IB Biology HL
Course Outline
Board Approved: March 27, 2012
I. Course Information
A. Course Title: International Baccalaureate Biology Higher Level
B. Course Code Number: 6SC810
C. Course Length: Two Years
D. Grade Level: 11 - 12
E. Units of Credit: 10 Credits (per year)
F. Prerequisites: Biology and Chemistry
G. Type of Course: Required: Meets the UC/CSU entrance requirement
II. Course Description
This 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, genetics and many other topics to further their understanding of and learning about biology in a local and global context. Emphasis will be place
on external and internal assessments.
Diploma Programme subject outline—Group 4: experimental sciences
School name
Edgewood High School
Name of the DP subject
Biology
Level
Higher
(indicate with X)
Name of the teacher who
completed this outline
Date when outline was
completed
School code
x
Standard completed in two years
Standard completed in one year *
Rick Bernard
Date of IB training
June 2010
April 2011
Name of workshop
Biology 1
(indicate name of subject and workshop category)
* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one
year, according to conditions established in the Handbook of procedures for the Diploma Programme.
1.
Course outline
–
Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to teach (for
example, national syllabus), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as you need.
–
This document should not be a day-by-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to ensure that students
are prepared to comply with the requirements of the subject.
–
This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom and should not
just be a ―copy and paste‖ from the subject guide.
–
If you will teach both higher and standard level, make sure that this is clearly identified in your outline.
Topic/unit
Contents
(as identified in the IB
subject guide)
Allocated time
One class is
56
minutes.
In one week there are
5
classes.
State the topics/units in the order
you are planning to teach them.
Year 1
I. Biology – Introduction
Core Terminology
(Topic 1: Statistical
Analysis)
Safety
12 hours
Microscopes
II.. Cytology
2.1 Cell Theory
(Topic 2: Cells)
2.2 Prokaryotic Cells
12 hours
2.3 Eukaryotic Cells
2.4 Membranes
2.5 Cell
cycle/division
(Topic 3: The chemistry of
Life)
Formative assessments
will be used such as
projects and labs.
Scientific Method
Statistical Analysis
III. Chemistry
Assessment
instruments to be
used
3.1 Chemical
elements and water
3.2 Carbohydrates,
lipids, proteins
3.3 DNA structure
3.4 DNA replication
3.5 Transcription and
translation
3.6 Enymes
3.7 Cell Respiration
3.8 Photosynthesis
15 Hours
Summative assessment
will also be used such
as IB Standard based
exams.
Resources
List the main resources to be
used, including information
technology if applicable.*
HL Biology – Pearson
Biology Concepts and
Connections – 6th edition
Campbell and Reece
*Basic and supplemental
instructional materials
will be recommended by
site staff and district
instructional services.
The District Curriculum
Advisory Committee will
review all recommended
textbooks and resources.
The West Covina Unified
School District Board of
Education will review all
final recommendations
prior to approval.
Topic/unit
Contents
(as identified in the IB
subject guide)
Allocated time
One class is
56
minutes.
In one week there are
5
classes.
State the topics/units in the order
you are planning to teach them.
IV. Plant Science
(Topic 9: Plant Science)
9.1 Plant Structure
and Growth
11 hours
9.2 Transport in
angiospermophytes
9.3 Reproduction in
angiospermophytes
V. Cell
Respiration/Photosynthesis
8.1 Cell respiration
10 hours
8.2 Photosynthesis
(Topic 8)
VI. Ecology and Evolution
(Topic 5)
5.1 Communities
and ecosystems
16 Hours
5.2 The greenhouse
effect
5.3 Populations
5.4 Evolution
5.5 Classification
VII. Ecology and
conservation
(Option G)
G1 Community
ecology
G2 Ecosystems and
biomes
G3 Impacts of
humans on
ecosystems
G4 Conservation of
biodiversity
G5 Population eco.
Assessment
instruments to be
used
22 hours
Resources
List the main resources to be
used, including information
technology if applicable.*
Topic/unit
Contents
(as identified in the IB
subject guide)
Allocated time
One class is
56
minutes.
In one week there are
5
classes.
State the topics/units in the order
you are planning to teach them.
Year 2
I. Nucleic Acids and
Proteins
(Topic 7)
7.1 DNA Structure
11 hours
7.2 DNA Replication
7.3 Transcription
7.4 Translation
7.5 Proteins
7.6 Enzymes
II. Genetics
(Topic 4 and 10)
4.1 Chromosomes,
genes, alleles,
mutation
4.2/10.1 Meiosis
4.3 Theoretical
genetics
4.4 Genetic
engineering and
biotechnology
10.2 Dihybrid
crosses and gene
linkage
10.3 Polygenic
inheritance
Assessment
instruments to be
used
15 + 6 hours
Resources
List the main resources to be
used, including information
technology if applicable.*
Topic/unit
Contents
(as identified in the IB
subject guide)
Allocated time
One class is
56
minutes.
In one week there are
5
classes.
State the topics/units in the order
you are planning to teach them.
III. Human Health and
Physiology
(Topic 6 and 11)
6.1 Digestion
37 hours
6.2 The transport
system
6.3 Defence against
infectious disease
6.4 Gas exchange
6.5 Nerves,
hormones and
homestasis
6.6 Reproduction
11.1 Defence
against infectious
disease
11.2 Muscles and
movement
11.3 The Kidney
11.4 Reproduction
IV. Neurobiology and
behaviour
E1 Stimulus and
response
(Option E)
E2 Perception of
Stimuli
E3 Innate and
learned behaviour
E4 Neurotransmitters
and synapse
E5 The human brain
E6 Further studies
on behaviour
Assessment
instruments to be
used
22 hours
Resources
List the main resources to be
used, including information
technology if applicable.*
2.
The group 4 project
As the IB guides say, ―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 to be shared in line with aim 10—that is, to ‗encourage an understanding of the relationships
between scientific disciplines and the overarching nature of the scientific method.‘‖ Describe how you will organize this activity. Indicate the timeline and subjects
involved, if applicable.
Group 4 Project
The group 4 project, which will be a collaborative effort between Biology (HL) and Physics (SL) students.
Group Design
Groups will consist of at least one Physics (SL) and one Biology (HL) student with a maximum of four students.
Lab Equipment/Facilities
Labs will be open before school and after school on specified dates that will be posted. Students may use the facilities and equipment during this time to
conduct their research, perform experiments, analyse results, and/or prepare final report. Instructors will be present in a supervisory capacity only. Student
groups are expected to generate their own procedures, conduct their own analysis and draw their own conclusions.
Time Frame
In the spring semester of the students junior year (April), students will select lab groups, topic, and specific experimental questions. (2-4 hours)
In the fall semester of the second year, groups may schedule lab time as necessary in order to conduct their research. Research should be completed by the
end of October. (4 hours)
Final report/presentation is to be completed by the end of the fall semester (December) of the second year (2-3 hours). A record log of hours spent working on
the project (experimental design, lab work, analysis, and conclusion) and group/peer self evaluations will also be due at this time period.
3. IB practical work and the internal assessment requirement to be completed during the course
As you know, students should undergo 40 hours (at standard level) or 60 hours (at higher level) of practical work related to the syllabus. Use the table below to
indicate the name of the experiment you would propose for the different topics in the syllabus. Indicate which experiments you would use for assessing each of the
internal assessment criteria—design (D), data collection and processing (DCP) and conclusion and evaluation (CE).
An example is given. Add as many rows as necessary.
Name of the topic
Experiment
Indicate the experiments you would
use for assessing design (D),
data collection and processing
(DCP) and conclusion and
evaluation (CE)
Any ICT used?
Remember you must use all five
within your programme.
(use D, DCP or CE)
Acids and bases
Titration
Cell Biology
Use of Microscopes
DCP
Yes
No
Name of the topic
Experiment
Indicate the experiments you would
use for assessing design (D),
data collection and processing
(DCP) and conclusion and
evaluation (CE)
Any ICT used?
Remember you must use all five
within your programme.
(use D, DCP or CE)
Cell Biology
Elodea Lab on Osmosis
No
Cell Biology
Mitosis Lab
No
Cell Biology
Diffusion and Osmosis
No
Cells
Plant Pigment
No
Cells
Cell Respiration
Yes
Cells
Transpiration
No
Cells
Comparing Plants and Animal Cells
No
Biochemistry
Enzymes with Raw Chicken Liver
Scientific Method
Can Crickets tell the temperature using an
online resource
Yes
BioChemistry
Acids and Bases
No
DNA Genetics
DNA fingerprinting Simulation
Yes
Genetics
Transcription and Translation
No
Genetics
Human Variations
No
Genetics
Punnett Squares (Dihybrid crosses)
No
Genetics
Hardy-Weinberg Population Study
Yes
Genetics
Corn and Chi Square Analysis
Yes
Genetics
Plant Genetics
No
Evolution
Evolution lab
Yes
D, DCP, CE
Yes
Name of the topic
Experiment
Indicate the experiments you would
use for assessing design (D),
data collection and processing
(DCP) and conclusion and
evaluation (CE)
Any ICT used?
Remember you must use all five
within your programme.
(use D, DCP or CE)
Evolution
Peppered Moth Simulation
Yes
Evolution
Becoming Human eLab
Yes
Pathology
Bacteria Taxonomy
No
Anatomy and Physiology
Various Dissections of Cat, sheep brain
and hearts.
No
Note* Dissections will abide by IB animal
experimental policy.
Anatomy and Physiology
Human muscle Lab
No
Anatomy and Physiology
Breathing Lab
Yes
Neurobiology
Hemisphere Dominance Test
No
No
3.
Ecology
Dissolved Oxygen
No
Ecology
Population Biology
Yes
Laboratory facilities
Describe the laboratory and indicate whether it is presently equipped to facilitate the practical work that you have indicated in the chart above. If it is not, indicate the
timeline to achieve this objective and describe the safety measures that are applicable.
The laboratory facilities are sufficient. We have a stock room that is able to equip appropriate lab supplies. The room has mobile tables to assist in group
work. It also consists of seven sinks, paper towel dispensers, electrical outlets, an eye wash and vent.
4.
Other resources
Indicate what other resources the school has to support the implementation of the subject and what plans there are to improve them, if needed.
As a brand new school, district funds have been allotted in developing a media centre with access to up to date computers, software, and research software
for students to utilize. Students will be given textbooks for IB HL Biology as well. Plans are on-going in the development of access to software based
curriculum in the classroom. Every student has a laptop and students will have access to Google Docs to explore assignments and various IB Science topics.
5.
Links to TOK
You are expected to explore links between the topics of your subject and TOK. As an example of how you would do this, choose one topic from your course outline
that would allow your students to make links with TOK. Describe how you would plan the lesson.
Topic
Link with TOK (including description of lesson plan)
Neurobiology – Opt. E
Fundamentals from the Theory of Knowledge will be emphasized throughout the course. An example would be approaching
the topic of ―Altruism and Selfish genes: Is anyone really ‗good‘?‖ Some of the objectives of the lesson would be to ask
questions such as; What is altruism and how does it benefit the gene? How does altruism originate and propagate in
populations. Are human truly unselfish or is our kindness have underlying motive.
I would be using an engagement activity to start an open discussion with students. Secondly, I would have students explore
the subject matter using their laptops to research the topic. I would then show a short clip of an excerpt from Richard
Dawkins‘ Genius of Darwin series and discuss. I would finally form groups to have a debate between the different
perspectives of the topic as a formative evaluation. Students would be given an opportunity to present their findings from
their own research. Students then would be assessed by a rubric.
6.
International mindedness
Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from your
outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will use to
achieve this goal.
Topic
Contribution to the development of international mindedness (including resources you will use)
Ecology
How have humans affected the environment? Students will present findings of the controversy of ―Global warming.‖ Has
humans really caused global warming or is it just cycles that the earth goes through? Students will address what nations
have addressed this environmental issue. They will research social issues that impact the way government address
environmental concerns.
The reason for choosing this topic is because this is a global topic that affects the global community. Students will study and
discuss the contributions of scientists from around the world that have impacted social choices in human lifestyles. The
resources that will be used are articles from recent publications addressing global warming, multi media presentations, and
the use of student laptops for internet research.
7.
Development of the IB learner profile
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one topic
from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you will identify.
Topic
Contribution to the development of the attribute(s) of the IB learner profile
Human
Physiology/Neurobiology
The goal throughout the course will be to promote the IB Learner Profile. The education of the whole person will always be
the main goal which includes social, personal, and emotional growth in additional to intellectual growth. Students will have
the option to research disorders of the human body. Whether is it a physical disorder or mental disability. Students will
become knowledgeable about a disorder and investigate ways of how people cope with that disorder. Students will
communicate with health professionals and other possible people who have the disorder.
The goal for each student would be to develop an open-minded understanding and a caring compassion for those individuals
who have physical or mental challenges. Students will be able to reflect their findings and present to the class of the learning
they have made from the assignment. Students will be able to research the medical, social, and personal aspects resulting
from the disorder. For example, I have Tourette Syndrome and students can possibly research that topic to enhance their
understanding of what it is like for others who may have it.