Teacher:
Izabela Wierzbowska
Year Group:
IB1
Subject:
Biology
SL/HL Term: Winter
SL – standard level, HL – higher level, AHL – additional higher level, IA – internal
assessment
Week
1
2
3
Aim/Objectives
2.2. Water: SL and HL
The students should:
- describe water molecule
- state that substances can be
hydrophilic or hydrophobic
- compare thermal properties of
water with those of methane
- describe use of water as a coolant
in sweat
AHL: 9 Plant biology, 9.1
transport in the xylem of plants:
the students should understand that
transpiration is the consequence of
gas exchange in the leaf, plants
transport water from the roots to the
leaves to replace losses from
transpiration
2.4. Proteins SL and HL
The students should:
- understand that amino acids are
linked together by condensation
to form polypeptides
- understand that the amino acid
sequence of polypeptides is
coded for by genes.
- understand that every individual
has a unique proteome
IA: Jagiellonian University – organic
chemistry part1: chromatography,
atomic absorption spectrometry, and
colorimetry
Proteins cont. SL and HL
The students should:
- state that rubisco, insulin,
immunoglobulins, rhodopsin,
collagen and spider silk are
examples of the range of protein
functions
IA: Jagiellonian University – organic
chemistry part 1: chromatography,
atomic absorption spectrometry, and
colorimetry
Activities
Class work with text book and given
handouts
Class work with text book and given
handouts, individual work: IA report
Whole class work: power point presentation
to the class on health problems on obesity,
dietary energy deficiency, kwashiorkor,
anorexia nervosa and coronary heart disease
IA: class and individual work, writing
reports
4
5
6
7
2.1 Molecules to metabolism, IA:
laboratory work SL and HL: food
tests, denaturation of proteins by heat
or by deviation of pH from the
optimum
Obligatory experimental work
2.5 Enzymes SL and HL
Students should:
- understand that enzymes have an
active site to which specific
substrates bind.
- state that enzyme catalysis
involves molecular motion and
the collision of substrates with
the active site.
AHL: Transport in the xylem of
plants cont., students should:
understand that cohesive property of
water and the structure of xylem
vessels allow transport under tension,
the adhesive property of water and
evaporation generate tension forces
in leaf cell wall
Enzymes cont. SL and HL
Students should:
- understand that temperature, pH
and substrate concentration affect
the rate of activity of enzymes
- describe methods of production
of lactose-free milk and its
advantages
AHL: transport in the xylem of
plants cont., students should: state
that active uptake of mineral ions in
the roots causes absorption of water
by osmosis
- describe adaptations of plants in
deserts and in saline soils for
water conservation
Enzymes cont.
Students should
- understand that enzymes can be
denatured.
- state that immobilized enzymes
are widely used in industry.
AHL: transport in the xylem of
plants cont., students should draw
the structure of primary xylem
vessels in sections of stems based on
microscopic images, design an
IA: class and individual work, writing
reports
Revision of the material : 2.1 – 2.4
molecules to metabolism, water,
carbohydrates and lipids,
Class work with text book and given
handouts
Class work with text book and given
handouts
Class work with text book and given
handouts
8
9
10
experiment to test hypothesis about
the effect of temperature or humidity
on transpiration rates
Enzymes cont. SL and HL
IA: Experimental investigation of a
factor affecting enzyme activity.
2.6 Structure of DNA and RNA SL
and HL
Students should:
- state that the nucleic acids DNA
and RNA are polymers of
nucleotides
- state that DNA differs from RNA
in the number of strands present,
the base composition and the
type of pentose.
- - understand that DNA is a
double helix made of two
antiparallel strands of nucleotides
linked by hydrogen bonding
between complementary base
pairs.
AHL: 9.2 Transport in the phloem
of plants., students should state that
plants transport organic compounds
from sources to sinks;
incompressibility of water allows
transport along hydrostatic pressure
gradients
2.6 DNA and RNA cont. SL and
HL
Students should:
- draw simple diagrams of the
structure of single nucleotides of
DNA and RNA, using circles,
pentagons and rectangles to
represent phosphates, pentoses
and bases.
- understand Crick and Watson’s
elucidation of the structure of
DNA using model making
AHL: 9.2 Transport in the phloem
of plants cont., students should
describe active transport of organic
compounds in phloem tubes; identify
of xylem and phloem in microscope
images of stem and root
Laboratory work, writing report
Revision of the material: 2,5-2,6: proteins
and enzymes
Class work with text book and given
handouts
Class work with text book and given
handouts