IB Biology HL

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


Allocated time

One class is

56

minutes.


5

classes.


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.


22 hours


Topic/unit

Contents


Allocated time

One class is

56

minutes.


5

classes.


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


15 + 6 hours


Topic/unit

Contents


Allocated time

One class is

56

minutes.


5

classes.


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


22 hours


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



(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



(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.