Contents

Sr. No. Topics

1. Nature of Science
2. Nature of Biology
3. Distinction between SL and HL
4. Prior Learning
5. Group 4 Aims
6. Syllabus
7. Assessment Objectives
8. Assessment Outline SL & HL
9. External Assessment Details
10. Practical Work & Internal Assessment Details
11. Group 4 Project
12. Grade Descriptor
13. Essential Agreements
14. Resources

1

Nature of Science

The nature of science is a new methodology that supports subject knowledge and skills
acquisition through broader conceptual themes and ideas. Highlighting the importance of key
scientific issues like ethics, objectivity and the understanding of science, this approach brings
these important concepts to the surface, and ensures they are clearly linked into learning.

Nature of Biology

2

The word biology was coined by German naturalist Gottfried Reinhold in 1802 but our
understanding of living organisms only started to grow rapidly with the advent of techniques and
technologies developed in the 18th and 19th centuries, not least the invention of the microscope
and the realization that natural selection is the process that has driven the evolution of life.

Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago
and, through reproduction and natural selection, have given rise to the 8 million or so different
species alive today. Estimates vary, but over the course of evolution 4 billion species could have
been produced. Most of these flourished for a period of time and then became extinct as new,
better adapted species took their place. There have been at least five periods when very large
numbers of species became extinct and biologists are concerned that another mass extinction is
under way, caused this time by human activity. This diversity makes biology both an endless
source of fascination and a considerable challenge.

In Biology at one end of the scale is the cell, its molecular construction and complex metabolic
reactions. At the other end of the scale biologists investigate the interactions that make whole
ecosystems function. Many areas of research in biology are extremely challenging and many
discoveries remain to be made.

Biology is still a young science and great progress is expected in the 21st century. This
progress is sorely needed at a time when the growing human population is placing ever greater
pressure on food supplies and on the habitats of other species, and is threatening the very
planet we occupy.

Distinction between SL and HL

Group 4 students at standard level (SL) and higher level (HL) undertake a common core
syllabus, a common internal assessment (IA) scheme and have some overlapping elements in
the option studied. They are presented with a syllabus that encourages the development of
scientific skills, attributes and attitudes. While the skills and activities of group 4 science
subjects are common to students at both SL and HL, students at HL are required to study some
topics in greater depth, in the additional higher level (AHL) material and in the common options.
The distinction between SL and HL is one of breadth and depth.

Prior Learning

Group 4 subjects and prior learning Past experience shows that students will be able to study a
group 4 science subject at SL successfully with no background in, or previous knowledge of,
science. Their approach to study, characterized by the specific IB learner profile attributes
inquirers, thinkers and communicatorswill be significant here.
However, for most students considering the study of a group 4 subject at HL, while there is no
intention to restrict access to group 4 subjects, some previous exposure to formal science
education would be necessary.
Group 4 Aims

Through studying biology, chemistry or physics, students should become aware of how
scientists work and communicate with each other. While the scientific method may take on a
wide variety of forms, it is the emphasis on a practical approach through experimental work that
characterizes these subjects.

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The aims enable students, through the overarching theme of the Nature of science, to:

1. Appreciate scientific study and creativity within a global context through stimulating and
challenging opportunities.

2. Acquire a body of knowledge, methods and techniques that characterize science and
technology

3. Apply and use a body of knowledge, methods and techniques that characterize science and
technology

4. Develop an ability to analyse, evaluate and synthesize scientific information

5. Develop a critical awareness of the need for, and the value of, effective collaboration and
communication during scientific activities

6. Develop experimental and investigative scientific skills including the use of current
technologies

7. Develop and apply 21st century communication skills in the study of science

8. Become critically aware, as global citizens, of the ethical implications of using science and
technology

9. Develop an appreciation of the possibilities and limitations of science and technology

10. Develop an understanding of the relationships between scientific disciplines and their
influence on other areas of knowledge.

4

Syllabus

Topic 1 - Cell Biology

Topic Understanding

1.1- Introduction According to the cell theory, living organisms are composed of cells.
to cell Organisms consisting of only one cell carry out all functions of life in
that cell.
Surface area to volume ratio is important in the limitation of cell size.
Multicellular organisms have properties that emerge from the
interaction of their cellular components.
Specialized tissues can develop by cell differentiation in multicellular
organisms.
Differentiation involves the expression of some genes and not
others in a cells genome.
The capacity of stem cells to divide and differentiate along different
pathways is necessary in embryonic development and also makes
stem cells suitable for therapeutic uses.
1.2 Ultrastructure of Prokaryotes have a simple cell structure without
Cells compartmentalization.
Eukaryotes have a compartmentalized cell structure.
Electron microscopes have a much higher resolution than light
microscopes.
1.3 Membrane Phospholipids form bilayers in water due to the amphipathic
Structure properties of phospholipid molecules.
Membrane proteins are diverse in terms of structure, position in the
membrane and function.
Cholesterol is a component of animal cell membranes.
1.4 Membrane Particles move across membranes by simple diffusion, facilitated
Transport diffusion, osmosis and active transport.
The fluidity of membranes allows materials to be taken into cells by
endocytosis or released by exocytosis. Vesicles move materials
within cells.
1.5 Origin of cells Cells can only be formed by division of pre-existing cells.
The first cells must have arisen from non-living material.
The origin of eukaryotic cells can be explained by the endosymbiotic
theory.
1.6 Cell division Mitosis is division of the nucleus into two genetically identical
daughter nuclei.
Chromosomes condense by supercoiling during mitosis.
Cytokinesis occurs after mitosis and is different in plant and animal
cells.
Interphase is a very active phase of the cell cycle with many
processes occurring in the nucleus and cytoplasm.
Cyclins are involved in the control of the cell cycle.
Mutagens, oncogenes and metastasis are involved in the
development of primary and secondary tumours.

5

Topic 2: Molecular Biology

Topic Understanding

2.1 Molecules to Molecular biology explains living processes in terms of the chemical
Metabolism substances involved.
Carbon atoms can form four covalent bonds allowing a diversity of
stable compounds to exist.
Life is based on carbon compounds including carbohydrates, lipids,
proteins and nucleic acids.
Metabolism is the web of all the enzyme-catalysed reactions in a
cell or organism.
Anabolism is the synthesis of complex molecules from simpler
molecules including the formation of macromolecules from
monomers by condensation reactions.
Catabolism is the breakdown of complex molecules into simpler
molecules including the hydrolysis of macromolecules into
monomers.
2.2 Water Water molecules are polar and hydrogen bonds form between them.
Hydrogen bonding and dipolarity explain the cohesive, adhesive,
thermal and solvent properties of water.
Substances can be hydrophilic or hydrophobic.

2.3 Carbohydrates & Monosaccharide monomers are linked together by condensation

lipids reactions to form disaccharides and polysaccharide polymers.
Fatty acids can be saturated, monounsaturated or polyunsaturated.
Unsaturated fatty acids can be cis or trans isomers.
Triglycerides are formed by condensation from three fatty acids
and one glycerol.

2.4 Proteins Amino acids are linked together by condensation to form

polypeptides.
There are 20 different amino acids in polypeptides synthesized on
ribosomes.
Amino acids can be linked together in any sequence giving a huge
range of possible polypeptides.
The amino acid sequence of polypeptides is coded for by genes.
A protein may consist of a single polypeptide or more than one
polypeptide linked together.
The amino acid sequence determines the three-dimensional
conformation of a protein.
Living organisms synthesize many different proteins with a wide
range of functions.
Every individual has a unique proteome.

2.5 Enzymes Enzymes have an active site to which specific substrates bind.
Enzyme catalysis involves molecular motion and the collision of
substrates with the active site.
Temperature, pH and substrate concentration affect the rate of
activity of enzymes.
Enzymes can be denatured.

6

 Immobilized enzymes are widely used in industry.

2.6 Structure of DNA The nucleic acids DNA and RNA are polymers of nucleotides.
& RNA DNA differs from RNA in the number of strands present, the base
composition and the type of pentose.
DNA is a double helix made of two antiparallel strands of
nucleotides linked by hydrogen bonding between complementary
base pairs.

2.7 DNA Replication, The replication of DNA is semi-conservative and depends on

Transcription & complementary base pairing.
Translation Helicase unwinds the double helix and separates the two strands by
breaking hydrogen bonds.
DNA polymerase links nucleotides together to form a new strand,
using the pre-existing strand as a template.
Transcription is the synthesis of mRNA copied from the DNA base
sequences by RNA polymerase.
Translation is the synthesis of polypeptides on ribosomes.
The amino acid sequence of polypeptides is determined by mRNA
according to the genetic code.
Codons of three bases on mRNA correspond to one amino acid in a
polypeptide.
Translation depends on complementary base pairing between
codons on mRNA and anticodons on tRNA.
2.8 Cell Respiration Cell respiration is the controlled release of energy from organic
compounds to produce ATP.
ATP from cell respiration is immediately available as a source of
energy in the cell.
Anaerobic cell respiration gives a small yield of ATP from glucose.
Aerobic cell respiration requires oxygen and gives a large yield of
ATP from glucose.
2.9 Photosynthesis Photosynthesis is the production of carbon compounds in cells using
light energy.
Visible light has a range of wavelengths with violet the shortest
wavelength and red the longest.
Chlorophyll absorbs red and blue light most effectively and reflects
green light more than other colours.
Oxygen is produced in photosynthesis from the photolysis of water.
Energy is needed to produce carbohydrates and other carbon
compounds from carbon dioxide.
Temperature, light intensity and carbon dioxide concentration are
possible limiting factors on the rate of photosynthesis.

7

Topic 3: Genetics

Topic Understandings

3.1 Genes A gene is a heritable factor that consists of a length of DNA and
influences a
specific characteristic.
A gene occupies a specific position on a chromosome.
The various specific forms of a gene are alleles.
Alleles differ from each other by one or only a few bases.
New alleles are formed by mutation.
The genome is the whole of the genetic information of an
organism.
The entire base sequence of human genes was sequenced in the
Human Genome Project.

3.2 Chromosomes Prokaryotes have one chromosome consisting of a circular DNA

molecule.
Some prokaryotes also have plasmids but eukaryotes do not.
Eukaryote chromosomes are linear DNA molecules associated
with histone proteins.
In a eukaryote species there are different chromosomes that
carry different genes.
Homologous chromosomes carry the same sequence of genes
but not necessarily the same alleles of those genes.
Diploid nuclei have pairs of homologous chromosomes.
Haploid nuclei have one chromosome of each pair.
The number of chromosomes is a characteristic feature of
members of a species.
A karyogram shows the chromosomes of an organism in
homologous pairs of decreasing length.
Sex is determined by sex chromosomes and autosomes are
chromosomes that do not determine sex.

3.3 Meiosis One diploid nucleus divides by meiosis to produce four haploid
nuclei.
The halving of the chromosome number allows a sexual life cycle
with fusion of gametes.
DNA is replicated before meiosis so that all chromosomes consist
of two sister chromatids.
The early stages of meiosis involve pairing of homologous
chromosomes and crossing over followed by condensation.
Orientation of pairs of homologous chromosomes prior to
separation is random.
Separation of pairs of homologous chromosomes in the first
division of meiosis halves the chromosome number.
Crossing over and random orientation promotes genetic variation.
Fusion of gametes from different parents promotes genetic
variation.

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3.4 Inheritance Mendel discovered the principles of inheritance with experiments in
which large numbers of pea plants were crossed.
Gametes are haploid so contain only one allele of each gene.
The two alleles of each gene separate into different haploid
daughter nuclei during meiosis.
Fusion of gametes results in diploid zygotes with two alleles of
each gene that may be the same allele or different alleles.
Dominant alleles mask the effects of recessive alleles but co-
dominant alleles have joint effects.
Many genetic diseases in humans are due to recessive alleles of
autosomal genes, although some genetic diseases are due to
dominant or co-dominant alleles.
Some genetic diseases are sex-linked. The pattern of inheritance
is different with sex-linked genes due to their location on sex
chromosomes.
Many genetic diseases have been identified in humans but most
are very rare.
Radiation and mutagenic chemicals increase the mutation rate
and can cause genetic diseases and cancer.
3.5 Genetic modification Gel electrophoresis is used to separate proteins or fragments of
and biotechnology DNA according to size.
PCR can be used to amplify small amounts of DNA.
DNA profiling involves comparison of DNA.
Genetic modification is carried out by gene transfer between
species.
Clones are groups of genetically identical organisms, derived
from a single original parent cell.
Many plant species and some animal species have natural
methods of cloning.
Animals can be cloned at the embryo stage by breaking up the
embryo into more than one group of cells.
Methods have been developed for cloning adult animals using
differentiated cells.

9

Topic 4: ECOLOGY

Topic Understandings

4.1 Species, Species are groups of organisms that can potentially interbreed to
communities and produce fertile offspring.
ecosystems Members of a species may be reproductively isolated in separate
populations.
Species have either an autotrophic or heterotrophic method of
nutrition (a few species have both methods).
Detritivores are heterotrophs that obtain organic nutrients from
detritus by
internal digestion.
Saprotrophs are heterotrophs that obtain organic nutrients from
dead organisms by external digestion.
A community is formed by populations of different species living
together and interacting with each other.
The supply of inorganic nutrients is maintained by nutrient cycling.
Ecosystems have the potential to be sustainable over long periods
of time.

4.2 Energy flow Most ecosystems rely on a supply of energy from sunlight.
Light energy is converted to chemical energy in carbon compounds
by photosynthesis.
Chemical energy in carbon compounds flows through food chains
by means of feeding.
Energy released from carbon compounds by respiration is used in
living organisms and converted to heat.
Energy losses between trophic levels restrict the length of food
chains and the biomass of higher trophic levels.

4.3 Carbon cycling Carbon dioxide diffuses from the atmosphere or water into
autotrophs.
Carbon dioxide is produced by respiration and diffuses out of
organisms into
water or the atmosphere.
Methane is produced from organic matter in anaerobic conditions
by
methanogenic archaeans and some diffuses into the atmosphere or
accumulates in the ground.
Methane is oxidized to carbon dioxide and water in the
atmosphere.
Peat forms when organic matter is not fully decomposed because
of acidic
and/or anaerobic conditions in waterlogged soils.
Partially decomposed organic matter from past geological eras was
converted either into coal or into oil and gas that accumulate in
porous rocks.
Carbon dioxide is produced by the combustion of biomass and
fossilized organic matter.

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4.4 Climate change Carbon dioxide and water vapour are the most significant
greenhouse gases.
Other gases including methane and nitrogen oxides have less
impact.
The impact of a gas depends on its ability to absorb long wave
radiation as
well as on its concentration in the atmosphere.
The warmed Earth emits longer wavelength radiation (heat).
Longer wave radiation is absorbed by greenhouse gases that retain
the heat
in the atmosphere.
Global temperatures and climate patterns are influenced by
concentrations of greenhouse gases.
There is a correlation between rising atmospheric concentrations of
carbon dioxide since the start of the industrial revolution 200 years
ago and average global temperatures.
Recent increases in atmospheric carbon dioxide are largely due to
increases in the combustion of fossilized organic matter.

11

Topic 5: Evolution and Biodiversity

Topic Understandings

5.1 Evidence for Evolution occurs when heritable characteristics of a species

evolution change.
The fossil record provides evidence for evolution.
Selective breeding of domesticated animals shows that artificial
selection can cause evolution.
Evolution of homologous structures by adaptive radiation explains
similarities in structure when there are differences in function.
Populations of a species can gradually diverge into separate
species by evolution.
Continuous variation across the geographical range of related
populations matches the concept of gradual divergence.
5.2 Natural selection Natural selection can only occur if there is variation among members
of the same species.
Mutation, meiosis and sexual reproduction cause variation between
individuals in a species.
Adaptations are characteristics that make an individual suited to its
environment and way of life.
Species tend to produce more offspring than the environment can
support.
Individuals that are better adapted tend to survive and produce
more offspring while the less well adapted tend to die or produce
fewer offspring.
Individuals that reproduce pass on characteristics to their offspring.
Natural selection increases the frequency of characteristics that
make individuals better adapted and decreases the frequency of
other characteristics leading to changes within the species.
5.3 Classification of The binomial system of names for species is universal among
biodiversity biologists and has been agreed and developed at a series of
congresses.
When species are discovered they are given scientific names using
the binomial system.
Taxonomists classify species using a hierarchy of taxa.
All organisms are classified into three domains.
The principal taxa for classifying eukaryotes are kingdom, phylum,
class, order, family, genus and species.
In a natural classification, the genus and accompanying higher taxa
consist of all the species that have evolved from one common
ancestral species.
Taxonomists sometimes reclassify groups of species when new
evidence shows that a previous taxon contains species that have
evolved from different ancestral species.
Natural classifications help in identification of species and allow the
prediction of characteristics shared by species within a group.
5.4 Cladistics A clade is a group of organisms that have evolved from a common
ancestor.
Evidence for which species are part of a clade can be obtained
from the base

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 sequences of a gene or the corresponding amino acid sequence of a
protein.
Sequence differences accumulate gradually so there is a positive
correlation between the number of differences between two species
and the time since they diverged from a common ancestor.
Traits can be analogous or homologous.
Cladograms are tree diagrams that show the most probable
sequence of divergence in clades.
Evidence from cladistics has shown that classifications of some
groups based on structure did not correspond with the evolutionary
origins of a group or species.

13

Topic 6: Human Physiology

Topic Understandings

6.1 Digestion and The contraction of circular and longitudinal muscle of the small
absorption intestine mixes the food with enzymes and moves it along the gut.
The pancreas secretes enzymes into the lumen of the small
intestine.
Enzymes digest most macromolecules in food into monomers in
the small intestine.
Villi increase the surface area of epithelium over which absorption
is carried out.
Villi absorb monomers formed by digestion as well as mineral ions
and vitamins.
Different methods of membrane transport are required to absorb
different nutrients.
6.2 The blood system Arteries convey blood at high pressure from the ventricles to the
tissues of the body.
Arteries have muscle cells and elastic fibres in their walls.
The muscle and elastic fibres assist in maintaining blood pressure
between pump cycles.
Blood flows through tissues in capillaries. Capillaries have
permeable walls
that allow exchange of materials between cells in the tissue and the
blood in the capillary.
Veins collect blood at low pressure from the tissues of the body
and return it to the atria of the heart.
Valves in veins and the heart ensure circulation of blood by
preventing backflow.
There is a separate circulation for the lungs.
The heart beat is initiated by a group of specialized muscle cells in
the right atrium called the sinoatrial node.
The sinoatrial node acts as a pacemaker.
The sinoatrial node sends out an electrical signal that stimulates
contraction
as it is propagated through the walls of the atria and then the walls of
the ventricles.
The heart rate can be increased or decreased by impulses brought
to the
heart through two nerves from the medulla of the brain.
Epinephrine increases the heart rate to prepare for vigorous
physical activity.
6.3 Defence against The skin and mucous membranes form a primary defence against
infectious disease pathogens
that cause infectious disease.
Cuts in the skin are sealed by blood clotting.
Clotting factors are released from platelets.
The cascade results in the rapid conversion of fibrinogen to fibrin
by thrombin.
Ingestion of pathogens by phagocytic white blood cells gives non-
specific

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 immunity to diseases.
Production of antibodies by lymphocytes in response to particular
pathogens gives specific immunity.
Antibiotics block processes that occur in prokaryotic cells but not in
eukaryotic cells.
Viruses lack a metabolism and cannot therefore be treated with
antibiotics.
Some strains of bacteria have evolved with genes that confer
resistance to
antibiotics and some strains of bacteria have multiple resistance.

Ventilation maintains concentration gradients of oxygen and carbon

6.4 Gas exchange dioxide
between air in alveoli and blood flowing in adjacent capillaries.
Type I pneumocytes are extremely thin alveolar cells that are
adapted to carry out gas exchange.
Type II pneumocytes secrete a solution containing surfactant that
creates a
moist surface inside the alveoli to prevent the sides of the alveolus
adhering to each other by reducing surface tension.
Air is carried to the lungs in the trachea and bronchi and then to the
alveoli in bronchioles.
Muscle contractions cause the pressure changes inside the thorax
that force air in and out of the lungs to ventilate them.
Different muscles are required for inspiration and expiration because
muscles only do work when they contract.
6.5 Neurons and Neurons transmit electrical impulses.
synapses The myelination of nerve fibres allows for saltatory conduction.
Neurons pump sodium and potassium ions across their membranes
to generate a resting potential.
An action potential consists of depolarization and repolarization of the
neuron.
Nerve impulses are action potentials propagated along the axons of
neurons.
Propagation of nerve impulses is the result of local currents that
cause each
successive part of the axon to reach the threshold potential.
Synapses are junctions between neurons and between neurons and
receptor or effector cells.
When presynaptic neurons are depolarized they release a
neurotransmitter into the synapse.
A nerve impulse is only initiated if the threshold potential is reached.
6.6 Hormones, Insulin and glucagon are secreted by and cells of the pancreas
homeostasis and respectively to control blood glucose concentration.
reproduction Thyroxin is secreted by the thyroid gland to regulate the metabolic
rate and help control body temperature.
Leptin is secreted by cells in adipose tissue and acts on the
hypothalamus of

15

 the brain to inhibit appetite.
Melatonin is secreted by the pineal gland to control circadian
rhythms.
A gene on the Y chromosome causes embryonic gonads to develop
as testes and secrete testosterone.
Testosterone causes pre-natal development of male genitalia and
both sperm production and development of male secondary sexual
characteristics during puberty.
Estrogen and progesterone cause pre-natal development of female
reproductive organs and female secondary sexual characteristics
during puberty.
The menstrual cycle is controlled by negative and positive feedback
mechanisms involving ovarian and pituitary hormones.

16

HIGHER LEVEL ONLY

Topic 7: Nucleic acids

Topic Understandings

7.1 DNA structure and Nucleosomes help to supercoil the DNA.

replication DNA structure suggested a mechanism for DNA replication.
DNA polymerases can only add nucleotides to the 3 end of a
primer.
DNA replication is continuous on the leading strand and
discontinuous on
the lagging strand.
DNA replication is carried out by a complex system of
enzymes.
Some regions of DNA do not code for proteins but have other
important
functions.
7.2 Transcription and gene Transcription occurs in a 5 to 3 direction.
expression Nucleosomes help to regulate transcription in eukaryotes.
Eukaryotic cells modify mRNA after transcription.
Splicing of mRNA increases the number of different proteins
an organism can produce.
Gene expression is regulated by proteins that bind to specific
base sequences in DNA.
The environment of a cell and of an organism has an impact
on gene
expression.
7.3 Translation Initiation of translation involves assembly of the components
that carry out the process.
Synthesis of the polypeptide involves a repeated cycle of
events.
Disassembly of the components follows termination of
translation.
Free ribosomes synthesize proteins for use primarily within
the cell.
Bound ribosomes synthesize proteins primarily for secretion
or for use in lysosomes.
Translation can occur immediately after transcription in
prokaryotes due to the absence of a nuclear membrane.
The sequence and number of amino acids in the polypeptide
is the primary structure.
The secondary structure is the formation of alpha helices and
beta pleated sheets stabilized by hydrogen bonding.
The tertiary structure is the further folding of the polypeptide
stabilized by interactions between R groups.
The quaternary structure exists in proteins with more than
one polypeptide chain.

17



Topic 8: Metabolism, cell respiration and photosynthesis
Topic
8.1 Metabolism
8.2 Cell respiration
8.3 Photosynthesis
Understandings
Metabolic pathways consist of chains and cycles of enzyme-
catalysed reactions.
Enzymes lower the activation energy of the chemical
reactions that they
catalyse.
Enzyme inhibitors can be competitive or non-competitive.
Metabolic pathways can be controlled by end-product
inhibition.
Cell respiration involves the oxidation and reduction of electron
carriers.
Phosphorylation of molecules makes them less stable.
In glycolysis, glucose is converted to pyruvate in the
cytoplasm.
Glycolysis gives a small net gain of ATP without the use of
oxygen.
In aerobic cell respiration pyruvate is decarboxylated and
oxidized, and converted into acetyl compound and attached to
coenzyme A to form acetyl coenzyme A in the link reaction.
In the Krebs cycle, the oxidation of acetyl groups is coupled
to the reduction
of hydrogen carriers, liberating carbon dioxide.
Energy released by oxidation reactions is carried to the
cristae of the mitochondria by reduced NAD and FAD.
Transfer of electrons between carriers in the electron
transport chain in the membrane of the cristae is coupled to
proton pumping.
In chemiosmosis protons diffuse through ATP synthase to
generate ATP.
Oxygen is needed to bind with the free protons to maintain
the hydrogen gradient, resulting in the formation of water.
The structure of the mitochondrion is adapted to the function
it performs.
Light-dependent reactions take place in the intermembrane
space of the thylakoids.
Light-independent reactions take place in the stroma.
Reduced NADP and ATP are produced in the light-dependent
reactions.
Absorption of light by photosystems generates excited
electrons.
Photolysis of water generates electrons for use in the light-
dependent reactions.
Transfer of excited electrons occurs between carriers in
thylakoid membranes.
Excited electrons from Photosystem II are used to contribute
to generate a proton gradient.
ATP synthase in thylakoids generates ATP using the proton
gradient.
18
 Excited electrons from Photosystem I are used to reduce
NADP.
In the light-independent reactions a carboxylase catalyses
the carboxylation of ribulose bisphosphate.
Glycerate 3-phosphate is reduced to triose phosphate using
reduced NADP and ATP.
Triose phosphate is used to regenerate RuBP and produce
carbohydrates.
Ribulose bisphosphate is reformed using ATP.
The structure of the chloroplast is adapted to its function in
photosynthesis.

19



Topic 9: Plant biology
Topic
9.1 Transport in the xylem
of plants
9.2 Transport in the phloem
of plants
9.3 Growth in plants
9.4 Reproduction in plants
Understandings
Transpiration is the inevitable consequence of gas exchange in
the leaf.
Plants transport water from the roots to the leaves to replace
losses from transpiration.
The cohesive property of water and the structure of the xylem
vessels allow transport under tension.
The adhesive property of water and evaporation generate
tension forces in leaf cell walls.
Active uptake of mineral ions in the roots causes absorption
of water by osmosis.
Plants transport organic compounds from sources to sinks.
Incompressibility of water allows transport along hydrostatic
pressure gradients.
Active transport is used to load organic compounds into
phloem sieve tubes at the source.
High concentrations of solutes in the phloem at the source
lead to water uptake by osmosis.
Raised hydrostatic pressure causes the contents of the
phloem to flow towards sinks.
Undifferentiated cells in the meristems of plants allow
indeterminate growth.
Mitosis and cell division in the shoot apex provide cells
needed for extension of the stem and development of leaves.
Plant hormones control growth in the shoot apex.
Plant shoots respond to the environment by tropisms.
Auxin efflux pumps can set up concentration gradients of
auxin in plant tissue.
Auxin influences cell growth rates by changing the pattern of
gene expression.
Flowering involves a change in gene expression in the shoot
apex.
The switch to flowering is a response to the length of light
and dark periods in many plants.
Success in plant reproduction depends on pollination,
fertilization and seed dispersal.
Most flowering plants use mutualistic relationships with
pollinators in sexual reproduction.
20
Topic 10: Genetics and evolution

Topic Understandings

10.1 Meiosis Chromosomes replicate in interphase before meiosis.

Crossing over is the exchange of DNA material between non-
sister
homologous chromatids.
Crossing over produces new combinations of alleles on the
chromosomes of the haploid cells.
Chiasmata formation between non-sister chromatids can
result in an
exchange of alleles.
Homologous chromosomes separate in meiosis I.
Sister chromatids separate in meiosis II.
Independent assortment of genes is due to the random
orientation of pairs of homologous chromosomes in meiosis I.
10.2 Inheritance Gene loci are said to be linked if on the same chromosome.
Unlinked genes segregate independently as a result of
meiosis.
Variation can be discrete or continuous.
The phenotypes of polygenic characteristics tend to show
continuous
variation.
Chi-squared tests are used to determine whether the
difference between an
observed and expected frequency distribution is statistically
significant.
Alleles are usually shown side by side in dihybrid crosses, for
example, TtBb.
In representing crosses involving linkage, it is more common to
show them as
vertical pairs, for example:

10.3 Gene pools and A gene pool consists of all the genes and their different alleles,
speciation present in an
interbreeding population.
Evolution requires that allele frequencies change with time in
populations.
Reproductive isolation of populations can be temporal,
behavioural or
geographic.
Speciation due to divergence of isolated populations can be
gradual.
Speciation can occur abruptly.

21

Topic 11: Animal physiology

Topic Understandings

11.1 Antibody production and
vaccination
Every organism has unique molecules on the surface
of its cells.
Pathogens can be species-specific although others
can cross species barriers.
B lymphocytes are activated by T lymphocytes in
mammals.
Activated B cells multiply to form clones of plasma
cells and memory cells.
Plasma cells secrete antibodies.
Antibodies aid the destruction of pathogens.
White cells release histamine in response to
allergens.
Histamines cause allergic symptoms.
Immunity depends upon the persistence of memory
cells.
Vaccines contain antigens that trigger immunity but
do not cause the disease.
Fusion of a tumour cell with an antibody-producing
plasma cell creates a hybridoma cell.
Monoclonal antibodies are produced by hybridoma
cells.

11.2 Movement Bones and exoskeletons provide anchorage for

muscles and act as levers.
Synovial joints allow certain movements but not
others.
Movement of the body requires muscles to work in
antagonistic pairs.
Skeletal muscle fibres are multinucleate and contain
specialized endoplasmic reticulum.
Muscle fibres contain many myofibrils.
Each myofibril is made up of contractile sarcomeres.
The contraction of the skeletal muscle is achieved by
the sliding of actin and myosin filaments.
ATP hydrolysis and cross bridge formation are
necessary for the filaments to slide.
Calcium ions and the proteins tropomyosin and
troponin control muscle contractions.

11.3 The kidney and Animals are either osmoregulators or

osmoregulation osmoconformers.
The Malpighian tubule system in insects and the
kidney carry out osmoregulation and removal of
nitrogenous wastes.
The composition of blood in the renal artery is
different from that in the renal vein.
The ultrastructure of the glomerulus and Bowmans

22

 capsule facilitate ultrafiltration.
The proximal convoluted tubule selectively reabsorbs
useful substances by active transport.
The loop of Henle maintains hypertonic conditions in
the medulla.
ADH controls reabsorption of water in the collecting
duct.
The length of the loop of Henle is positively correlated
with the need for water conservation in animals.
The type of nitrogenous waste in animals is
correlated with evolutionary history and habitat.
11.4 Sexual reproduction Spermatogenesis and oogenesis both involve mitosis,
cell growth, two divisions of meiosis and differentiation.
Processes in spermatogenesis and oogenesis result
in different numbers of gametes with different amounts
of cytoplasm.
Fertilization in animals can be internal or external.
Fertilization involves mechanisms that prevent
polyspermy.
Implantation of the blastocyst in the endometrium is
essential for the continuation of pregnancy.
HCG stimulates the ovary to secrete progesterone
during early pregnancy.
The placenta facilitates the exchange of materials
between the mother and fetus.
Estrogen and progesterone are secreted by the
placenta once it has formed.
Birth is mediated by positive feedback involving
estrogen and oxytocin.

23

Assessment Objectives

The assessment objectives for biology, chemistry and physics reflect those parts of the
aims that will be formally assessed either internally or externally. These assessments will
centre upon the nature of science.

Each assessment objective is assessed using the following key terms and phrases in
examination questions. These command terms indicate the depth of treatment required.

It is the intention of these courses that students are able to fulfill the following assessment
objectives:

! Demonstrate knowledge and Command Terms

understanding of:

a. facts, concepts and terminology Define, Draw, Label, List, Measure,

State
b. methodologies and techniques

c. communicating scientific information

2. Apply: Command Terms

a. facts, concepts and terminology Annotate, Calculate, Describe, Distinguish,

Estimate, Identify, Outline
b. methodologies and techniques

c. methods of communicating scientific

information.

3.Formulate, analyse and evaluate: Command Terms

a. hypotheses, research questions and Analyse, Comment, Compare, Compare and

predictions Contrast, Construct, Deduce, Design, Determine,
Discuss, Evaluate, Explain, Predict, Sketch,
b. methodologies and techniques Suggest

c. primary and secondary data

d. scientific explanations.
4. Demonstrate the appropriate research, experimental, and personal skills necessary to
carry out insightful and ethical investigations

24

Assessment Outline - SL

Assessment Outline HL

25



External Assessment Details
Standard Level
Paper 1
Duration: hour
Weighting: 20%
Marks: 30
30 multiple-choice questions on core
material, about 15 of which are common with
HL.
The questions on paper 1 test assessment
objectives 1, 2 and 3.
The use of calculators is not permitted.
Paper 2
Duration: 1 hours
Weighting: 40%
Marks: 50
Data-based question.
Short-answer and extended-response
questions on core material.
One out of two extended response questions
to be attempted by candidates.
The questions on paper 2 test assessment
objectives 1, 2 and 3.
The use of calculators is permitted.
Paper 3
Duration: 1 hour
Weighting: 20%
Marks: 35
Section A: candidates answer all questions,
two to three short-answer questions based on
experimental skills and techniques, analysis
and evaluation, using unseen data linked to
the core and AHL material.
Section B: short-answer and extended-
response questions from one option.
The questions on paper 3 test assessment
objectives 1, 2 and 3.
The use of calculators is permitted.
Higher Level
Duration: 1 hour
Weighting: 20%
Marks: 40
40 multiple-choice questions on core and
AHL material, about 15 of which are common
with SL.
The questions on paper 1 test assessment
objectives 1, 2 and 3.
The use of calculators is not permitted.
Duration: 2 hours
Weighting: 36%
Marks: 72
Data-based question.
Short-answer and extended-response
questions on core and AHL material.
Two out of three extended response
questions to be attempted by candidates.
The questions on paper 2 test assessment
objectives 1, 2 and 3.
The use of calculators is permitted.
Duration: 1 hours
Weighting: 24%
Marks: 45
Section A: candidates answer all questions,
two to three short-answer questions based on
experimental skills and techniques, analysis
and evaluation, using unseen data linked to
the core material.
Section B: short-answer and extended-
response questions from one option.
The questions on paper 3 test assessment
objectives 1, 2 and 3.
The use of calculators is permitted.
26
Practical Work & Internal Assessment Details

The internal assessment requirements are the same for biology, chemistry and physics. The
internal assessment, worth 20% of the final assessment, consists of one scientific investigation.
The individual investigation should cover a topic that is commensurate with the level of the
course of study.

Student work is internally assessed by the teacher and externally moderated by the IB. The
performance in internal assessment at both SL and HL is marked against common assessment
criteria, with a total mark out of 24.

Internal assessment is an integral part of the course and is compulsory for both SL and HL
students. It enables students to demonstrate the application of their skills and knowledge, and to
pursue their personal interests, without time limitations and other constraints that are associated
with written examinations.

27

Why do Practical Work?

One needs to understand why practical work is so important. Ultimately, of course, Biology is an
experimental science and the whole of Biology is based on observations. Some of the reasons
are:

The independent research investigation allows a student to carry out a focused study on a topic
of their own choice. The investigation aims to

1. Develop research and writing skills

2. Foster a journey of intellectual discovery
3. Foster creativity
4. Provide students with an opportunity to apply their skills and knowledge
5. Provide students with an opportunity to pursue a topic of personal interest
6. Reinforce Biology concepts and principles
7. Develop an appreciation for how scientists use of data and models,
8. Develop an appreciation for the benefits and limitations of science.
9. Make local and/or global connections
10. Re-enforce theory
11. To re-enforce the theory
12. To develop theory from practical observations
13. To learn specific techniques
14. To gain confidence in manipulative skills
15. To develop an appreciation of the benefits and limitations of scientific methodology
16. To address the IB assessment criteria (only for the Individual Scientific Investigation)
17. To have fun

What is the Independent Scientific Investigation?

Independent:

In the hands of the students! You choose the subject, topic and research question, and a
method for answering the research question, and interpret the data collected.

Investigate:

Finding out something you did not know there is a genuine question that can be
answered, leading to analysis and interpretation of the data collected and an evaluation
of the method/s used.

Pursue, extend and enhance your knowledge in a particular topic. Develop skills of
creative and critical thinking.

The internal assessment task will be one scientific investigation taking about 10 hours and the
write-up should be about 6 to 12 pages long. Investigations exceeding this length will be
penalized in the communication criterion as lacking in conciseness.

The point of internal assessment is that it allows students to demonstrate they can apply their
skills.

28

The task produced should be complex and commensurate with the level of the course. It should
require a purposeful research question and the scientific rationale for it. The marked exemplar
material in the teacher support material will demonstrate that the assessment will be rigorous
and of the same standard as the assessment in the previous courses.

Some of the possible tasks include:

a hands-on laboratory investigation

using a spreadsheet for analysis and modelling
extracting data from a database and analysing it graphically
producing a hybrid of spreadsheet/database work with a traditional hands-on investigation
using a simulation provided it is interactive and open-ended.

Some tasks may consist of relevant and appropriate qualitative work combined with quantitative
work.
The task will have the same assessment criteria for SL and HL. The five assessment criteria are
personal engagement, exploration, analysis, evaluation and communication.

How to choose a topic ?

Choosing a topic of interest is not something you will just decide on over night. It will take
thoughtful consideration. Some triggers could be

Reflect at the end of each topic you have studied and record these reflections for
future reference. What particular concept, idea, lesson, application, experiment
sparked your interest / curiosity? What else would you like to know?
Keep a record / journal of in class labs you have enjoyed, questions you have, or
something of interest you saw online. Are you interested in learning more?
Development of a topic / idea you has explored during the Group 4 project.
An extension to a lab carried out in class

29

Internal Assessment Component

The Individual Scientific Investigation is marked out of 24 according to five different criteria:
personal engagement, exploration, analysis, evaluation and communication. These do not all
have equal weighting. Exploration, analysis and evaluation are each worth a maximum of six
marks, exploration is marked out of two and the maximum mark for communication is four.
Once the total mark out of 24 is obtained it will be scaled to a mark out of 20 which will make up
the internal assessment component mark. Samples of student work from each school will be
moderated to try to ensure a consistent standard.

Duration: 10 hours
Weighting: 20%

Individual investigation.
This investigation covers assessment objectives 1, 2, 3 and 4.

Internal Assessment Criteria

Five criteria are used to assess the final report of the individual investigation with the following
raw marks and weightings assigned:

Personal Exploration Analysis Evaluation Communication Total

Engagement

2 (8%) 6(25%) 6(25%) 6(25%) 4(17%) 24(100%)

30

Internal Assessment Criteria

Personal engagement

This criterion assesses the extent to which the student engages with the exploration and makes
it their own. Personal engagement may be recognized in different attributes and skills. These
could include addressing personal interests or showing evidence of independent thinking,
creativity or initiative in the designing, implementation or presentation of the investigation.

Personal engagement can reveal itself in the Research question, evidenced by

A novel research question / topic.

Looking at a topic studied in class in a different way.
Extending an idea studied in class.
Investigating a topic that is not related to a class topic.
Communicate in your paper a sense of enthusiasm / authenticity / curiosity.
Clear articulate why you settled on this research question and its importance.

Design, Implementation, Presentation, evidenced by

A novel / fresh / different approach to the design, method of measurement, method

of analysis. It goes beyond normal Diploma expectations.
An interesting twist / modification to a standard procedure.
Throughout the process you reflect on modifications and adaptations to the method.

Mark Descriptor

0 The students report does not reach a standard described by the descriptors
below.
The evidence of personal engagement with the exploration is limited with
little independent thinking, initiative or insight.
1 The justification given for choosing the research question and/or the topic under
investigation does not demonstrate personal significance, interest or
curiosity.
There is little evidence of personal input and initiative in the designing,
implementation or presentation of the investigation.
The evidence of personal engagement with the exploration is clear with
significant independent thinking, initiative or insight.
2 The justification given for choosing the research question and/or the topic under
investigation demonstrates personal significance, interest or curiosity.
There is evidence of personal input and initiative in the designing,
implementation or presentation of the investigation.

31

Exploration

Focusing on the topic

The topic needs to explore Biology concepts and principles at a depth that is appropriate for
higher or standard level and allow for a feasible investigation to be carried out. You may explore
an everyday application of Biology or base your investigation on models or theories.

Examples: Factors that affect cardiovascular fitness of an individual.

To evaluate whether your topic makes Biology connections think about the following:

Does it relate to a topic you have learned in class or is it an extension of class work?
What are the relevant chapters/pages in your IB Biology textbook?
What techniques/skills are involved?
Did the idea come from a Biology related blog, website, journal, magazine

If your topic extends beyond what you have learned in class you will need to be prepared to do
some additional learning in order to understand the concepts involved and how to apply them to
your topic.

Focus your topic by generating three to five different topic statements / broad questions.

Example:

To investigate the Effect of age on cardiovascular fitness of individuals.

To investigate how gender of an individual affects cardiovascular fitness.
To investigate the effect of smoking on cardiovascular fitness of individuals.
To investigate the effect of regular exercise on cardiovascular fitness of individuals.
To investigate the effect of diet on cardiovascular fitness of individuals.

Introduction:

Before going any further your investigation needs an introduction. This is where you establish
the purpose and significance of your work. There are three parts (although they dont need to be
presented in this order):

Context Why are you personally interested in this topic?

Thesis What approach/direction is your investigation is going to take. It should make
the intention of the research clear, and relate directly to the research question.
Statement of the Research Question

32

Exploration

How does one establish the scientific context of your work ?

The exploration criteria assesses the extent to which the student establishes the scientific
contest for the work, states a clear and focused research question and uses concepts and
techniques appropriate to the Diploma Programme level. Where appropriate the criteria also
assess awareness of safety, environmental and ethical considerations.

Provide a clear context for the investigation

Demonstrate the personal significance and interest in the topic
Outline the purpose/approach/direction the investigation is going to take.
State a focused research question

In this section you need to demonstrates your understanding of the chemical concepts and
principles behind the research question, method and any specialised equipment used at an
appropriate level (higher/standard).

It is important that chemical theories, concepts, terms, conventions, chemical formulas, reaction
mechanisms, balanced equations (including state symbols), correct units for physical quantities,
graphs, diagrams and models are used clearly, concisely and accurately.

A scientific context that is directly related to the research will have more meaning than facts and
information that are not in context.

Prediction

In the prediction knowledge of the concepts and principles relevant to the question are used to
offer a prediction/expectation/outcome for the experiment.

The prediction needs to fit existing scientific theories, models, principles, concepts,
ideas.
sketch graphs should be used where relevant to show the expected results, trends
and patterns.
The prediction should be explained (briefly) so as to demonstrate an understanding
of the reason behind it.

Methodology

In the method you describe the procedure you followed to collect the data and explain the
reasons why you did what you did.

Evaluate your method and consider the extent to which it

Uses concepts and techniques appropriate to Diploma level?

Shows have you have made the procedure your own?
Is reproducible. Does it allow the investigation to be successfully repeated by others?
Shows have the controlled variables will be monitored / controlled
Makes it clear the type and frequency of data to be collected.

33

 Plans to collect sufficient relevant data
Supports a conclusion that is relevant to the research question and supported by the
data.
Provides evidence of a clear understanding of the issues involved and any modification
made to the procedure of method of data collection.

In thinking about your methodology:

Is it concise and not excessively wordy or repetitive.

Is it clear how the apparatus / equipment were set up. Photographs and diagrams are
very helpful in aiding interpretation
Is it clear what concentrations, masses, and volumes of chemicals are used
Is it clear how solutions are made, and dilutions carried out.
Are the independent and dependent variables clearly stated. The independent

variable is the factor/s being investigated or manipulated. The result of its manipulation
leads to the measurement of the dependent variable. The dependent variable is what is
being measured and how it will be measured (type of numerical data collected).

Is your method precise enough so that another experimenter could easily reproduce the
experiment. Check that there are no vague statements that are open to interpretation
Are the controlled variables identified and how they will be achieved / monitored
/maintained. The controlled variables are what is kept constant / remains unchanged
between trials/ experiments and why these controls are needed.
Where theyre any variables you had difficulty controlling. These are factors that cannot
be easily controlled or monitored, for example temperature in an exothermic reaction,
heat loss, room temperature, and atmospheric pressure.
Have you explained why you have settled on this particular method over others.
Have you explained any modifications made and how and why you adapted the method
to fit your investigation.
Have you made it clear what type of data is collected and the frequency of collection?
Only data relevant to the research question is collected. Dont worry if your research
identifies a new dimension to your question or even requires you to revise it.
Have you planned to collection of sufficient relevant data.
Sufficient repeated measurements (trials) to improve the precision of raw data.
If a trend line is plotted from which a calculation will be made the trend line needs at
least five data points are needed.
If a trend line is plotted and the graph is the end of processing (there are no further
calculations) then at least five data points are needed. The points plotted are the
average of trials.
Evidence that practice trial runs have been completed where necessary

This criterion assesses the extent to which the student establishes the scientific context for the
work, states a clear and focused research question and uses concepts and techniques
appropriate to the Diploma Programme level. Where appropriate, this criterion also assesses
awareness of safety, environmental, and ethical considerations.

34

Mark Descriptor

The students report does not reach a standard described by the descriptors
0 below.

The topic of the investigation is identified and a research question of some

relevance is stated but it is not focused.
The background information provided for the investigation is superficial or of
limited relevance and does not aid the understanding of the context of the
investigation.
The methodology of the investigation is only appropriate to address the
1-2 research question to a very limited extent since it takes into consideration few of
the significant factors that may influence the relevance, reliability and sufficiency
of the collected data.
The report shows evidence of limited awareness of the significant safety,
ethical or environmental issues that are relevant to the methodology of the
investigation*.

The topic of the investigation is identified and a relevant but not fully focused
research question is described.
The background information provided for the investigation is mainly appropriate
and relevant and aids the understanding of the context of the investigation.
The methodology of the investigation is mainly appropriate to address the
research question but has limitations since it takes into consideration only some
3-4 of the significant factors that may influence the relevance, reliability and
sufficiency of the collected data.
The report shows evidence of some awareness of the significant safety, ethical
or environmental issues that are relevant to the methodology of the
investigation*.

The topic of the investigation is identified and a relevant and fully focused
research question is clearly described.
The background information provided for the investigation is entirely appropriate
and relevant and enhances the understanding of the context of the
investigation.
The methodology of the investigation is highly appropriate to address the
5-6 research question because it takes into consideration all, or nearly all, of the
significant factors that may influence the relevance, reliability and sufficiency of
the collected data.
The report shows evidence of full awareness of the significant safety, ethical or
environmental issues that are relevant to the methodology of the
investigation*.

35

Analysis

Data collection is assessed under analysis. In thinking about the data

collection consider the extent to which
You have considered how to minimize the type and magnitude of the systematic and
random errors in your measurements.
You have planned to collect sufficient relevant quantitative and qualitative raw data
to support a detailed and valid conclusion to the research question.
The raw data recorded has associated units, uncertainties and is reported with
consistent precision?
To meet the data collection part of the analysis criteria
The data collected need to be relevant to the research question
The data collected needs to sophisticated enough for HL or SL.
Qualitative data needs to contain sufficient detail of chemical/physical
changes taking place. These include: color changes, change of state, odor, gas
being produced (and the relative rate at which it is evolved), solid reactant
disappears, temperature change, solid precipitated. In titrations the color change as
the end point is approached and the final end point color is required. Photographs
and labelled diagrams should be used where appropriate to aid interpretation.
ALL raw quantitative data collected needs to be presented, with units of
measurement (SI units), uncertainty and consistent precision.
Repeat measurements (trials) have been planned.
There should be no variation in the precision of the raw data measured
with the same instrument. The data value(s) must be recorded to the
same precision as the random error.
The raw data should be presented in an easily interpretable manner. If
tables are used they should be formatted correctly (see below).
How are you going to collect your data? Have you checked that you

Are using the most precise measuring device available

Have recorded the uncertainty range on the measuring device.

A well formatted data table will

Are using the most precise measuring device available
Have recorded the uncertainty range on the measuring device.
Have column headings clearly labeled with a heading, units and uncertainties in
measurement
Have borders/lines around text and numerical data
Not run over two pages
Contain only one item per cell
Not contain the steps involved in the calculation
Place columns to be compared placed next to one another
Caption/heading that describes the content of the table (in 11 pt font).
Each table is numbered consecutively.
Endeavor wherever possible to have text and data is centered and rows
and columns evenly distributed
Tables can contain both raw and processed data.
Data Processing
Guiding questions for data processing

36

One important role of tables is to enhance interpretation of the data, so their excessive use
should be avoided. Large quantities of raw data not essential to analysis should be placed in
an appendix, but please note than an appendix is not assessed.
To what extent has appropriate and sufficient data been processed with the accuracy
required to enable a conclusion to the research question to be drawn that is fully consistent
with the experimental data?
Considerations
Has an appropriate method(s) for analysing the data been used?
How successfully has the data been analysed?
Is the data analysis sophisticated enough so that a full range of processing skills is
shown (calculations, graphs, error propagation)?
Is the analysis accompanied by an appropriate consideration of uncertainties?
Does the processing lead to a reliable conclusion?
Are tables, graphs and images presented appropriately?
Have the correct conventions been used, including appreciation of decimal places,
significant figures, and uncertainties where appropriate?
The processed data is correctly interpreted so that a completely valid and detailed
conclusion to the research question can be deduced.
Analyzing the Raw Data
Complete and correct quantitative processing of the raw data needs to be carried
out. This could include combining, manipulating raw data to determine the value of
an answer, or taking the average of several measurements and transforming the
data into a graph. Microsoft equation editor can be used for mathematical and
chemical equations.
For repeated trials, the final result for each trial should be calculated and then
averaged. Averaged results should be used in calculations and for plotting trends. In
titrations the most precise data within the range of the random error should be
averaged.
If any trials are excluded from analysis then the reason for this should be given.
The processed data needs to be presented in an easily interpretable manner so that
all the stages to the final result can be followed.
One sample for each type of calculation is given clearly showing the steps involved
in
processing. This includes averages, standard deviations and % uncertainties.
Identical
calculations of the same type should not be repeated.
It needs be clear how graphs were analyzed and slopes and changes determined.
Raw and processed data can be incorporated into the same table.

37

 Graphs

Graphs
Graphs should be plotted using graphical analysis software. Graphs should
be
Graphs should Have labeled
plotted usingaxes.
graphical analysis software. Graphs should
Have units of measurement and uncertainty for each variable (in brackets)
An appropriate
Have labeled axes. scale for the data it should reflect the precision in the data being
Have units plotted and where possible
of measurement the intervals
and uncertainty of measurement
for each used
variable (in brackets)
Be of an
An appropriate appropriate
scale for the datasize (at least 12
it should page)
reflect the precision in the data being
plotted
and Have accurately
where possible plotted data points
the intervals that fill the plot
of measurement usedarea
Be of anHave a key/legend
appropriate size (atifleast
thereare two or more sets of data on the same graph is clear
page)
(or seriesplotted
Have accurately deleted from
data excel
points thatgraphs
fill the ifplot
thereareais only one set of data)
Have 12 point
Have a key/legend fontare
if there andtwo
a consistent
or more sets font
of type.
data on the same graph is clear
(or series
Have deleted from excelcaption/heading.
a descriptive graphs if there is Graphs
only oneare setcalled
of data)figures and numbered
Have 12consecutively
point font and with a consistent font type.
the heading placed under the graph.
Have a descriptive
Graphical analysiscaption/heading. Graphs are called figures and numbered
consecutively
All graphs with theneed heading placed under
an appropriate the graph.
best-fit straight or curved line connecting the points.
Plotting scatter graphs with no line or a poorly fitted trend line is not appropriate.
Graphical analysis
For linear relationships plot an x-y scatter graph (without a line joining the points) and
then fit a best fit trend line
All graphs
Forneed curved an appropriate
relationships best-fit
plot anstraight or curved
x-y scatter graphsline connecting the joining the points) and
(without a line
points. Plotting scatter graphs with no line or a poorly
draw a smooth curved line of best fit through the points. fitted trend line is not
appropriate.
The final average result of repeated trials is used for plotting graphs not individual trials
For linear relationships
Treatment of uncertainties plot an
in x-y scatter graph (without a line joining the points) and
graphs
then fit a best fit trend line
For linear relationships the R-squared, R2 (coefficient of determination) can be calculated. The
For curved relationships
R-squared value measures plot an x-y scatter
of the strength graphs (without
of a linear a line joining
relationship andthe points)
ranges from 0 to 1. An R-
and draw a smooth curved line of best fit through the points.
squared of 1 can be interpreted to mean that there is a strong positive linear association
The final average result of repeated trials is used for plotting graphs not individual
between the x and y variable. The line fits 100% of the variation in the dependent variable.
trials
When R-squared value is -1 there is a strong negative linear association. When the R-squared
is 0 there is not a linear
Treatment of uncertainties in graphs
association between the x and y variables. NOTE: An R-squared does not allow one
to make cause and effect judgments.
For linear relationships the R-squared, R2 (coefficient of determination) can be
Error bars can be plotted to show the uncertainty associated with the the x or y axis.
calculated. The R-squared value measures of the strength of a linear relationship
Typically they are shown for the measured /calculated value / y axis. Error bars can be
and ranges from 0 to 1. An R-squared of 1 can be interpreted to mean that there is a
for fixed values and fixed percentages or customized to reflect different absolute
strong positive linear association between the x and y variable. The line fits 100% of
uncertainties
the variation for y. Both
in the dependent Excel When
variable. and LoggerR-squaredPro canvalueplot error
is -1 bars.
there is a strong
negative linear association. When the R-squared is 0 there is not a linear
38

 Show the equation of the line. The y-intercept can be determined and what it tells you
about the reliability of the data analyzed

This criterion assesses the extent to which the students report provides evidence that the
student has selected, recorded, processed and interpreted the data in ways that are relevant to
the research question and can support a conclusion.

Mark Descriptor

0 The students report does not reach a standard described by the descriptors
below.

The report includes insufficient relevant raw data to support a valid conclusion
to the research question.
Some basic data processing is carried out but is either too inaccurate or too
1-2 insufficient to lead to a valid conclusion.
The report shows evidence of little consideration of the impact of measurement
uncertainty on the analysis.
The processed data is incorrectly or insufficiently interpreted so that the
conclusion is invalid or very incomplete.

The report includes relevant but incomplete quantitative and qualitative raw data
that could support a simple or partially valid conclusion to the research question.
Appropriate and sufficient data processing is carried out that could lead to a
broadly valid conclusion but there are significant inaccuracies and
inconsistencies in the processing.
The report shows evidence of some consideration of the impact of
3-4 measurement uncertainty on the analysis.
The processed data is interpreted so that a broadly valid but incomplete or
limited conclusion to the research question can be deduced.

The report includes sufficient relevant quantitative and qualitative raw data that
could support a detailed and valid conclusion to the research question.
Appropriate and sufficient data processing is carried out with the accuracy
required to enable a conclusion to the research question to be drawn that is fully
consistent with the experimental data.
The report shows evidence of full and appropriate consideration of the impact of
5-6 measurement uncertainty on the analysis.
The processed data is correctly interpreted so that a completely valid and
detailed conclusion to the research question can be deduced.

39

Evaluation

Conclusion
Guiding Questions
A strong conclusion will
Is a conclusion described and justified, relevant to the research question and supported
by the data presented?
Is the conclusion is correctly described and justified through relevant comparison to the
accepted scientific context?
Restate the research question. Interpret the result/trends.
Be consistent with the evidence provided and respond to the research question. An
alternative conclusion and explanation is offered should a careful examination of the
facts.
Compare the expected and actual results and reaches a conclusion as to whether the
results support or refute the initial prediction.
Provide justification for the results, evidenced by the correct chemical explanation /
reason for the results.
Use the processed data to prove/ show/ provide support for the conclusion (justification).
Relate to the relevant literature on the topic/accepted values?
Use the literature/what is known/ accepted values to prove/show/
account for / provide support for the conclusion (justification).
Demonstrate an understanding of the implications of the research. What
are the ramifications/a suggestion/a broader idea resulting from what has
been learned. The so what?
Not include new material or material that is not consistent with the
evidence presented.

Evaluation
Guiding Questions
An excellent evaluation will
Have the strengths and weaknesses of the investigation, such as limitations in the data
and sources of error, been discussed and is their evidence of a clear understanding of
the methodological issues involved in establishing the conclusion.
Have realistic and relevant suggestions for the improvement and extension of the
investigation been discussed?
Make an informed judgment about the reliability of the conclusions that is based on
evidence.
Offering good reasons for believing or not believing the conclusion, evidenced by
evaluating the factors that might strengthen and/or weaken its reliability.
Comparing the literature/theoretical value to the experimental results
Evaluate systematic and random errors
Identifying issues, unresolved questions and new questions that have
emerged from the research.
Discuss limitations and/or likely sources of error in the methodology.
Discuss the impact of experimental uncertainty on the conclusion.
Provide a realistic and evaluation of the issues associated with the data,
sources of error and method have accompanying improvements /
solutions / resolutions that that realistic and relevant.
The reason for suggesting these improvements is presented clearly and
supported by appropriate evidence.

40

 Realistic and relevant extension(s) to the investigation are offered.

The reason how these extension(s) will enhance understanding of the

topic / research approach is presented. It is clear why knowing this may be important.
The
Systematic errors:
The significant sources of significant source/s of systematic errors are described and the
causes/reasons/for them.
Systematic errors occur as a result or poor experimental design or procedure, and
problems with the control of variables. As the systematic error decreases, the accuracy
increases and the experimental value gets closer to the known value. The sources of
error should be obvious (not trivial) errors that can be eliminated. Include any
approximations and assumptions made. An assumption is a feature of the experiment
that you assume to be true but you do not or cannot test.
The effect each systematic error had on the magnitude and direction of the final result is
explained. In other words did the error cause the result to be lower or higher than the
expected?
Systematic errors cause the measured values to deviate from the true value in the
same direction, that is, always higher or always lower.
Feasible ways to reduce each of the systematic errors is described.
Repeating the experiment will not reduce systematic errors because they
are caused by a poor experimental design or procedure. Therefore, consideration should
be given to how to better control of the variables, reduce approximations or provide
better procedures for measurement. Improvements should be specific (not vague),
realistic and lead to significant improvement in experimentation.

They should not involve hypothetical equipment or materials. Suggestion need to be

able to carried out with the current schools resources and work in the given situation.
Random Errors
The significant sources of significant source/s of random errors are described and the
causes/reasons/for them.
Random errors are caused by the readability of the measuring instrument, making
approximations, insufficient data, misinterpreting the reading, problems with making a
reading due to fluctuations on a scale (e.g. electronic balance and voltmeter. Random
errors affect the precision and reproducibility of the results.
The smaller the random uncertainties, the more precise the measurements made with
the measuring device/s. An inexperience user magnifies random error. E.g. determining
the end point in a titration, reaction time on a stopwatch, reading the scale on a
meniscus.
Each random error is evaluated by explaining its effect on the magnitude and direction of
the measurements made.
Random errors arise from poor precision of measurements and lead to readings being
above and below the true value.
Feasible ways to reduce each of the random errors is described.
Random errors can be reduced by repeating an experiment, providing
more data points or increasing the precision of the measuring devices. Provide details of
the type and number of additional trials and the nature of the measuring devices with
greater precision needed to reduce the error.
Evaluation of graphs
In graphical analysis where there is no calculated answer with associated uncertainty, error
analysis would involve examining the trend line.

41

 For linear relationships the R-squared, R2 (coefficient of determination) can be
calculated. The R-squared value measures of the strength of a linear relationship and
ranges from 0 to 1. An R-squared of 1 can be interpreted to mean that there is a strong
positive linear association between the x and y variable. The line fits 100% of the
variation in the dependent variable. When R-squared value is -1 there is a strong
negative linear association. When the R-squared is 0 there is not a linear association
between the x and y variables. NOTE: An R-squared does not allow one to make cause
and effect judgments.
Error bars can be plotted to show the uncertainty associated with the the x or y axis.
Typically they are shown for the measured /calculated value / y axis. Error bars can be
for fixed values and fixed percentages or customized to reflect different absolute
uncertainties for y. Both Excel and Logger Pro can plot error bars.
Looking at the range of measurements made
Looking at where the plotted points fall on either side of the best fit
trendline
Comparing the trend line to a known/expected/theoretical trendline
Systematic errors produces a displaced best-fit line (the entire line is
above or below what is expected).
Random errors cause the plotted points to fall on either side of a perfect
best-fit line (some higher, some lower).

This criterion assesses the extent to which the students report provides evidence of evaluation
of the investigation and the results with regard to the research question and the accepted
scientific context.

Mark Descriptor

0 The students report does not reach a standard described by the descriptors
below.

A conclusion is outlined which is not relevant to the research question or is not

supported by
the data presented.
The conclusion makes superficial comparison to the accepted scientific context.
1-2 Strengths and weaknesses of the investigation, such as limitations of the data
and sources of error, are outlined but are restricted to an account of the
practical or procedural issues
faced.
The student has outlined very few realistic and relevant suggestions for the
improvement
and extension of the investigation.

A conclusion is described which is relevant to the research question and

supported by the
data presented.
A conclusion is described which makes some relevant comparison to the
3-4 accepted scientific
context.

42

 Strengths and weaknesses of the investigation, such as limitations of the data
and sources
of error, are described and provide evidence of some awareness of the
methodological
issues* involved in establishing the conclusion.
The student has described some realistic and relevant suggestions for the
improvement and
extension of the investigation.

A detailed conclusion is described and justified which is entirely relevant to

the research
question and fully supported by the data presented.
A conclusion is correctly described and justified through relevant comparison
5-6 to the
accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data
and sources of
error, are discussed and provide evidence of a clear understanding of the
methodological
issues* involved in establishing the conclusion.
The student has discussed realistic and relevant suggestions for the
improvement and
extension of the investigation.

43

Communication

Guiding Questions
Is the report is well structured and clear: the necessary information on focus, process
and outcomes is present and presented in a coherent way.
Is the report is relevant and concise thereby facilitating a ready understanding of the
focus, process and outcomes of the investigation.
Is subject specific terminology and conventions used correctly so that errors do not
hamper understanding.
Is the report between 6 and 12 pages in length?
Does the layout, and organization consistently follow a standard format?
Have sources been acknowledge and presented appropriately according
to APA guidelines?
Structure and clarity
The paper needs to be well structured, clear and presented in a coherent way.
Data tables are presented appropriately so they can be easily interpreted.
Method could be reproduced.
Relevance and conciseness
The paper needs to relevant and concise so that it is easy to understanding the focus, process
and outcomes of the investigation.
Between 6 and 12 pages
Stays on topic
Easy to follow the research development from beginning to end
Biology terminology and conventions
The use of Biology terms and conventions is appropriate and correct. Any errors do not hamper
understanding.
Graphs are presented appropriately: labeled axes (variable, units, uncertainties) title,
uncertainties, appropriate precision / significant figures on scale.
Tables are presented appropriately: title, clear column heading with units, uncertainties,
raw data to the correct and consistent precision.
Formulas, equations, structural formulas, mechanisms
Correct use of significant figures for numerical answers. Incorrect
reporting of significant figures in communication is penalized here.
Diagrams enhance interpretation
Consistent precision with presented raw data and +/- uncertainties
Word count
As a guide, an approximate % of the word count might be
Intro and research question 10%
Background 15%
Methodology 20%
Data Collection/Analysis 10%
Conclusion 20%
Evaluation 25%
Notice that the majority of the words are allocated, to the analysis, conclusion and evaluation.
These are the most important part of the report, since this is where you get to demonstrate how
well you know your topic and the implications of your findings.
Anything written beyond 12 pages words will not be marked and will be penalized under the
communication criterion. The best way to get an accurate word count is to save your final report
as a separate file and delete all the things above that are not included in the word count.
Layout

44

A well laid out paper will contain:
Name, and date on top right hand corner of page one.
Pages numbered on the top right hand side of every page
At the top of page one is the title and underneath the research question.
1.5 spacing between word-processed text (not for tables, graphs,
calculations, formulas)
Section headings and subheadings
Main headings need to be bold, and centered.
Sub headings are aligned to the left and bold.
12 pt font
0.8 or 1 margin (top, bottom, left, right)
A title page and table of contents is is not required.
Bibliography of works cited is at the end of the report
MLA formatting is used consistently, evidenced by the use of in-text
citations, quotation marks and a reference list. Note: Literature values, images, and
background information, class notes, textbooks, and other ideas taken from webpages
need to be acknowledged.
Word count is given under the last line, but before the reference list

This criterion assesses whether the investigation is presented and reported in a way that
supports effective communication of the focus, process and outcomes.

Mark Descriptor

0 The students report does not reach a standard described by the descriptors
below.

The presentation of the investigation is unclear, making it difficult to

understand the
focus, process and outcomes.
The report is not well structured and is unclear: the necessary information on
1-2 focus, process and outcomes is missing or is presented in an incoherent or
disorganized way.
The understanding of the focus, process and outcomes of the investigation is
obscured by the presence of inappropriate or irrelevant information.
There are many errors in the use of subject-specific terminology and
conventions*.

The presentation of the investigation is clear. Any errors do not hamper

understanding
of the focus, process and outcomes.
The report is well structured and clear: the necessary information on focus,
3-4 process and outcomes is present and presented in a coherent way.
The report is relevant and concise thereby facilitating a ready understanding of
the focus, process and outcomes of the investigation.
The use of subject-specific terminology and conventions is appropriate and
correct. Any errors do not hamper understanding.

45

 way as to lead the reader to believe that they originated with the writer.
Plagiarism is to give the impression that you have written or thought something
that you have in fact borrowed from someone else (IBO, 2011).

To acknowledge the work of others in you should use a known system of

documentation. Find out if your school has a preferred system.
Academic Honesty

An IB student is responsible for ensuring that his or her work is authentic, and that the work or
ideas of others fully and correctly acknowledged. Plagiarism and
collusion are forms
The bottom line isofthis.
malpractice
When you thatdo
incur
theafollowing
penalty in your school and with the IBO.
Plagarism
Plagiarism
take this
theis exact
definedwords,
as the ideas
representation
of othersof the ideas or work of another person as your
own(IBO, 2011)
copy a diagram, graph, table, chart, image
Plagiarism occurs when the words, ideas, images of another person are reproduced without
take information from textbooks, class notes, presentations, websites
acknowledgement or when ideas are paraphrased in such a way as to lead the reader to believe
use part of the method from someone elses experiment
that they originated with the writer. Plagiarism is to give the impression that you have written or
paraphrase
thought something that a passage
you have inin your own words.
fact borrowed from someone else (IBO, 2011).
To acknowledge the work of others in you data,
use specific examples, figures, shouldand
usefacts thatsystem
a known are notofyour own
documentation.
The bottom line is this. When you do the following
You must
takereference it!
the exact words, ideas of others
copy a diagram, graph, table, chart, image
Collusion
take information from textbooks, class notes, presentations, websites
use is
Collusion part of the method
allowing ones workfrom to
someone
be copiedelses
by experiment
another (IBO, 2011)
paraphrase a passage in your own words.
use specific examples, figures, data, and facts that are not your own
You must reference it!
Collusion
Collusion is allowing ones work to be copied by another (IBO, 2011)
Whether you are aware of it or not, to prevent your work from being used in this way, dont put
your friend / partner in an awkward position by asking to look at their work and dont share
electronic files of any kind with anyone no matter what the reason. For further protection,
you need to keep a record of any procedural notes, raw data (qualitative and quantitative)
collected during lab work. You must not copy or share this with anyone, even your group
members.

References:
International Baccalaureate Organisation. (2011). Diploma Programme Academic Honesty.
International Baccalaureate Organisation.

46

Group 4 Project

It was devised to cover Aim 10 which states, develop an understanding of the relationships
between scientific disciplines and their influence on other areas of knowledge.
It is a collaborative activity whereby students studying different science subjects come together
to work on a scientific or technological problem. It should also address Aims 7 and 8 which are
concerned with global citizenship, ethical issues and 21st century communication skills.
The project basically is broken down into three phases. A planning stage, an action phase and
evaluation phase. Unlike the rest of the Internal Assessment, the emphasis was very much on
the process not on the product.
The ten hours devoted to the Group 4 Project must be recorded on the Form 4PSOW and a
personal reflection from the student on their involvement is a compulsory requirement.
A reflective statement written by each student on their involvement in the group 4 project must
be included on the coversheet of their internal assessed Individual Scientific Investigation.
Not necessarily subject based
Biology students do not have to do Biology for the Group 4 Project. They may if they wish but it
is not compulsory. The choice of topic must be scientific or technological. As well as addressing
Aim 10, the Group 4 Project should also address aims 7 and 8, i.e. it should involve ICT and
also the ethical and global citizen implications. It should also have an international dimension.
This can be achieved in several ways such as working online with students from schools from
other regions of the world or choosing a topic with global issues. If you wish to form links with
other schools then one way this can be done is through the Group 4 Discussion Forum on the
OCC.
Practical or theoretical
In the past most students actually carried out practical work in their own subject for the Action
phase. In Biology this would often involve some sort of water analysis for example. However, in
a school laboratory and with limited time available it was difficult to do any real meaningful
analysis. Much better was to ring up the water board and get a print out of the last analysis done
by them which showed the concentration a huge range of substances dissolved in the water
including heavy metal ions, pesticides and insecticides etc. Now this is recognised and the use
of spreadsheet etc. is to be encouraged and the data does not have to be generated first hand
by the students although they can still do this if they wish.
Students doing two (or more) science subjects
Students who do any two of the Group 4 science , only do the Group 4 Project once.
Evidence
The date and time allowed for the Group 4 project must be shown on the form 4PSOW as part
of the practical scheme of work. The only other evidence required is that a reflective statement
written by each student on their involvement in the Group 4 Project must be included on the
cover sheet of their internally assessed Individual Scientific Investigation. No other evidence of
any other sort is required.

The group 4 project is an interdisciplinary activity in which all Diploma Programme science
students must participate. The intention is that students from the different group 4 subjects
analyse a common topic or problem. The exercise should be a collaborative experience where
the emphasis is on the processes involved in, rather than the products of, such an activity.

The group 4 project allows students to appreciate the environmental, social and ethical
implications of science and technology.

47

Project stages
The 10 hours allocated to the group 4 project, which are part of the teaching time set aside for
developing the practical scheme of work, can be divided into three stages: planning, action and
evaluation.

Planning

This stage is crucial to the whole exercise and should last about two hours.
The planning stage could consist of a single session, or two or three shorter ones.
This stage must involve all group 4 students meeting to brainstorm and discuss the central
topic, sharing ideas and information.
The topic can be chosen by the students themselves or selected by the teachers.
After selecting a topic or issue, the activities to be carried out must be clearly defined
before moving from the planning stage to the action and evaluation stages.

Action

This stage should last around six hours and may be carried out over one or two weeks in normal
scheduled class time. Alternatively, a whole day could be set aside if, for example, the project
involves fieldwork.
Students should investigate the topic in mixed-subject groups or single subject groups.
There should be collaboration during the action stage; findings of investigations should be
shared with other students within the mixed/single-subject group. During this stage, in any
practically based activity, it is important to pay attention to safety, ethical and environmental
considerations.

Evaluation

The emphasis during this stage, for which two hours are probably necessary, is on students
sharing their findings, both successes and failures, with other students. How this is achieved
can be decided by the teachers, the students or jointly.
One solution is to devote a morning, afternoon or evening to a symposium where all the
students, as individuals or as groups, give brief presentations.
Alternatively, the presentation could be more informal and take the form of a science fair
where students circulate around displays summarizing the activities of each group.

48

Grade Descriptors
The exams are criterion-based rather than being norm referenced. In theory all students could
achieve the top grade of 7. The level of performance that each student must be able to
demonstrate in order to achieve a particular grade is set out clearly in the Group 4 Grade
Descriptors. Based on these descriptors the senior examining team at the Grade Award Meeting
determines the minimum mark that a student needs to achieve for each of the four components
(IA, and Papers 1, 2 and 3). Of course very few students will meet all the characteristics listed
for a particular grade. What the examiners do is to try to place the students in the grade that
most accurately matches their performance. Once the boundaries are set for all the four
components the marks are then aggregated to provide the minimum overall percentage that
students require for their overall IB grades 1 - 7.

Grade 7 Excellent performance

Displays comprehensive knowledge of factual information in the syllabus and a thorough

command of concepts and principles. Selects and applies relevant information, concepts and
principles wide variety of contexts. Analyses and evaluates quantitative and/or qualitative data
thoroughly. Constructs detailed explanations of complex phenomena and makes appropriate
predictions. Solves most quantitative and/or qualitative problems proficiently. Communicates
logically and concisely using appropriate terminology and conventions. Shows insight or
originality.
Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative
activities in a very consistent manner. Works very well within a team and approaches
investigations in an ethical manner, paying full attention to environmental impact. Displays
competence in a wide range of investigative techniques, paying considerable attention to safety,
and is fully capable of working independently.

Grade 6 Very good performance

Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles. Selects and applies relevant information, concepts
principles in most contexts. Analyses and evaluates quantitative and/or qualitative data with
high level of competence. Constructs explanations of complex phenomena and makes
appropriate predictions. Solves basic or familiar problems and most new or difficult quantitative
and/qualitative problems. Communicates effectively using appropriate terminology and
conventions. Shows occasional insight or originality.
Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative
activities in a very consistent manner. Works well within a team and approaches investigations
an ethical manner, paying due attention to environmental impact. Displays competence in a
wide range of investigative techniques, paying due attention to safety, and is generally capable
working independently.

49

 Grade 5 Good performance

Displays broad knowledge of factual information in the syllabus. Shows sound understanding
most concepts and principles and applies them in some contexts. Analyses and evaluates
quantitative and/or qualitative data competently. Constructs explanations of simple phenomena.
Solves most basic or familiar problems and some new or difficult quantitative and/or qualitative
problems. Communicates clearly with little or no irrelevant material.
Demonstrates personal skills, perseverance and responsibility in a variety of investigative
activities in a fairly consistent manner. Generally works well within a team and approaches
investigations in an ethical manner, paying attention to environmental impact. Displays
competence in a range of investigative techniques, paying attention to safety, and is sometimes
capable of working independently.

Grade 4 Satisfactory performance

Displays reasonable knowledge of factual information in the syllabus, though possibly with some
gaps. Shows adequate comprehension of most basic concepts and principles but with limited
ability to apply them. Demonstrates some analysis or evaluation of quantitative or qualitative
data. Solves some basic or routine problems but shows limited ability to deal with new or difficult
situations. Communicates adequately although responses may lack clarity and include some
repetitive or irrelevant material.
Demonstrates personal skills, perseverance and responsibility in a variety of investigative
activities, although displays some inconsistency. Works within a team and generally approaches
investigations in an ethical manner, with some attention to environmental impact. Displays
competence in a range of investigative techniques, paying some attention to safety, although
requiring some close supervision.

Grade 3 Mediocre performance

Displays limited knowledge of factual information in the syllabus. Shows a partial

comprehension of basic concepts and principles and weak ability to apply them. Shows some
ability to manipulate data and solve basic or routine problems. Communicates with a possible
lack of clarity and some repetitive or irrelevant material.
Demonstrates personal skills, perseverance and responsibility in some investigative activities in
an inconsistent manner. Works within a team and sometimes approaches investigations in an
ethical manner, with some attention to environmental impact. Displays competence in some
investigative techniques, occasionally paying attention to safety, and requires close supervision.

Grade 2 Poor performance

Displays little recall of factual information in the syllabus. Shows weak comprehension of basic
concepts and principles and little evidence of application. Exhibits minimal ability to manipulate
data and little or no ability to solve problems. Offers responses which are often incomplete or
irrelevant. Rarely demonstrates personal skills, perseverance or responsibility in investigative
activities. Works within a team occasionally but makes little or no contribution. Occasionally
approaches investigations in an ethical manner, but shows very little awareness of the
environmental impact. Displays competence in a very limited range of investigative techniques,
showing little awareness of safety factors and needing continual and close supervision.

50

 Grade 1 Very poor performance

Recalls fragments of factual information in the syllabus and shows very little understanding of
any concepts or principles. Rarely demonstrates personal skills, perseverance or responsibility
in investigative activities. Does not work within a team. Rarely approaches investigations in an
ethical manner, or shows an awareness of the environmental impact. Displays very little
competence in investigative techniques, generally pays no attention to safety, and requires
constant supervision.

51

The expectations, rules, procedures and consequences of my classroom are intended to keep
the classroom environment safe, orderly, and productive. Please respect the rules so that we
can maximize learning time together. The rules are not hard to follow, nor are any of them out
of the ordinary. They are simply expected behaviors for high school students in this
classroom. If you have any questions about any of these rules, or why they are in place, you
have the right to find out please ask me as soon as possible. There should never be a rule
that does not have a purpose! Thank you for your cooperation!

1. Respect yourself, the teacher & others

Show respect for the teacher, yourself and others at all times.
Respect yourself and the rest of us by using appropriate language.

2. Put forth your best effort at all times

Always do your own best work.

Put learning ahead of getting good grades.
Put quality ahead of just getting it done.
Do not cheat, plagiarize, or copy work
Cheating is completely unacceptable.
Plagiarism is completely unacceptable. If you plagiarize on any assignment you will
earn a 0 on that assignment with no opportunity to re-do the work.

3. Be prepared for class each day

Come prepared with all materials necessary for extensive note taking:
An organized class binder containing all necessary materials and handouts
Book, pens (blue or black), and pencils
A coloured pen for grading in class or underlining important elements in note taking
Highlighters for emphasizing important text
Arrive to class on time & ready to learn
When the bell rings, you need to be sitting in your assigned seat.
Be physically and mentally present in the classroom
Never pack up before dismissal
Please remain in your seat until I have dismissed you. Remember, I dismiss you, not
the bell.

52

 4. Preserve a positive learning environment
Student actions that interfere with teaching or learning in the classroom will NOT be
tolerated.
Use class time to learn. Please do not spend your time grooming, sleeping, talking,
writing notes, or doing work for other classes.
Minimize classroom interruptions by arriving to class on time and not leaving the
classroom during the hour.
Offensive, derogatory, and profane terms are not tolerated. In order to have a safe
classroom environment where all students feel comfortable, no put downs, swear words,
or slang words with demeaning connotations will be accepted. Remember, if you dont
have something nice to say, dont say it at all!

5. Pay attention, participate and ask questions

Engage in what is going on in the classroom.
If you have a question, ask it! Otherwise, I might not know until the test that you didnt
understand something. There are no stupid questions, and chances are, if you are
wondering about it, someone else in the class is to. Be proactive about your learning
and dont be afraid to ask for help. If you feel most comfortable waiting until after class,
that is okay, too, but do keep communication open between us.

6. Get missed work when absent, talk to your friends, then ask the teacher
Attendance is essential for optimal learning. Being on time and present and class
physically and mentally will be part of your overall grade.
If you are absent, it is your responsibility to obtain any missed class work. Ask
another student what you missed. Follow-up with the teacher if necessary.
Inform IB office in case you need to take leave during a graded assignment. If your leave
is authorized then make arrangements to take tests missed immediately. It is your
responsibility to make these arrangements; I will not and cannot track you down.
During UNAUTHORIZED leave, the teacher will not help to make up any of the work
missed in school. If there is a graded assignment on this day, you will not be graded,
and the grade will not be adjusted. No retest will be given.

7. Do your best work & turn it in on time

Remember that the work that you turn-in is a reflection of your effort on the assignment.
Homework in this class is intended to practice skills already introduced in class, to
prepare students for the next day's class, to elaborate on ideas introduced in class, or to
review material so students have information at hand for tests, quizzes or other
activities.
Write your full name on all assignments. All work must be neatly done and legible in
order to receive credit. Assignments that are bunched up, crinkled, illegible, sloppy, or
contain stains or holes are unacceptable.
Homework is due at the beginning of the hour when you come to class. I will not accept
work completed once class begins.
All Lab Reports must be typed and submitted on Managebac and as hard copies
within a week of conducting the lab.
Students should ensure that late and/or missed assignments for evaluation are
completed within the newly established timelines for second submission decided
mutually. Failing to meet deadlines will be dealt by IDDP Coordinator or the Head of
International Curriculum.

53

1. Conduct yourself in a responsible manner at all times in the laboratory.

2. Follow all written and verbal instructions carefully. If you do not understand a direction or part
of a procedure, ASK YOUR TEACHER BEFORE PROCEEDING WITH THE ACTIVITY.

3. Never work alone in the laboratory. No student may work in the lab without the presence of
the teacher or a lab assistant.

4. Perform only those experiments authorized by your teacher. Carefully follow all instructions,
both written and oral. Unauthorized experiments are not allowed.

5. Do not eat food, drink beverages, or chew gum in the laboratory. Do not use laboratory
glassware as containers for food or beverages.

6. Be prepared for your work in the laboratory. Read all procedures thoroughly before entering
the laboratory. Never fool around in the laboratory. Horseplay, practical jokes, and pranks are
dangerous and prohibited. If you do not understand how to use a piece of equipment, ASK THE
TEACHER or LAB ASSISTANT FOR HELP!

54

7. Observe good housekeeping practices. Work areas should be kept clean and tidy at all
times.

8. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be
used only for water. Check with your teacher for disposal of chemicals and solutions.

9. Labels and equipment instructions must be read carefully before use. Set up and use the
equipment as directed by your teacher.

10. Keep hands away from face, eyes, mouth, and body while using chemicals or lab
equipment. Wash your hands with soap and water after performing all experiments.

11. Experiments must be personally monitored at all times. Do not wander around the room,
distract other students, startle other students or interfere with the laboratory experiments of
others.

12. Dress properly during a laboratory activity. Long hair are a hazard in the laboratory. Long
hair must be tied back. Shoes must completely cover the foot. No sandals allowed on lab days.

13. A lab coat should be worn during laboratory experiments. NO EXCEPTIONS TO THIS
RULE! NO LAB COAT NO EXPERIMENT.

14. Know the locations and operating procedures of all safety equipment including: first aid
kit(s), and fire extinguisher. Know where the fire alarm and the exits are located.

15. Know what to do if there is a fire drill during a laboratory period; containers must be closed,
and any electrical equipment turned off.

16. Last but the most essential rule: Thoroughly clean your laboratory work space at the
end of the laboratory session. Do not block the sink drains with debris.

55

Resources

Databases

There are many free, open-access databases which can be used for tasks ranging from simple
data-finding to more authentic retrieval and analysis. Here are some examples:

Global Invasive Species Database

CITES endangered species database

ReefBase coral reef health survey data

Entrez gene sequence database

USDA nutrients database

Menstrual cycle hormones database (and spreadsheet)

WHO Global Health Observatory

NOAA Climate and weather databases

Modeling & Simulation

We are fortunate to have so many good, free simulations, models and tutorials available to us
online. The list of quality animations and resources is growing quickly, so here are some
examples which allow students to manipulate and take control and observe a dataset forming.

Virtual Electron Microscope (outstanding, can be used for practising magnification calculations)

Virtual Karyotype

McGraw-Hill HigherEd lots of research papers turned into simulations

Simulating and Modeling Concepts

Pandemic II manipulate factors that affect the spread of a disease

Molecular Logic many java-based resources for molecular biology

Evolution Lab what happens to the population as it evolves over time?

Population growth, from Freeman

Johnson explorations lots more simulated investigations

56