Diploma Programme
Biology Higher Level Code 016/045
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Diploma Programme Biology Higher Level / Subject brief1
The IB Diploma Programme, for students aged 16 to 19, is an academically challenging and balanced programme of education that
prepares students for success at university and life beyond. Students take courses in six different subject groups, maintaining both
breadth and depth of study. Biology higher level is in group 4, experimental sciences. In addition, three core elements—the extended
essay, theory of knowledge and creativity, action, service—are compulsory and central to the philosophy of the programme.
About the IB: For over 40 years the IB has built a reputation for high-quality, challenging programmes of education that develop
internationally minded young people who are well prepared for the challenges of life in the 21 st century and able to contribute to
creating a better, more peaceful world. The IB subject briefs illustrate key course components in the IB Diploma Programme.
I.
Course description and aims
III. Assessment model
II.
Curriculum model overview
__________________________________________________________________________________________
I.- Course description and aims
The IB Diploma Programme biology higher level course covers the relationship of structure and function at all levels of complexity.
Students learn about cell
theory, the chemistry of living things, plant science and genetics, among many other topics to further their understanding of and learning
about biology.
Throughout this challenging course, students become aware of how scientists work and communicate with each other. Further, students
enjoy multiple opportunities for scientific study and creative inquiry within a global context. In addition, the course is designed to:
• Provide a body of knowledge, methods and
• Techniques that characterize science and technology
• Enable students to apply and use a body of
• Knowledge, methods and techniques that characterize science and technology
• Develop an ability to analyse, evaluate and synthesize scientific information
• Engender an awareness of the need for and the value of, effective collaboration and communication during scientific activities
• Develop experimental and investigative scientific skills
• Develop and apply the students’ information and communication technology skills in the study of science
• Raise awareness of the moral, ethical, social,
• Economic and environmental implications of using science and technology
• Develop an appreciation of the possibilities and limitations associated with science and scientists
• Encourage an understanding of the relationships between scientific disciplines and the overarching nature of the scientific method.
It is the intention of all the Diploma Programme experimental science courses that students achieve the
following objectives.2
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.
1
2
HL Biology brief(md)2.0
IB Biology Guide First examination: 2009 International Baccalaureate Organization
Diploma Programme
Biology Higher Level Code 016/045
II.- Curriculum model overview3
Theory
Core
Additional Higher Level
Options
80 hours of instruction on six
topics
• Statistical analysis
• Cells
• The chemistry of life
• Genetics
• Ecology and evolution
• Human health and physiology
55 hours of instruction on five
topics
• Nucleic acids and proteins
• Cell respiration and photosynthesis
• Plant science
• Genetics
• Human health and physiology
45 hours of instruction on
additional topics, including:
• Evolution
• Neurobiology and behaviour
• Microbes and biotechnology
• Ecology and conservation
• Further human physiology
Practical Work
Investigations
G4 Project
Total teaching hours
180 hours
80 hours
55 hours
45 hours
60 hours
50 hours
10 hours
240 hours
2nd Semester Part 14
Topic 2: Cells
2.1 Cell theory
2.2 Prokaryotic cells
2.3 Eukaryotic cells
2.4 Membranes
2.5 Cell division
Topic 3: The chemistry of life
3.1 Chemical elements and water
3.2 Carbohydrates, lipids and proteins
3.3 DNA structure
3.4 DNA replication
3.5 Transcription and translation
3.6 Enzymes
3.7 Cell respiration
3.8 Photosynthesis
Topic 7: Nucleic acids and proteins
7.1 DNA structure
7.2 DNA replication
7.3 Transcription
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IB Biology Guide First examination: 2009 International Baccalaureate Organization
Diploma Programme
Biology Higher Level Code 016/045
7.4 Translation
7.5 Proteins
7.6 Enzymes
Topic 8: Cell respiration and photosynthesis
8.1 Cell respiration
8.2 Photosynthesis
2nd Semester Part 1
Topic 2: Cells
2.1 Cell theory
2.2 Prokaryotic cells
2.3 Eukaryotic cells
2.4 Membranes
2.5 Cell division
Topic 3: The chemistry of life
3.1 Chemical elements and water
3.2 Carbohydrates, lipids and proteins
3.3 DNA structure
3.4 DNA replication
3.5 Transcription and translation
3.6 Enzymes
3.7 Cell respiration
3.8 Photosynthesis
3rd Semester Part 2
Topic 6: Human health and physiology
6.1 Digestion
6.2 The transport system
6.3 Defence against infectious disease
6.4 Gas exchange
6.5 Nerves, hormones and homeostasis
6.6 Reproduction
Topic 11: Human health and physiology
11.1 Defence against infectious disease
11.2 Muscles and movement
11.3 The kidney
11.4 Reproduction
Topic 7: Nucleic acids and proteins
7.1 DNA structure
7.2 DNA replication
7.3 Transcription
7.4 Translation
7.5 Proteins
7.6 Enzymes
Topic 8: Cell respiration and photosynthesis
8.1 Cell respiration
8.2 Photosynthesis
4th Semester Part 3
Topic 4: Genetics
4.1 Chromosomes, genes, alleles and mutations
4.2 Meiosis
4.3 Theoretical genetics
4.4 Genetic engineering and biotechnology
Topic 10: Genetics
10.1 Meiosis
10.2 Dihybrid crosses and gene linkage
10.3 Polygenic inheritance
Topic 5: Ecology and evolution
5.4 Evolution
5.5 Classification
Option D: Evolution
Core
D1 Origin of life on Earth
D2 Species and speciation
D3 Human evolution
Extension
D4 The Hardy–Weinberg principle
D5 Phylogeny and systematics
5th Semester Part 4
Topic 9: Plant science
9.1 Plant structure and growth
9.2 Transport in angiospermophytes
9.3 Reproduction in angiospermophytes
Topic 5: Ecology and evolution
5.1 Communities and ecosystems
5.2 The greenhouse effect
5.3 Populations
Option G: Ecology and conservation
Core
G1 Community ecology
G2 Ecosystems and biomes
G3 Impacts of humans on ecosystems
Extension
G4 Conservation of biodiversity
G5 Population ecology
Diploma Programme
Biology Higher Level Code 016/045
III.-Assessment for biology higher level5
The IB assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses, which
are to provide students with:
• a broad and balanced, yet academically demanding, programme of study
• the development of critical-thinking and reflective skills
• the development of research skills
• the development of independent learning skills
• the development of intercultural understanding
• a globally recognized university entrance qualification.
•
•
•
The assessments aim to test all students’ knowledge and understanding of key concepts through:
applying and using scientific methods, techniques and terminology
constructing, analysing and evaluating scientific hypotheses, research questions and predictions, scientific methods and techniques,
and scientific explanations
demonstrating both the personal skills of cooperation, perseverance and responsibility appropriate for effective scientific investigation
and problem-solving and the manipulative skills necessary to carry out scientific investigations with precision and safety.
Students’ success in the biology higher level course is measured by combining their grades on external and internal assessment.
Even multiple-choice questions require that students know what each term or concept means in order to respond correctly,
demonstrating an understanding of both basic facts and complex concepts. Calculators are not permitted in the multiple choice
examination.
The internal assessment is of each student’s practical or laboratory work. This includes the group 4 project, a total of 10 hours within
the higher level course of 240 hours, in which students from different group 4 subjects collaborate in addressing a scientific or
technological topic, allowing for concepts and perceptions from across the disciplines that “encourage an understanding of the
relationships between scientific disciplines and the overarching nature of the scientific method”.
Type of
assessment
External
Paper 1
Paper 2
Paper3
Internal
Practical work
Assessment
Aim
5
6
Format of assessment
Time
(hours)
Multiple choice
Data analysis, short answer and extended
response
Short answer and extended response
1
2.25
Weighting
of final
grade (%)
76
20
36
20
24
General laboratory work and fieldwork. Computer simulations, data-gathering exercises and data
analysis exercises may also be carried out.
Group 4 collaborative, interdisciplinary project
¿Type
of ¿How are
assessment to evaluated
evaluate
this this aim?
aim ?
HL Biology brief(md)2.0
SEP Acuerdo Secretarial 444
1.25
students ¿What competences will be developed by the students?6
regarding
Diploma Programme
Biology Higher Level Code 016/045
1. Demonstrate
an
understanding
of:
a. scientific
facts and
concepts
b. scientific
methods and
techniques
c. scientific
terminology
d. methods of
presenting
scientific
information.
Paper 1
Paper 2
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.
Paper 3
Paper 1 is made up of
multiple-choice questions
that test knowledge. The
questions are designed
to be short, one- or twostage
problems that address
objectives 1 and 2
Generic Competences
The questions address
objectives 1, 2 and 3 and
the paper is divided into
two sections.
In section A, there is a
data-based question that
requires students to
analyse a given set of
data. The
remainder of section A is
made up of short-answer
questions.
In section B, students at
SL are required to
answer one question
from a choice of three,
and students at
HL are required to
answer two questions
from a choice of four.
These extendedresponse questions may
involve writing a number
of paragraphs, solving a
substantial problem, or
carrying out a substantial
piece of
analysis or evaluation
4.1
Uses
linguistic,
mathematical or graphical
representations
as
communication strategies. 3. judgments about the impact of science
4.2 Expresses concepts and technology in the daily life, assuming
and ideas, correctly in both an ethical posture.
oral and written in his/her
4. To identify problems, make scientific
native language.
questions and write a hypothesis to
4.3 He/she identify key answer these questions.
ideas in a text or oral
speech
and
infer 5. To obtain, record and systematize
conclusions
information to answer scientific questions
4.4 He/she communicates through the use of relevant sources and
in different contexts clearly experimentation.
Paper 3 tests knowledge
of the options and
addresses objectives 1, 2
and 3. Students are
requiredto answer
several short-answer
questions and an
extended-response
question in each of the
two options
studied
4.- Listens, interprets and
emits pertinent messages
in
different
situations
through
the
use
of
mediums,
codes
and
appropriate tools
in a second language
4.5
Manages
the
information
and
communication
technologies critically in
different
areas
of
knowledge.
Disciplinary Competences
1. To make judgments about the
contribution and impact of science as a
cooperative and interdisciplinary social
knowledge builder.
2. To identify the relationships between
science, technology, environment and
society in a specific historical and social
context.
6. To compare the results obtained with
previous hypotheses and report
conclusions.
7. To rectify personal or common
preconceptions about different natural
phenomena by scientific evidence.
11. Identify the new applications of tools
and common products as well as design
5.- Develops innovations
simple prototypes for the solution of
and proposes solutions to
problems, in order to satisfy needs or
problems from established
prove scientific principles.
methods.
5.1
Chooses
the
appropriate procedures in
solving a problem.
5.2Understands reflectively
the phases that will lead to
the achievement of his/her
objective.
5.3 Elaborates and designs
hypothesis considering the
principles,
laws
and
concepts.
5.4 Construct hypothesis,
designs and proves models
in order to validate them.
5.5
Formulate
and
concludes results from
obtained evidences.
5.6 Processes information
using the information and
communication
technologies.
Diploma Programme
Biology Higher Level Code 016/045
4. Demonstrate
the personal
skills of
cooperation,
perseverance
and
responsibility
appropriate for
effective
scientific
investigation
and problem
solving.
Group
4
collaborative,
interdisciplinary
project
5. Demonstrate Practical work
the
manipulative
skills necessary
to carry out
scientific
investigations
with precision
and
safety.
The group 4 project is a
collaborative activity
where students from
different group 4 subjects
work together
on a scientific or
technological topic,
allowing for concepts and
perceptions from across
the disciplines.
The group 4 project
allows students to
appreciate the
environmental, social
and ethical implications
of science and
technology. It may also
allow them to understand
the limitations of scientific
study, for
example, the shortage of
appropriate data and/or
the lack of resources.
The emphasis is on
interdisciplinary
cooperation and the
processes involved in
scientific investigation,
rather than the products
of such
investigation
Although the
requirements for IA are
mainly centred on the
assessment of practical
skills, the different
types of experimental
work that a student may
engage in serve other
purposes, including:
• illustrating, teaching
6 Sustains a personal
position about interesting
topics
and
general
relevance,
considering
others points of view in a
critical and reflexive way
6.1 Selects the source of
information according to
responsible criteria.
6.3 Constructs his/her point
of view according to its
importance and relevance.
6.4
Integrates
and
structure new knowledge
that allows decision making
with social responsibility.
7 Learns by initiative and
own interest throughout the
life
7.3Assumes
relationships
knowledge
environment.
the
between
and
its
8.- Participates and
collaborates in an effective
way in many teams
8.1 development of any
problem through
collaborative work.
8.2 Proposes his/her points
of view while respecting
those of their peers
8.3 Works and participates
with a positive attitude in
the different roles of the
Diploma Programme
Biology Higher Level Code 016/045
and reinforcing
assigned tasks..
theoretical concepts
• developing an
appreciation of the
essential hands-on
nature of scientific work
•
developing
an
appreciation
of
the
benefits and limitations of
scientific methodology.
Indications of
manipulative ability are
the amount of assistance
required in assembling
equipment, the
orderliness of carrying
out the procedure(s) and
the ability to follow the
instructions accurately.
The adherence to safe
working practices should
be apparent in all
aspects of practical
activities
RECOMMENDED BIBLIOGRAPHY
Audersik, T., G. Audersik y B.E. Byers. 2013. Biology, life on Earth. 10th edition, Prentice Hall, Upper Saddle River
Campbell, N. (Ed.). 2011. Biology, 9th edition. Pearson, Boston
Pearson Baccalaureate: Higher Level Biology for the IB Diploma . 2008. Pearson International Baccalaureate Diploma: International
Editions
Solomon, E. P., L. R. Berg y D. W. Martin. 2011. Biology 9th edition. Brooks/Cole CengageLearning.
Para obtener más información sobre cómo el Programa del Diploma prepara a los alumnos para la universidad, consulte
nuestro sitio web www.ibo.org/es/recognition o envíenos un correo electrónico a recognition@ibo.org.
International Baccalaureate, Baccalauréat International y Bachillerato Internacional son marcas registradas de la Organización del
Bachillerato
Internacional. © Organización del Bachillerato Internacional, 2010