Annapolis High School
Teacher: Mrs. Angela Ross
Phone: 410-266-5240 Ext: 256
E-mail: amross@aacps.org
Planning periods: 2A & 2B
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create
a better and more peaceful world through intercultural understanding and respect.
General IB Diploma Requirements:
All students enrolled in the IB Diploma Program will sit for a series of exams in 6 subject areas. All two year IB HL/SL
courses are tested in May of the student’s senior year. Students enrolled in a 1 year IB SL class will sit for the exam in
the year the class is taken. The 2015 IB Exam testing schedule starts on Monday, May 4, and concludes on Friday, May
22.
To earn the IB Diploma the student must meet ALL of the following requirements:
1. Submit the internal assessment assigned within each of the student’s selected courses of study. Students who
fail to submit an internal assessment will receive a grade of N regardless of how many points are accrued on the
external May exams. Therefore, a student missing an internal assessment cannot earn the diploma and may be
requested to exit the IB Diploma Program.
2. Successful completion of the Extended Essay and the Theory of Knowledge (TOK) Essay with a grade of D or
higher. Students who earn an E on either the Extended Essay or the Theory of Knowledge Essay will not be
awarded the diploma regardless of how many points are accrued on the external May exams.
3. Complete 150 hours of Creativity, Action and Service (CAS) and submit a CAS portfolio which documents
these hours.
4. Sit for a series of 6 exams over the course of his or her junior and senior year and earn a minimum of 24 out of
45 possible points. Students must earn a minimum of 12 total points on the 3 HL exams and a minimum of 9
total points on the 3 SL exams.
IB Exams are scored on a scale of 1 through 7:
Grade 7: Excellent performance (A+ performance within the subject area. Denotes a high level of mastery of course content)
Grade 6: Very good performance (A to A-performance within the subject area. Denotes a high level of mastery of course content)
Grade 5: Good performance (B+ to B performance within the subject area. Denotes an above average mastery of course content)
Grade 4: Satisfactory performance (B- to C performance within subject area. Denotes an average understanding of course content)
Grade 3: Mediocre performance (A student awarded a 3 on four or more exams will be ineligible to earn the IB Diploma regardless
of the total number of points accrued)
Grade 2: Poor performance (A student awarded a 2 on three or more exams will be ineligible to earn the IB Diploma regardless
of the total number of points accrued)
Grade 1: Very poor performance (A student awarded a 1 on any exam will be ineligible to earn the IB Diploma regardless of the
total number of points accrued)
Annapolis High School
Nature of IB Biology
Biology is the study of life, living things, and the interactions of living and non-living factors. In this course, students
will study the physical laws that govern living things to seek a better understanding not only of ourselves, but of all life
at the different levels on our planet, from the tiniest cell to the massive ecosystems. Students will go beyond
memorization and regurgitation of facts, figure, and formulas. Instead, students will be challenged to inquire about the
nature of biology as a science. As an overarching theme, students studying the nature of science will be asked to study
the purpose of scientific endeavors, and the methods used historically that have demonstrated the biological concepts
we now take for granted. In addition, students will investigate the use of technology, the concepts of theories in
science, and the role of the international scientific community in learning and disseminating information.
Aims of IB Diploma Biology
The primary aims of the 2 year IB Diploma Programme Biology course are as follows:
1. 1. To appreciate scientific study and creativity within a global context through stimulating and challenging
opportunities
2. To acquire a body of knowledge, methods, and techniques that characterize biology
3. To apply and use a body of knowledge, methods, and techniques that characterize biology
4. To develop an ability to analyze, evaluate, and synthesize scientific information
5. To develop a critical awareness of the need for, and the value of, effective collaboration and communication
during scientific activities
6. To develop experimental and investigative scientific skills including the use of current technologies
7. To develop and apply 21st century communication skills in the study of science
8. To become critically aware, as global citizens, of the ethical implications of using science and technology
9. To develop an appreciation of the possibilities and limitations of biology
10. To develop an understanding of the relationships between scientific disciplines and their influence on other
areas of knowledge
IB Subject Course Outline
The IB Biology curriculum is a two year course of study, consisting of core topics, additional higher level (AHL)
material, and four options to choose from. Both SL and HL students will complete the core topics. HL students, in
addition, will also complete the AHL topics. Both SL and HL students will choose one of the four prescribed options.
HL students will also complete AHL topics within that option. During year 1, students will complete approximately
half of the curriculum. The outline of topics is as follows:
Core topics: These topics are covered for both SL and HL students throughout the two years.
Topic 1: Cell biology
Topic 2: Molecular biology
Topic 3: Genetics
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Topic 4: Ecology
Topic 5: Evolution and biodiversity
Topic 6: Human physiology
Additional higher level (AHL) topics: These topics will be covered in class for all students, but only students taking
Biology as an HL subject will be assessed on these. These topics will be covered throughout the two years.
Topic 7: Nucleic acids
Topic 8: Metabolism, cell respiration, and photosynthesis
Topic 9: Plant biology
Topic 10: Genetics and evolution
Topic 11: Animal physiology
Options: One option will be chosen out of these four to be covered, for both SL and HL students. The option will be
covered during the second year.
A: Neurobiology and behavior
B: Biotechnology and bioinformatics
C: Ecology and conservation
D: Human physiology
IB Course Assessment
Both SL and HL students in IB Biology will complete an internal assessment throughout the course of the two year
program, as well as an external assessment given towards the end of the two year program.
The internal assessment tasks the student with conducting an independently guided scientific investigation, taking
approximately 10 hours, and culminating in a 6-12 page paper. Examples of possible tasks are hands-on laboratory
investigations, extracting data from a database and analyzing it graphically, or using a simulation to model an
investigation. The internal assessment will be assessed using the following criteria: personal engagement, exploration,
analysis, evaluation, and communication. This task is identical for both SL and HL students. The internal assessment
will count for 20% of the total IB Biology grade.
The external assessment consists of a three part examination at the end of the two year curriculum. The different
components, grade weights, and the difference between SL and HL examinations are described as follows:
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External assessment
Paper 1
Paper 2
Paper 3
SL Students
 30 marks
 30 multiple choice questions on
core material
 ¾ hour
 20% of IB Biology grade
 50 marks
 Data-based questions and shortanswer questions on core
material
 One out of two extended
response questions attempted
 1¼ hours
 40% of IB Biology grade
 35 marks on core and option
material
 Section A: two to three short
answer questions based on lab
skills and techniques, and
analysis and evaluation of unseen
data
 Section B: short answer and
extended response questions from
one option
 1 hour
 20% of IB Biology grade
HL Students
 40 marks
 40 multiple-choice questions on core
and AHL material
 1 hour
 20% of IB Biology grade
 72 marks
 Data-based questions and shortanswer questions on core and AHL
material
 Two out of three extended response
questions attempted
 2¼ hours
 36% of IB Biology grade
 45 marks on core and option material
 Section A: two to three short answer
questions based on lab skills and
techniques, and analysis and
evaluation of unseen data
 Section B: short answer and extended
response questions from one option
 1¼ hours
 24% of IB Biology grade
IB Course Texts
Course Text Book: Allot, Mindorff. Biology. Oxford. 2014 Edition
Additional Resources:
 Allot. Biology for the IB Diploma Study Guides. Oxford. 2014 Edition
 Damon, McGonegal, Tosto, Ward. Higher Level Biology. Pearson, 2007
 http://www.ibo.org/diploma/
 Remind101: To receive reminder messages via text, text @ibbioross to 81010
 Electronic Blackboard: http://blackboard.aacps.org (username: g.AMROSS, password: panthers)
Grading/Assessment
A (89.5-100%) - Outstanding level of achievement
B (80-89%) - High level of achievement
C (70-79%) - Satisfactory level of achievement
D (60-69%) - Low level of achievement
E (59% -50) - Failure (0 – If student does not attempt the work)
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Grades will be assessed in the following weighted categories:
60% - Tests/Quizzes
30% - Lab Reports/IA/Classwork/Projects
10% - Homework
Minimum: A minimum grade of 50% will be given for all assignments or assessments for which the student made a
good faith effort, as determined by the teacher. If a student does no work on an assignment or assessment, the teacher
shall assign a grade of zero.
Parent Notification: Parents will be notified at least three weeks prior to the end of a marking period if a student is
currently earning a failing grade. At any time, parents may check parentconnect.aacps.org to see their student’s
grade. Please contact the guidance office if you do not already have a login.
Late Work: Please endeavor to turn all work in when due. If you have a reason that the work must be late please meet
with me. Due to the pace of the course, homework will is required to be completed on time. Anyone wishing to submit
late homework will receive a 50%. Labs, classwork, and other projects are to be submitted on time. Late assignments
will result in a score penalty or a 0%.
Redo’s: Students shall have ONE additional chance to improve their score on a major test or assessment (as designated
by the teacher). In order for this to happen the student MUST have submitted the original assignment ON TIME and
set up a time with the teacher for re-teaching within 5 days of getting the graded assignment back. After the reteaching, the student will have 10 days to resubmit the assignment. The higher grade will be the grade of record. I will
not accept any late assignments the last 2 weeks of the grading period.
Work that will be reassessed includes: one test/quiz per marking period (must have all assignments on topic completed
to be allowed a retake)
Work that will not be reassessed includes: homework, classwork, projects, IA
All student re-teaching will take place after school Tuesdays. Please try to schedule this meeting in advance so that we
are both prepared.
Attendance/Tardiness:
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IF YOU ARE ABSENT, PLEASE CONTACT Mrs. Ross at amross@aacps.org to receive your make up work.
All effort will be made to facilitate students when absent. Please make prior arrangements, if possible, to
collect work from the instructor for days that are to be missed.
It is the Annapolis High School expectation that all students will be on time. The policies for the tardy table
will be followed.
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Academic Integrity
In order to promote the pursuit of academic excellence and learning, Anne Arundel County Public Schools expects its
students to conform to specific standards of academic integrity. Academic integrity is an integral part of promoting
self-respect, trust, student achievement, and positive relationships among all stakeholders in our school community.
Academic integrity means exhibiting honesty in all academic exercises and assignments. Academic dishonesty refers
to any form of misconduct that occurs in relation to all formal academic exercises.
Cell Phone Expectations
It is the expectation that cell phones and other electronic devices will not be present in the classroom. Exceptions will
be made when the lesson plan dictates that the electronic device will be used for an academic purpose. There will be a
red/green sign in the classroom that will let the students know when cell phone / electronic device usage is appropriate.
During all tests and quizzes, student phones will be collected.
Behavioral Expectations
Annapolis High School students, staff, and visitors will make a pledge and commitment to their school and its mission.
In doing so, students show respect for themselves, learning, others, and property.
Self
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Be prepared
Use appropriate school language
Have respect for yourself
Try your best!
Have a “Can Do” Attitude!
Learning
 Come to class daily and on time
 Bring all required materials
 Participate in class
 Study for tests and quizzes by doing practice
problems
 Ask for help when needed
 Follow instructions and stay on task
 Complete all assignments on time
Others
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Listen when others are talking
Participate in class activities
Use language appropriate for school
Avoid conflict in class
Offer and accept constructive criticism
Property
 Keep an organized notebook complete with
quality notes
 Keep your space clean
 Stay in your seat and keep the desk clear
Teacher Signature _________________________________________________________
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Annapolis High School
Please sign below to indicate that you have read and understood the course syllabus for IB Biology:
Student (print name): ____________________________________________________________
Student signature: _______________________________________________________________
Parent/guardian (print name): __________________________________________________________
Parent/guardian signature: __________________________________________________________
Parent/guardian daytime phone number: ________________________________________________
Parent/guardian e-mail: ___________________________________________________________
Is there any particular information that would be helpful for me to know as we begin the
year to support your student’s success this semester?
Do you have any questions or comments?
*On the back of this form is the document that will be use to keep track of student-teacher and parent–
teacher communication.
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Annapolis High School
E Free! Failure is not an option!
Student ______________________
Teacher: Angela Ross ___
Course: IB DP Biology
Assignments/Teacher Comments
.
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Student Initial
Guidance Referral
Other
Tutoring
Interim
Grade Sheet
Phone Call
Conference
Date
I understand that I am receiving this form as a contract to improve my grade in this course. This form is a running
log of monitoring and communicating academic progress.