Diploma Programme subject outline
School name
Name of the DP subject
School code
Biology SL & HL mixed. SL content – HL content
Level
(indicate with X)
Higher
X
Standard completed in two
years
X
Standard completed in one
year *
Higher Level Class time
(per week)
4hr 10mins
Standard Level Class time
(per week)
3hrs 20mins
Name of the teacher
who completed this
outline
Will Vincent
Date of IB training
March 2015
Name of workshop
(indicate name of subject
and workshop category)
Workshop Leader Training
June 2018
Date when outline was
completed
This course is structured to meet two aims: 1) early internal assessment completion and 2) maximise opportunities to meet foundational units over and again
throughout the course – revision is built into the course. Thus, parts of the DP course that contain design statements in the skills section are front loaded,
along with areas that provide fertile investigative work. The author has made the deliberate decision to push ecology out to the end. Whilst this topic has
ample practical application, the location of the school and biological paucity of the school campus renders this topic less useful for practical work.
Compulsory practicals are in bold, all other practicals are optional and can be administered at the teachers discretion to build up the required practical hours.
Those highlighted in green or blue (HL only) are part of the IA preparation.
This document should be read in conjunction with the DP Biology Guide.
1
Assessment
Overview
Major
Assessments
throughout the
Course
Resources
ATL Skills
Standard Level
Higher Level
Three examination papers:
Three examination papers:
Paper 1 (45 min): Multiple choice [20%]
Paper 1 (1h): Multiple choice [20%]
Paper 2 (1h15): Core material [40%]
Paper 2 (2h15): Core material [36%]
Paper 3 (1h): Core and options [20%]
Paper 3 (1h15): Core and options [24%
Internal Assessment [20%]: 10 hours of class time. 10 hours
outside of class.
Summative End of unit MCQs and Cumulative summative tests
throughout grade 11 until December of grade 12
Weekly low stakes quizzing using quizlet
Internal assessment takes place from March of DP1
Internal Assessment [20%]: 10 hours of class time. 10 hours
outside of class.
End of DP1 exams
Open book mock-mock in DP2 (formative)
DP2 mock exams
Group 4 project
IB Questionbank
Allott & Mindorff textbook and study guide
Kognity
Quizlet
Authors website - https://www.thedpbiology.guide/
Learning: Thinking skills developed through the use of HGSE’s project zero’s thinking routines; Communication skills developed
through feedback on the construction of answers to “essay” questions, feedback on practice IA’s and presentations. Self-management
skills- Organisation
Self-management skills- Affective Research skills
2
Unit Topic 1:
What is this thing called Biology?
Learner Profile Attribute:
Inquirers
Time Allocation: 1 week:
5x50min lessons
Inquiry: What is life and how is it organised? What is the importance of water to life?
This unit introduces the study of biology by asking what life is and what makes it different from the abiotic. We explore how scientists categorise living
things and look at the importance of water to life. This is a theme that is referred back to in the following units.
Knowledge/
Core: Topic 1.1 - A2: Investigation of functions of life in Paramecium and one named photosynthetic unicellular organism. U2:
Concepts/
Organisms consisting of only one cell carry out all functions of life in that cell.
Skills:
Core: Topic 5.3: -A1: Classification of one plant and one animal species from domain to species level. U3: Taxonomists classify species
using a hierarchy of taxa. U4: All organisms are classified into three domains. U5: The principal taxa for classifying eukaryotes are
kingdom, phylum, class, order, family, genus and species.
Core: Topic 2.2: Water (2 lessons)
Core/IM/
Local or Global
Links/
Cross Curricular
Links
TOK: There is a difference between the living and the non-living environment. How are we able to know the difference? TOK: Claims
about the “memory of water” have been categorized as pseudoscientific. What are the criteria that can be used to distinguish scientific
claims from pseudoscientific claims? Use of theories for explanations
Specific
Assessments:
Pre-teaching vocabulary (homework)
Summative End of Unit Test : MCQs only (0.5 lesson)
Practical Tasks
Practical - Observing protoctista in water using the hanging drop technique (1 lesson)
Practical – Investigating the properties of water (1 lesson)
IM: There are international codes of nomenclature and agreements as to the principles to be followed in the classification of living
organisms.
3
Unit Topic 2:
Cells, Membranes, Respiration and Learner Profile
the Cardiovascular System
Attribute:
Thinkers
Time Allocation: 6 weeks: 28 x 50min lessons
Inquiry: What are cells? What is the chemical basis of life? What is the relationship between cell metabolism and physiology? What is the relationship
between structure and function?
The first few units aim to help develop students conceptual understanding of structure and function by linking metabolism to physiology. When starting
these topics I am to begin with an overview of the function of the system before drilling into the structure, including the metabolism. This unit will
introduce levels of organisation and using familiar examples of the heart and lungs investigate the metabolic process that underpin them. I am making the
assumption that there is less propositional knowledge in the examination of function for students and so this approach is less likely to overload working
memory. Transition: We will refer back to the properties of water in the examination of the blood system.
Knowledge/
Core - 1.1 Introduction to cells (2 lessons), 1.2 Ultrastructure of cells (3 lessons), 2.1 Molecules to metabolism (2 lessons), 2.3
Concepts/
Carbohydrates and lipids (2 lessons), 2.8 Cell respiration (3 lessons), 6.2 The blood system (4 lessons) & 6.4 Gas exchange (4 lessons)
Skills:
TOK/CAS/
Local or Global
Links/
Cross Curricular
Links
TOK: The world that we inhabit is limited by the world that we see. Is there any distinction to be drawn between knowledge claims
dependent upon observations made by sense perception and knowledge claims dependent upon observations assisted by technology?
TOK: Our current understanding is that emotions are the product of activity in the brain rather than the heart. Is knowledge based on
science more valid than knowledge based on intuition? Sense perception/Falsification: Vitalism RLS/Pseudoscience vs Science
Specific
Assessments:
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson or homework)
Summative End of Unit 2 Test: MCQs only (0.5 lesson)
Cumulative Summative Exam 1: MCQs and Written Response (1 lesson)
Formative assessment on analysis and evaluation section of IA
Prescribed Practical 1 - Microscopes (2 lessons)
Prescribed Practical 6 – Measuring ventilation rates (1 lesson) –
Practical – Measuring respiration (1 lesson)
evaluation practice
Practical – Measuring fermentation (1 lesson)
Practical demo – heart and lung pluck (0.5 lesson)
Practical – Heart Dissection & Artery Stretching (2 lessons) Practical demo – molymod model building of carbohydrates and
analysis practice
lipids
Practical Tasks
Cumulative
Hours: 5SL/5HL
4
Unit Topic 3:
Membrane structure &
Transport, Proteins and
Nervous Conduction
Learner Profile
Attribute:
Time Allocation: Core: 3 weeks: 14 x 50 min lessons
AHL only: + 5 weeks 1x50 min lesson per week
Inquiry: What is the relationship between cell metabolism and physiology? What is the relationship between structure and function?
The first few units aim to help develop students conceptual understanding of structure and function by linking metabolism to physiology. When starting
these topics, I am to begin with an overview of the function of the system before drilling into the structure, including the metabolism. This unit will
introduce levels of organisation and using the examples of the nervous system investigate the metabolic process that underpin it. Transition: We will refer
back to the concepts of metabolism when we look at protein structure as well as levels of organisation when moving from nervous to action potentials.
Knowledge/
Core - 1.3 Membrane structure (2 lessons), 1.4 Membrane transport (3 lessons), 2.4 Proteins (3 lessons), 6.5 Neurons and
Concepts/
synapes (3 lessons)
Skills:
AHL – 11.2 Movement (4 lessons)
TOK/CAS/
International
Mindedness/
Local or Global Links/
Cross Curricular Links
Specific Assessments:
Practical Tasks
TOK: The explanation of the structure of the plasma membrane has changed over the years as new evidence and ways of analysis
have come to light. Under what circumstances is it important to learn about theories that were later discredited?
Falsification/Models: Daveson-Danelli & Singer Nicolson RLS
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson)
Summative End of Unit 3 Test: MCQs only (0.5 lesson)
Formative assessment on analysis section of IA
Prescribed Practical 2 – measuring osmosis (1 lesson) – analysis practice
Practical – beetroot membranes (2 lessons) – evaluation practice
Practical demo – fried and pickled eggs (protein denaturation)
Practical – chicken wing dissection (1 lesson)
5
Unit Topic 4:
Photosynthesis, cell division,
plant biology
Learner Profile Attribute:
Time Allocation: Core: 3 weeks 10x50min
lessons.
AHL only: + 14 weeks 1x50min lesson
Inquiry: What is the source of energy for all biological systems? How is this energy used?
This unit could be better placed after unit five, but term 2 sees the beginning of a regular weekly HL only class, when the SL students are excused. We
transfer the themes of structure and function into plant physiology. Mitosis is required to understand plant growth in topic 9.3 and so must be taught
before. Transition: studying transport systems in plants provides opportunity to review the properties of water NB – this unit begins with SL and HL mixed
and then is taught on one lesson per week after 1.6 for 13 weeks. This means HL students will be studying two units in tandem.
Knowledge/
Concepts/
Skills:
Core - 2.9 Photosynthesis (3 lessons), 1.6 Cell division (3 lessons),
TOK/CAS/
International
Mindedness/
Local or Global Links/
Cross Curricular Links
TOK: A number of scientific discoveries are claimed to be incidental or serendipitous. To what extent might some of these
scientific discoveries be the result of intuition rather than luck? TOK: Plants communicate chemically both internally and
externally. To what extent can plants be said to have language? Serendipity in Science: Cyclins RLS/Language
Specific Assessments:
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson or homework)
Cumulative Summative Exam 2: MCQs on unit 4 Core (2.9 & 1.6) & written responses on anything taught so far. (1 lesson)
Formative assessment of exploration
HL only – Summative Test on Topic 9 (MCQ and Written Response – 1 lesson)
Prescribed Practical 4 – Chromatography (1 lesson)
HL Practical – Use of models of water transport (inThinking)
Practical – Design of experiments to investigate effect of
HL Practical – Using microscopes to draw primary and phloem
limiting factors (1 lesson) – Design practice
vessels (1 lesson HL only)
Practical – Root tip squash (1 lesson)
HL Practical – Micro propagation (1 lesson)
Practical – online root tip squash (1 lesson)
HL Practical – Design of experiments to test hypotheses about
Practical – online cell cycle and cancer game (1 lesson)
factors affecting germination (1 lesson) – Design practice
Prescribed Practical 7 – measurement of transpiration rates
HL Practical – Flower and Seed Dissection (1 lesson)
using potometers (1 lesson HL only)
Practical Tasks
AHL – Topic 9 Plant biology (13 lessons)
IM: Biologists in laboratories throughout the world are researching into the causes and treatment of cancer.
6
HL Practical – Design of experiments to investigate temp or
humidity on transpiration rates (1 lesson HL only) – Design
practice
7
Unit Topic 5:
Enzymes, Metabolism,
Digestion and the immune
system
Learner Profile Attribute:
Time Allocation: Core: 4 weeks 14x50min
lessons + AHL 8 weeks with 1 lesson pw
Inquiry: What is the relationship between metabolism and physiology? What is the relationship between structure and function?
The final unit examining the link between metabolism and physiology explicitly. Using the function of the digestive system we move into examining enzyme
structure and function. Transition: Enzymes provides opportunities to review basic metabolic concepts again. The inclusion of the immune system here
allows us to provide an animal application of mitosis (covered in the last unit) as well as review prokaryotic cell structure and provides a spring board to
natural selection (covered in the next unit) via antibiotic resistance.
Knowledge/
Core - 2.5 Enzymes (2 lessons), 6.1 Digestion and absorption (3 lessons), 6.3 Defence against infectious disease (3 lessons)
Concepts/
AHL – 8.1 Metabolism (4 lessons), 11.1 Antibody production and vaccination (4 lessons)
Skills:
TOK/CAS/
International
Mindedness/
Local or Global
Links/
Cross Curricular
Links
IM: The spread and containment of diseases such as bird flu require international coordination and communication.
Specific
Assessments:
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson)
Summative End of Unit 5 test : MCQ only (0.5 lesson)
Summative Cumulative Exam 3 (1 lesson)
Formative assessment of exploration
Practical 3 – Experimental investigation of a factor affecting
Practical – digestive enzymes (1 lesson) Model gut
enzyme activity (2 lessons) – evaluation practice
Demo – Oil, water and emulsions
Practical – design of experiments to test the effects of temp etc on
enzymes (1 lesson) – Design practice
HL Practical – enzyme inhibition (1 lesson)
Practical Tasks
TOK (8.1): Many metabolic pathways have been described following a series of carefully controlled and repeated experiments. To what
degree can looking at component parts give us knowledge of the whole?
IM: The World Health Organization initiated the campaign for the global eradication of smallpox in 1967. The campaign was deemed a
success in 1977, only 10 years later.
8
Unit Topic 6:
Internal Assessment
Learner Profile Attribute
Risk-Takers
Time Allocation: 5 weeks with 2 lessons a
week from March - May
Inquiry: Student driven.
Knowledge/
Concepts/
Skills:
Specific
Assessments:
This unit is broken up from March through to June of DP 1
Practical Tasks
IA two lessons a week over four weeks.
LP/TOK/CAS/
International Mindedness/
Local or Global Links/
Cross Curricular Links
NA
Internal Assessment – 20% Final Grade.
EX – 1st draft; AN – 1st draft; EV – 1 st draft
9
Unit Topic 7:
Evolution and Biodiversity
Learner Profile Attribute:
Open-minded
Time Allocation: 5 weeks: 17x50min
lessons
Inquiry: What is the evidence for the evolution of life on earth? What are the mechanisms by which evolution progresses?
This unit represents a departure from the previous unit as we move away from the concept of structure and function to the concept of evolution.
Transition: The relationship between bacteria and antibiotics provides a link from the previous topic, while the cladistics can be introduced here and then
reviewed in two units time once 3.1 and 3.2 have been covered with the use of the constructing cladograms practical.
Knowledge/
Core - 5.1 Evidence for evolution (2 lessons), 5.2 Natural Selection (3 lessons), 1.5 The origin of cells (2 lessons), 5.3 Classification of
Concepts/
biodiversity (parts not covered in introduction – 2 lessons) 5.4 Cladistics (3 lessons)
Skills:
TOK/CAS/
International
Mindedness/
Local or Global
Links/
Cross Curricular
Links
Specific
Assessments:
TOK: How do the methods used by scientists compare to those used by historians when examining past events? What is the nature or
evidence in science vs the nature of evidence in history? Evidence in Science vs Evidence in History
Practical Tasks
Practical – Peppered moth simulation (1 lesson)
Practical – Beak Finch simulation (1 lesson)
Practical – Constructing Cladograms practical (1 lesson)
TOK: Natural Selection is a theory. How much evidence is required to support a theory and what sort of counter evidence is required to
refute it? Nature of scientific theory
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson)
Summative End of Unit 7 test : MCQ only (0.5 lesson)
Summative Cumulative Exam 4 (1 lesson)
10
Unit Topic 8:
The Central Dogma
Learner Profile Attribute:
Time Allocation: 4 weeks: 20x50min
lessons
Inquiry: What is the structure and function of DNA? How does the function of the “central dogma” relate to the cell cycle?
Placing DNA in unit 8, so far removed from the rest of the molecular biology topics allows us to review and revise the foundational concepts once again and
provides the setting for looking into the concepts of genetics, inheritance and reproduction, later in the course. Transition: This topic provides ample
opportunity for the review of the basic concepts of metabolism (condensation and hydrolysis) when covering DNA structure. It also prompts review of the
cell cycle when covering replication, transcription and translation
Knowledge/
Core – 2.6 Structure of DNA and RNA (2 lessons), 2.7 DNA replication, transcription and translation (3 lessons)
Concepts/
AHL – 7.1 DNA Structure and replication (3 lessons), 7.2 Transcription and gene expression (3 lessons), 7.3 Translation (3 lessons)
Skills:
TOK/CAS/
International
Mindedness/
Local or Global
Links/
Cross Curricular
Links
Specific
Assessments:
Practical Tasks
TOK: The story of the elucidation of the structure of DNA illustrates that cooperation and collaboration among scientists exists
alongside competition between research groups. To what extent is research in secret ‘anti-scientific’? What is the relationship between
shared and personal knowledge in the natural sciences? Models - DNA RLS
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson)
Summative End of Unit 8 test : MCQ only (0.5 lesson)
Summative Cumulative Exam 5 (1 lesson)
Practical – DNA extraction (1 lesson)
Practical – Modelling the structure of DNA (1 lesson)
Practical – Modelling DNA replication (1 lesson)
Practical – Modelling DNA Transcription and Translation (1 lesson)
11
Unit Topic 9:
Genetics and Evolution
Learner Profile Attribute:
Time Allocation: 6 weeks: 30x50min
lessons
Inquiry: What is the relationship between DNA, genes and chromosomes? How do these structures control our inheritance at the level of the cell and at
the level of the organisms?
This unit follows on sequentially from the structure of DNA into the level of the genes and chromosomes as well as patterns of inheritance. Transition: This
topic can be started with a review of the structure of DNA and, particularly with the HL topics evolution and natural selection.
Knowledge/
Core – 3.1 Genes (2 lessons), 3.2 Chromosomes (3 lessons), 3.3 Meiosis (2 lessons), 3.4 Inheritance (4 lessons), 3.5 Genetic modification
Concepts/
and biotechnology (4 lessons)
Skills:
AHL – 10.1 Meiosis II (3 lessons), 10.2 Inheritance II (3 lessons), 10.3 Gene pools and speciation (2 lessons)
TOK/CAS/
International
Mindedness/
Local or Global
Links/
Cross Curricular
Links
IM: Human Genome Project: Sequencing of the human genome shows that all humans share the vast majority of their base sequences
but also that there are many single nucleotide polymorphisms that contribute to human diversity. IM: Sequencing of the rice genome
involved cooperation between biologists in 10 countries.
Specific
Assessments:
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson)
Summative End of Unit 9 test : MCQ only (0.5 lesson)
Practical Tasks
Practical – Genetic databases (1 lesson)
Practical – Anther squash (1 lesson)
Practical – examining cells in meiosis on prepared slides (0.5
lesson)
Practical – Drosophila breeding simulation (1 lesson)
Unit Topic 10:
Ecology
TOK: There is a link between sickle cell anemia and prevalence of malaria. How can we know whether there is a causal link in such cases
or simply a correlation? TOK: Mendel’s theories were not accepted by the scientific community for a long time. What factors would
encourage the acceptance of new ideas by the scientific community? Paradigm shifts (10.3) Laws vs theories (10.2)
Learner Profile Attribute:
Practical - Constructing cladograms using genetic information (1
lesson)
HL Practical – testing for association between linked genes (1
lesson)
Practical – BioRad pGLO
Balanced
Time Allocation: 4 weeks: 20x50min
lessons
12
Inquiry: What is Ecology? How do ecological concepts relate to the concepts of evolution?
This could potentially be the final unit and taught after the next unit, especially if the teacher wishes to teach option C. Transition: A fairly stand alone topic
but the concepts of biological energetics in energy flow provide an opportunity to review 2.8 and 2.9 before preparing the ground for 8.2 & 8.3. The carbon
cycle can be conceptualised in terms of organic compounds and so a review of topic 2 would be a good introduction here.
Knowledge/
Core - 4.1 Species, communities and ecosystems (3 lessons), 4.2 Energy flow (3 lessons), 4.3 Carbon cycling (3 lessons), 4.4 Climate
Concepts/
change (3 lessons)
Skills:
TOK/CAS/
International
Mindedness/
Local or Global
Links/
Cross Curricular
Links
IM: The need for sustainability in human activities could be discussed and the methods needed to promote this.
Specific
Assessments:
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson)
Summative End of Unit 8 test : MCQ only (0.5 lesson)
Summative Cumulative Exam 6 (1 lesson)
Prescribed Practical 5 – mesocosms (inThinking) (1 lesson)
Practical – Testing for association using simulated data (1 lesson)
Practical – Modelling the carbon cycle (1 lesson)
Practical Tasks
IM: The energetics of food chains is a factor in the efficiency of food production for the alleviation of world hunger.
IM: Release of greenhouse gases occurs locally but has a global impact, so international cooperation to reduce emissions is essential.
TOK: The precautionary principle is meant to guide decision-making in conditions where a lack of certainty exists. Is certainty ever
possible in the natural sciences? Uncertainty
13
Unit Topic 11:
Hormones, Homeostasis &
Reproduction, Kidney HL
Respiration and
Photosynthesis
Learner Profile Attribute:
Knowledgable
Time Allocation: 5 weeks: 25x50min
lessons
Inquiry: What is the relationship between structure and function? What is the relationship between metabolism and physiology? What are biological
energetics and how does this relate to the concept of energy flow in ecology?
Mostly a HL unit, the HL topics of reproduction, respiration and photosynthesis make fertile ground for the revision of concepts such at the cell cycle,
mitosis, meiosis, inheritance, natural selection, proteins, enzymes, the phospholipid bilayer, etc. Covering photosynthesis and respiration at HL when the SL
parts were covered in DP1 allows revision of the basic concept plus teaching them side by side allows comparing and contrasting and linking to the concept
of energy flow (topic 4.2) SL students will be free to work on their own revision in class (or self study option A). As we begin each HL topic we run a revision
lesson on the foundational topics which SL students can be included in.
Knowledge/
Core - 6.6 Hormones, homeostasis and reproduction (4 lessons)
Concepts/
AHL - 11.3 The kidney and osmoregulation (4 lessons), 11.4 Sexual reproduction (4 lessons), 8.2 Cell respiration (5 lessons), 8.3
Skills:
Photosynthesis (5 lessons)
TOK/CAS/
International
Mindedness/
Local or Global
Links/
Cross Curricular
Links
Specific
Assessments:
Practical Tasks
TOK: The lollipop experiment used to work out the biochemical details of the Calvin cycle shows considerable creativity. To what
extent is the creation of an elegant protocol similar to the creation of a work of art? Knowledge in Natural science vs Knowledge in Art
TOK: Peter Mitchell’s chemiosmotic theory encountered years of opposition before it was finally accepted. For what reasons does
falsification not always result in an immediate acceptance of new theories or a paradigm shift? Paradigm shift
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson)
Summative End of Unit 8 test: MCQ only (0.5 lesson)
Open book mock mock
Mock exams
HL Practical – Kidney dissection (0.5 lesson)
HL Practical – Modelling the ETC (1 lesson)
HL Practical – Examining ovary and testis tissue (0.5 lesson)
14
Unit Topic 12:
Option A Neurobiology and
Behaviour
Learner Profile Attribute:
Reflective
Time Allocation:
Inquiry: What is learning?
This topic is set as self study in DP2 Christmas holidays. Followed up with focused class room activities after the mocks.
Knowledge/
Core – A.1 Neural development (5 lessons), A.2 The human brain (5 lessons), A.3 Perception of stimuli (5 lessons)
Concepts/
AHL – A.4 Innate and learned behaviour (3 lessons), A.5 Neuropharmacology (4 lessons), A.6 Ethology (3 lessons)
Skills:
TOK/CAS/
International
Mindedness/
Local or Global
Links/
Cross Curricular
Links
IM: Cultural experiences, including the acquisition of a language, results in neural pruning.
Specific
Assessments:
Pre-teaching of vocabulary and assessing prior knowledge (1 lesson)
Summative End of Unit 8 test : MCQ only (0.5 lesson)
Practical Tasks
Practical – Eye Dissection (1 lesson)
Practical – colour vision experiments (1 lesson)
Practical – Taxis and Kinesis (1 lesson)
Blind spot demo
IM: The definition of living varies depending on local and national laws and culture.
TOK: In medicine the concept of death is defined in terms of brain function, but sometimes conflicts can occur when the medical
criteria for death differ from the family’s criteria for death. To what extent should the views of the family members be given priority
when making decisions in medical ethics? What criteria should be used to make ethical decisions?
15