DP BIOLOGY COURSE OUTLINE
YEAR 1 and 2
Luiz Mello
Diploma Biology
lmello@isb.rs
Office hours: MON-FRI 3:05-3:30pm or by appointment
Room 10 in the High School Villa
INTRODUCTION:
I am glad to welcome you to the DP Biology course at ISB. It is my shared responsibility with the students to
encourage student curiosity, develop inquiry and experimentation skills and instill pride and ownership in the
process of discovery. Nature gives us a wealth of opportunities to observe it and it will be our ultimate goal in the
2009-10 school year to take advantage of that, building on previously acquired skills necessary for “doing” Science.
ACADEMIC / CURRICULUM GOALS
The following are the aims and objectives of experimental sciences, as described by the IBO Subject Guide,
AIMS
1. provide opportunities for scientific study and creativity within a global context that
will stimulate and challenge students;
2. provide a body of knowledge, methods and techniques that characterize science
and technology;
3. enable students to apply and use a body of knowledge, methods and techniques
that characterize science and technology;
4. develop an ability to analyze, evaluate and synthesize scientific information;
5. engender an awareness of the need for, and the value of, effe ctive collaboration
and communication during scientific activities;
6. develop experimental and investigative scientific skills;
7. develop and apply the students’ information and communication technology skills
in the study of science;
8. raise awareness of the moral, ethical, social, economic and environmental
implications of using science and technology;
9. develop an appreciation of the possibilities and limitations associated with science
and scientists;
10. encourage an understanding of the relationships between scientific disciplines
and the overarching nature of the scientific method.
OBJECTIVES
DP Biology candidates will be expected to:
1. Demonstrate an understanding of:
a. scientific facts and concepts
b. scientific methods and techniques
c. scientific terminology
d. methods of presenting scientific information.
2. Apply and use:
a. scientific facts and concepts
b. scientific methods and techniques
c. scientific terminology to communicate effectively
d. appropriate methods to present scientific information.
3. Construct, analyse and evaluate:
a. hypotheses, research questions and predictions
b. scientific methods and techniques
c. scientific explanations.
4. Demonstrate the personal skills of cooperation, perseverance and responsibility appropriate for
effective scientific investigation and problem solving.
5. Demonstrate the manipulative skills necessary to carry out scientific investigations with precision and
safety.
EXTERNAL ASSESSMENT
The IB program concludes with an external assessment, which consists of three written papers.
Paper 1 (20% of total IB Grade)
Paper 1 is made up of multiple-choice questions that test knowledge of the core only for students at SL and the
core and AHL material for students at HL. The questions are designed to be short, one- or two-stage problems
that address objectives 1 and 2 (see the “Objectives” section). No marks are deducted for incorrect responses.
Calculators are not permitted, but students are expected to carry out simple calculations.
Paper 2 (32% of total IB Grade)
Paper 2 tests knowledge of the core only for students at SL and the core and AHL material for students at HL. The
questions address objectives 1, 2 and 3 and the paper is divided into two sections. In section A, there is a databased question that requires students to analyse a given set of data. The remainder of section A is made up of
short-answer questions. In section B, students at SL are required to answer one question from a choice of three,
and students at HL are required to answer two questions from a choice of four. These extended-response
questions may involve writing a number of paragraphs, solving a substantial problem, or carrying out a
substantial piece of analysis or evaluation. A calculator is required for this paper.
Paper 3 (24% of total IB Grade)
Paper 3 tests knowledge of the options and addresses objectives 1, 2 and 3. Students at SL are required to
answer several short-answer questions in each of the two options studied. Students at HL are required to answer
several short-answer questions and an extended-response question in each of the two options studied. A
calculator is required for this paper.
INTERNAL ASSESSMENT
IB Grade:
Student work is internally assessed by the teacher and externally moderated by the IBO. The performance in IA
at both higher level and standard level is judged against assessment criteria each consisting of achievement
levels 0–3. IA’s consist of labs and projects, each grading a specific set of criteria that will be given to you on a
separate sheet.
Our internal assessments are based on labs and projects spread throughout the two years. Grading criteria for
each will be provided beforehand.
ISB Grade:
In addition to the IBO grade, students will also receive a quarterly ISB grade, given on a 1 to 7 scale which arises
from the student`s criteria total and the appropriate 1-7 grade boundaries. Other assignments, such as
homework and quizzes, which are not assessed by the IB, will receive grades in the following categories:
Participation and timeliness: 15%
Lab Reports: 35%
In-Class Assignments: 15%
Homework Assignments: 15%
Quizzes: 20%
COURSE DESCRIPTION AND CONTENT
As the IBO Subject Guide (first evaluation 2009) states:
“Biologists have accumulated huge amounts of information about living organi sms, and it would be easy to
confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Programme biology
course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad,
general understanding of the principles of the subject. Although the Diploma Programme biology course at
standard level (SL) and higher level (HL) has been written as a series of discrete statements (for assessment
purposes), there are four basic biological concepts that run throughout.
Structure and function
This relationship is probably one of the most important in a study of biology and operates at all levels of
complexity. Students should appreciate that structures permit some functions while, at the same time, limiting
others.
Universality versus diversity
At the factual level, it soon becomes obvious to students that some molecules (for example, enzymes, amino
acids, nucleic acids and ATP) are ubiquitous, and so are processes and structures. However, these uni versal
features exist in a biological world of enormous diversity. Species exist in a range of habitats and show
adaptations that relate structure to function. At another level, students can grasp the idea of a living world in
which universality means that a diverse range of organisms (including ourselves) are connected and
interdependent.
Equilibrium within systems
Checks and balances exist both within living organisms and within ecosystems. The state of dynamic equilibrium
is essential for the continuity of life.
Evolution
The concept of evolution draws together the other themes. It can be regarded as change leading to diversity
within constraints, and this leads to adaptations of structure and function.
These four concepts serve as themes that unify the various topics that make up the three sections of the course:
the core, the additional higher level (AHL) material and the options. The order in which the syllabus is arranged is
not the order in which it should be taught, and it is up to individual teachers to decide on an arrangement that
suits their circumstances. Option material may be taught within the core or the AHL material, if desired. ”
SYLLABUS
See DP Biology Guide
EXPECTATIONS:
The teacher will…
 Use a wide variety of instructional methods, from Socratic discussions and collaborative work (such as
labs and projects) to lectures and videos.
 Clearly explain the expectations for each individual assignment beforehand, including the IB grading
rubric to be used in their assessment.
 Give students opportunities to show their understanding through various types of assessments that all
stretch their critical thinking and analytical abilities.
 Prepare students for internal and external IBO assessments by providing practice throughout the course.
 Be available for extra help and guidance, during non-teaching school hours or by appointment at other
times. Students are welcome and encouraged to keep contact with the instructor by email when in
doubt, allowing 24 hours for a reply.
The student will…
 Check Moodlid for updates, deadlines and course materials daily.
 Be prepared for each day’s activities by keeping up with the numerous assignments given.
 Be present and on time to class, ready with the necessary materials.
 Make sure all work is your own only, or the group’s in a collaborative situation.
 Take responsibility for making up work (including tests) due to absences— make-up tests are generally
more difficult than the ones in class, so it behooves you to take them on time. If you know you are going
to miss class for any reason, please speak with me beforehand to make arrangements to make up work.
... and most importantly,
 RESPECT each other’s opinions and ideas as you shape your own.
REQUIREMENTS
Students must have scientific calculators. They do not need to be graphing calculators, but if the student is
considering a math or science degree in university, then I would recommend that he or she go ahead and get a
graphing calculator now in order to become familiar with all of the functions.
Students will need a notebook; a plastic folder for storing handouts; pen, pencil, 30cm ruler, sharpener, eraser,
wideout.
If students choose to use binders, please note that hole-punchers are no longer available.
SHARING OF CLASS FILES AND HOMEWORK ASSIGNMENTS
All students have access to ISB’s learning portal: Moodlid. It is expected of students to check this portal at least
once a day, in particular after classes. This portal can be found by clicking on the Moodlid icon on the ISB
webpage at http://www.isb.rs
Moodlid contains class materials, homework assignments and a calendar with course deadlines. It is also the only
method for submitting assignments, unless otherwise specified. With this in mind, please anticipate internet
problems and inconveniences, and make necessary arrangements to comply with deadlines.
Assignments not handed in on time will suffer a 50% grade penalty. Assignments will be awarded a grade of zero
one week after the deadline.
CHEATING AND PLAGIARISM
All files submitted through Moodlid go through an automated plagiarism check. This check includes online and
offline resources, as well as other students’ work. Assignments displaying a 7% similarity or above will be verified
on an individual basis and may or may not fall under a category 3 offense in the Parent/Student Handbook.
It is mandatory for students to cite work in MLA format in all lab reports. There must be at least 2 cited sources
besides Wikipedia entries. All other assignments will require citation in MLA format of at l east 1 source, including
Wikipedia, unless otherwise specified.
During examinations and individual work, cheating will not be tolerated. If after a verbal warning, a student
insists in attempting to cheat, the assignment will be awarded a grade of zero to all students involved. As in any
level 3 offense in the Parent/Student Handbook, students will be directed to the principal’s office for appropriate
action.