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The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. |
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad
and balanced range of disciplines.Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize
and approach complex problems, and make reasoned, ethical decisions.Communicators They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.Principled They act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.Open-minded They understand and appreciate their own cultures and personal histories, and are
open to the perspectives, values and traditions of other individuals and communities.
They are accustomed to seeking and evaluating a range of points of view, and are
willing to grow from the experience.Caring They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They
are brave and articulate in defending their beliefs.Balanced They understand the importance of intellectual, physical and emotional balance to
achieve personal well-being for themselves and others.Reflective They give thoughtful consideration to their own learning and experience. They are
able to assess and understand their strengths and limitations in order to support
their learning and personal development.
study of a broad range of academic areas. Students study: two modern languages (or a modern language
and a classical language); a humanities or social science subject; an experimental science; mathematics;
one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a
demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university.
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 options studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Objectives” section.
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, to study additional topics and to study
extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth.
Aims
Through studying any of the group 4 subjects, 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 distinguishes the group 4 subjects from
other disciplines and characterizes each of the subjects within group 4.
It is in this context that all the Diploma Programme experimental science courses should aim to:
1. provide opportunities for scientific study and creativity within a global context that will stimulate and
challenge students2. provide a body of knowledge, methods and techniques that characterize science and technology 3. enable students to apply and use a body of knowledge, methods and techniques that characterize
science and technology4. develop an ability to analyse, evaluate and synthesize scientific information 5. engender an awareness of the need for, and the value of, effective collaboration and communication
during scientific activities6. develop experimental and investigative scientific skills 7. develop and apply the students’ information and communication technology skills in the study of
science8. raise awareness of the moral, ethical, social, economic and environmental implications of using science
and technology9. develop an appreciation of the possibilities and limitations associated with science and scientists 10. encourage an understanding of the relationships between scientific disciplines and the overarching
nature of the scientific method.Objectives
The objectives for all group 4 subjects reflect those parts of the aims that will be assessed. Wherever
appropriate, the assessment will draw upon environmental and technological contexts and identify the
social, moral and economic effects of science.
It is the intention of all the Diploma Programme experimental science courses that students achieve the
following objectives.
1. Demonstrate an understanding of:
a. scientific facts and concepts b. scientific methods and techniques c. scientific terminology d. methods of presenting scientific information.
2. Apply and use:
a. scientific facts and concepts b. scientific methods and techniques c. scientific terminology to communicate effectively d. appropriate methods to present scientific information
3. Construct, analyse and evaluate:
a. hypotheses, research questions and predictions b. scientific methods and techniques c. scientific explanations.
4. Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation and problem solving.
5. Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and safety.
Command terms
These command terms indicate the depth of treatment required for a given assessment statement. These command terms will be used in examination questions, so it is important that students are familiar with the following definitions.
Define Give the precise meaning of a word, phrase or physical quantity. Draw Represent by means of pencil lines. Label Add labels to a diagram. List Give a sequence of names or other brief answers with no explanation. Measure Find a value for a quantity. State Give a specific name, value or other brief answer without explanation or calculation.
Annotate Add brief notes to a diagram or graph. Apply Use an idea, equation, principle, theory or law in a new situation. Calculate Find a numerical answer showing the relevant stages in the working (unless instructed
not to do so).Describe Give a detailed account. Distinguish Give the differences between two or more different items. Estimate Find an approximate value for an unknown quantity. Identify Find an answer from a given number of possibilities. Outline Give a brief account or summary.
Analyse Interpret data to reach conclusions. Comment Give a judgment based on a given statement or result of a calculation. Compare Give an account of similarities and differences between two (or more) items, referring
to both (all) of them throughout.Construct Represent or develop in graphical form. Deduce Reach a conclusion from the information given. Derive Manipulate a mathematical relationship(s) to give a new equation or relationship. Design Produce a plan, simulation or model. Determine Find the only possible answer. Discuss Give an account including, where possible, a range of arguments for and against the
relative importance of various factors, or comparisons of alternative hypotheses.Evaluate Assess the implications and limitations. Explain Give a detailed account of causes, reasons or mechanisms. Predict Give an expected result. Show Give the steps in a calculation or derivation. Sketch Represent by means of a graph showing a line and labelled but unscaled axes but with
important features (for example, intercept) clearly indicated.Solve Obtain an answer using algebraic and/or numerical methods. Suggest Propose a hypothesis or other possible answer.
Assessment outline
SL assessment specifications
In addition to addressing objectives 1, 2 and 3, the internal assessment scheme for both SL and HL addresses objective 4 (personal skills) using the personal skills criterion to assess the group 4 project, and objective 5 (manipulative skills) using the manipulative skills criterion to assess practical work. For both SL and HL, calculators are not permitted in paper 1 but are required in papers 2 and 3.
Mathematical requirements
All Diploma Programme biology students should be able to:
• perform the basic arithmetic functions: addition, subtraction, multiplication and division
• recognize basic geometric shapes
• carry out simple calculations within a biological context involving decimals, fractions, percentages, ratios, approximations, reciprocals and scaling
• use standard notation (for example, 3.6 × 106)
• use direct and inverse proportion
• represent and interpret frequency data in the form of bar charts, column graphs and histograms, and interpret pie charts and nomograms
• determine the mode and median of a set of data
• plot and interpret graphs (with suitable scales and axes) involving two variables that show linear or non-linear relationships
• plot and interpret scattergraphs to identify a correlation between two variables, and appreciate that the existence of a correlation does not establish a causal relationship
• demonstrate sufficient knowledge of probability to understand how Mendelian ratios arise and to calculate such ratios using a Punnett grid
• make approximations of numerical expressions
• recognize and use the relationships between length, surface area and volume.
IB Biology
HL
Course Information
This course is designed as a complete Hl program that will prepare students for taking the IB Higher Level Biology Exam after two years. Students that do very well in this class may – WITH TEACHER RECOMMENDATION - take the Advanced Placement Exam for Biology.
Information/Requirements
- Every paper turned in is to be logically titled on the top center line and have a heading in the upper right hand corner consisting of:
NAME
PERIOD
DATE TURNED IN
Please staple papers together as needed.
- Late work is accepted only for one (1) day with a 20% penalty. Work more than one (1) day late is NOT accepted and a zero (0) will be assigned for the assignment.
Lab write-ups are accepted up to one day late with a 50% penalty. Labs more than one (1) day late are NOT accepted and a zero (0) will be assigned for the assignment.
- Grading system:
90 – 100 = A
80 - 89 = B
70 - 79 = C
60 - 69 = D
0 - 59 = F
At the end of a grading period, all of the student’s points are totaled. This total of earned points is divided by the total possible points (X 100) for a percentage grade. Rounding up will occur only with the end of grading period grade and only at 0.5 or above.
- Retests: Tests are marked on an IB grade boundaries scale. No opportunity for retests will be presented.
- Internal Assessment:
An important part of this class is the practical work (laboratory work). All components of the student’s practical work will be evaluated as a two year process. This evaluation will results in a grade sent to IBO for Biology, which comprises 24% of the final IB Biology mark out of 7. You MUST purchase a 2 inch, 3-ring binder within the first week of class for lab write-ups. This will be your “Lab Portfolio” and will contain a record of all labs completed over the two year period of this class.
Lab portfolios are not allowed out of the classroom and will be retained at the end of this course for possible re-evaluation by IBO.
- No more than 2 TDEs per semester will be signed for this course. In-class assignments and tests missed due to approved activities will be taken on a scheduled make-up day after school.
- In-class assignments and tests missed due to absences will be made up on a scheduled make-up day after school. A Verification of Absence form must be signed by parents or guardians prior to making up missed work.
NOTE
Since this room is also used as a lab,
no Food, Drink or Chewing Gum is allowed in this room.
Reference texts in this class may be checked out overnight or over
the week-end but otherwise may not be
removed from the room.
