IB Biology
Sarah Christie
C132 sarahchristie@lancasterisd.org
sechristie@sbcglobal.net
Course Description:
The IB Biology Standard Level (SL) I course is outlined by the International Baccalaureate Organization . It is the class that meets the objectives of general biology courses on the college level. The objectives include studying the characteristics, unity, and diversity of living things; the concept of evolution as an explanation of unity and diversity; the nature of science as a human enterprise; collection, analysis and interpretation of data; and the application of biological concepts to new situations including those involving human society and populations. The aim of the course is to develop an understanding and appreciation of the vast array of biological knowledge.
Course outline: (HL & SL)
Topic 1: Statistical analysis
Topic 2: Cells
Topic 3: The Chemistry of life
Topic 4: Genetics
Topic 5: Ecology and evolution
Topic 6: Human health and physiology
HL only
Topic 7: Nucleic acids and proteins
Topic 8: Cell respiration and photosynthesis
Topic 9: Plant science
Topic 10: Genetics
Topic 11: Human health and physiology
Option D: Evolution (SL +HL)
Option G: Ecology and conservation (SL +HL)
Internal Assessment:
24% of the students’ assessment will be conducted internally. The internal assessment will be assessed by the teacher and moderated by the IBO. The five criteria being assessed are: design, data collection and processing, conclusion and evaluation, manipulative skills, personal skills. Design, data collection and processing, and conclusion and evaluation will be assessed twice. Manipulative skills will be assessed summatively over the whole course. Personal skills will be assessed once during the group 4 project.
Group 4 Project:
The group 4 project will be an organized long-term study designed to allow the student to appreciate the limitations and implications of scientific inquiry. It will be a cooperative, interdisciplinary project emphasizing scientific processes. Each of the group 4 disciplines offered in the IB program will be involved in the group 4 project. The ability to work within a team, and to recognize and encourage the contributions of others will be assessed through self-evaluation and peer-evaluation as well as teacher evaluation on the criteria for Internal
Assessment. Evidence of a candidate’s involvement will be included in the IBO moderation sample.
The group 4 project will include 10 hours of student activity. The students will select their topic and project within the scope of a broad, pre-determined theme, while individually investigating different aspects of the theme. Teachers will provide guidance on project feasibility in terms of time, materials, safety, and ethics. The projects time table will be as follows: planning- 2 hrs, action- 6 hrs class time and out of class research, evaluation-2 hrs.
External Assessment: May 2012 SL & May 2013 HL
The external assessment will consist of three written papers evaluated by the IBO Paper 1 represents 20%. It will consist of 30 multiple choice (SL) or 40 multiple choice (HL). Paper 2 will represent 32%. It will consist of two sections; section A will consist on data based questions in which the student will analyze a given set of data, and answer several short-answer questions as follow-up, section B will choose 1 extended essay from 3 choices
(HL will choose 2 extended essays from a choose of 4). Paper 3 represents 20%. It includes several shortanswer questions and one extended-response in each of the two options.

Class Assessment
1.
Tests
A.
Essay questions
B.
Multiple choice
C.
Short answer
D.
Problem-solving
2.
Quizzes
Quizzes will include questions focused on specific topics designed to encourage daily reading, participation, and engagement.
3.
Laboratory Notebooks
A concise and detailed laboratory journal is required for each student. It contains the student’s lab write-up and grading is given according to completion and quality.
4.
Formal laboratory write-ups are required once every six weeks.
5.
Laboratory analytical thinking
The student is challenged with problems where a laboratory-based solution is required. An explanation of the designated experiment and the application of the scientific method must be documented.
Required Material:
IB Companion (approx $40)
Internet access
Composition book with graph paper
3 ring binder
Markers or color pencils
Internet Use:
I will be publishing information for students and parents on the class web site on a regular basis. Many homework assignments will include activities which must be done on Internet. Not having Internet at home is not an excuse for not being able to do the homework. There are other ways to access the World Wide Web (at school in the library, at a friend's house, at public libraries.) When I do give a homework assignment on Internet, be sure to start it early. Computers have a way of not working when you absolutely must finish something for the next day!
Command Terms
These command terms indicate the depth of treatment required for a given assessment statement throughout all of IB Biology. These command terms will be used in examination questions, so it is important to familiarize yourself with following definitions before you begin taking tests and quizzes in this course.
Objective 1
Define: Give the precise meaning of a word, phrase or physical quantity.
Draw: Represent by means of pencil lines
Label: Add labels to a diagram
List: Give a sequence of names or other brief answers with no explanation
Measure: Find a value for a quantity
State: Give a specific name, value or other brief answer without explanation or calculation
Objective 2
Annotate: Add brief notes to a diagram or graph
Apply: Use an idea, equation, principle, theory or law in a new situation
Calculate: Find a numerical answer showing the relevant stages in the working (unless instructed not to do so)
Describe: Give a detailed account
Distinguish: Give the differences between two or more different items
Estimate: Find an approximate value for an unknown quantity
Identify: Find an answer from a given number of possibilities
Outline: Give a brief account or summary
Objective 3
Analyze: Interpret data to reach conclusions
Comment: Give a judgment based on a given statement or result of a calculation
Compare: Give an account of similarities and differences between two (or more) items referring to both (all) of them throughout
Construct: Represent or develop in graphical form
Deduce: Reach a conclusion from the information given
Derive: Manipulate a mathematical relationship(s) to give a new equation or relationship
Design: Produce a plan, simulation or model
Determine: Find the only possible answer
Discuss: Give an account including, where possible, a range of arguments for and against the relative importance of various factors, or comparisons of alternative hypotheses.
Evaluate: Assess the implications and limitations
Explain: Give a detailed account of causes, reasons or mechanisms
Predict: Give an expected result
Show: Give the steps in a calculation or derivation
Sketch: Represent by means of a graph showing a line and labeled but unscaled axes but with important features (for example, intercept) clearly indicated.
Solve: Obtain an answer using algebraic and/or numerical methods
Suggest: Propose a hypothesis or other possible answer