Work Program
BIOLOGY HL
2009 Syllabus
This work program is applicable to all
students, including International Students at
the Queensland Academy for Science,
Mathematics and Technology.
Table of Contents
........................................................................................................................................................................... 1
TABLE OF CONTENTS.................................................................................................................................... 2
COURSE ORGANISATION AND ASSESSMENT PLAN ................................................................................ 3
INTERNAL ASSESSMENT COVERAGE ......................................................................................................... 6
UNIT OVERVIEWS ........................................................................................................................................... 7
SAMPLE UNIT OVERVIEW #1 PLANT SCIENCE ................................................................................................... 8
Unit Overview: .......................................................................................................................................... 8
Theory of Knowledge: ............................................................................................................................... 8
IB Learner Profile: ..................................................................................................................................... 8
Syllabus Objectives (Overview): ............................................................................................................... 9
SAMPLE STUDENT PROFILE ....................................................................................................................... 13
ASSESSMENT OVERVIEW ........................................................................................................................... 14
PREDICTED DATA FOR IBIS ........................................................................................................................... 14
Course Organisation and Assessment Plan
NOTE Core (SL) Biology Includes Topics 1 – 6; Additional Higher Level (HL) Biology Continues with Topics 7 – 11
Assessment
Year 10, Term 4
Year 11, Term 1
Year 1, Semester 1
Sem /
Item #
Unit Title
1. Ecology & Evolution
2. Living Cells
3. Cell Biochemistry
Key concepts & Key ideas
Time
(hrs)
15
12
6
(This is the syllabus objectives that will be covered)
PSOW
5.1
5.2
5.3
5.4
5.5
1
2.1
2.2
2.3
2.4
2.5
3.1
3.2
BIOLOGY CAMP
Communities & Ecosystems
Greenhouse Effect
Populations
Evolution
Classification
Statistics
Cell Theory
Prokaryotic Cells
Eukaryotic Cells
Membranes
Cell Division
Chemical Elements & Water
Carbohydrates, Lipids, Proteins
Category
(Assignment, IA,
Exam, Portfolio)
Technique, Description& Conditions
Weekly Quizzes (roughly 1 per topic)
DCP CE IA
Toowong Creek PRACTICE DESIGN IA (24%)
Exam
End of Term Exam (76%)
HL:100% IB SL:100% IB
HL & SL: 60
Weekly Quizzes (roughly 1 per topic)
D DCP CE IA
Stradbroke Island Ecology DESIGN DCP CE IA (24%)
Exam
End of DP 1 Semester 1 Exam (76%) – Topics 1, 2, 3
&5
HL:100% IB SL:100%IB
HL & SL: 60
Year 11, Term 2
Year 11, Term 3
Year 11, Term 4
Year 12, Term 1
Year 1, Semester 2
Year 2, Semester 1
4. Genetics &
Inheritance
5. Cell Biochemistry
20
21
3.3, 7.1
3.4, 7.2
4.1
4.2, 10.1
4.3
4.4
10.2
10.3
DNA Structure (SL & HL)
DNA Replication (SL & HL)
Chromosomes, genes, alleles & mutations
Meiosis (SL & HL)
Theoretical Genetics
Genetic Engineering & Biotechnology
Dihybrid Crosses & Gene Linkage
Polygenic Inheritance
3.7, 8.1
3.8, 8.2
3.6
3.5, 7.3
& 7.4
Cell Respiration (SL & HL)
Photosynthesis (SL & HL)
Enzymes (SL)
Transcription & Translation (HL)
G1
G2
G3
G4
G5
Community Ecology
Ecosystems & Biomes
Impacts of Humans on Ecosystems
Conservation of Biodiversity
Population Ecology
Weekly Quizzes (roughly 1 per topic)
Exam
End of Term Exam (76%) – Topics 7.1, 7.2, 4 & 10
HL:100% IB SL:100% IB
HL & SL: 50
Weekly Quizzes (roughly 1 per topic)
D DCP CE IA
Exam
Respiration DESIGN & Respiration DCP CE IA (24%)
End of DP1 Semester 2 Exam (76%) – Topics 1, 2, 3,
4, 5, 7, 8 & 10
HL:100% IB SL:100% IB
HL & SL: 90
Weekly Quizzes (roughly 1 per topic)
DCP CE IA
Photosynthesis DCP CE IA
Exam
End of Term Exam (76%) – Option G (Paper 3)
HL:100% IB SL:100% IB
HL & SL: 35
Proteins & Enzymes (HL)
Digestion
D DCP CE IA
Digestive Enzymes DESIGN DCP CE IA (24%)
Transport in Angiospermophytes
The Transport System
Gas Exchange
The Kidney
Exam
13
9.2
6.2
6.4
11.3
End of Semester Exam (76%) - Topics 1, 2, 3, 4, 5,
6.1, 6.2, 6.4, 7, 8, 9.2, 10, 11.3 + Option G
HL: 100 % SL: 100%
HL: 1 x 90 (P1&3), 1 x 120 (P2)
SL: 1 x 90 (P1&3), 1 x 120 (P2)
8
9.1
11.2
Plant Structure & Growth
Muscles & Movement
6. Option G: Ecology &
Conservation
22
7. Digestion
6
7.5;7.6
6.1
8. Transport &
Excretion
9. Structure & Growth
Year 12, Term 2
Year 12, Term 3
Year 2, Semester 2
10. Reproduction
11
11. Defence
7
12. Homeostasis
6
13. Human physiology
22
9.3
6.6
11.4
6.3
11.1
Reproduction in Angiospermophytes
Reproduction (SL)
Reproduction (HL)
Defence against infectious disease (SL)
Defence against infectious disease (HL)
6.5
H1
H2
H3
H4
H5
H6
Nerves, Hormones & Homeostasis
Hormonal control
Digestion
Absorption of digested foods
Functions of the liver
The transport system
Gas exchange
DCP CE IA
Optional DCP CE IA (24%)
Exam
End of Term Exam (Mock Exam – Cycle 1) (76%) Topics 1, 2, 3, 5, 7, 4, 10, 8, 9, 6, 11 + Option G
Paper 3
HL: 100 % SL: 100%
HL: 1 x 60, 1 x 120 SL: 1 x 60, 1 x 120
DESIGN
OPTIONAL DESIGN IA
Mock Exam
Mock Examination (76%)
IB Past Papers
HL: 60;135;75 SL: 45;75;60
TABLE KEY Formative Task, Formative IB Task, Summative Task, Summative IB Task, IB Questions, Time Allocation
Internal Assessment Coverage
Internal Assessment
Occurrence
Toowong Creek Ecology
Year 10, Term 4
Ecology of Stradbroke Island
Year 11, Term 1
Genetics
Year 11, Term 2
Respiration
Year 11, Term 3
Photosynthesis
Year 11, Term 4
Digestive Enzymes
Year 12, Term 1
Human Physiology
Year 12, Term 2
OPTIONAL Design
Year 12, Term 3
Design
DCP
CE
Unit Overviews
1.
Living Cells – Topics 2.1, 2.2, 2.3, 2.4, 2.5
2.
Cell Biochemistry – Topics 3.1, 3.2, 3.3 & 3.4
3.
Ecology & Evolution – Topics 5.1, 5.2, 5.3, 5.4, 5.5, 1
4.
Genetics & Inheritance – Topics 7.1, 3.5;3.6;7.3;7.4, 7.2, 4.4, 4.2; 10.1, 4.1, 4.3, 10.2,
10.3
5.
Cell Respiration & Photosynthesis – Topics 3.7; 8.1; 3.8; 8.2
6.
Option G: Ecology & Conservation – Topics G1, G2, G3, G4, G5
7.
Digestion – Topics 3.6, 7.5, 7.6, 6.1
8.
Transport & Excretion – Topics 7.5; 7.6, 6.1, 6.2, 11.3, 6.4
9.
Structure & Growth – Topics 11.2, 6.3; 11.1, 6.5, 6.6; 11.4
10.
Reproduction – Topics 9.3, 6.6, 11.4
11.
Defence – Topics 6.3, 11.1
12.
Homeostasis – Topic 6.5
13.
Further human physiology – Topics H1, H2, H3, H4, H5, H6
Sample Unit Overview #1 Plant Science
BIOLOGY HL UNIT PLAN
Group 4
Year Level: 11
Topic 9: PLANT SCIENCE
Duration: 11 hours
Unit Overview:
Plants are autotrophic organisms that manufacture their own energy from simple inorganic molecules via photosynthesis. Flowering plants dominate plant life. Structural
adaptations facilitate the various functions within plants. Plants undergo both photosynthesis and cellular respiration. They also transport water and nutrients from the
soil, and the products of photosynthesis and respiration. Flowers provide a means of plants to increase genetic diversity
Theory of Knowledge:
What aspects of TOK will students need to consider in this unit? What ways of knowing will students need to consider? What areas of knowing will students reflect upon?



Based on phylogeny (evolutionary history), many biologists are now using three groups of angiosperms. This system is likely to be dynamic as more information is analysed, how
might it change again in the future?
Many lands of the world have been made less productive because of the agricultural over-use. How can this land be brought back into effective production and how can presently
productive lands be maintained as such.
If higher temperatures result from global warming, what effect might global warming have on plant transpiration rate? How might this affect food availability in the world?
IB Learner Profile:
Select aspects of the IB Learner Profile that will be implicit and explicit in the delivery of this unit. Indicate how these aspects of the profile will be addressed.
Inquirers
Students will conduct investigations – Design, Data Collection and
Open-minded
Processing and Concluding and Evaluating.
Knowledgeable
Students will gain an in depth understanding and mastery of plant
Caring
structure and function, this will be facilitated through the learning and
assessment cycle.
Thinkers
Students will have undertake the solution of problems in this topic
Risk-takers
ranging from simple to complex conceptual problems. They will be
asked to bring their expertise to new and unfamillar problems and
scenarios to plan experimental investigations.
Communicators
Balanced
Principled
Reflective
Students will be encouraged to undertake considerable responsibility
for their own learning process, they will also be encouraged to
thinking about how they are learning and how they are progressing
through the set material and problems and to consult with other
students and their teacher as difficulties arise.
Syllabus Objectives (Overview):
9.1.1 Draw and label plan diagrams to show the distribution of tissues in the stem and leaf of a dicotyledonous plant.
9.1.2 Outline three differences between the structures of dicotyledonous and monocotyledonous plants.
9.1.3 Explain the relationship between the distribution of tissues in the leaf and the functions of these tissues.
9.1.4 Identify modifications of roots, stems and leaves for different functions: bulbs, stem tubers, storage roots and tendrils.
9.1.5 State that dicotyledonous plants have apical and lateral meristems.
9.1.6 Compare growth due to apical and lateral meristems in dicotyledonous plants.
9.1.7 Explain the role of auxin in phototropism as an example of the control of plant growth.
9.2.1 Outline how the root system provides a large surface area for mineral ion and water uptake by means of branching and root hairs.
9.2.2 List ways in which mineral ions in the soil move to the root.
9.2.3 Explain the process of mineral ion absorption from the soil into roots by active transport .
9.2.4 State that terrestrial plants support themselves by means of thickened cellulose, cell turgor and lignified xylem.
9.2.5 Define transpiration.
9.2.6 Explain how water is carried by the transpiration stream, including the structure of xylem vessels, transpiration pull, cohesion, adhesion and
evaporation.
9.2.7 State that guard cells can regulate transpiration by opening and closing stomata.
9.2.8 State that the plant hormone abscisic acid causes the closing of stomata.
9.2.9 Explain how the abiotic factors light, temperature, wind and humidity, affect the rate of transpiration in a typical terrestrial plant.
9.2.10 Outline four adaptations of xerophytes that help to reduce transpiration.
9.2.11 Outline the role of phloem in active translocation of sugars (sucrose) and amino acids from source (photosynthetic tissue and storage organs) to sink
(fruits, seeds, roots).
9.3.1 Draw and label a diagram showing the structure of a dicotyledonous animal-pollinated flower.
9.3.2 Distinguish between pollination, fertilization and seed dispersal.
9.3.3 D raw and label a diagram showing the external and internal structure of a named dicotyledonous seed.
9.3.4 Explain the conditions needed for the germination of a typical seed.
9.3.5 Outline the metabolic processes during germination of a starchy seed.
9.3.6 Explain how flowering is controlled in long-day and short-day plants, including the role of phytochrome.
Student Assessment (Overview):
Satisfactory completion of student workbook
Design/DCP/CE
Term test (held early in T1 of year 12)
Accommodations for Differentiated Learning
Gifted Student:
What opportunities are available for students to be extended / accelerated / enriched within the curriculum and demonstrate this learning?
English as a Second Language (ESL) Student:
What consideration will be provided for students for whom English is a second language in relation to assessment and curriculum access?
Students with Special Needs:
What consideration will be provided for students with special needs in relation to assessment and curriculum access?
Materials and Resources
Technology – Hardware
x
x
x
Laptops
Data Projectors
Digital Camera
Television
VCR / DVD
MP3 Player
Mobile technology
PDA
Video Camera
Other microscopes
Technology – Software
x
x
x
x
Database / Spreadsheet
Desktop Publishing
Email Software
Editing Software
Internet / Web Browser
Multi-media
Animation Software
Web page development
Word Processing
Other clickview
Printed Materials
x
x
Text book
Work book
Note book
Task sheet and criteria
x Reference materials
X Other Student activity sheets
Other
x
Blackboard (course materials posted)
Respondus / Quizzes (online)
Studymate
Wikis & Blogs
Other
Professional Learning

What PD will teachers require in order to be able to effectively deliver this unit? Is there unique pedagogical knowledge / equipment knowledge etc. that is required?
Command Terms:
Glossary Terms:
What key command terms must student be able to know and understand after completing
this unit?
What key terms must students be able to know and understand after completing this unit?
Active translocation, Active transport, Adhesion, Amylase, Apical meristem, Auxin,
Define Give the precise meaning of a word, phrase or physical quantity (for glossary
terms).
Draw Represent by means of pencil lines (plan diagrams for stem and leaf and
flower of dicots).
Label Add labels to a diagram (as above).
List Give a sequence of names or other brief answers with no explanation.
Measure Find a value for a quantity (for limiting factors during Elodea respiration &
photosynthesis practical).
Estimate Find an approximate value for an unknown quantity.
Compare Give an account of similarities and differences between two (or more)
items, referring to both (all) of them throughout. (between structures and/or
function for monocots vs dicots).
Evaluate Assess the implications and limitations (related to function of plant
organs).
Key Concepts /
Key Ideas
(From syllabus)
Week
Focus Topic
1
2
Plant structure and
growth
9.1.1 – 9.1.7
3
Transport in
angiospermophytes
9.2.1 – 9.2.11
Cell turgor, Cellulose, Cohesion, Cotyledon, Dicotyledonous plant, Embryo,
Evaporation, Fertilization, Fungal hyphae, Germination, Gibberellin, Ion diffusion,
Lateral meristem, Lignified xylem, Micropyle, Monocotyledonous plant, Phloem,
Phototropism, Phytochrome, Pollination, Seed dispersal, Stomata, Testa,
Transpiration, Xerophyte, Xylem.
Learning experiences
Nature walk – plant identification and drawings
Classification activity of monocot and dicot sample
plants
Cross sections of leaves and stems
Microscopic examination of stem, root & leaf cross
sections - link structure with function for plant tissue
components
Photosynthesis and Respiration in Elodea practical –
link to photosynthesis limiting factors
Students should be able to:
identify and distinguish between structural features of
monocot an dicot plants
draw and label plan diagrams for dicot stem and leaf
cross section
Resources
Texts:
Clegg (2007) Biology for the IB
Diploma, Ch10, pp294-319
Damon et al. (2007) Higher level
Biology for the IB Diploma. Ch 9.
pp238-264.
IB Study Guides: Biology, pp83-88
Allott, A., and Mindorff, D., Biology:
Course Companion pp110-126
Biozone Student Workbook; Year
11 and Year 12
Student workbook
Assessment
link structure to function of plant tissues
Students able to:
Describe the processes of transpiration and transport
of water, nutrients and ions in plants
4
Reproduction in
angiospermophytes
9.3.1 – 9.3.6
Dicot flower and seed dissection and drawing
Students able to:
Identify and draw structures of dicot flowers and
seeds
Understand the processes involved in flowering and
seed germination
Clickview:
In focus: Introduction to Plants
(senior version)
In focus: Plants, light & water
(senior version)
Practicals/ Activities:
Plants at QASMT walk
Stem and leaf dissection
Cell respiration and photosynthesis
in Elodea
Flower & seed dissection
Powerpoint presentations and
student activity sheets:
G:\Coredata\Curriculum\Group
4\Biology\Resources\Plant science
(also available for students on
eLearn)
Growth trolley:
Cotton wool in petri dishes with a
selection of monocot and dicot
seeds.
Samples of monocot and dicot
stems and leaves (collected by
students during
Reflections:
What aspects of this unit did students seem to enjoy / struggle with? Were there aspects that required more time / less time etc?
Students enjoyed the workbook. Though it would be good to hold some content out of workbook to be specifically taught/covered in class only.
Sample Student Profile
Assessment Overview
Term
Year 11
YEAR 11 SEMESTER 1
THREE SUMMATIVE ITEMS
Year 10
1
2
4
1 per topic)
Week 3 Investigation
into Digestive Enzymes
Week 9 End of Term
Test
Weekly Quizzes (roughly 1
per topic)
Week 6 Ecology D IA
Week 9 End of Term Test
HL & SL: 60
YEAR 11 SEMESTER 2
THREE SUMMATIVE ITEMS
3
YEAR 10 SEMESTER 2
THREE SUMMARIVE ITEMS
Weekly Quizzes (roughly
Weekly Quizzes (roughly 1 per topic)
Week 7 Ecology D DCP CE IA
Week 8/9 TOPICS End of Semester
Exam
Weekly Quizzes (roughly 1 per topic)
Week 5 Genetics DCP CE IA
Week 9 End of Term Test
Weekly Quizzes (roughly 1 per topic)
Week 5 Respiration DCP CE IA
Week 8/9 TOPICS End of Semester
Exam
HL: 90 SL: 90
Year 12
Weekly Quizzes (roughly 1 per
topic)
Week 5 Enzymes Design DCP CE IA
End of Semester Exam
HL: 1 x 60, 1 x 120 SL: 1 x 60, 1 x
120
Weekly Quizzes (roughly 1 per
topic)
Physiology Design DCP CE IA
Week 9 End of Term Test
Weekly Quizzes (roughly 1 per
topic)
Mock exams
IB Papers
HL: 60;135;75 SL: 45;75;60
Weekly Quizzes (Paper 3 Practice Qs)
Week 6 Photosynthesis D DCP CE IA
Week 9 End of Term Test
Formative Task, Formative IB Task, Summative Task, Summative IB Task, IB Questions, Time Allocation
Predicted Data for IBIS
Predicted data determined by analysis of all assessment of students throughout the IB course with
attention to fullest and latest data. The PSOW score is also included for the predicted score of
each student.
Final % weightings of practical and exam work will mirror the IB weightings (24% Practical work,
76% exam results) for the predicted result.