Course+Information

= IB HL Biology = = Course Information =
 * ~ [[image:http://www.sphsgator.net/sphsteachers/hunnicuttw1/DNAanimation1.gif width="54" height="135" align="center" caption="DNA"]] ||

**IBO mission statement** knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. || > **IB learner profile** > The aim of all IB programmes is to develop internationally minded people who, recognizing their common > humanity and shared guardianship of the planet, help to create a better and more peaceful world. > IB learners strive to be: > **Inquirer** They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. > **Knowledgeable** They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. > **Thinkers** They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. > **Communicators** They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. > **Principled** They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. > **Open-minded** They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. > **Caring** They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. > **Risk-takers** They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. > **Balanced** They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. > **Reflective** They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
 * The International Baccalaureate Organization aims to develop inquiring,

> **The Diploma Programme hexagon** > study of a broad range of academic areas. Students study: two modern languages (or a modern language > and a classical language); a humanities or social science subject; an experimental science; mathematics; > one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme a > demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university. || **Difference between SL and HL** > > While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth. || > =Aims= > Through studying any of the group 4 subjects, students should become aware of how scientists work and communicate with each other. While the “scientific method” may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the group 4 subjects from other disciplines and characterizes each of the subjects within group 4. > It is in this context that all the Diploma Programme experimental science courses should aim to:
 * The course is presented as six academic areas enclosing a central core. It encourages the concurrent
 * [[image:http://www.sphsgator.net/sphsteachers/hunnicuttw1/hexagon.JPG width="496" height="349" caption="IB Hexagon"]] ||
 * Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Objectives” section.

> 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 analyse, evaluate and synthesize scientific information > 5. engender an awareness of the need for, and the value of, effective 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= > The objectives for all group 4 subjects reflect those parts of the aims that will be assessed. Wherever appropriate, the assessment will draw upon environmental and technological contexts and identify the social, moral and economic effects of science. > It is the intention of all the Diploma Programme experimental science courses that students achieve the following objectives. > > 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, analyze 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. > =Command terms= > These command terms indicate the depth of treatment required for a given assessment statement. These command terms will be used in examination questions, so it is important that students are familiar with the following definitions. > > **__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 labelled 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. > > =Assessment outline= > **SL assessment specifications** > || ||

> **HL assessment specifications** In addition to addressing objectives 1, 2 and 3, the internal assessment scheme for both SL and HL addresses objective 4 (personal skills) using the personal skills criterion to assess the group 4 project, and objective 5 (manipulative skills) using the manipulative skills criterion to assess practical work. For both SL and HL, calculators are not permitted in paper 1 but are required in papers 2 and 3.
 * [[image:http://www.sphsgator.net/sphsteachers/hunnicuttw1/hlexam.JPG width="498" height="329" caption="HL External Assessment"]] ||

> =Mathematical requirements= > All Diploma Programme biology students should be able to: >>
 * perform the basic arithmetic functions: addition, subtraction, multiplication and division
 * recognize basic geometric shapes
 * carry out simple calculations within a biological context involving decimals, fractions, percentages, ratios, approximations, reciprocals and scaling
 * use standard notation (for example, 3.6 × 106)
 * use direct and inverse proportion
 * represent and interpret frequency data in the form of bar charts, column graphs and histograms, and interpret pie charts and nomograms
 * determine the mode and median of a set of data
 * plot and interpret graphs (with suitable scales and axes) involving two variables that show linear or non-linear relationships
 * plot and interpret scattergraphs to identify a correlation between two variables, and appreciate that the existence of a correlation does not establish a causal relationship
 * demonstrate sufficient knowledge of probability to understand how Mendelian ratios arise and to calculate such ratios using a Punnett grid
 * make approximations of numerical expressions
 * recognize and use the relationships between length, surface area and volume.

> **IB Biology** **HL** **Course Information** > > This course is designed as a complete HL program that will prepare students for taking the IB Higher Level Biology Exam after two years. > > Information/Requirements > **Paperwork:** > Every paper turned in is to be logically titled on the top center line and have a heading in the upper right hand corner consisting of: > > NAME > PERIOD > DATE TURNED IN > > Please staple papers together as needed. > > **Late Work:** > Late work is accepted only for one (1) day with a 20% penalty. Work more than one (1) day late is NOT accepted and a zero (0) will be assigned for the assignment. > Lab write-ups are accepted up to one day late with a 50% penalty. Labs more than one (1) day late are NOT accepted and a zero (0) will be assigned for the assignment. > > **Grading system:** > 90 – 100 = A > 80 - 89 = B > 70 - 79 = C > 60 - 69 = D > 0 - 59 = F > > At the end of a grading period, all of the student’s points are totaled. This total of earned points is divided by the total possible points (X 100) for a percentage grade. Rounding up will occur only with the end of grading period grade and only at 0.5 or above. > > **Retests:** > Tests are marked on an IB grade boundaries scale. No opportunity for retests will be presented. > > **Internal Assessment**: > An important part of this class is the practical work (laboratory work). All components of the student’s practical work will be evaluated as a two year process. This evaluation will results in a grade sent to IBO for Biology, which comprises 24% of the final IB Biology mark out of 7. You MUST purchase a 2 inch, 3-ring binder within the first week of class for lab write-ups. This will be your “Lab Portfolio” and will contain a record of all labs completed over the two year period of this class. > > Lab portfolios are not allowed out of the classroom and will be retained at the end of this course for possible re-evaluation by IBO. > > In-class assignments and tests missed due to approved activities will be taken on a scheduled make-up day after school. > > In-class assignments and tests missed due to absences will be made up on a scheduled make-up day after school. A Verification of Absence form must be signed by parents or guardians prior to making up missed work. > > > **__NOTE__** > Reference texts in this class may be checked out overnight or over > the week-end but otherwise may not be  >  removed from the room.