Biology, Higher and Standard Level

Course description:
Biology standard level and higher level will be taught together as a two-year course that covers the required IB topics, beginning with measurements and ending with human anatomy. This course will challenge students to learn the material as well as use the process of science. Opportunities to design experiments include student investigations of enzyme activity, photosynthesis, and antibiotic resistance. These develop laboratory skills such as measuring and using specific equipment as well as teaching the difficulties and limitations that go along with experimentation. Other chances to use specialized lab procedures include transforming bacterial cultures, electrophoresis of DNA, and dissection of white rats. Our goal is to develop critical thinking and research skills that promote open-mindedness and inquiring individuals.

Students in this course will be challenged to develop a perspective of internationalism. Goshen is a multicultural school in a multicultural community with a local internationally minded college (Goshen College). Because of this, it is advantageous for us to develop a deeper understanding of different cultures and to foster intercultural and international awareness. This course will challenge students to make inquiries into the culture, history, and belief systems of others on the planet. Students will be encouraged to look for commonalities between people and to build respect and ties between nations.

Science as a discipline is an international endeavor. Throughout the course, we will highlight the work of researchers throughout the world. Presenting current research from research labs around the world can give students a better perspective of how international the world of scientific research has become. There are many examples of international cooperation in biological research, which will be emphasized in this course. This includes the Human Genome Project, attempts to study and deal with global warming, and global health concerns.

Students will be asked to consider the ethics of resource distribution throughout the world, and to consider the role of technology and money in resource use and the production of wastes. Students will study the impact of biotechnology on food production and on family planning throughout the world. Many topics, such as photosynthesis, ecology and evolution, human health and physiology, reproduction, infectious diseases and biotechnology can all be discussed with the consideration of different climates, cultural standards and traditions or living conditions in different parts of the world. Students can understand concepts and improve their higher-level thinking skills when they apply their knowledge to the familiar, immediate surroundings and then compare and expand that knowledge to other ecosystems, cultures, and living conditions around the world.

Students will typically be evaluated using written lab reports as well as observations during their investigations. Most labs will require students to assemble data and make inferences based on that information. A few will be completely student designed and carried out. Exams will be given at the end of each unit. Tests will generally include an objective and an essay portion written in a manner similar to the IB exams given at the end of the course.

Topics:

Standard Level:
Topic 1: Statistical Analysis
• Lab Experiment: Statistical Analysis of Data using Microsoft Excel
Topic 5: Ecology and Evolution
• Communities and Ecosystems
• The Greenhouse Effect
• Populations
• Evolution
• Classification
Option G: Ecology and Conservation
• Community Ecology
• Ecosystems and Biomes
• Impacts of Humans on Ecosystems
Topic 2: Cells
• Cell Theory
• Prokaryotic Cells
• Eukaryotic Cells
• Membranes
• Cell Division
Topic 3: The chemistry of life
• Chemical elements and water
• Carbohydrates, lipids, and proteins
• Enzymes
• DNA structure
• DNA replication
• Transcription and translation
• Cell respiration
• Photosynthesis
Topic 4: Genetics
• Chromosomes, genes, alleles, and mutations
• Meiosis
• Theoretical genetics
• Genetic engineering and other aspects of biotechnology
Option F: Microbes and biotechnology
• Diversity of microbes
• Microbes and the environment
• Microbes and biotechnology
• Microbes and food production
Topic 6: Human health and physiology
• Digestion
• The transport system
• Defense against infectious diseases
• Gas exchange
• Nerves, hormones, and homeostasis
• Reproduction
Higher Level – Higher level includes the standard level topics plus the following:
Option G: Ecology and Conservation
• Conservation of Biodiversity
• Population Ecology
Topic 7: Nucleic acids and proteins
• DNA structure
• DNA replication
• Transcription
• Translation
• Proteins
• Enzymes
Topic 8: Cell respiration and photosynthesis
• Cell respiration
• Photosynthesis
Topic 10: Genetics
• Meiosis
• Dihybrid crosses and gene linkage
• Polygenic inheritance
Topic 11: Human health and physiology
• Defense against infectious diseases
• Muscles and movement
• The kidney
• Reproduction
Option F: Microbes and biotechnology
• Metabolism of microbes
• Microbes and disease
Topic 9: Plant science
• Plant structure and growth
• Transport in angiospermophytes
• Reproduction in angiospermophytes

Assessment:

To fulfill the requirements of the internal assessment criteria students will complete many laboratory experiences, totaling more than the required 60 hours for HL and 40 hours for SL. These experiences are well suited to be partially or completely assessed by the International Baccalaureate assessment to be placed in the practical scheme of work. We plan to assess students a minimum of four times in each category – Design (D), Data collection and processing (DCP), and Conclusion and evaluation (CE). This gives the students the opportunity to learn about the grading system and improve their work over time.

In four cases, we will use one experiment for complete assessment. These experiments are Factors affecting enzyme activity, Factors affecting the rate of photosynthesis, Antimicrobial activity, and Control of Human Respiration. All of these investigations are set up so that the students are able to design and carry out their own experiments, collect data, and analyze results. In addition to these assessments that can be fully assessed, we plan to use portions of the assessment rubric with other lab reports to allow students and teachers a chance to become familiar with the grading system and give students a greater chance to show their best work in an assessed piece of work. Several times each year we plan to allow students to grade a lab themselves or assess a peer’s lab in order to gain an even better understanding of the system.

Exams for external assessment will be taken in the spring of the year. These exams are broken into three papers which include multiple-choice questions, data-based questions, short-answer questions, and one extended-response question. In order to prepare students for the external assessment, we plan to make students aware of the IB objectives as we cover material in class. Students will be trained in the use of the action verbs used on IB exam questions. These action verbs will be used on the unit tests given within the class. Sample IB test questions will be made available during class review time before each unit test. Students will be asked to answer essay questions and then peer evaluate them as a form of review. In this way, students will be repeatedly exposed to the type of objective style and essay questions used on the IB exam. In addition to unit tests, students will be given an exam at the end of the first semester that is structured like the IB exam. This will allow us to review previously covered material and check for retention. Lastly, we plan to spend at least two weeks prior to the IB exam in review of major concepts and timing students as they take sample tests in a simulated testing environment. In addition, we will encourage students to form study groups and spend time rereading the IB objectives as well as the classroom textbook.

Students can complete the Group 4 project in collaboration with students in Physics. All students working on the Group 4 project will be required to meet during our SRT period at the beginning of the second semester. During this initial session, students will brainstorm a central topic. They will be placed into groups by the involved teachers. The following week, students will attend a second meeting during SRT in which they will select individual topics to be addressed by their group. They will develop a plan of action for the group, as well as define their own individual responsibilities. Group 4 projects will be carried out during the month of February, with the work being done during SRT or outside of class time. Students will then be required to meet with their research groups and compile their information. The information will be presented as a poster, PowerPoint, or website. An evaluation of their project will be done in the early part of March. The Group 4 project will also be used to evaluate the students’ personal skills (PS).

At the conclusion of the two-year program, students will be assessed on their manipulative skills (MS). This assessment will be based on a variety of skills including following instructions, carrying out techniques, and working safely.

HL:

Theory (Content) 75%
• Core 33.33%
• Additional higher level (AHL) 23%
• Options 18.75%

Practical Work 25%
• Investigations 18.75 – 20.83%
• Group 4 Project 4.17 – 6.25%

SL:
Theory (Content) 73.33%
• Core 53.33%
• Options 20%

Practical Work 25%
• Investigations 16.67 – 20%
• Group 4 Project 6.67 – 10%

Resources:

Resources available for this course include general lab equipment such as electronic balances, temperature regulated incubators, hot plates, and complete sets of glassware. Our labs are also equipped with high quality light microscopes (some of which are oil immersion scopes) and stereoscopes. Our science students have access to new laptop computers with Microsoft Office and Vernier software installed. We are fully supplied with Vernier LoggerPro interfaces and probes. Equipment for other specific labs include model kits for organic molecules, prepared slides, electrophoresis chambers, autoclaves, microtomes, and dissection equipment. This is only a partial listing of the lab equipment available to us within the school.

Outside of school, we have access to several natural areas that can be used for studies of ecology and classification. We have a natural park that includes a stream, wooded area, and grasslands within walking distance of the school. We have several areas that can be reached by bus for field trips, including Merry Lea Environmental Learning Center (owned by Goshen College), Reith Nature Center, and Ox Bow Park. The Elkhart River flows through Goshen and students can travel there to complete studies of this type of ecosystem. We offer a marine biology program in the Florida Keys, allowing students access to the marine environment. We have Goshen College in town, which is a good source of scientific journals, guest speakers, and additional laboratory equipment. Goshen General Hospital has a state-of-the-art cancer center, which is a resource for guest speakers and also accepts our students for internships.
In addition to these resources, students will have access to text and online resources.
• Biology by Neil Campbell and Jane Reece
• Biology for the IB Diploma, by Andrew Alott
• Our media center is equipped with many scientific journals and internet access.
• Our students also have Internet access in our science classrooms.