Name: ___________________________________ Class: Biology 30IB
Block: ____________
Biology 30 IB Course Outline 2014-2015
Instructor: Mrs. J. Sewell (Jacqueline.Sewell@ecsd.net)
Overview
Biology 30IB expands upon the concepts and skills introduced in Science 10H, Biology 25 IB and Biology
20IB and introduces new biological concepts. It is designed for academically focused students who wish to
gain further knowledge in the biological sciences, or pursue this field in post-secondary studies. In addition
to developing a solid understanding of science concepts and principles, Biology 30IB has the goal of
educating students about the interaction between science and technology, and helping students to think
critically about science, technology and society. The Biology 30IB Course covers the content of both the
Alberta Diploma Program of Studies and the International Baccalaureate Organization Biology Higher Level
Program of Studies
Prerequisite
Biology 20IB
Resources
Text: Inquiry into Biology ~McGraw- Hill Ryerson
IB Study Guides: Biology for the IB Diploma ~Andrew Allott
Course Notes & Assignments: Virtual Classroom on myECSD
Biology 30 IB Units:
Units Covered
Text
Alberta Curriculum IB Curriculum
Chapter Reference
Reference
DNA and Protein Synthesis
Chapter
18
Cell Division
Chapter
16
Genetics
( Mendelian and NonMendelian)
Chapter
17
Population Biology
( Population Genetics and Populations
and Communities)
Statistics
The Nervous System
( Nerves, Sensory Organs)
The Endocrine System
( Self Study Unit )
Reproduction and Development
( Male/Female Systems, Fetal
Development)
Chapters
19 and 20
Unit C: Cell Division,
Genetics and Molecular
Biology
Unit C: Cell Division,
Genetics and Molecular
Biology
Unit C: Cell Division,
Genetics and Molecular
Biology
Unit D: Population and
Community Dynamics
Chapters
11 and 12
Chapter
13
Chapter
14 and 15
Unit A: Nervous &
Endocrine Systems
Unit A: Nervous &
Endocrine Systems
Unit B: Reproduction and
Development
Unit Exams
Topics: 3.3, 3.4,
3.5, 4.1,
7.1,7.2,7.3,7.4
Topics: 2.5, 4.2,
10.1
DNA and
Protein Synthesis
Topics: 4.3, 4.4,
10.2, 10.3
Genetics
Topics:5.3
Option: D4
Population Biology
Cell Division
Topic 1
Topic: 6.5
Nervous System
Topic: 6.5
Option: H1
Topics: 6.6, 11.4
Endocrine and
Reproduction &
Development
Evaluation
A. SCHOOL BASED MARK:

Marks for this class are cumulative
(each terms mark will be a continuous running total from the beginning of the year).
 Marks are awarded for summative work only. * Summative assessments (other than exams) include:
Summative Assessments= 100%
Quizzes (Q), In Class Worksheets (I.C.W.S), Labs (LB),
Unit Exams ( UT)
70%
Case / Computer Studies (CS), Projects (P), Investigations (INV)
Summative Assessments*
30%
Some Labs will be evaluated using the IB Internal assessment Criteria
(attached). Students will be required to create a portfolio of practical work.
Formative Assessments**= 0%
** Formative Assessments are questions, activities or reports assigned for practice and discussion purposes only.
These assessments are not weighted and do not count toward
final
Studentsthewill
be grade.
required to create a portfolio of their practical work.
B. ALBERTA LEARNING FINAL MARK:
 Your school based mark will account for 50% of your grade for Biology 30IB.
 Your diploma exam mark will account for the other 50%.
The Biology 30 Diploma Examination consists of:
Exam Format
Number of Questions
Multiple Choice
48
Numerical Response
12
C. IB DIPLOMA MARK:
Your IB Diploma Mark will be calculated as follows:
Part
Components
Internal Assessment
 2 Practical’s evaluated in
all IB criteria
 Group IV Project Evidence
of 10 hours of work
 Evidence of 50h of Practical
Investigations
External Assessment
Paper 1
Paper 2
Paper 3
Points Awarded
Score out of 48
Weighting
24%
40 MC Questions on the Core
+ 20 MC Questions on AHL
Section A: Data Based Q + Short Ans.
On Core +AHL
Section B: 2 Extended Response on Core +
AHL
Short Answer +
Extended Response on the two options
20%
36%
20%
*See Attached IB Internal assessment criteria for internal assessments.
2
Evaluation Protocol
Due Dates
Late Assignments
Missed
Summative
Assessments
Academic
Honesty &
Integrity
Power School
Updates and
Codes
Assignments are due at the beginning of the class on the assigned due date.
 If the late is excused due to an excused absence, ensure that the excused note is
brought in to the office as soon as possible so that the computer records show it as
an excused absence.
 If the late is excused due to another reason, ensure that a legitimate parental note
accompanies the assignment during hand in.
 If the late is unexcused, a deduction of 10% / class late will be administered to the
assignment.
 All late assignments are to be stamped with the hand in date and handed in to a
late folder located in the classroom.
 These are to be made up during an exam hall:
 Monday’s from 3:35-4:35pm
 Thursday’s from 12:35- 1:35pm
 You may sign up for an exam hall in the classroom binder labeled
‘Exam Hall Sign Up’ (locations are listed in the binder)
 Plagiarism and Cheating are not tolerated.
(Please see student agenda book for the definition of these offences).
 This includes the unauthorized use of digital devices during assessments
 In cases of suspicion, a clear verbal warning will be giving to the student.
 In cases of evidential or witnessed offences a deduction or a mark of zero will
result depending on the severity of the offence.
 Marks on power school are updated regularly.
 The following codes may be seen on power school:
Late
For both excused and unexcused late assignments.
Excused lateness has no deduction penalties applied.
L
Unexcused lateness has a deduction penalty of
10%/class.
Missing
For any assessment that has not been submitted.
Until the assignment is submitted and corrected the
code will remain on power school and will calculate
as a score of zero until it can be replaced with a
numerical value.
Comment
A comment accompanies the assignment, giving
further detail to the assignment in question.
Exempt
Under special circumstances eg: Extended medical
absence, special curricular circumstances; certain
assignments will be exempted from being calculated
into the over all grade.
M
C
C
Ex
Please Note: A range of assessment information is used to determine a student’s final grade. At Archbishop MacDonald High
School, individualized assessments provide specific information regarding student progress and overall performance in the course.
Student assessment may vary from student to student to adapt to differences in student needs, learning styles, preferences, and
paces. Due to special circumstances assessment criteria may vary from student to student in the same course.
3
Student Responsibility
Respect

Notes

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

Supplies

Dates &
Deadlines

Food




Attendance





Missed
Classes
Help







Please respect the learning environment by:
 Listening to the lesson.
 Listening to questions raised during the lesson.
 Participating in a respectful manner.
This course will require the student extract and bring a copy of the notes package posted
on virtual classroom to class.
Students may bring in notes as a hard copy or as a digital copy on computer.
Students may retrieve notes from virtual classroom ( V.C).
Students are also asked to have paper in a note book / duotang / section of a binder to
take summary notes with and to do practice problems and planning with.
Please bring the following items to class:
 Notes(Extracted from V.C): in your choice of format ( digital or hard copy)
 Black /Blue Pen or Pencil for Writing.
 Red Pen or a Color other than Black / Blue or Pencil for Marking.
 Pencil, Eraser and Ruler for graphing.
 Highlighter for highlighting.
 A Calculator for calculations.
 A Note Book for doing summary notes and problems
Unit dates (assessments) will be posted both on the board in the classroom and also on
the calendar on virtual classroom.
They are posted as a full unit’s deadlines in advance.
It is your responsibility to complete and submit items on time.
No Scented food will be allowed into the classroom (this is to prevent the room from
smelling like a cafeteria and maintain an undistracted learning environment)
You may have unscented snacks as long as they do not disturb the learning environment
(that is, they are not seen, heard or smelled).
Attendance is taken at the beginning of class.
If you are not present and sitting in your assigned seat during attendance, you will be
marked absent.
If you are entering class with an excused late, you will need to obtain a late slip from the
office, sign-in into the ‘late binder’ and place your late slip in the ‘late bin’ in the class.
If you are entering class with an unexcused late, the office will not provide you with a
late slip. You must sign-in into the ‘late binder’ and identify a reason for your late.
Frequent unexcused lateness will result in parental and grade coordinator contact, where
a contract will be drawn to resolve attendance issues. Breach of this contract will result
in a school referral to the Attendance Board.
If you miss a class or several classes due to excused reasons it is your responsibility to
obtain the missing notes and / or make up the missing work.
You may choose to get notes from a friend, or from virtual classroom.
You can make up missed summative assessments by signing up for an exam hall.
I am available most mornings, lunches and sometimes after school.
I may also be contacted through email at Jacqueline.Sewell@ecsd.net
You may make an appointment with me if you would like to schedule time to review
concepts that you are having difficulty with.
You may also email me with a question that arises.
Good Luck and Best Wishes for a Successful Course!!!!
4
IB- Internal Assessment Criteria
Design
Levels/marks
Aspect 1
Aspect 2
Aspect 3
Defining the problem and
selecting variables
Controlling variables
Developing a method for
collection of data
Complete/2
Formulates a focused
problem/research question and
identifies the relevant variables.
Designs a method for the
effective control of the variables.
Develops a method that allows for
the collection of sufficient relevant
data.
Partial/1
Formulates a problem/research
question that is incomplete or
identifies only some relevant
variables.
Designs a method that makes
some attempt to control the
variables.
Develops a method that allows for
the collection of insufficient
relevant data.
Not at all/0
Does not identify a
problem/research question and
does not identify any relevant
variables.
Designs a method that does not
control the variables.
Develops a method that does not
allow for any relevant data to be
collected.
Data collection and processing
Levels/marks
Aspect 1
Recording raw data
Aspect 2
Processing raw data
Aspect 3
Presenting processed data
Complete/2
Records appropriate quantitative Processes the quantitative raw
and associated qualitative raw
data correctly.
data, including units and
uncertainties where relevant.
Partial/1
Records appropriate quantitative Processes quantitative raw data, Presents processed data
and associated qualitative raw
but with some mistakes and/or
appropriately, but with some
data, but with some mistakes or omissions.
mistakes and/or omissions.
omissions.
Not at all/0
Does not record any appropriate No processing of quantitative raw Presents processed data
quantitative raw data or raw data data is carried out or major
inappropriately or
is incomprehensible.
mistakes are made in processing. incomprehensibly.
Presents processed data
appropriately and, where
relevant, includes errors and
uncertainties.
Conclusion and evaluation
Levels/marks
Aspect 1
Aspect 2
Aspect 3
Concluding
Evaluating procedure(s)
Improving the investigation
Complete/2
States a conclusion, with
justification, based on a
reasonable interpretation of the
data.
Evaluates weaknesses and
limitations.
Suggests realistic improvements
in respect of identified
weaknesses and limitations.
Partial/1
States a conclusion based on a
reasonable interpretation of the
data.
Identifies some weaknesses and Suggests only superficial
limitations, but the evaluation is
improvements.
weak or missing.
Not at all/0
States no conclusion or the
Identifies irrelevant weaknesses
conclusion is based on an
and limitations.
unreasonable interpretation of the
data.
Suggests unrealistic
improvements.
5
Manipulative skills (assessed summatively)
This criterion addresses objective 5.
Levels/marks
Aspect 1
Aspect 2
Aspect 3
Following instructions*
Carrying out techniques
Working safely
Complete/2
Follows instructions accurately,
adapting to new circumstances
(seeking assistance when
required).
Competent and methodical in the Pays attention to safety issues.
use of a range of techniques and
equipment.
Partial/1
Follows instructions but requires
assistance.
Usually competent and
methodical in the use of a range
of techniques and equipment.
Not at all/0
Rarely follows instructions or
requires constant supervision.
Rarely competent and methodical Rarely pays attention to safety
in the use of a range of
issues.
techniques and equipment.
Usually pays attention to safety
issues.
Personal skills (for group 4 project assessment only)
Levels/marks
Aspect 1
Aspect 2
Aspect 3
Self-motivation and perseverance
Working within a team
Self-reflection
Complete/2
Approaches the project with selfmotivation and follows it through to
completion.
Collaborates and communicates in a
group situation and integrates the
views of others.
Shows a thorough awareness of their
own strengths and weaknesses and
gives thoughtful consideration to their
learning experience.
Partial/1
Completes the project but sometimes Exchanges some views but requires
lacks self-motivation.
guidance to collaborate with others.
Shows limited awareness of their own
strengths and weaknesses and gives
some consideration to their learning
experience.
Not at all/0
Lacks perseverance and motivation.
Shows no awareness of their own
strengths and weaknesses and gives
no consideration to their learning
experience.
Makes little or no attempt to
collaborate in a group situation.
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ICT Outcomes:
C1. Students will access, use and communicate information from a variety of
technologies.
4.1 plan and perform complex searches, using more than one electronic source
4.2 select information from appropriate sources, including primary and secondary
sources
4.4 communicate in a persuasive and engaging manner, through appropriate
forms, such as speeches, letters, reports and multimedia presentations, applying information
technologies for context, audience and purpose that extend and communicate understanding of
complex issues.
C2. Students will seek alternative viewpoints, using information technologies.
4.1 consult a wide variety of sources that reflect varied viewpoints on particular
topics
C3. Students will critically assess information accessed through the use of a variety of technologies.
4.2 demonstrate discriminatory selection of electronically accessed information
that is relevant to a particular topic (specific to 20IB & 30IB)
C5. Students will use technology to aid collaboration during inquiry
4.1 use telecommunications to pose critical questions to experts
4.2 participate in a variety of electronic group formats
C6. Students will use technology to investigate and/or solve problems.
4..1investigate and solve problems of prediction, calculation and inference
4.2 investigate and solve problems of organization and manipulation of
information
4.3 manipulate data by using charting and graphing technologies in order to test
inferences and probabilities
4.4 generate new understandings of problematic situations by suing some form of
technology to facilitate the process
C7. Students will use electronic research techniques to construct personal knowledge and meaning.
4.1 use appropriate strategies to locate information to meet personal needs
4.2 analyze and synthesize information to determine patterns and links among ideas
4.3 use appropriate presentation software to demonstrate personal understandings
F2. Students will understand the role of technology as it applies to self, work and society.
4.1 use technology outside formal classroom settings
4.7 use current, reliable information sources from around the world
F3. Students will demonstrate a moral and ethical approach to the use of technology.
4.2 evaluate the influence and results of digital manipulation on our perceptions
(specific to 20IB & 30IB)
4.3 respect ownership and integrity of information
P1. Students will compose, revise and edit text.
4.1 continue to demonstrate the outcomes achieved in prior grades and course subjects
7
P2. Students will organize and manipulate data.
4.1 manipulate and present data through the selection of appropriate tools, such as
scientific instrumentation, calculators, databases and/ or spreadsheets.
P3. Students will communicate through multimedia.
4.1 select and use, independently, multimedia capabilities for presentations in various
subject areas
P4. Students will integrate various applications
4.1 integrate a variety of visual and audio information into a document to create a
message targeted for a specific audience.
P6. Students will use communication technology to interact with others.
4.1 select and use the appropriate technologies to communicate effectively with a
targeted audience.
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