

Usually competent and methodical in the use of a range of techniques and equipment.

Usually pays attention to safety issues.

Not at all / 0 Rarely follows instructions or requires constant supervision.

Rarely follows instructions or requires constant supervision.

Rarely pays attention to safety issues.

*Instructions may be in a variety of forms: oral, written worksheets, diagrams, photographs, videos, flow charts, audio tapes, models, computer programs, and so on, and need not originate from the teacher.

Personal skills (PS)

Assessed once only and this will be during the Group 4 Project.

You will receive more information about the Group 4 Project in Grade 12 (IB2).

IB Biology HIS 13

WRITING A GOOD BIOLOGY LAB REPORT

DESIGN (D) 1. Decide what to investigate

Start with the variables!a) Decide what you want to

find out about – this is your dependent variable.

b) Brainstorm (and list) all the possible variables that could influence your dependent variable.

c) Choose ONE to be your independent variable.

d) All the others will be your controlled variables.

2. Write an Aim/Problem/Research QuestionTo achieve a “2” on Aspect 1 you need to state a focussed research question. To do this you should:a) Briefly state what you are trying to

find out.b) Include both the independent (IV) and

dependent variables (DV). c) Specify the scope of your experiment

by stating the context of your investigation. It is unlikely that your experiment will allow you to draw a conclusion that

applies to all situations. You need to state the conditions under which your experiment is operating e.g.

the species being studied (scientific name), gender, age group, location etc.3.

IB Biology HIS 14

A good format is: “To determine how [the independent variable] affects [the dependent variable] in [the context/scope of your experiment].”

e.g. To determine how hair length affects the insulating power of fur in polar bears (Ursus maritimus).

e.g. To find the effect of daily dietary intake of fats on the Body Mass Index of 14-17 year old males.

Variables are factors that may affect the outcome of your experiment. They are measurable factors, not pieces of equipment. Do not use the word “Amount”. It is not specific enough – terms like mass or volume are better.

Independent variable: This is the variable that you manipulate – you choose the values to investigate.

Dependent variable: This is the variable that changes in response to changes in the independent variable. It is what you are measuring or trying to find out.

Controlled variables: These are other factors that may also affect the dependent variable. They need to be kept constant in order to ensure a fair test.

Identify the variablesIn order to achieve a “2” for Aspect 1 you must:a) State the independent variable. b) State the levels of the independent

variable that will be tested (see step 5a for more information).

c) State the dependent variable.d) State how the dependent variable will be

measured (if it can’t be measured directly).

e) List several controlled variables.

Aspect 2 requires that you explain the method you will use to control each of the (controlled) variables. f) Give a brief (but specific) explanation of how you will control (keep at a constant

value) each variable. Including this in the variables section ensures that you have considered each of the controlled variables. However, it should ultimately appear in the method.

g) If a variable cannot be controlled, state this. Then describe how you will try to minimise any change and/or how you will monitor the variable. See Appendix 1 for uncertainties to consider.

4. List the equipment (apparatus and materials) neededChoosing appropriate equipment will allow you to achieve a “2” for Aspect 2. Make sure that your equipment list includes all of the following:a) All of the equipment and materials needed for the

experiment (after writing you method read through it and check of the items used as you go on your equipment list).

b) Numbers of items (e.g. 2 scalpels).c) Volumes and concentrations of any solutions needed (e.g. 300ml of 0.5M

hydrochloric acid).d) Precision (and range if appropriate) of all measuring instruments. See Appendix

1(e).e) Sizes of beakers or other items (e.g. 250ml beaker, 10cm length of dialysis tubing).

IB Biology HIS 15

Example for Step 3f:Controlled variable

Method to control the variable

Temperature at which reaction occurs

The test tubes in which the reaction occurs will be placed in a water bath set to 40C for the duration of the reaction.

Duration (time) of the reaction

The reaction will be allowed to proceed for 300 seconds. This will be timed using a stopwatch (0.1s).

Number of values:If you are looking for a correlation, at least 5 different values are needed (the more the better).If you are comparing two different situations, 2 values will be sufficient.

5. Plan and write a method/procedurePlanning a MethodAspect 3 of Design assesses your ability to collect sufficient relevant data. The following considerations are important to ensure that you collect enough data and that the data will help to answer your Aim:a) What values of the independent

variable should you test?i. How many values should you test? Decide how many values will be needed

to show any trend or pattern. Plan for an ideal situation – worry about time constraints later.

ii. What is an appropriate range of values?

b) How will you measure your independent and dependent variables? a. Can you measure it directly (raw data) or do you need measure other values

(raw data) and use them to calculate values (processed data) for your independent variable?

b. What measuring instruments will be best to use? Do you know how to use them?

c. What level of precision is required in your measurements?d. What units will you use to record your measurements?

c) How may trials or replicates need to be carried out?

a. Consider how you are going to process your data.

b. Now go back and double check that you have collected enough of the right types of measurements. Plan for an ideal situation – worry about time constraints later.

IB Biology HIS 16

Range of Values: You may need to do some research to help you decide.e.g. if testing an enzyme that works in the human body then you would want to test values around 37C. If you are investigating similar enzymes in bacteria that live in hot springs it would be more appropriate to test around 80C.

Number of Trials:Biological systems, because of their complexity and normal variability, require replicate observations and multiple samples of material. Remember that a minimum of 5 values is needed for calculating means and standard deviations. Other statistical tests have other requirements e.g. the t-test requires at least 10 values. See Appendix 1(g) for more info on replicates and sample size.

Write the ProcedureA clear, easy to follow method is necessary to achieve a “2” on Aspects 2 and 3. Think about methods you have seen and what information you like to have! Someone (who has not done the experiment before) should be able to follow your procedure and obtain similar results.

The following features contribute to writing a good method:a) The method can be written as instructions like a recipe.b) Do not begin with “Gather all of the materials” … it is kind of a given that you

will do this!!c) Use numbered steps (rather than paragraphs). d) Use a diagram if possible to show how to set up any equipment. Then you can say

“Set up the equipment as shown in the diagram”. This would save you writing a lot of words.

e) Specify what will be measured (and the units to be used).f) Include details of how you will measure values.

DATA COLLECTION AND PROCESSING (DCP)

1. Record your raw dataThe recording of raw data is necessary to address Aspect 1. If the data you record is not RAW data you will receive a “0” for this section.

Raw data should include quantitative (always) and qualitative (usually appropriate) data.

Raw data should be displayed in a table (qualitative data may require some other format, but a table is still usually best).

IB Biology HIS 17

Raw data refers to the values obtained from the measuring instruments exactly as they were shown. Once you to any addition, subtraction, multiplication or division then it becomes processed data.

Quantitative data – numerical values obtained from the measuring instruments (e.g. temperature, mass etc) or by other means e.g. counting

Qualitative data – non-numerical observations. Other observations made during your experiment that may have a bearing on the conclusion or help to explain patterns and trends (or the lack of!). Examples include changes in colour, texture, size etc.Any other observed sources of error should also be recorded.

In constructing a data table you should consider the following features:a) Structure

a. When possible, the independent variable should come first in your columns followed by the dependent variable.

b. Draw lines around all rows and columns.c. Make it clear. A good table should be able to be understood out of context

(i.e. not embedded in a lab report describing the experiment).b) Title

a. Title should be descriptive of the data contained in the table. It should include the key variables as well as any specific conditions of the experiment

b. The tables should be numbered consecutively throughout the report with a specific identifying title.

c) Headings a. Columns should be clearly annotated with a heading, units, and an

indication of uncertainty. b. Headings should indicate what the data is in the column below.c. Headings are likely to be the name of a variable.

d) Units a. Units should be included with a heading (not next to each data value in the

table).e) Uncertainties

a. All measurements have uncertainties and you must indicate them in your data tables. Uncertainties should be associated with all raw data and an attempt should always be made to quantify uncertainties. For measuring instruments with a digital display the uncertainty is equal to the smallest division. For analogue scales the uncertainty is equal to HALF the smallest division.

b. For counts, use an uncertainty of 1

IB Biology HIS 18

EXAMPLE:Table 1: The relationship between temperature and water uptake in a leafy shoot of a geranium (Geranium carolinianum).

Uncertainties:The smallest division on a particular ruler is 1mm. The uncertainty could be recorded as 0.5mm or 0.05cm.

f) Precision of data a. There is no variation in the precision of raw data; the same number of

decimal places (significant figures) should be used.b. Data values should be stated to the same number of decimal places as the

uncertainty.g) Anomalous results – any results that are particularly different from the others need

to be excluded from any processing but must still be recorded with raw data.

Further advice on drawing data tables can be found at: http://www.saburchill.com/IBbiology/sci_invest/006.html

2. Process your dataData processing involves combining and manipulating raw data to determine the value of a physical quantity (adding, subtracting, squaring, dividing), and taking the average of several measurements and transforming the data into a form suitable for the graphical representation.

a) Look at Your Aim ALWAYS CONSIDER YOUR AIM.

The purpose of processing data is to show patterns in the data that help you draw a conclusion that answers your Aim (not to pad out a lab report!).

Aspect 2 requires that any processing helps in answering the Aim.

b) Choose Your Processing Technique In Aspect 2 you will be assessed on your ability to choose appropriate processing techniques (types of calculations) and to carry out those calculations correctly.

Some appropriate options for data processing in Biology are:

i. Change in quantities (initial final) o This is a very basic processing

technique and should be used in combination with other methods.

IB Biology HIS 19

Simply plotting raw data is not considered processing. If the raw data is already in a form suitable for graphical presentation, it is not considered processing unless a line of best fit/trend line is drawn.

See section 3d for details on lines of best fit.

Change in quantities =Final−Initial

ii. Percentage change in quantities. o This also allows you

to compare quantities that have different initial and final quantities.

o This often more appropriate than change in quantity as it helps to eliminate some of the error.

o For example, since it is almost impossible to obtain slices of potato that are the same dimensions, same consistency throughout, and the same mass to the degree of precision that your instruments allow, it is more appropriate to do a percentage change in quantity rather than simple change in quantity calculations.

iii. Rateo Rate is a measure of how quickly a variable

changes

iv. Mean and Standard Deviationo Whenever you have multiple trials in an experiment, it is good practice to

calculate the mean and standard deviation. o Using the mean as opposed to individual values helps to minimise the error

in your experiment. o Standard deviation also helps to indicate the spread of your values around

the mean. A smaller standard deviation indicates that the values are clustered closely around the mean (and therefore possibly more reliable); a larger standard deviation indicates a wider spread (values are possibly less reliable).

v. t-testo Deduce the significance of any difference between two sets of data using

calculated values for t and the appropriate tables. Your sample size should be at least 10. Remember that the t-test shows that two sets of data are significantly different (possibly due to your independent variable) if the p-value is 0.05.

o Always include degrees of freedom in your write-up. o Usually used with continuous data.

IB Biology HIS 20

Percentage change in quantities = Final−Initial

Initial×100

Rate = Final−Initial

TimeTaken

vi. Chi-Squared Analysiso Used to determine correlation between the observed and expected. Common

analysis used in genetics when analysing traits for linkage. o usually used with discrete data (e.g. genotype, colour).

vii.Percentage error o This is used when

comparing your actual measurements to a theoretical measurement. Percentage error describes the accuracy of measurements.

o You should always use percentage calculations as opposed to the numerical difference. This is because 10 cm error means nothing if you are measuring the distance between Hanoi to Ho Chi Minh City, but it is a huge error if you are measuring the length of a piece of paper.

viii. Percentage deviationo A measure of precision

when a theoretical value is not known. This informs how reproducible your experiment is.

ix. Correlation Coefficiento This can tell you the strength of a relationship between 2 variables.o Can be determined in Excel once you have plotted a trend line using the

CORREL formula.

c) Carry out your Calculations Make sure you go back and double-check your calculations.See section 3a to make sure that you have presented you work correctly.

NOTE: DO NOT ROUND OFF VALUES UNTIL YOU ARRIVE AT A FINAL ANSWER.

d) Treatment of Uncertainties i) The uncertainties associated with the raw data must be taken into account. ii) It is possible (although not necessary for IB Biology) to calculate numerical

uncertainties for processed data values. If you are adding measured volumes each with an uncertainty of ±0.05, then you should add the uncertainties.

IB Biology HIS 21

Percentage error =TheoreticalValue−ActualValue

TheoreticalValue×100

Percentage deviation = AverageDeviation

Mean×100

iii) Mean and SD are acceptable ways of showing this in graphs with error bars. The mean should be the plotted point or height of the bar. For each point an error bar can be drawn that extends above the point/bar 1 SD and below the point/bar 1 SD. The size of the error bar is also an indication of the reliability of you data (and therefore any conclusion you draw from it).

iv) The treatment of uncertainties in graphical analysis (scatter plots) requires the construction of appropriate best-fit lines.

Further information on processing techniques (when and how to use them) can be found at: http://www.saburchill.com/IBbiology/stats/stats_hp.html

3. Present your processed dataYou are expected to decide upon a suitable presentation format without teacher assistance. Your ability to show how you processed the data, choose the correct presentation method and construct graphs etc will determine your level of achievement for Aspect 3.

Important things to consider:-a) Present data so that the stages to the final results can be followed This will often mean showing your working for each type of calculation done (not for every single calculation done!). Each worked example should include the following:

i) Heading describing the calculation,ii) Formula,iii) Identification of which set of data is being used in that example,iv) Fully worked example,v) If Excel or a graphing calculator was used to generate values (i.e. you didn’t

have to plug numbers into an equation) it is OK to simply state this. In the case of Excel you should state the formula used.

vi) Flowcharts may also be appropriate here.

b) Significant Figures i) Inclusion of metric/SI units is expected for final derived quantities, which

should be expressed to the correct number of significant figures. Your processed data should not have more significant figures (or decimal places) that the raw data you collected.

ii) All processed data should be to the same number of significant figures.

IB Biology HIS 22

Independent variable/ units

Dependent variable/ units

c) Presentation formats A few general options are listed below; however, understand that you are not limited to these options as there are many processing options specific to certain labs such as electrophoresis gel analysis, and logarithmic graphs: i. Spreadsheets and tables showing data calculations such as mean, SD,

percentage change etc.ii. Line graphs and scatter-plots showing continuous data points (e.g. time,

concentration, age, heart rate, height etc.) with line of best fit. iii. Bar graphs showing discrete data (categories) e.g. species, phenotype, sex,

ethnicity.iv. Pie charts showing percentages out of 100%.v. Biological diagrams to illustrate changes in appearance (should be used in

combination with other methods).

Diagrams and Tablesvi. There should be clear, unambiguous headings for diagrams and tables or

graphs similar to the heading used for tables in your data collection. vii. Diagrams will be labelled as figures. Figures should be numbered for

reference and be placed below the figure it references.

Graphsviii. Think about why you are drawing your graph …. It should be a visual

representation of the data that allows you to answer the Aim. Therefore it should look like:

ix. Graphs can be drawn by hand or using graphing software such as Excel (as long as you have had to make the decisions on the format, axes, scale etc). However, an inability to manipulate the program to show the necessary elements is not an excuse for failing to include them!

IB Biology HIS 23

x. Graphs must have the following: - Title. The same expectations apply as for table (see section on Recording Raw

Data). Graphs will be labelled as figures. Figures should be numbered for reference and be placed below the figure it references.

- Appropriate scales; if you are measuring temperatures between 30 and 40 degrees, your graph should not begin and end at 0 and 100 respectively. Your units must be appropriate as well. If you are measuring in mm, you shouldn’t have meters marked on your graph. Think of a graph like a microscope; you want to see as much detail as possible.

- Labelled axes with units; axes should be labelled similarly to your table headings.- Accurately plotted data points should be clearly shown.- A suitable best-fit line, trend line or curve is drawn (for a line graph or scatter plot)

DO NOT CONNECT THE DOTS.

A one-sentence explanation as to what the particular processing method shows would not hurt.

In some cases it would be a good idea to include a concluding statement about the results, though you should deal with its significance in your lab in your conclusion.

Further information on graphing can be found at:http://www.saburchill.com/IBbiology/graphs/001.html

CONCLUSION AND EVALUATION (CE)

IB Biology HIS 24

Example

A Chi-squared analysis was done to determine if the differences between the observed data and the expected data are significant. The p-value was between .05 and .025 at 3 degrees of freedom, showing that the differences were significant.

Accuracy = how close a measurement is to the correct value.Precision = exactness of a measurement as represented by the number of decimal places to which it is expressed.Reliability = consistency in measurements (i.e. if measurements taken over consecutive trials are all very similar then there is consistency and they are said t be reliable). This can be shown by the standard deviation.

1. Write a ConclusionYour conclusion is what is assessed for Aspect 1. This section should be one or more paragraphs in which you draw conclusions from your results, and reflect on whether or not they are reliable and/or trustworthy. To achieve at the highest level for this aspect you should make sure that:a) Conclusions are truthful and based on the data. Don’t try and twist your

results to fit a hypothesis or expected outcome.b) The conclusion is clearly related to the Aim.c) The conclusion provides a thorough description of any trends or patterns.

d) Use your results to justify your conclusion (explain how your results support your conclusion).

e) Try to explain your results, observations, trends, and patterns revealed by the data using Biology theory. This may come from

i. your own knowledge from classii. literature research – e.g. textbook, journal articles etc

f) Express your confidence in your resultsi. When measuring an already known and accepted a) value of a physical

quantity, or b) a trend/relationship between two variables you should compare your experimental value with a textbook/literature value.

ii. If you are comparing an experimental value using percentage error can be useful to determine how close they were.

iii. Standard deviations and error bars can also indicate your confidence in your results. E.g. Large SDs / error bars suggest great variability in your data, making it less reliable.

IB Biology HIS 25

Bad exampleThe results show that the concentration of sugar affects the rate of respiration. As the sugar concentration increased so did the rate of respiration.

GOOD exampleWe can conclude that there is a positive, linear relationship between the concentration of sugar and the rate of respiration. The correlation coefficient of 0.9 indicates that it is a strong relationship.

The trend line in Figure 1 shows that there is a positive, linear relationship between the concentration of sugar and the rate of respiration. The correlation coefficient of 0.9 indicates that it is a strong relationship.

g) All literature used to write you lab report should be fully referenced (see Appendix 2) by using the Harvard method to produce:

i. Bibliography- Help on how to produce a bibliography can be found at: http://owl.english.purdue.edu/owl/resource/747/07/

ii. In-text referencing- advice on the correct format can be found at: http://owl.english.purdue.edu/owl/resource/747/02/

iii. Examples of referencing can be found at:http://www.lib.monash.edu.au/tutorials/citing/harvard.html

2. Discuss weaknesses in your investigationAspects 2 and 3 require you to evaluate the procedure. Aspect 2 deals with weaknesses in the procedure and their impact on the results. This is where you comment on the design, method of the investigation, and the quality of the data. A good format for the Evaluation is shown to the right.

In order to achieve a 2 on Aspect 2 you should:

a) List specific weaknesses in the design of the procedure. You could look ati. Processes,ii. Techniques,iii. Choice of equipment e.g. type of equipment, its precision/accuracy,iv. Number of trials,v. Other possible sources of error that were not addressed.

b) List specific weaknesses in carrying out the procedure. You could look ati. Use of equipment,ii. Management of time,iii. Human errors,iv. Other possible sources of error that were not addressed.

c) For each weakness discuss its significance. This includes:i. How the weakness affected your results e.g. values too high/low, data

values less reliable (large uncertainty/error/SD would indicate this), measurements less accurate or precise, trend/pattern incorrect or unclear etc

ii. By how much your results were affected: - e.g. if a weakness was significant it would have had a large effect on your results - if uncertainties are smaller than those expected due to natural variability

(background noise) in the biological system then they are unlikely to be significant.d) Address the quality of your data (e.g. precision and accuracy of measurements).

IB Biology HIS 26

Good format for EvaluationWeakness Significance Improvement

3. Describe improvements for each identified weaknessThis section deals with Aspect 3. Suggestions for improvements should be based on the weaknesses and limitations identified in Aspect 2.

For each improvement ensure that:

a) Modifications are specific (numerical if possible). “Next time we should work more carefully” is not acceptable.

b) Modifications are realistic – they can be achieved within the constraints of the timetable, school setting and budget.

c) Improvements are not overly simplistic or superficial – you need to demonstrate that you are a Science student at an IB Diploma level!

IB Biology HIS 27

Acceptable Example:

“Because the simple calorimeter we used was made from a tin can, some heat was lost to the surroundings — metals conduct heat well. Therefore, the value we obtained for the heat gained by the water in the calorimeter was lower than it should have been. The heat lost from the tin can would not have been a lot in the time taken for the experiment so this probably did not have a significant impact on the results”.

Unacceptable Examples:

"The test tubes weren’t clean.” careless or poor performance does not make for a valid weakness

“Human error.” a specific description of the type of human error would be required.

EXTERNAL ASSESSMENT: YOUR EXAMINATIONS Worth 76% of your overall grade You will sit three separate exam papers Standard Level (SL) and Higher Level (HL) will have different papers

S TANDARD LEVEL EXAM

ComponentOverall

weighting (%)

Approximate weighting of

objectives (%)Duration (hours) Format and syllabus coverage

1+2 3Paper 1 20 20 ¾ 30 multiple-choice questions on the corePaper 2 32 16 16 1 ¼ Section A: one data-based question and

several short-answer questions on the core (all compulsory)

Section B: one extended-response question on the core (from a choice of three)

Paper 3 24 12 12 1 Several short-answer questions in each of the two options studied (all compulsory)

HIGHER LEVEL EXAM

ComponentOverall

weighting (%)

Approximate weighting of

objectives (%)Duration (hours) Format and syllabus coverage

1+2 3Paper 1 20 20 1 40 multiple-choice questions (±15 common

to SL plus about 5 more on the core, and about 15 on the AHL)

Paper 2 36 18 18 2 ¼ Section A: one data-based question and several short-answer questions on the core and the AHL (all compulsory)

Section B: two extended-response question on the core and the AHL (from a choice of four)

Paper 3 20 10 10 1 ¼ Several short-answer questions and one extended response question in each of the two options studied (all compulsory)

IB Biology HIS 28

Core: (all students)Topic 1: Statistical AnalysisTopic 2: CellsTopic 3: The chemistry of lifeTopic 4: GeneticsTopic 5: Ecology and EvolutionTopic 6: Human health and physiology

AHL: (higher-level students only)Topic 7: Nucleic acids and proteinsTopic 8: Cell respiration and photosynthesisTopic 9: Plant scienceTopic 10: GeneticsTopic 11: Human health and physiology

Options: (assessed on 2 of 8 choices)Depending on time constraints, we will cover more than two options so you can choose to sit your “favourite”.Options SLOption A: Human nutrition and healthOption B: Physiology of exerciseOption C: Cells and energy

Options SL and HLOption D: EvolutionOption E: Neurobiology and behaviourOption F: Microbes and biotechnologyOption G: Ecology and conservation

Options HLOption H: Further human physiology

THE BIOLOGY SYLLABUSThis section outlines the assessment statements set by the IBO.

Work through the progress tracker to keep tabs on how far you’ve come. Make sure you are keeping up with the notes and cover any statements that may be missing from

either your class work or your homework. Pay attention to the command terms and the objectives in each statement. Often, the exam

question is identical to the assessment statement.

IB Biology HIS 29

TOPIC 1: STATISTICAL ANALYSIS (CORE)

Assessment statement ObjCovered in class

Revised at home

I’m confident

1.1.1 State that error bars are a graphical representation of the

variability of data. 1

1.1.2 Calculate the mean and standard deviation of a set of values. 2

1.1.3State that the term standard deviation is used to summarise the spread of values around the mean, and that 68% of the values fall within one standard deviation of the mean.

1

1.1.4 Explain how the standard deviation is useful for comparing the means and the spread of data between two or more samples. 3

1.1.5 Deduce the significance of the difference between two sets of data using calculated values for t and the appropriate tables. 3

1.1.6 Explain that the existence of a correlation does not establish that there is a causal relationship between two variables. 3

NB: Learn how to use your calculator to find mean and standard deviation.

TOPIC 2: CELLS (CORE)

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2.1 Cell Theory2.1.1 Outline the cell theory. 22.1.2 Discuss the evidence for the cell theory. 32.1.3 State that unicellular organisms carry out all the functions of life. 1

2.1.4Compare the relative sizes of molecules, cell membrane thickness, viruses, bacteria, organelles and cells, using the appropriate SI unit.

3

2.1.5 Calculate the linear magnification of drawings and the actual size of specimens in images of known magnification. 2

2.1.6 Explain the importance of the surface area to volume ratio as a factor limiting cell size.

3

2.1.7 State that multicellular organisms show emergent properties. 12.1.8 Explain that cells in multicellular organisms differentiate to carry

out specialised functions by expressing some of their genes but not others.

3

2.1.9 State that stem cells retain the capacity to divide and have the ability to differentiate along different pathways.

1

2.1.10 Outline one therapeutic use of stem cells. 2

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2.2 Prokaryotic cells2.2.1 Draw and label a diagram of the ultrastructure of Escherichia

coli (E. coli) as an example of a prokaryote.1

2.2.2 Annotate the diagram from 2.2.1 with the functions of each named structure.

2

2.2.3 Identify structures from 2.2.1 in electron micrographs of E. coli. 22.2.4 State that prokaryotic cells divide by binary fission. 1

2.3 Eukaryotic cells2.3.1 Draw and label a diagram of the ultrastructure of a liver cell as

an example of an animal cell.1

2.3.2 Annotate the diagram from 2.3.1 with the functions of each named structure.

2

IB Biology HIS 30

2.3.3 Identify structures from 2.3.1 in electron micrographs of liver cells.

2

2.3.4 Compare prokaryotic and eukaryotic cells. 32.3.5 State three differences between plant and animal cells. 12.3.6 Outline two roles of extracellular components. 2

2.4 Membranes2.4.1 Draw and label a diagram to show the structure of membranes. 12.4.2 Explain how the hydrophobic and hydrophilic properties of

phospholipids help to maintain the structure of cell membranes.3

2.4.3 List the functions of membrane proteins. 12.4.4 Define diffusion and osmosis. 12.4.5 Explain passive transport across membranes by simple diffusion

and facilitated diffusion.3

2.4.6 Explain the role of protein pumps and ATP in active transport across membranes.

3

2.4.7 Explain how vesicles are used to transport materials within a cell between the rough endoplasmic reticulum, Golgi apparatus and plasma membrane.

3

2.4.8 Describe how the fluidity of the membrane allows it to change shape, break and re-form during endocytosis and exocytosis.

2

IB Biology HIS 31

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I’m confident

2.5 Cell division2.5.1 Outline the stages in the cell cycle, including interphase (G1, S,

G2), mitosis and cytokinesis.2

2.5.2 State that tumours (cancers) are the result of uncontrolled cell division and that these can occur in any organ or tissue.

1

2.5.3 State that interphase is an active period in the life of a cell when many metabolic reactions occur, including protein synthesis, DNA replication and an increase in the number of mitochondria and/or chloroplasts.

1

2.5.4 Describe the events that occur in the four phases of mitosis (prophase, metaphase, anaphase and telophase).

2

2.5.5 Explain how mitosis produces two genetically identical nuclei. 32.5.6 State that growth, embryonic development, tissue repair and

asexual reproduction involve mitosis.1

TOPIC 3: THE CHEMISTRY OF LIFE (CORE)

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3.1 Chemical elements and water 3.1.1 State that the most frequently occurring chemical elements in

living things are carbon, hydrogen, oxygen and nitrogen.1

3.1.2 State that a variety of other elements are needed by living organisms, including sulfur, calcium, phosphorus, iron and sodium.

1

3.1.3 State one role for each of the elements mentioned in 3.1.2. 13.1.4 Draw and label a diagram showing the structure of water

molecules to show their polarity and hydrogen bond formation.1

3.1.5 Outline the thermal, cohesive and solvent properties of water. 23.1.6 Explain the relationship between the properties of water and its

uses in living organisms as a coolant, medium for metabolic reactions and transport medium.

3

IB Biology HIS 32

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I’m confident

3.2 Carbohydrates, lipids and proteins 3.2.1 Distinguish between organic and inorganic compounds. 23.2.2 Identify amino acids, glucose, ribose and fatty acids from

diagrams showing their structure.2

3.2.3 List three examples each of monosaccharides, disaccharides and polysaccharides.

1

3.2.4 State one function of glucose, lactose and glycogen in animals, and of fructose, sucrose and cellulose in plants.

1

3.2.5 Outline the role of condensation and hydrolysis in the relationships between monosaccharides, disaccharides and polysaccharides; between fatty acids, glycerol and triglycerides; and between amino acids and polypeptides.

2

3.2.6 State three functions of lipids. 13.2.7 Compare the use of carbohydrates and lipids in energy storage. 3

3.3 DNA structure 3.3.1 Outline DNA nucleotide structure in terms of sugar

(deoxyribose), base and phosphate.2

3.3.2 State the names of the four bases in DNA. 13.3.3 Outline how DNA nucleotides are linked together by covalent

bonds into a single strand.2

3.3.4 Explain how a DNA double helix is formed using complementary base pairing and hydrogen bonds.

3

3.3.5 Draw and label a simple diagram of the molecular structure of DNA.

1

3.4 DNA replication 3.4.1 Explain DNA replication in terms of unwinding the double helix

and separation of the strands by helicase, followed by formation of the new complementary strands by DNA polymerase.

3

3.4.2 Explain the significance of complementary base pairing in the conservation of the base sequence ofDNA.

3

3.4.3 State that DNA replication is semiconservative. 13.5 Transcription and translation3.5.1 Compare the structure of RNA and DNA. 33.5.2 Outline DNA transcription in terms of the formation of an RNA

strand complementary to the DNA strand by RNA polymerase.2

3.5.3 Describe the genetic code in terms of codons composed of triplets of bases.

2

3.5.4 Explain the process of translation, leading to polypeptide formation.

3

3.5.5 Discuss the relationship between one gene and one polypeptide. 3

IB Biology HIS 33

Assessment statement ObjCovered in class

Revised at home

I’m confident

3.6 Enzymes3.6.1 Define enzyme and active site. 13.6.2 Explain enzyme–substrate specificity. 33.6.3 Explain the effects of temperature, pH and substrate

concentration on enzyme activity.3

3.6.4 Define denaturation. 13.6.5 Explain the use of lactase in the production of lactose-free milk. 3

3.7 Cell respiration3.7.1 Define cell respiration. 13.7.2 State that, in cell respiration, glucose in the cytoplasm is broken

down by glycolysis into pyruvate, with a small yield of ATP.1

3.7.3 Explain that, during anaerobic cell respiration, pyruvate can be converted in the cytoplasm into lactate, or ethanol and carbon dioxide, with no further yield of ATP.

3

3.7.4 Explain that, during aerobic cell respiration, pyruvate can be broken down in the mitochondrion into carbon dioxide and water with a large yield of ATP.

3

3.8 Photosynthesis3.8.1 State that photosynthesis involves the conversion of light energy

into chemical energy.1

3.8.2 State that light from the Sun is composed of a range of wavelengths (colours).

1

3.8.3 State that chlorophyll is the main photosynthetic pigment. 13.8.4 Outline the differences in absorption of red, blue and green light

by chlorophyll.2

3.8.5 State that light energy is used to produce ATP, and to split water molecules (photolysis) to form oxygen and hydrogen.

1

3.8.6 State that ATP and hydrogen (derived from the photolysis of water) are used to fix carbon dioxide to make organic molecules.

1

3.8.7 Explain that the rate of photosynthesis can be measured directly by the production of oxygen or the uptake of carbon dioxide, or indirectly by an increase in biomass.

3

3.8.8 Outline the effects of temperature, light intensity and carbon dioxide concentration on the rate of photosynthesis.

2

IB Biology HIS 34

TOPIC 4: GENETICS (CORE)

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I’m confident

4.1 Chromosomes, genes, alleles and mutations4.1.1 State that eukaryote chromosomes are made of DNA and

proteins.1

4.1.2 Define gene, allele and genome. 14.1.3 Define gene mutation. 14.1.4 Explain the consequence of a base substitution mutation in

relation to the processes of transcription and translation, using the example of sickle-cell anemia.

3

4.2 Meiosis4.2.1 State that meiosis is a reduction division of a diploid nucleus to

form haploid nuclei.1

4.2.2 Define homologous chromosomes. 14.2.3 Outline the process of meiosis, including pairing of homologous

chromosomes and crossing over, followed by two divisions, which results in four haploid cells.

2

4.2.4 Explain that non-disjunction can lead to changes in chromosome number, illustrated by reference to Down syndrome (trisomy 21).

3

4.2.5 State that, in karyotyping, chromosomes are arranged in pairs according to their size and structure.

1

4.2.6 State that karyotyping is performed using cells collected by chorionic villus sampling or amniocentesis, for pre-natal diagnosis of chromosome abnormalities.

1

4.2.7 Analyse a human karyotype to determine gender and whether non-disjunction has occurred.

3

IB Biology HIS 35

Assessment statement ObjCovered in class

Revised at home

I’m confident

4.3 Theoretical genetics4.3.1 Define genotype, phenotype, dominant allele, recessive allele,

codominant alleles, locus, homozygous, heterozygous, carrier and test cross.

1

4.3.2 Determine the genotypes and phenotypes of the offspring of a monohybrid cross using a Punnett grid.

3

4.3.3 State that some genes have more than two alleles (multiple alleles).

1

4.3.4 Describe ABO blood groups as an example of codominance and multiple alleles.

2

4.3.5 Explain how the sex chromosomes control gender by referring to the inheritance of X and Y chromosomes in humans.

3

4.3.6 State that some genes are present on the X chromosome and absent from the shorter Y chromosome in humans.

1

4.3.7 Define sex linkage. 14.3.8 Describe the inheritance of colour blindness and hemophilia as

examples of sex linkage.2

4.3.9 State that a human female can be homozygous or heterozygous with respect to sex-linked genes.

1

4.3.10 Explain that female carriers are heterozygous for X-linked recessive alleles.

3

4.3.11 Predict the genotypic and phenotypic ratios of offspring of monohybrid crosses involving any of the above patterns of inheritance.

3

4.3.12 Deduce the genotypes and phenotypes of individuals in pedigree charts.

3

IB Biology HIS 36

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4.4 Genetic engineering and biotechnology4.4.1 Outline the use of polymerase chain reaction (PCR) to copy and

amplify minute quantities of DNA.2

4.4.2 State that, in gel electrophoresis, fragments of DNA move in an electric field and are separated according to their size.

1

4.4.3 State that gel electrophoresis of DNA is used in DNA profiling. 14.4.4 Describe the application of DNA profiling to determine paternity

and also in forensic investigations.2

4.4.5 Analyse DNA profiles to draw conclusions about paternity or forensic investigations.

3

4.4.6 Outline three outcomes of the sequencing of the complete human genome.

2

4.4.7 State that, when genes are transferred between species, the amino acid sequence of polypeptides translated from them is unchanged because the genetic code is universal.

1

4.4.8 Outline a basic technique used for gene transfer involving plasmids, a host cell (bacterium, yeast or other cell), restriction enzymes (endonucleases) and DNA ligase.

2

4.4.9 State two examples of the current uses of genetically modified crops or animals.

1

4.4.10 Discuss the potential benefits and possible harmful effects of one example of genetic modification.

3

4.4.11 Define clone. 14.4.12 Outline a technique for cloning using differentiated animal cells. 24.4.13 Discuss the ethical issues of therapeutic cloning in humans. 3

IB Biology HIS 37

TOPIC 5: ECOLOGY AND EVOLUTION (CORE)

Assessment statement ObjCovered in class

Revised at home

I’m confident

5.1 Communities and ecosystems5.1.1 Define species, habitat, population, community, ecosystem and

ecology.1

5.1.2 Distinguish between autotroph and heterotroph. 25.1.3 Distinguish between consumers, detritivores and saprotrophs. 25.1.4 Describe what is meant by a food chain, giving three examples,

each with at least three linkages (4 orgs).2

5.1.5 Describe what is meant by a food web. 25.1.6 Define trophic level. 15.1.7 Deduce the trophic level of organisms in a food chain and a food

web.3

5.1.8 Construct a food web containing upto 10 organisms, using appropriate information.

3

5.1.9 State that light is the initial energy source for almost all communities.

1

5.1.10 Explain the energy flow in a food chain. 35.1.11 State that energy transformations are never 100% efficient. 15.1.12 Explain reasons for the shape of pyramids of energy. 35.1.13 Explain that energy enters and leaves ecosystems, but nutrients

must be recycled.3

5.1.14 State that saprotrophic bacteria and fungi (decomposers) recycle nutrients.

1

5.2 The greenhouse effect5.2.1 Draw and label a diagram of the carbon cycle to show the

processes involved.1

5.2.2 Analyse the changes in concentration of atmospheric carbon dioxide using historical records.

3

5.2.3 Explain the relationship between rises in concentrations of atmospheric carbon dioxide, methane and oxides of nitrogen and the enhanced greenhouse effect.

3

5.2.4 Outline the precautionary principle. 25.2.5 Evaluate the precautionary principle as a justification for strong

action in response to the threats posed by the enhanced greenhouse effect.

3

5.2.6 Outline the consequences of a global temperature rise on arctic ecosystems.

2

5.3 Populations5.3.1 Outline how population size is affected by natality, immigration,

mortality and emigration.2

5.3.2 Draw and label a graph showing a sigmoid (S-shaped) population growth curve.

1

5.3.3 Explain the reasons for the exponential growth phase, the plateau phase and the transitional phase between these two phases.

3

5.3.4 List three factors that set limits to population increase. 1

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5.4 Evolution5.4.1 Define evolution. 15.4.2 Outline the evidence for evolution provided by the fossil record,

selective breeding of domesticated animals and homologous structures.

2

5.4.3 State that populations tend to produce more offspring than the environment can support.

1

5.4.4 Explain that the consequence of the potential overproduction of offspring is a struggle for survival.

3

5.4.5 State that the members of a species show variation. 1

IB Biology HIS 38

5.4.6 Explain how sexual reproduction promotes variation in a species. 35.4.7 Explain how natural selection leads to evolution. 35.4.8 Explain two examples of evolution in response to environmental

change; one must be antibiotic resistance in bacteria.3

5.5 Classification5.5.1 Outline the binomial system of nomenclature. 25.5.2 List seven levels in the hierarchy of taxa—kingdom, phylum,

class, order, family, genus and species—using an example from two different kingdoms for each level.

1

5.5.3 Distinguish between the following phyla of plants, using simple external recognition features: bryophyta,filicinophyta, coniferophyta and angiospermophyta.

2

5.5.4 Distinguish between the following phyla of animals, using simple external recognition features: porifera,cnidaria, platyhelminthes, annelida, mollusca and arthropoda.

2

5.5.5 Apply and design a key for a group of up to eight organisms. 3

TOPIC 6: HUMAN HEALTH AND PHYSIOLOGY (CORE)

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6.1 Digestion6.1.1 Explain why digestion of large food molecules is essential. 36.1.2 Explain the need for enzymes in digestion. 36.1.3 State the source, substrate, products and optimum pH conditions

for one amylase, one protease and one lipase.1

6.1.4 Draw and label a diagram of the digestive system. 16.1.5 Outline the function of the stomach, small intestine and large

intestine.2

6.1.6 Distinguish between absorption and assimilation. 26.1.7 Explain how the structure of the villus is related to its role in

absorption and transport of the products of digestion.3

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6.2 The transport system6.2.1 Draw and label a diagram of the heart showing the four

chambers, associated blood vessels, valves and the route of blood through the heart.

1

6.2.2 State that the coronary arteries supply heart muscle with oxygen and nutrients.

1

6.2.3 Explain the action of the heart in terms of collecting blood, pumping blood, and opening and closing of valves.

3

6.2.4 Outline the control of the heartbeat in terms of myogenic muscle contraction, the role of the pacemaker, nerves, the medulla of the brain and epinephrine (adrenaline).

2

6.2.5 Explain the relationship between the structure and function of arteries, capillaries and veins.

3

6.2.6 State that blood is composed of plasma, erythrocytes, leucocytes (phagocytes and lymphocytes) and platelets.

1

6.2.7 State that the following are transported by the blood: nutrients, oxygen, carbon dioxide, hormones, antibodies, urea and heat.

1

6.3 Defence against infectious disease6.3.1 Define pathogen. 16.3.2 Explain why antibiotics are effective against bacteria but not

against viruses.3

6.3.3 Outline the role of skin and mucous membranes in defence against pathogens.

2

6.3.4 Outline how phagocytic leucocytes ingest pathogens in the blood and in body tissues.

2

6.3.5 Distinguish between antigens and antibodies. 2

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6.3.6 Explain antibody production. 36.3.7 Outline the effects of HIV on the immune system. 26.3.8 Discuss the cause, transmission and social implications of AIDS. 3

6.4 Gas exchange6.4.1 Distinguish between ventilation, gas exchange and cell

respiration.2

6.4.2 Explain the need for a ventilation system. 36.4.3 Describe the features of alveoli that adapt them to gas exchange. 26.4.4 Draw and label a diagram of the ventilation system, including

trachea, lungs, bronchi, bronchioles and alveoli.1

6.4.5 Explain the mechanism of ventilation of the lungs in terms of volume and pressure changes caused by the internal and external intercostals muscles, the diaphragm and abdominal muscles.

3

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6.5 Nerves, hormones and homeostasis6.5.1 State that the nervous system consists of the central nervous

system (CNS) and peripheral nerves, and is composed of cells called neurons that can carry rapid electrical impulses.

1

6.5.2 Draw and label a diagram of the structure of a motor neuron. 16.5.3 State that nerve impulses are conducted from receptors to the

CNS by sensory neurons, within the CNS by relay neurons, and from the CNS to effectors by motor neurons.

1

6.5.4 Define resting potential and action potential (depolarisation and repolarisation).

1

6.5.5 Explain how a nerve impulse passes along a non-myelinated neuron.

3

6.5.6 Explain the principles of synaptic transmission. 36.5.7 State that the endocrine system consists of glands that release

hormones that are transported in the blood.1

6.5.8 State that homeostasis involves maintaining the internal environment between limits, including blood pH, carbon dioxide concentration, blood glucose concentration, body temperature and water balance.

1

6.5.9 Explain that homeostasis involves monitoring levels of variables and correcting changes in levels by negative feedback mechanisms.

3

6.5.10 Explain the control of body temperature, including the transfer of heat in blood, and the roles of the hypothalamus, sweat glands, skin arterioles and shivering.

3

6.5.11 Explain the control of blood glucose concentration, including the roles of glucagon, insulin and α and β cells in the pancreatic islets.

3

6.5.12 Distinguish between type I and type II diabetes . 26.6 Reproduction6.6.1 Draw and label diagrams of the adult male and female

reproductive systems.1

6.6.2 Outline the role of hormones in the menstrual cycle, including FSH (follicle stimulating hormone), LH (luteinising hormone), oestrogen and progesterone.

2

6.6.3 Annotate a graph showing hormone levels in the menstrual cycle, illustrating the relationship between changes in hormone levels and ovulation, menstruation and thickening of the endometrium.

2

6.6.4 List three roles of testosterone in males. 16.6.5 Outline the process of in vitro fertilisation (IVF). 26.6.6 Discuss the ethical issues associated with IVF. 3

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IB Biology HIS 41

TOPIC 7: NUCLEIC ACIDS AND PROTEINS (AHL)

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7.1 DNA structure7.1.1 Describe the structure of DNA, including the antiparallel strands,

3’–5’ linkages and hydrogen bonding between purines and pyrimidines.

7.1.2 Outline the structure of nucleosomes.7.1.3 State that nucleosomes help to supercoil chromosomes and help

to regulate transcription.7.1.4 Distinguish between unique or single-copy genes and highly

repetitive sequences in nuclear DNA.7.1.5 State that eukaryotic genes can contain exons and introns.

7.2 DNA replication7.2.1 State that DNA replication occurs in a 5’→ 3’ direction.7.2.2 Explain the process of DNA replication in prokaryotes, including

the role of enzymes (helicase, DNA polymerase, RNA primase and DNA ligase), Okazaki fragments and deoxynucleoside triphosphates.

7.2.3 State that DNA replication is initiated at many points in eukaryotic chromosomes.

7.3 Transcription7.3.1 State that transcription is carried out in a 5’→ 3’ direction.7.3.2 Distinguish between the sense and antisense strands of DNA.7.3.3 Explain the process of transcription in prokaryotes, including the

role of the promoter region, RNA polymerase, nucleoside triphosphates and the terminator.

7.3.4 State that eukaryotic RNA needs the removal of introns to form mature mRNA.

IB Biology HIS 42

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7.4 Translation7.4.1 Explain that each tRNA molecule is recognised by a tRNA-

activating enzyme that binds a specific amino acid to the tRNA, using ATP for energy.

3

7.4.2 Outline the structure of ribosomes, including protein and RNA composition, large and small subunits, three tRNA binding sites and mRNA binding sites.

2

7.4.3 State that translation consists of initiation, elongation, translocation and termination.

1

7.4.4 State that translation occurs in a 5’→ 3’ direction. 17.4.5 Draw and label a diagram showing the structure of a peptide

bond between two amino acids.1

7.4.6 Explain the process of translation, including ribosomes, polysomes, start codons and stop codons.

3

7.4.7 State that free ribosomes synthesise proteins for use primarily within the cell, and that bound ribosomes synthesise proteins primarily for secretion or for lysosomes.

1

7.5 Proteins7.5.1 Explain the four levels of protein structure, indicating the

significance of each level.3

7.5.2 Outline the difference between fibrous and globular proteins, with reference to two examples of each protein type.

2

7.5.3 Explain the significance of polar and non-polar amino acids. 37.5.4 State four functions of proteins, giving a named example of

each.1

7.6 Enzymes7.6.1 State that metabolic pathways consist of chains and cycles of

enzyme catalysed reactions.1

7.6.2 Describe the induced-fit model. 27.6.3 Explain that enzymes lower the activation energy of the

chemical reactions that they catalyse.3

7.6.4 Explain the difference between competitive and non-competitive inhibition, with reference to one example of each.

3

7.6.5 Explain the control of metabolic pathways by end-product inhibition, including the role of allosteric sites.

3

IB Biology HIS 43

TOPIC 8: CELL RESPIRATION AND PHOTOSYTHESIS (AHL)

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8.1 Cell respiration8.1.1 State that oxidation involves the loss of electrons from an

element, whereas reduction involves a gain of electrons; and that oxidation frequently involves gaining oxygen or losing hydrogen, whereas reduction frequently involves losing oxygen or gaining hydrogen.

8.1.2 Outline the process of glycolysis, including phosphorylation, lysis, oxidation and ATP formation.

8.1.3 Draw and label a diagram showing the structure of a mitochondrion as seen in electron micrographs.

8.1.4 Explain aerobic respiration, including the link reaction, the Krebs cycle, the role of NADH + H+, the electron transport chain and the role of oxygen.

8.1.5 Explain oxidative phosphorylation in terms of chemiosmosis.8.1.6 Explain the relationship between the structure of the

mitochondrion and its function.8.2 Photosynthesis8.2.1 Draw and label a diagram showing the structure of a chloroplast

as seen in electron micrographs.8.2.2 State that photosynthesis consists of light-dependent and light

independent reactions.8.2.3 Explain the light-dependent reactions.8.2.4 Explain photophosphorylation in terms of chemiosmosis.8.2.5 Explain the light-independent reactions.8.2.6 Explain the relationship between the structure of the chloroplast

and its function.8.2.7 Explain the relationship between the action spectrum and the

absorption spectrum of photosynthetic pigments in green plants.8.2.8 Explain the concept of limiting factors in photosynthesis, with

reference to light intensity, temperature and concentration of carbon dioxide.

IB Biology HIS 44

TOPIC 9: PLANT SCIENCE (AHL)

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9.1 Plant structure and growth9.1.1 Draw and label plan diagrams to show the distribution of tissues

in the stem and leaf of a dicotyledonous plant.1

9.1.2 Outline three differences between the structures of dicotyledonous and monocotyledonous plants.

2

9.1.3 Explain the relationship between the distribution of tissues in the leaf and the functions of these tissues.

3

9.1.4 Identify modifications of roots, stems and leaves for different functions: bulbs, stem tubers, storage roots and tendrils.

2

9.1.5 State that dicotyledonous plants have apical and lateral meristems.

1

9.1.6 Compare growth due to apical and lateral meristems in dicotyledonous plants.

3

9.1.7 Explain the role of auxin in phototropism as an example of the control of plant growth.

3

9.2 Transport in angiospermophytes9.2.1 Outline how the root system provides a large surface area for

mineral ion and water uptake by means of branching and root hairs.

2

9.2.2 List ways in which mineral ions in the soil move to the root. 19.2.3 Explain the process of mineral ion absorption from the soil into

roots by active transport.3

9.2.4 State that terrestrial plants support themselves by means of thickened cellulose, cell turgor and lignified xylem.

1

9.2.5 Define transpiration. 19.2.6 Explain how water is carried by the transpiration stream,

including the structure of xylem vessels, transpiration pull, cohesion, adhesion and evaporation.

3

9.2.7 State that guard cells can regulate transpiration by opening and closing stomata.

1

9.2.8 State that the plant hormone abscisic acid causes the closing of stomata.

1

9.2.9 Explain how the abiotic factors light, temperature, wind and humidity, affect the rate of transpiration in a typical terrestrial plant.

3

9.2.10 Outline four adaptations of xerophytes that help to reduce transpiration.

2

9.2.11 Outline the role of phloem in active translocation of sugars (sucrose) and amino acids from source (photosynthetic tissue and storage organs) to sink (fruits, seeds, roots).

2

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9.3 Reproduction in angiospermophytes 9.3.1 Draw and label a diagram showing the structure of a

dicotyledonous animal-pollinated flower.1

9.3.2 Distinguish between pollination, fertilisation and seed dispersal. 29.3.3 Draw and label a diagram showing the external and internal

structure of a named dicotyledonous seed.1

9.3.4 Explain the conditions needed for the germination of a typical seed.

3

9.3.5 Outline the metabolic processes during germination of a starchy seed.

2

9.3.6 Explain how flowering is controlled in long-day and short-day 3

IB Biology HIS 45

plants, including the role of phytochrome.

TOPIC 10: GENETICS (AHL)

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10.1 Meiosis10.1.1 Describe the behaviour of the chromosomes in the phases of

meiosis.2

10.1.2 Outline the formation of chiasmata in the process of crossing over.

2

10.1.3 Explain how meiosis results in an effectively infinite genetic variety in gametes through crossing over inprophase I and random orientation in metaphase I.

3

10.1.4 State Mendel’s law of independent assortment. 110.1.5 Explain the relationship between Mendel’s law of independent

assortment and meiosis.3

10.2 Dihybrid crosses and gene linkage10.2.1 Calculate and predict the genotypic and phenotypic ratio of

offspring of dihybrid crosses involving unlinked autosomal genes.

3

10.2.2 Distinguish between autosomes and sex chromosomes. 210.2.3 Explain how crossing over between non-sister chromatids of a

homologous pair in prophase I can result in an exchange of alleles.

3

10.2.4 Define linkage group. 110.2.5 Explain an example of a cross between two linked genes. 310.2.6 Identify which of the offspring are recombinants in a dihybrid

cross involving linked genes.2

10.3 Polygenic Inheritance 10.3.1 Define polygenic inheritance. 110.3.2 Explain that polygenic inheritance can contribute to continuous

variation using two examples, one of which must be human skin colour.

3

TOPIC 11: HUMAN HEALTH AND PHYSIOLOGY (AHL)

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11.1 Defence against infectious diseases11.1.1 Describe the process of blood clotting. 211.1.2 Outline the principle of challenge and response, clonal selection

and memory cells as the basis of immunity.2

11.1.3 Define active and passive immunity. 111.1.4 Explain antibody production. 311.1.5 Describe the production of monoclonal antibodies and their use

in diagnosis and in treatment.2

11.1.6 Explain the principle of vaccination. 311.1.7 Discuss the benefits and dangers of vaccination. 311.2 Muscles and movement11.2.1 State the roles of bones, ligaments, muscles, tendons and nerves

in human movement.1

11.2.2 Label a diagram of the human elbow joint, including cartilage, synovial fluid, joint capsule, named bones and antagonistic muscles (biceps and triceps).

1

11.2.3 Outline the functions of the structures in the human elbow joint named in 11.2.2.

2

11.2.4 Compare the movements of the hip joint and the knee joint. 311.2.5 Describe the structure of striated muscle fibres, including the

myofibrils with light and dark bands, mitochondria, the 2

IB Biology HIS 46

sarcoplasmic reticulum, nuclei and the sarcolemma.11.2.6 Draw and label a diagram to show the structure of a sarcomere,

including Z lines, actin filaments, myosin filaments with heads, and the resultant light and dark bands.

1

11.2.7 Explain how skeletal muscle contracts, including the release of calcium ions from the sarcoplasmic reticulum, the formation of cross-bridges, the sliding of actin and myosin filaments, and the use of ATP to break cross-bridges and re-set myosin heads.

3

11.2.8 Analyse electron micrographs to find the state of contraction of muscle fibres.

3

IB Biology HIS 47

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11.3 The kidney11.3.1 Define excretion. 111.3.2 Draw and label a diagram of the kidney. 111.3.3 Annotate a diagram of a glomerulus and associated nephron to

show the function of each part.2

11.3.4 Explain the process of ultrafiltration, including blood pressure, fenestrated blood capillaries and basement membrane.

3

11.3.5 Define osmoregulation. 111.3.6 Explain the reabsorption of glucose, water and salts in the

proximal convoluted tubule, including the roles of microvilli, osmosis and active transport.

3

11.3.7 Explain the roles of the loop of Henle, medulla, collecting duct and ADH (vasopressin) in maintaining the water balance of the blood.

3

11.3.8 Explain the differences in the concentration of proteins, glucose and urea between blood plasma,glomerular filtrate and urine.

3

11.3.9 Explain the presence of glucose in the urine of untreated diabetic patients.

3

IB Biology HIS 48

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11.4 Reproduction11.4.1 Annotate a light micrograph of testis tissue to show the location

and function of interstitial cells (Leydig cells), germinal epithelium cells, developing spermatozoa and Sertoli cells.

2

11.4.2 Outline the processes involved in spermatogenesis within the testis, including mitosis, cell growth, the two divisions of meiosis and cell differentiation.

2

11.4.3 State the role of LH, testosterone and FSH in spermatogenesis. 111.4.4 Annotate a diagram of the ovary to show the location and

function of germinal epithelium, primary follicles, mature follicle and secondary oocyte.

2

11.4.5 Outline the processes involved in oogenesis within the ovary, including mitosis, cell growth, the two divisions of meiosis, the unequal division of cytoplasm and the degeneration of polar body.

2

11.4.6 Draw and label a diagram of a mature sperm and egg. 111.4.7 Outline the role of the epididymis, seminal vesicle and prostate

gland in the production of semen.2

11.4.8 Compare the processes of spermatogenesis and oogenesis, including the number of gametes and the timing of the formation and release of gametes.

3

11.4.9 Describe the process of fertilisation, including the acrosome reaction, penetration of the egg membrane by a sperm and the cortical reaction.

2

11.4.10 Outline the role of HCG in early pregnancy. 211.4.11 Outline early embryo development up to the implantation of the

blastocyst.2

11.4.12 Explain how the structure and functions of the placenta, including its hormonal role in secretion of oestrogen and progesterone, maintain pregnancy.

3

11.4.13 State that the foetus is supported and protected by the amniotic sac and amniotic fluid.

1

11.4.14 State that materials are exchanged between the maternal and foetal blood in the placenta.

1

11.4.15 Outline the process of birth and its hormonal control, including the changes in progesterone and oxytocin levels and positive feedback.

2

IB Biology HIS 49

OPTION D: EVOLUTION

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D1 Origin of life on Earth (core)D.1.1 Describe four processes needed for the spontaneous origin of life

on Earth.D.1.2 Outline the experiments of Miller and Urey into the origin of

organic compounds.D.1.3 State that comets may have delivered organic compounds to

Earth.D.1.4 Discuss possible locations where conditions would have allowed

the synthesis of organic compounds.D.1.5 Outline two properties of RNA that would have allowed it to

play a role in the origin of life.D.1.6 State that living cells may have been preceded by protobionts,

with an internal chemical environment different from their surroundings.

D.1.7 Outline the contribution of prokaryotes to the creation of an oxygen-rich atmosphere.

D.1.8 Discuss the endosymbiotic theory for the origin of eukaryotes.D2 Species and speciation (core)D.2.1 Define allele frequency and gene pool. D.2.2 State that evolution involves a change in allele frequency in a

population’s gene pool over a number of generations.D.2.3 Discuss the definition of the term species.D.2.4 Describe three examples of barriers between gene pools.D.2.5 Explain how polyploidy can contribute to speciation.D.2.6 Compare allopatric and sympatric speciation.D.2.7 Outline the process of adaptive radiation.D.2.8 Compare convergent and divergent evolution.D.2.9 Discuss ideas on the pace of evolution, including gradualism and

punctuated equilibrium.D.2.10 Describe one example of transient polymorphism.D.2.11 Describe sickle-cell anemia as an example of balanced

polymorphism.

IB Biology HIS 50

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D3 Human evolution (core)D.3.1 Outline the method for dating rocks and fossils using

radioisotopes, with reference to 14C and 40K.D.3.2 Define half-life. D.3.3 Deduce the approximate age of materials based on a simple

decay curve for a radioisotope.D.3.4 Describe the major anatomical features that define humans as

primates.D.3.5 Outline the trends illustrated by the fossils of Ardipithecus

ramidus, Australopithecus including A. afarensis and A. africanus, and Homo including H. habilis, H. erectus, H. neanderthalensis and H. sapiens.

D.3.6 State that, at various stages in hominid evolution, several species may have coexisted.

D.3.7 Discuss the incompleteness of the fossil record and the resulting uncertainties about human evolution.

D.3.8 Discuss the correlation between the change in diet and increase in brain size during hominid evolution.

D.3.9 Distinguish between genetic and cultural evolution.D.3.10 Discuss the relative importance of genetic and cultural evolution

in the recent evolution of humans.D4 The Hardy-Weinberg principle (HL)D.4.1 Explain how the Hardy–Weinberg equation is derived.

D.4.2 Calculate allele, genotype and phenotype frequencies for two alleles of a gene, using the Hardy–Weinberg equation.

D.4.3 State the assumptions made when the Hardy–Weinberg equation is used.

D5 Phylogeny and systematic (HL)D.5.1 Outline the value of classifying organisms.D.5.2 Explain the biochemical evidence provided by the universality of

DNA and protein structures for the common ancestry of living organisms.

D.5.3 Explain how variations in specific molecules can indicate phylogeny.

D.5.4 Discuss how biochemical variations can be used as an evolutionary clock.

D.5.5 Define clade and cladistics.D.5.6 Distinguish, with examples, between analogous and homologous

characteristics.D.5.7 Outline the methods used to construct cladograms and the

conclusions that can be drawn from them.D.5.8 Construct a simple cladogram. D.5.9 Analyse cladograms in terms of phylogenetic relationships.D.5.10 Discuss the relationship between cladograms and the

classification of living organisms.

OPTION E: NEUROBIOLOGY AND BEHAVIOUR

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E1 Stimulus and response (core)E.1.1 Define the terms stimulus, response and reflex in the context of

animal behaviour.1

E.1.2 Explain the role of receptors, sensory neurons, relay neurons, motor neurons, synapses and effectors in the response of animals to stimuli.

3

E.1.3 Draw and label a diagram of a reflex arc for a pain withdrawal reflex, including the spinal cord and its spinal nerves, the

1

IB Biology HIS 51

receptor cell, sensory neuron, relay neuron, motor neuron and effector.

E.1.4 Explain how animal responses can be affected by natural selection, using two examples.

3

E2 Perception of stimuli (core)E.2.1 Outline the diversity of stimuli that can be detected by human

sensory receptors, including mechanoreceptors, chemoreceptors, thermoreceptors and photoreceptors.

2

E.2.2 Label a diagram of the structure of the human eye. 1E.2.3 Annotate a diagram of the retina to show the cell types and the

direction in which light moves.2

E.2.4 Compare rod and cone cells. 3E.2.5 Explain the processing of visual stimuli, including edge

enhancement and contralateral processing.3

E.2.6 Label a diagram of the ear. 1E.2.7 Explain how sound is perceived by the ear, including the roles of

the eardrum, bones of the middle ear, oval and round windows, and the hair cells of the cochlea.

3

E3 Innate and learned behaviour (core)E.3.1 Distinguish between innate and learned behaviour. 2E.3.2 Design experiments to investigate innate behaviour in

invertebrates, including either a taxis or a kinesis.3

E.3.3 Analyse data from invertebrate behaviour experiments in terms of the effect on chances of survival and reproduction.

3

E.3.4 Discuss how the process of learning can improve the chance of survival.

3

E.3.5 Outline Pavlov’s experiments into conditioning of dogs. 2E.3.6 Outline the role of inheritance and learning in the development

of birdsong in young birds.2

IB Biology HIS 52

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E4 Neurotransmitters and synapses (core)E.4.1 State that some presynaptic neurons excite postsynaptic

transmission and others inhibit postsynaptic transmission.1

E.4.2 Explain how decision-making in the CNS can result from the interaction between the activities of excitatory and inhibitory presynaptic neurons at synapses.

3

E.4.3 Explain how psychoactive drugs affect the brain and personality by either increasing or decreasing postsynaptic transmission.

3

E.4.4 List three examples of excitatory and three examples of inhibitory psychoactive drugs.

1

E.4.5 Explain the effects of THC and cocaine in terms of their action at synapses in the brain.

3

E.4.6 Discuss the causes of addiction, including genetic predisposition, social factors and dopamine secretion.

3

E5 The human brain (HL)E.5.1 Label, on a diagram of the brain, the medulla oblongata,

cerebellum, hypothalamus, pituitary gland and cerebral hemispheres.

1

E.5.2 Outline the functions of each of the parts of the brain listed in E.5.1.

2

E.5.3 Explain how animal experiments, lesions and FMRI scanning can be used in the identification of the brain part involved in specific functions.

3

E.5.4 Explain sympathetic and parasympathetic control of the heart rate, movements of the iris and flow of blood to the gut.

3

E.5.5 Explain the pupil reflex. 3E.5.6 Discuss the concept of brain death and the use of the pupil reflex

in testing for this.3

E.5.7 Outline how pain is perceived and how endorphins can act as painkillers.

2

E6 Further studies of behaviour (HL)E.6.1 Describe the social organisation of honey bee colonies and one

other non-human example.2

E.6.2 Outline how natural selection may act at the level of the colony in the case of social organisms.

2

E.6.3 Discuss the evolution of altruistic behaviour using two non-human examples.

3

E.6.4 Outline two examples of how foraging behaviour optimises food intake, including bluegill fish foraging for Daphnia.

2

E.6.5 Explain how mate selection can lead to exaggerated traits. 3E.6.6 State that animals show rhythmical variations in activity. 1E.6.7 Outline two examples illustrating the adaptive value of

rhythmical behaviour patterns.2

OPTION F: MICROBES AND BIOTECHNOLOGY

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F1 Diversity of microbes (core)F.1.1 Outline the classification of living organisms into three domains. 2F.1.2 Explain the reasons for the reclassification of living organisms

into three domains.3

F.1.3 Distinguish between the characteristics of the three domains. 2F.1.4 Outline the wide diversity of habitat in the Archaea as

exemplified by methanogens, thermophiles and halophiles.2

F.1.5 Outline the diversity of Eubacteria, including shape and cell wall structure.

2

F.1.6 State, with one example, that some bacteria form aggregates that show characteristics not seen in individual bacteria.

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IB Biology HIS 53

F.1.7 Compare the structure of the cell walls of Gram-positive and Gramnegative Eubacteria.

3

F.1.8 Outline the diversity of structure in viruses including: naked capsid versus enveloped capsid; DNA versus RNA; and single stranded versus double stranded DNA or RNA.

2

F.1.9 Outline the diversity of microscopic eukaryotes, as illustrated by Saccharomyces, Amoeba, Plasmodium, Paramecium, Euglena and Chlorella.

2

F2 Microbes and the environment (core)F.2.1 List the roles of microbes in ecosystems, including producers,

nitrogen fixers and decomposers.2

F.2.2 Draw and label a diagram of the nitrogen cycle. 3F.2.3 State the roles of Rhizobium, Azotobacter, Nitrosomonas,

Nitrobacter and Pseudomonas denitrificans in the nitrogen cycle.2

F.2.4 Outline the conditions that favour denitrification and nitrification.

2

F.2.5 Explain the consequences of releasing raw sewage and nitrate fertiliser into rivers.

2

F.2.6 Outline the role of saprotrophic bacteria in the treatment of sewage using trickling filter beds and reed bed systems.

1

F.2.7 State that biomass can be used as raw material for the production of fuels such as methane and ethanol.

3

F.2.8 Explain the principles involved in the generation of methane from biomass, including the conditions needed, organisms involved and the basic chemical reactions that occur.

2

IB Biology HIS 54

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F3 Microbes and biotechnology (core)F.3.1 State that reverse transcriptase catalyses the production of DNA

from RNA.1

F.3.2 Explain how reverse transcriptase is used in molecular biology. 3F.3.3 Distinguish between somatic and germ line therapy. 2F.3.4 Outline the use of viral vectors in gene therapy. 2F.3.5 Discuss the risks of gene therapy. 3

F4 Microbes and food production (core)F.4.1 Explain the use of Saccharomyces in the production of beer,

wine and bread.3

F.4.2 Outline the production of soy sauce using Aspergillus oryzae. 2F.4.3 Explain the use of acids and high salt or sugar concentrations in

food preservation.3

F.4.4 Outline the symptoms, method of transmission and treatment of one named example of food poisoning.

2

F5 Metabolism of microbes (HL)F.5.1 Define the terms photoautotroph, photoheterotroph,

chemoautotroph and chemoheterotroph.1

F.5.2 State one example of the terms in F.5.2 1F.5.3 Compare photoautotrophs with photoheterotrophs in terms of

energy sources and carbon sources.3

F.5.4 Compare chemoautotrophs with chemoheterotrophs in terms of energy sources and carbon sources.

3

F.5.5 Draw and label a diagram of a filamentous cyanobacterium. 1F.5.6 Explain the use of bacteria in the bioremediation of soil and

water.3

IB Biology HIS 55

Assessment statement ObjCovered in class

Revised at home

I’m confident

F6 Microbes and disease (HL)F.6.1 List six methods by which pathogens are transmitted and gain

entry to the body.1

F.6.2 Distinguish between intracellular and extracellular bacterial infection using Chlamydia and Streptococcus as examples.

2

F.6.3 Distinguish between endotoxins and exotoxins. 2F.6.4 Evaluate methods of controlling microbial growth by irradiation,

pasteurisation, antiseptics and disinfectants.3

F.6.5 Outline the mechanism of the action of antibiotics, including inhibition of synthesis of cell walls, proteins and nucleic acids.

2

F.6.6 Outline the lytic life cycle of the influenza virus. 2F.6.7 Define epidemiology. 1F.6.8 Discuss the origin and epidemiology of one example of a

pandemic.3

F.6.9 Describe the cause, transmission and effects of malaria, as an example of disease caused by a protozoan.

2

F.6.10 Discuss the prion hypothesis for the cause of spongiform encephalopathies.

3

IB Biology HIS 56

APPENDIX 1 Terms and concepts in error analysis (adapted from IBO’s Online Curriculum Centre)

(a) Random variation or normal variationi) In biological investigations, errors can be caused by:

a. changes in the material used, or b. by changes in the conditions under which the experiment is carried out.

- e.g. the osmotic potential of potato tissue will vary between different potatoes. Different parts of the same potato will also show variations, but they will probably show a normal variation that is less than that from samples taken from different potatoes.

ii) Random errors can, therefore, be kept to a minimum by careful selection of material and by careful control of variables.

- e.g. you could use a water bath to reduce the random fluctuations in ambient temperature.

(b) Human errors (mistakes)i) Human errors can occur when tools, instruments or protocols are used or read

incorrectly. - e.g. A temperature reading from a thermometer in a liquid should be taken after stirring the liquid and with the bulb of the thermometer still in the liquid. - e.g. Thermometers (and other instruments) should be read with the eye level with the liquid in the thermometer (reading needle) to prevent parallax error.

ii) Human errors can be systematic, because the experimenter does not know how to use the apparatus properly, or

iii) They can be random, because the power of concentration of the experimenter is fading. To help overcome this:a. Automated measuring, using a data logger system, can be used. b. Alternatively, the experimenter can take a break occasionally.

(c) The act of measuringi) When a measurement is taken, this can affect the environment of the experiment.

- e.g. when a cold thermometer is put into a test tube with only a small volume of warm water in it, the water will be cooled by the presence of the thermometer.- e.g. when the behaviour of animals is being recorded, the presence of the experimenter may influence the animals’ behaviour.

(d) Systematic errorsa) Systematic errors can be reduced if equipment is regularly checked or calibrated to

ensure that it is functioning correctly. - e.g. a thermometer should be placed in an electronic water bath to check that the thermostat of the water bath is correctly adjusted. - e.g. a blank should be used to calibrate a colorimeter to compensate for the drift of the instrument.

(e) Degrees of precision and uncertainty in data

IB Biology HIS 57

i) You must choose an appropriate instrument for measuring such things as length, volume, pH and light intensity. You don’t need to justify every piece of equipment (in a normal science lab the most appropriate instrument may not be available).

ii) For the degrees of precision, the simplest rule is that the degree of precision is plus or minus (±) the smallest division on the instrument (the least count). This is true for rulers and instruments with digital displays.

iii) The instrument limit of error is usually no greater than the least count and is often a fraction of the least count value.

- e.g. a burette or a mercury thermometer is often read to half of the least count division. This would mean that a burette value of 34.1 cm3 becomes 34.10 cm3 (± 0.05 cm3). Note that the volume value is now cited to one extra decimal place so as to be consistent with the uncertainty.

(g) Replicates and samplesi) Biological systems, because of their complexity and normal variability, require replicate

observations and multiple samples of material. As a rule:a. the lower limit is five measurements, or a sample size of five. b. very small samples run from 5 to 20, c. small samples run from 20 to 30, and d. big samples run from 30 upwards.

ii) Obviously, this will vary within the limits of the time available for an investigation. It is also possible to use class data to generate sufficient replicates to permit adequate processing of the data. However, you must have been personally involved in the data collecting process, and your own set of raw data should be presented and clearly identified.

iii) Where sufficient replicates have been carried out, then the calculation of the standard deviation of the mean is expected. Another statistic, the standard error of the mean to derive confidence limits, may also be calculated. The standard error is not expected, but it would be an acceptable alternative to the standard deviation.

IB Biology HIS 58

APPENDIX 2 Academic Honesty has two main factors:

‘In-text’ citationsYou let the reader know where you have used a piece of information in your work. There are 2 basic methods:

Superscripted numerical markers.

“Monkeys prefer ripe bananas to unripe bananas(1). This is due to the extra sugars present in ripe bananas(2), and scientists think that monkeys may have a similar range of tastes to humans(3). It has yet been unproven whether or not monkeys find it funny when someone slips and falls on a discarded banana skin(1).”

Name/date citations as part of your text.

“Monkeys prefer ripe bananas to unripe bananas (Taylor, 2006). According to Pugh (2007), this is due to the extra sugars present in ripe bananas (2). Murphy et al (2006) propose that monkeys may have a similar range of tastes to humans. It has yet been unproven whether or not monkeys find it funny when someone slips and falls on a discarded banana skin (Taylor, 2006).”BibliographySupply complete details of the sources you have used – so that the reader can find them easily to check the facts or learn more.

If you use numerical markers as in-text citations, then you must list your sources in the order in which they are used in your work. The very first source you cite in your text is listed in position 1 in your bibliography, the second in position 2 and so on. If you use a source again in your work later on, cite it with the same superscript number as the first time you used it – you don’t need to list it in the bibliography more than once.

1. Taylor, S. 2006. Monkey Nutrition Handbook, 2nd Edition. Pp198-199. Primate Press, Bandung.2. Pugh, D. 2007. BananaWeb – nutrition page. Association of Bananas. Retrieved June 13, 2007

from www.bananaweb.com/nutrition.htm.3. Murphy, R. Et al. 2005. ‘A Study into the taste pallet of primates.’ Monkey Journal, vol 2 issue

12. Dec 2005. Pp 12-15.

If you are using the Harvard method to cite your source in-text, then you must present your bibliography in alphabetical order of the last names of the lead authors of the sources.

Murphy, R. Et al. 2005. ‘A Study into the taste pallet of primates.’ Monkey Journal, vol 2 issue 12. Dec 2005. pp 12-15.

Pugh, D. 2007. BananaWeb – nutrition page. Association of Bananas. Retrieved June 13, 2007 from www.bananaweb.com/nutrition.htm.

Taylor, S. 2006. Monkey Nutrition Handbook, 2nd Edition. pp198-199. Primate Press, Bandung.

IB Biology HIS 59

IB Biology HIS 60