Ramallah Friends School International Baccalaureate (Diploma Program)

Course: Biology Standard & Additional Higher Level

Instructor(s): Dr. Nidal Ahmed & Mrs.Balsam Ramahi

 Course Description:
Welcome to Biology! Committing yourself to this course is one of the best decisions you have made.
IBDP Biology is designed to give you the analytical tools and content knowledge which will aid you as you
grapple with many daily issues, as you continue your scientific endeavors and fulfill your role in life. The
IBDP Biology is a two-year series that meets the objectives of general Biology courses on the university
level. The objectives include studying the characteristics, unity, and diversity of living things; the concept
of evolution as an explanation of unity and diversity; the nature of science as a human enterprise;
collection, analysis and interpretation of data; and the application of biological concepts to new situations
including those involving human society and populations. The aim of the course is to develop an
understanding and appreciation of the vast array of biological knowledge. IB Biology is a very challenging
and demanding course. It requires a commitment of both time and personal energy to be successful. It is
imperative that you prepare for class each day by spending time reviewing the previous day’s lesson.
Also, do not procrastinate on your assignments. The IB course is prepared with the goal of working at the
college level. Remember that the challenge is good for you!
Throughout this course, I will guide you through a combination of discussions, demonstrations, lab
activities, and lectures to explore the topics of biology and science. I particularly enjoy having discussions
about the “whys and how’s” of biology. It is critical that you keep up with your expected readings and
homework so that you can be an active part of these discussions. My primary job is to help your learning.
Course Overview:
The IB biology course curriculum (determined by the IB organization) is organized into five
components:
I. The Subject Specific Core (SSC) (SL & HL): This is a block of six units that introduces students to the
broad fundamentals of biology. However, it does not go into depth in any particular topic. If you have
completed the general biology course with a good grade, you should be familiar with many of the
concepts covered, and will easily develop even greater proficiency.

II. Additional Higher Level (AHL) Material (Only HL) – This block of material covers the same topic
units as the SSC above, but now in additional depth. The depth of coverage is comparable to the first-year
biology course offered at most major universities.

III. One Curriculum Option: Option D Further Human Physiology

IV. The Group IV Project – This is a multi-disciplinary research project that all IB students must
complete. Working in a team with IB chemistry and IB physics students, you will select a project; gather
data, form conclusions, and present results. The Group IV project is designed to give you an appreciation
of the processes that go on in real-world scientific research.

V. Practical Work/Exploration: (Internal Assessment)

In the exploration section students take their initial ideas and develop them into a workable method for an
experiment. This method needs to be planned with reference to the students’ scientific knowledge.
Internal Assessment labs are required by the IB Program. All students in the IB Biology course are
expected to complete the labs whether or not they are diploma candidates. Often, minimal direction is
given for these assignments; the design of the procedure is left largely up to the student. Internal
Assessment labs are graded on an IB rubric and count as both part of the class grade as well as a
percentage of the IB score reported to universities. They require that students utilize a variety of skills,
from using the scientific method to applying classroom knowledge to outside situations. SL Students are
required to complete 40 hours of lab work, while HL are required to complete 60 hours. There are very
strict guidelines governing lab work in the program.

 Course Aims:
Through studying biology 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 characterizes these subjects.
The aims enable students, through the overarching theme of the Nature of science to:
1. Appreciate scientific study and creativity within a global context through stimulating and
challenging opportunities.
2. Acquire a body of knowledge, methods and techniques that characterize science and technology.
3. 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. Develop a critical awareness of the need for, and the value of, effective collaboration and
communication during scientific activities
6. Develop experimental and investigative scientific skills including the use of current technologies.
7. Develop and apply 21st century communication skills in the study of science.
8. Become critically aware, as global citizens, of the ethical implications of using science and
technology.
9. Develop an appreciation of the possibilities and limitations of science and technology.
10. Develop an understanding of the relationships between scientific disciplines and their influence on
other areas of knowledge.

 Course Objectives:
The assessment objectives for biology reflect those parts of the aims that will be formally assessed either
internally or externally. These assessments will centre upon the nature of science. It is the intention of
these courses that students are able to fulfill the following assessment objectives:
1. Demonstrate knowledge and understanding of:
a. facts, concepts and terminology
b. methodologies and techniques
c. communicating scientific information.
2. Apply:
a. facts, concepts and terminology
b. methodologies and techniques
c. methods of communicating scientific information.
3. Formulate, analyse and evaluate:
a. hypotheses, research questions and predictions
b. methodologies and techniques
c. primary and secondary data
d. scientific explanations.
4. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out
insightful and ethical investigations.
  IB Assessment Outline:

Biology Standard Level

Component Overall weighting (%) Approximate Duration
weighting of
objectives (%)
1+2 3
Paper 1 20 10 10 45 min
Paper 2 40 20 20 1 hour 45 min
Paper 3 20 10 10 1
Internal 20 Covers objectives 10
Assessment 1, 2, 3 and 4

Biology Additional Higher Level

Component Overall weighting (%) Approximate Duration
weighting of
objectives (%)
1+2 3
Paper 1 20 10 10 1 hour
Paper 2 36 18 18 2 hours 15 min
Paper 3 24 12 12 1 hour and 15 min
Internal 20 Covers objectives 10
Assessment 1, 2, 3 and 4

 Course Assessment Outline:

Task Description Weighing

(%)
Exams The course will consist of exams following each major unit. 30
Quizzes Each section will consist of at least one quiz. 15
Practical Students will be able to apply hand-on learning throughout the course. Lab 25
Work requirement of 40 hours(SL) and 60 hours (HL) hours in the 2 years needs
to be completed. Some of the possible tasks include:
 a hands-on laboratory investigation
 using a spreadsheet for analysis and modelling
 extracting data from a database and analyzing it graphically
 producing a hybrid of spreadsheet/database work with a traditional
hands-on investigation
 using a simulation provided it is interactive and open-ended.
 Some tasks may consist of relevant and appropriate qualitative
work combined with quantitative work.
 Internal Assessment orientation, introduction, rubrics, citation..etc.
Final Exam School Based Exam 30
  Grade Descriptors:
Grade 7:
- Displays comprehensive knowledge of factual information in the syllabus and a thorough command
of concepts and principles.
- Selects and applies relevant information, concepts and principles in a wide variety of contexts.
- Analyses and evaluates quantitative and/or qualitative data thoroughly.
- Constructs detailed explanations of complex phenomena and makes appropriate predictions.
- Solves most quantitative and/or qualitative problems proficiently.
- Communicates logically and concisely using appropriate terminology and conventions.
- Shows insight or originality.
- Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative
activities in a very consistent manner.
- Works very well within a team and approaches investigations in an ethical manner, paying full
attention to environmental impact.
- Displays competence in a wide range of investigative techniques, pays considerable attention to
safety, and is fully capable of working independently.

Grade 6:
- Displays very broad knowledge of factual information in the syllabus and a thorough understanding
of concepts and principles.
- Selects and applies relevant information, concepts and principles in most contexts.
- Analyses and evaluates quantitative and/or qualitative data with a high level of competence.
- Constructs explanations of complex phenomena and makes appropriate predictions.
- Solves basic or familiar problems and most new or difficult quantitative and/or qualitative problems.
- Communicates effectively using appropriate terminology and conventions.
- Shows occasional insight or originality. Demonstrates personal skills, perseverance and
responsibility in a wide variety of investigative activities in a very consistent manner.
- Works well within a team and approaches investigations in an ethical manner, paying due attention
to environmental impact.
- Displays competence in a wide range of investigative techniques, pays due attention to safety and
is generally capable of working independently.

Grade 5:
- Displays broad knowledge of factual information in the syllabus.
- Shows sound understanding of most concepts and principles and applies them in some contexts.
- Analyses and evaluates quantitative and/or qualitative data competently.
- Constructs explanations of simple phenomena.
- Solves most basic or familiar problems and some new or difficult quantitative and/or qualitative
problems.
- Communicates clearly with little or no irrelevant material. Demonstrates personal skills,
perseverance and responsibility in a variety of investigative activities in a fairly consistent manner.
- Generally, works well within a team and approaches investigations in an ethical manner, paying
attention to environmental impact.
- Displays competence in a range of investigative techniques, pays attention to safety and is
sometimes capable of working independently.

Grade 4:
- Displays reasonable knowledge of factual information in the syllabus, though possibly with some
gaps.
- Shows adequate comprehension of most basic concepts and principles but with limited ability to
apply them.
 - Demonstrates some analysis or evaluation of quantitative or qualitative data. Solves some basic or
routine problems but shows limited ability to deal with new or difficult situations.
- Communicates adequately although responses may lack clarity and include some repetitive or
irrelevant material.
- Demonstrates personal skills, perseverance and responsibility in a variety of investigative activities,
although displays some inconsistency.
- Works within a team and generally approaches investigations in an ethical manner, with some
attention to environmental impact.
- Displays competence in a range of investigative techniques, pays some attention to safety
although requires some close supervision.

Grade 3:
- Displays limited knowledge of factual information in the syllabus.
- Shows a partial comprehension of basic concepts and principles and a weak ability to apply them.
- Shows some ability to manipulate data and solve basic or routine problems.
- Communicates with a possible lack of clarity and uses some repetitive or irrelevant material.
- Demonstrates personal skills, perseverance and responsibility in some investigative activities in an
inconsistent manner.
- Works within a team and sometimes approaches investigations in an ethical manner, with some
attention to environmental impact.
- Displays competence in some investigative techniques, occasionally pays attention to safety, and
requires close supervision.

Grade 2:
- Displays little recall of factual information in the syllabus.
- Shows weak comprehension of basic concepts and principles with little evidence of application.
- Exhibits minimal ability to manipulate data and little or no ability to solve problems.
- Offers responses which are often incomplete or irrelevant.
- Rarely demonstrates personal skills, perseverance or responsibility in investigative activities.
- Works within a team occasionally but makes little or no contribution.
- Occasionally approaches investigations in an ethical manner, but shows very little awareness of
the environmental impact.
- Displays competence in a very limited range of investigative techniques, showing little awareness
of safety factors and needing continual and close supervision.

Grade 1:
- Recalls fragments of factual information in the syllabus and shows very little understanding of any
concepts or principles.
- Rarely demonstrates personal skills, perseverance or responsibility in investigative activities.
- Does not work within a team.
- Rarely approaches investigations in an ethical manner, or shows an awareness of the
environmental impact.
- Displays very little competence in investigative techniques, generally pays no attention to safety
and requires constant supervision.
 Course Topics:

SL Material Additional Higher Level

Unit 1: Cell Biology Unit 7: Nucleic Acids
Unit 2: Molecular Biology Unit 8: Metabolism, Cellular Respiration, and Photosynthesis.
Unit 3: Genetics Unit 9: Plant Biology
Unit 4: Ecology Unit 10: Genetics & Evolution
Unit 5: Evolution Unit 11: Animal Physiology
Unit 6: Human Physiology
Option D: Further Human Physiology

 Practical Work:

Unit Title Year Time

1.1 Prescribed Practical 1: Calculation of Magnification & Preparing Slides 1 55
1.1 Measuring the diffusion rate of different agar cube dimensions in 1 55
phenolphthalein
1.2 Light Microscope/ Identify and Drawing of Organelles 1 55
1.4 Prescribed Practical 2: Osmolality/ Measuring the rate of osmosis of 1 55
different solutions using dialysis tube bags.
1.6 Observing different slides of Mitosis and calculating the Mitotic index 1 55
2.3 Estimation of glucose concentrations of unknown samples and preparing 1 55
a glucose standard curve
2.5 Prescribed Practical 3: Design lab on a factor that affects enzyme 1 55
activity
2.5 The effect of hydrogen peroxide concentration on the activity of catalase 1 55
enzyme.
2.8 Measuring the fermentation rate of yeast in different sugars 1 55
2.9 Prescribed Practical 4: Separation of pigments using paper 1 55
chromatography.
2.9 Estimation of number of stomata in sunny and shaded leaves 1 55
2.9 Measuring the rate of photosynthesis in different light intensity using 1 55
Elodea
3.1 Data Analysis: Extracting data from the gene bank 1 55
3.3 Karyotyping Lab 1 55
4.1 Prescribed Practical 5: Attempting to build a mesocosm 1 2 hrs
4.1 Sampling using a quadrant/ Chi-square calculation 1 2 hrs
6.2 Measuring the elasticity of a sheep artery and vein 2 55
6.2 Heart Dissection 2 55
6.3 Effect of different antibiotic on E.coli
6.4 Lung Dissection 2 55
6.5 Prescribed Practical 6: Monitoring the ventilation rate after a mild and 2 55
vigorous exercise using a spirometer.
9.1 Prescribed Practical 7: Measuring the transpiration rate in a woody 2 55
plant.
D.1 Using a colorimeter to measure energy content in different food 2 55
  Tentative Topic Schedule Core Material:

Unit I: Cell Biology

Unit Duration (15 hours)(20 Classes)
Dates September.1-September.30
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
1.1 Introduction to cells 4 hours

Lab Experiment Prescribed Practical 1: Calculation of Magnification & Light Microscopy

Quiz Quiz 1.1 Introduction to cells
Lab Experiment Measuring the diffusion rate of different agar cube dimensions in
phenolphthalein
Exam Exam 1.1 Introduction to cells
1.2 Ultrastructure of cells 2 hours
Lab Experiment Lab: Preparing Slides/Identify and Drawing of Organelles
Quiz Quiz 1.2 Ultrastructure of cells
1.3 Membrane Structure 2 hours
1.4 Membrane Transport 3 hours
Lab Experiment Prescribed Practical 2: Osmolality/ Measuring the rate of osmosis of
different solutions using dialysis tube bags.
Exam Exam 1.3 Membrane Structure & 1.4 Membrane Transport
1.5 The Origin of cells 2 hours
1.6 Cell Division 2 hours
1.6 Cell Division Exam
Lab Experiment Observing different slides of Mitosis and calculating the Mitotic index
 Unit II: Molecular Biology
Unit Duration (21 hours)(30 Classes)
Dates October-December
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma
Program, Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
2.1 Molecules to 2 hour
Metabolism
2.2 Water 2 hours
Exam Section 2.1 Molecules to Metabolism and 2.2 Water
2.3 Carbohydrates & Lipids 3 hours
Lab Experiment Estimation of glucose concentrations of unknown samples and preparing
a glucose standard curve
Exam 2.3 Carbohydrates & Lipids
2.4 Proteins 2 hours
2.5 Enzymes 2 hours
Lab Experiment The effect of hydrogen peroxide concentration on the activity of catalase
enzyme.
Lab Experiment Prescribed Practical 3: Design lab on a factor that affects enzyme activity
Exam 2.4 Proteins & 2.5 Enzymes
2.6 Structure of DNA and 2 hour
RNA
2.7 DNA Replication, 3 hours
Transcription, and
Translation
Exam 2.6 Structure of DNA and RNA and 2.7 2.7 DNA Replication,
Transcription, and Translation
2.8 Cellular Respiration 2 hours
Lab Experiment Measuring the fermentation rate of yeast in different sugars
2.9 Photosynthesis 3 hours
Lab Experiment Prescribed Practical 4: Separation of pigments using paper
chromatography.
Lab Experiment Estimation of number of stomata in sunny and shaded leaves
Lab Experiment Measuring the rate of photosynthesis in different light intensity using
Elodea
Exam 2.8 Cellular Respiration and 2.9 Photosynthesis
Internal Assessment (2 hour) What is the internal assessment? How to Choose a Topic?
How is it graded? Student Responsibility Vs Teacher Responsibility
 Unit III: Genetics
Unit Duration (15 hours)(20 Classes)
Dates January.15-March.1st
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
3.1 Genes 2 hours
Data Analysis Lab Data Analysis: Extracting data from the gene bank
3.2 Chromosomes 2 hours
Exam Sections 3.1 Genes and 3.2 Chromosomes
3.3 Meiosis 3 hours
Lab Experiment Karyotyping of different genetic conditions
Exam 3.3 Meiosis
3.4 Inheritance 5 hours
3.4 Inheritance Documentary Chernobyl
Exam 3.4 Inheritance
3.5 Genetic Modification and 3 hours
Biotechnology
Exam 3.5 Genetic Modification and Biotechnology
Internal Assessment (3 hours) Academic Honesty/Citation/ Reviewing IBO Exploration
Samples/ Students are Select Topics
Unit IV: Ecology
Unit Duration (12 hours)(17 Classes)
Dates March.5th-May.1st
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
4.1 Species, Communities, 2 hours
and Ecosystems
Lab Experiment Sampling using a quadrant/ Chi-square calculation
4.2 Energy Flow 2 hours
Lab Experiment Prescribed Practical 5: Attempting to build a mesocosm
Exam 4.1 Species, Communities, and Ecosystems and 4.2 Energy Flow
4.3 Carbon Cycle 2 hours
Exam Carbon Cycle
4.4 Climate Change 4 hours
4.4 Climate Change Documentary An Inconvenient Truth
Exam 4.4 Climate Change
May.1st to May.15th Revision/Internal Assessment (5 hours): Preparing the Design, Reviewing the
Rubrics, Discussing uncertainties, Citation, Statistical Analysis
 Unit V: Evolution and Biodiversity
Unit Duration (12 hours)(17 Classes)
Dates August.24th-September.30th
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
5.1 Evidence for Evolution 3 hours
5.2 Natural Selection 3 hours
Exam 5.1 Evidence for Evolution and 5.2 Natural Selection
5.3 Classification of 4 hours
Biodiversity
Exam 5.3 Classification of Biodiversity
5.4 Cladistics 2 hours
Exam 5.4 Cladistics
Unit VI: Human Physiology
Unit Duration (20 hours)(30 Classes)
Dates October.1st-November.15th
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
6.1 Digestion and absorption 3 hours
6.2 Blood System 3 hours
Lab Experiment Measuring the elasticity of a sheep artery and vein
Heart Dissection
Exam 6.1 Digestion and absorption and 6.2 Blood System
6.3 Defense against 3 hours
infectious diseases
Lab Experiment Effect of different antibiotic on E.coli by measuring the inhibition zone
6.4 Gas Exchange 3 hours
Lab Experiment Prescribed Practical 6: Monitoring the ventilation rate after a mild and
vigorous exercise using a spirometer.
Exam 6.3 Defense against infectious diseases and 6.4 Gas Exchange
6.5 Neurons and synapses 4hours
6.6 Hormones, Homeostasis, 4 hours
and Reproduction
Exam 6.5 Neurons and Synapses 6.6 Hormones, Homeostasis, and Reproduction
 Option D: Further Human Physiology
Unit Duration (15 hours)(20 Classes)
Dates November.15-December.15th
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations

Section Classes
D.1 Human Nutrition 4 hours

Lab Experiment Using a colorimeter to measure energy content in different food

Exam D.1 Human Nutrition

D.2 Digestion 4 hours

Exam D.2 Digestion
D.3 Liver Functions 3 hours
Exam D.3 Liver Functions
D.4 The Heart 4 hours
Exam D.4 The heart
  Tentative Topic Schedule Additional Higher Level Material:

Unit XI: Animal Physiology

Unit Duration (16 hours)(22 Classes)
Dates September.1st-December.15th
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
11.1 Antibody production 4 hours
and vaccination
Exam 11.1 Antibody production and vaccination
11.2 Muscles and Movement 3 hours
Exam 11.2 Muscles and Movement
11.3 Kidney and 4 hours
Osmoregulation
Lab Experiment Kidney Dissection
11.4 Sexual Reproduction 5 hours
Exam 11.4 Sexual Reproduction
Unit VII: Nucleic Acids
Unit Duration (9 hours)(12 Classes)
Dates January.15th-March.15th
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
7.1 DNA Structure and 3 hours
Replication
Exam 7.1 DNA Structure and Replication
7.2 Transcription and Gene 3 hours
Expression
Exam 7.2 Transcription and Gene Expression
7.3 Translation 3 hours
Exam 7.3 Translation
 Unit VIII: Metabolism, Cellular Respiration, and Photosynthesis
Unit Duration (14 hours)(18 Classes)
Dates March.15st-May.20th
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
8.1 Metabolism 4 hours
Presentations Student presentations on competitive and non-competitive inhibitors
Exam 8.1 Metabolism
8.2 Cellular Respiration 5 hours
Exam 8.2 Cellular Respiration
8.3 Photosynthesis 5 hours
Exam 8.3 Photosynthesis
Unit X: Genetics and Evolution
Unit Duration (8 hours)(11 Classes)
Dates August.24th-November.1th
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
10.1 Meiosis 2 hours
Exam 10.1 Meiosis
10.2 Inheritance 4 hours
Exam 10.2 Inheritance
10.3 Gene pool and 2 hours
speciation
Exam 10.3 Gene pool and speciation
 Unit IX: Plant Biology
Unit Duration (13 hours)(17 Classes)
Dates November.1st-December.15th
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
9.1 Transport in Xylem in 3 hours
plants
Lab Experiment Prescribed Practical 7: Measuring the transpiration rate in a woody plant.
9.2 Transport in Phloem in 2 hours
plants
Exam 9.1 Transport in Xylem and 9.2 Transport in Phloem
9.3 Growth in plants 3 hours
9.4 Reproduction in plants 4 hours
Exam 9.3 Plant Growth and 9.4 Reproduction in Plants
Option D: Further Human Physiology
Unit Duration (10 hours)(12 Classes)
Dates January.15th-March.15th
Resources  IBDP Science Guide
 IB Biology Course Book: 2014 Edition: Oxford IB Diploma Program,
Andrew Allott, David Mindorff
 PowerPoint Presentation
 BioZone Workbook
 Online Animation Videos/Simulations
Section Classes
D.5 Hormones and 5 hours
Metabolism
Exam D.5 Hormones and Metabolism
D.6 Transport of Respiratory 5 hours
gases
Exam D.6 Transport of Respiratory gases
  Internal Assessment:

Purpose of internal assessment

Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It
enables students to demonstrate the application of their skills and knowledge, and to pursue their
personal interests, without the time limitations and other constraints that are associated with written
examinations.

General introduction:
The internal assessment, worth 20% of the final assessment, consists of one scientific investigation. The
individual investigation should cover a topic that is commensurate with the level of the course of study.
Student work is internally assessed by the teacher and externally moderated by the IB. The performance
in internal assessment at both SL and HL is marked against common assessment criteria, with a total
mark out of 24.
Note: Any investigation that is to be used to assess students should be specifically designed to
match the relevant assessment criteria.
he internal assessment task will be one scientific investigation taking about 10 hours and the write-up
should be about 6 to 12 pages long. Investigations exceeding this length will be penalized in the
communication criterion as lacking in conciseness. The practical investigation, with generic criteria, will
allow a wide range of practical activities satisfying the varying needs of biology, chemistry and physics.
The investigation addresses many of the learner profile attributes well. The task produced should be
complex and commensurate with the level of the course. It should require a purposeful research question
and the scientific rationale for it. The marked exemplar material in the teacher support material will
demonstrate that the assessment will be rigorous and of the same standard as the assessment in the
previous courses.

Some of the possible tasks include:

• a hands-on laboratory investigation
• using a spreadsheet for analysis and modelling
• extracting data from a database and analyzing it graphically
• producing a hybrid of spreadsheet/database work with a traditional hands-on investigation
• using a simulation provided it is interactive and open-ended.

Internal assessment criteria

The new assessment model uses five criteria to assess the final report of the individual investigation with
the following raw marks and weightings assigned:
Personal Exploration Analysis Evaluation Communication Total
Engagement
2 (8%) 6 (25%) 6 (25%) 6 (25%) 4 (17%) 24 (100%)

Students Responsibility in Internal Assessment:

It is your responsibility to appreciate the meaning of academic honesty, especially authenticity and
intellectual property. You are also responsible for initiating your research question with the teacher,
seeking help when in doubt, and demonstrating independence of thought and initiative in the design and
implementation of your investigation. You are also responsible for meeting the deadlines set by your
teacher. Read the section of academic honesty page V in at the beginning of your textbook. Please
remember that your work should be authentic. Your exploration only makes up 20% of your final grade
while 80% is on the external assessment (paper 1,2,3). Any student that uses any previous work or
engages in any form of malpractice will fail IB. IB are very serious when it comes to Malpractice, they
have super programs that detect it (Read Below), so please do not gamble with your future. A student will
fail the entire subject had any forms of plagiarism been detected.
Teachers Responsibility in Internal Assessment:
It is your teachers’ responsibility to provide you with a clear understand of the IA expectations, rules, and
requirements. Your teacher will also provide you with continued guidance at all stages of your work. Your
teacher will help you develop a topic, then a research question, and then an appropriate methodology.
Your teacher will provide guidance as you work and he will read a draft of your report, making general
suggestions or improvements or completeness. Your teacher will not, however, edit your report or give
you a tentative grade of your report until it is finally completed. After this you are not allowed to make any
changes.

Internal Assessment Feedback:

 Year 1 DP: March-April: Topic Selection (Oral Feedback)
 Year 1 DP: May-June: First Draft Outline Design: First Written Feedback
 Year 1 DP: Sept-Oct: Final Draft: Second Written Feedback