© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

 DP biology
Category 1 workshop for use from 2023

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
 Session 1
Introductions and the IB philosophy

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Activity 1: Introductions
Brief introductions to:
• the workshop
• the agenda
• housekeeping information
• the workshop leader
• participants.

© International Baccalaureate Organization 2020

A little about me ..
Marwa Bkerat
• Principal at Beacon Private School, Bahrain
+962 796422241
• A fellow, convener, an online workshop developer
and facilitator in MEPLI at Harvard Graduate School of +973 39933038
Education
mbkerat@gmail.com
• Author of ‘Biology for IB Diploma Programme Course
Preparation’ by Oxford

• IBDP Biology Examiner/ Workshop Leader/

Programme Leader

• CIS Visiting Team member/ CAEP Site Evaluator

• Owner & founder of imystro.com

• Former Senior Teacher Educator/Program Manager/

IB Workshops Manager at QRTA

• Former IBDP Coordinator, Biology Teacher/ Subject

Leader

• And most importantly…..IB Fan

Activity:
Ice breaker:
Get to know each other

Pre-workshop preparation…
Take up a photograph of yourself doing something you
enjoy. You will need this for the introduction activity.

Now…
• Present your self and a bit of your background
• Present your photo and talk about it
 Overall purpose of the workshop

• This workshop will provide professional development

and assistance to either educators at a school that has
decided to apply for IB authorization or educators that
are new or recently appointed to a school with an
existing IB Diploma Programme. It will prepare
participants to teach DP biology in a manner that
supports the IB mission statement and philosophy.

7
Material to be used
Scan this QR code or access the link
https://docs.google.com/document/d/18LC4dS
toqVnb_HuSAqcLyf2FDa0ggFIt/edit?usp=driv
e_link&ouid=114688212083663425773&rtp
of=true&sd=trueto access the material needed
for the workshop.
Agenda..
Day 1 Time (+3 GMT) Agenda per session
Session 1 11.00 - 12.00 Introductions and the IB philosophy:

Break 12.00 – 12.15

Session 2 12.15 – 1.15 Navigating the DP core:

Lunch and Independent work 1.15 - 1.45

Session 3 1.45 – 2.45 Navigating the structure of the biology
curriculum:

Break 2.45 – 3.00

Session 4 3.00 – 4.00 Sources of information and support
Agenda..
Day 2 Time (+3 GMT) Agenda per session
Session 5 11.00 - 12.30 Navigating the experimental programme

Break 12.30 – 1.00

Session 6 1.00 – 2.15 Internal assessment:

Lunch and Independent work 2.15 - 2.45

Session 7 2.45 – 4.00 Navigating the external assessment
Agenda..
Day 3 Time (+3 GMT) Agenda per session
Session 8 11.00 - 12.30 Developing a DP biology course outline:

Break 12.30 – 1.00

Session 9 1.00 – 2.15 The extended essay and the bigger picture:

Lunch and Independent work 2.15 - 2.45

Session 10 2.45 – 4.00 Revisiting the course outline and
consolidating themes
Burning Questions

• Write as many questions as you want via the

padlet link provided.

• This is a place for ongoing questions throughout

the workshop and acts as a forum for questions.
Please feel free to add questions as we move on.

• Please respond to any question if you know the

answer.

© International Baccalaureate Organization 2020

Activity 2: Introduction to an IB
education and the learner profile in
biology
Introduce the IB mission statement and the essence of an IB education.

Watch the video “What is an IB education” on My IB.

1. Take notes and write down five key words or phrases that stand out
to you while watching.

2. After the video ends, you will share your chosen key words and
explain why you find them important or significant.

© International Baccalaureate Organization 2020

IB mission statement
The International Baccalaureate aims to develop inquiring,
knowledgeable and caring young people who help to create a better
and more peaceful world through intercultural understanding and
respect.

To this end the organization 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.

© International Baccalaureate Organization 2020 8/10/23 15

The IB learner profile

© International Baccalaureate Organization 2020 8/10/23 16

Activity 3: The learner profile in my lab
Using a single learner profile attribute description and the corresponding
description from the Biology guide section titled “Biology and the IB
learner profile“, discuss the following questions in pairs.

• When do students in your classroom have opportunities to do

this?
• What type of teaching or learning is happening in the classroom
at this time?
• What do you have to do as teacher to facilitate these activities?

Take turns, share ideas, and produce a mini-poster, e.g. “Thinker in the
bio lab”, “Communicator in the bio lab”, etc.

© International Baccalaureate Organization 2020

Academic Innovations

1997

1994

1968

2012
Coherence across the continuum

• The models show coherence

across the programmes through:

•The learner and the learner profile

•Approaches to Teaching and Approaches to
Learning
•International-mindedness
•Culminating experience of each programme
Four Programmes
IB Diploma Programme
To unpack the diagram,
consider:
• the student at the centre
• the interaction of learning and
teaching
• the DP core elements of TOK,
CAS, EE
• the six subject groups
• the mission of promoting IM
• the segment showing the
position of biology

An IB education draws from all

these elements of the DP.

ogy
ol
bi
DP

© International Baccalaureate Organization 2020 8/10/23 21

 Class levels

•Time
HL
240 hrs.
•Work
SL
150 hrs.
•Assessment
Requirements

•Pace
 Grading System

§Each subject is graded from 1-7

§ A student may receive up to 3

bonus marks for TOK and the
Extended Essay combined

§ A total of 45 is possible
 Grading
Continued
§Complete six IB subjects
(3 SL, 3 HL)

§ Score 24 out of 45 points

( with no failing conditions)

§ Write an Extended Essay of 4000 words

§ Complete Theory of Knowledge

§ Satisfactory completion of CAS

 IB courses

§Complete any number of IB subjects from

1- 6 at either HL or SL

§ Students doing only courses are not

required to Take the TOK course, do the
Extended Essay or complete the CAS
program
Activity 4: Programme standards and practices (2020)

The programme standards and

practices is the foundational set of
principles for schools and the IB to
ensure quality and fidelity in the
implementation of the programmes.

Look at the diagram. What

do you see, think and
wonder?
 IB programme standards
and practices (PSP)
The programme standards
and practices describe the
foundational set of
principles for schools.

The PSP “learning”

category is at the heart
and describes the many
ways teachers and
students work together to
construct meaning.

• the video from My IB

“PSP: Helping school
grow”.

8/10/23 27
 PSP learning section:
Ensuring effective education
Consider the following quote from the programme standards and practices
website about the way people in IB World Schools construct meaning.

“Through the interplay of asking, doing and thinking, this

constructivist approach leads towards open, democratic classrooms.
IB students and teachers are lifelong learners, independently and in
collaboration with others … engage in cycles of inquiry, action and
reflection that lead to deeper understanding.”

Reflect on the learning which takes place in your school context.

Identify examples illustrating the elements celebrated in the statement.

Use the programme standards from the “learning” section, which begin at
04.

8/10/23 28
 Session 2
Approaches to teaching & learning
Navigating the DP core

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
 Activity:

To which color group do you belong:

1. You like solving problems and puzzles. You like to ask questions
and to be challenged.
2. You like communicating in different ways. You enjoy attending
event, parties and learning new things/ new languages..
3. You like collaborating with others and listening to them. You enjoy
working in a team, respect opinions, etc.

4. You like planning events such as trips, birthdays, etc. You like
organization and time management.
5. You like exploring new information from books, internet, media,
etc.

© International Baccalaureate Organization 2020

 Approaches to Learning

Aim to develop the following 5 skills:

1. Thinking skills
2. Communication skills
3. Social skills
4. Self-Management skills
5. Research skills

© International Baccalaureate Organization 2020

 Approaches to learning - visual
summary

COMMUNICATION SKILLS

SOCIAL SKILLS
THINKING SKILLS

SELF-MANAGEMENT SKILLS

RESEARCH SKILLS
•Acquisition of •Listening •Accepting •Organization •Formulating
knowledge responsibility questions
•Speaking •Time
•Comprehension •Respecting management •Observing
•Reading others
•Application •Safety •Planning
•Writing •Cooperating
•Analysis •Healthy •Collecting data
•Viewing •Resolving conflict lifestyle
•Synthesis •Recording data
•Presenting •Group decision- •Codes of
•Evaluation making behaviour •Organizing data
•Non-verbal
•Dialectical communication •Adopting a •Informed •Interpreting data
thought variety of group choice
roles
•Seeking feedback; •Presenting
•Metacognition reflecting •Seeking research findings
constructively on •Engaging varying support when
own work personalities and needed
differing points
of view

8/10/23 33
 Activity 1: Introduction to approaches
to learning
• What types of approaches to learning do you notice being used
by IB teachers?

• Is there anything which you saw in the gallery walk that you
rarely do?

• How closely does our current teaching match the IB approaches

to learning?

• What approaches to learning are present within the teaching

practices described in the posters?

• What does an IB education look like in biology lessons?

 Approaches to teaching

6 key values and principles that underpin IB pedagogy:

1. Teaching is based on inquiry

2. Teaching is focused on conceptual understanding
3. Teaching is developed in local and global contexts
4. Teaching is focused on effective teamwork and collaboration
5. Teaching is differentiated to meet the needs of all learners
6. Teaching is informed by assessment (formative and summative)
Activity 2 – Rally Padlet
Looking at the 6 values that underpin IB pedagogy,
on the Padlet link provided:

• What ideas come to your mind when you consider

this value?

• What connections can you make to others’

responses?

• What questions arise as you think about this

value, or the responses and comments of others?
http://visiblethinkingroutines.blogspot.com/2013/05/chalk-talk.html
 Theory of Knowledge
(TOK)

Page 37
What is TOK?

• An interdisciplinary course
• Explores the different concepts of knowledge
• Students reflect on diverse ways of knowing and on areas of
knowledge
• Consider the role of knowledge
• Prompts students' awareness of themselves as thinkers
• encourage an appreciation of other cultural perspectives
What is TOK?

Core Theme: Knowledge and the knower

Students reflect on themselves as knowers and thinkers, and on the different
communities of knowers to which we belong.

Optional themes (2 to be selected)

• Knowledge and technology
• Knowledge and language
Knoweldge framework:
• Knowledge and politics • Scope
• Perspectives
• Knowledge and religion • methods and tools
• Knowledge and indigenous • ethics

Areas of Knowledge (5 AOKs)

History, The human sciences, The natural sciences, The arts, Mathematics
Assessment in TOK

• TOK exhibition (internally assessed)

• TOK essay on a prescribed title (externally assessed)

 Example: What color do you see?

Page 41
This dress revealed differences in human color perception.
So where did this knowledge come from?
Perception, past experiences and stored knowledge, and
personal knowledge.

Knowledge question:
Under what circumstances is the unreliability of sense
perception advantageous in obtaining knowledge?

Possible AOKs – Arts, human sciences

Outline of the reasons biology teachers should
address ToK

• The core is seen as the heart of the Diploma Programme.

• The DP core relies on the disciplines to provide enrichment

• Individual subjects should be enhanced by the DP core.

• TOK should feed into a deeper understanding of the subject matter

studied by Diploma Programme students.

• For example, transferring the critical thinking process developed in

TOK to the study of academic disciplines
Examples of knowledge questions in
biology
Theory of knowledge questions in biology

• Subject teachers do not need to “teach” the TOK course in

their subject lessons.

• However, they play a crucial role in helping students to

make connections to TOK across the curriculum and in
helping to reinforce the development of the skills and
dispositions that the TOK course seeks to develop in
students.

© International Baccalaureate Organization 2022 8/10/23 45

How to integrate TOK in biology?

• New TSM (will come out in september 2023)

• Knoweldge questions in the TOK guide (connect with bio topics)

• TOK IA prompts (connect with bio topics)

TOK Questions in biology
• Knowledge questions in TOK guide (connect with bio topics)

TOK Topic or theme Knowledge question Possible topic areas

Science vs. pseudoscience Do the natural sciences rely on any The challenge of explaining the
(scope) assumptions that are themselves unprovable spontaneous origin of cells (linked to
by science? A2.1.3)
Paradigm shifts What role do paradigm shifts play in the Diversity of structure in viruses
(perspectives) progression of scientific knowledge? (retroviruses as an example of a
paradigm shift in understanding
protein synthesis (Linked to A2.3.2)
Ethics in science Should scientific research be subject to ethical Use of the CRISPR sequences and
(ethics) constraints or is the pursuit of all scientific the enzyme Cas9 in gene editing
knowledge intrinsically worthwhile? (Linked to D1.3.9)
The scientific method Is there a single scientific method? Variables affecting the rate of cell
(Methods and Tools) respiration (Linked to C1.2.6)

• Adapted extract from the TOK guide:

https://resources.ibo.org/dp/subject/Theory-of-knowledge-2022/works/dp_11162-413067?root=1.6.2.6.11&lang=en

© International Baccalaureate Organization 2022 8/10/23 47

TOK IA Prompts and biology

• 35 knowledge question that could be used to connect to an object in any of

the lessons.

• For example:
1.What counts as knowledge?

2.Are some types of knowledge more useful than others?

3.What features of knowledge have an impact on its reliability?

4.On what grounds might we doubt a claim?

5.What counts as good evidence for a claim?
TOK IA Prompts and biology

• These are knowledge question that could be used to connect to an object in any of the lessons.

• For example:

Q23: How important are material tools in the production or acquisition of

knowledge?

• Topics:
ü A2.1 Origin of life
ü A2.2 Cell structure
COVID-19 picture
 Activity 3: Compass points exercise
Topic: B2.3 Cell specialization

Object: Obama's speech on reversing stem cell ban

TOK Q: Q16: Should some knowledge not be sought on ethical grounds?

N
Needs

W E
Worries Excited

S
Suggestions

8/10/23 50
 “TOK is the beating heart of the
Diploma Programme”

Is this
true?

Can you
propose a
better
metaphor?

Photo: public domain by jesse orrico on Unsplash

© International Baccalaureate Organization 2020 8/10/23 51

TOK & IM

• No longer in the guide, rather developed in the new TSM (will be out
in September 2023)
 Creativity, Activity & Service
(CAS)

Page 58
Creativity, Activity, Service
(CAS)
• It is an extra and co-curricular activity, over the 2 years

• Encourage individual students to foster their diverse talents.

• Creativity: covers arts, music and drama activities . The CAS project is of the student’s design, creativity and plan.

• Action: does not mean sports or physical exercise only, but may include creative projects, or service-oriented
projects.

• Service: does not mean social service only, but also includes international or environmental projects.

• Counterbalance academic self-absorption

• Educate the whole person

• Foster responsible, compassionate citizens

• Learn to work cooperatively with other people

59
Learning outcomes for CAS

1. Identify own strengths and develop areas for growth.

2. Demonstrate that challenges have been undertaken, developing new skills in the
process.

3. Demonstrate how to initiate and plan a CAS experience.

4. Show commitment to and perseverance in CAS experiences.

5. Demonstrate the skills and recognize the benefits of working collaboratively.

6. Demonstrate engagement with issues of global significance.

7. Recognize and consider the ethics of choices and actions.

© International Baccalaureate Organization 2022 8/10/23 60

Activity 4: CAS brainstorm and learning activity

• In groups, focus on one of the strands of CAS: creativity, activity, service.

• Choosing a specific topic, consider potential CAS experiences that can be

incorporated into lessons.

Use poster paper and have a gallery walk.

Questions to discuss
• What topics offer potential CAS links?
• What authentic links could be found in my school?
• When do we teach a particular topic that aligns well with CAS progression, in-
school activity days, field trips, overnight camps, etc.?

© International Baccalaureate Organization 2022 8/10/23 61

 Session 3
The structure of the biology curriculum

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Presentation of the structure of the DP
biology course

Explanation of the DP biology course structure, including:

• hours
• topics
• organizational themes
• levels of organization.

© International Baccalaureate Organization 2020

Syllabus Outline

Syllabus component Teaching hours

SL HL
Syllabus content A: Unity and diversity 19 33

B: Form and function 26 39

C: Interaction and interdependence 31 48

D: Continuity and change 34 60

110 180
Experimental programme Practical work 20 40

Collaborative sciences project (CSP) 10 10

Scientific investigation 10 10

40 60
Total teaching hours 150 240
Activity 1: Concept-based learning (Conceptual
learning) (Sentence, phrase, word)

Read the article ‘Concept-based learning in biology’. Individually,

select a:

• Sentence that was meaningful to you, that you felt captures the
core idea of the text.

• Phrase that moved, engaged, or provoked you.

• Word that captured your attention or struck you as powerful.

Activity: Continuation..

As a group,

1. discuss and record your choices. Begin by sharing your words, then phrases, then
sentences.

2. Explain why you made the selections you did.

3. Looking at your group's collective choices of words, phrases, and sentences,

reflect on the conversation by identifying:
• What themes emerge?
• What implications or predictions can be drawn?
 DP biology roadmap

The topics are

arranged in a table
called the “roadmap”
to encourage teachers
and students to make
conceptual links
between topics.

Horizontal rows link

topics into organizing
themes, e.g. “Unity
and diversity”

© International Baccalaureate Organization 2020 8/10/23 68

 DP biology roadmap
Vertical columns link
topics by
Level of organization,
e.g. “Molecules”.

The topics can be

taught in any
sequence, which
allows students and
teachers to follow
levels of organization,
conceptual links or
inquiry-based linking
questions between
topics.

© International Baccalaureate Organization 2020 8/10/23 69

Activity 2: Explore the biology
roadmap
• Study the roadmap.

• Identify the four themes and the different levels of organization.

• Scan through the range of biology topics in each row or each

column.

• Discuss how framing of the content into themes and levels can
help students to understanding over-arching concepts in biology

• Identify examples of where the themes may help make links to

other DP subjects.

© International Baccalaureate Organization 2020

Organizing themes
There are four organizing themes each made up of two concepts.
Each theme is a lens through which the syllabus content can be viewed.

Unity and diversity: Common ancestry has given living organisms many shared
features while evolution has resulted in the rich biodiversity of life on Earth.

Form and function: Adaptations are forms that correspond to function. These
adaptations persist from generation to generation because they increase the chances
of survival.

Interaction and interdependence: Systems are based on interaction,

interdependence and integration of components. Systems result in emergence of new
properties at each level of biological organization.

Continuity and change: Living things have mechanisms for maintaining equilibrium
and for bringing about transformation. Environmental change is a driver of evolution
by natural selection.
Structure of the syllabus and conceptual
understanding

• The biology syllabus comprises four themes, each made up of two concepts. Each theme is a lens through which
the syllabus content can be viewed.

üTheme A: Unity and diversity

üTheme B: Form and function
üTheme C: Interaction and interdependence
üTheme D: Continuity and change

• The arrangement of syllabus content follows four levels of biological organization, which also serve as conceptual
lenses.
üLevel 1: Molecules
üLevel 2: Cells
üLevel 3: Organisms
üLevel 4: Ecosystems

• The content is further arranged into topics.

• Each topic starts with two guiding questions & ends with Two linking questions
Quiz about the DP Biology guide

© International Baccalaureate Organization 2020

Guiding and Linking Questions

(Promote Inquiry)
Inquiry Questions (examples used in the MYP)

Factual Conceptual
Questions Questions

• Knowledge-based • Exploration of big ideas that connect facts

• Skills related and topics
• Opportunities to compare and contrast
• Explore terminology • Promote deeper understanding and transfer
• Encourage recall and comprehension of ideas
• “What” or “how” questions • Encourage analysis and application
• Why questions
Guiding questions in biology

• Two guiding questions at the beginning of every topic.

• These questions help students view the content of the syllabus through the conceptual lenses of both the
themes and the levels of biological organization.

• These are overarching questions that frame the topic and guide inquiry.

• They help to link the material to the theme or to the level of biological organization.

Example:

A1.1 Water

Guiding questions:
1. What physical and chemical properties of water make it essential for life?
2. What are the challenges and opportunities of water as a habitat?

8/10/23 76
Linking questions in biology

• Two linking questions are provided at the end of each topic.

• The questions strengthen students’ understanding by making connections. They connect concepts from one
topic to another. They encourage students to recognize that the topics can be viewed through lenses other
than a single theme or level of biological organization.

• The linking questions in the guide are not exhaustive. Students and teachers may encounter other
connections between understandings and concepts in the syllabus, leading them to create their own linking
questions.

Example:

A1.1 Water
Linking questions:

1. How do the various intermolecular forces of attraction affect biological systems?

2. What biological processes only happen at or near surfaces?

© International Baccalaureate Organization 2022 8/10/23 77

Syllabus Format

Refer to the biology guide page 27

1. A1.1 Topic name

Theme letter (A–D) Number for the level of biological organization (1–4)

2. Relevant theme and level of organization (Conceptual lenses)

3. Recommended teaching time (for both HL & SL) + Additional hours for higher level

4. Guiding questions
•These are overarching questions that frame the topic and guide inquiry.
•They help to link the material to the theme or to the level of biological organization.
Syllabus Format

5. Course content
•Content listed under the SL and HL
•additional higher level
•Each topic is divided into numbered understandings which are in turn divided into a content statement
and guidance. Some understandings will also include reference to the application of skills and NOS.
Syllabus Format

Refer to the biology guide page 27

6. Linking questions

•Two linking questions are provided at the end of each topic. The questions encourage students to
recognize that the topics can be viewed through lenses other than a single theme or level of biological
organization. They connect concepts from one topic to another. The intended outcome is networked
knowledge.

•Teachers and students are encouraged to create their own linking questions.

Explore topic A1.2 Nucleic Acids – guide page 35

 DP biology—topic details 1

Guiding
questions

Linking
questions

© International Baccalaureate Organization 2020 8/10/23 81

DP biology—topic details 2

© International Baccalaureate Organization 2020 8/10/23 82

Activity 3: Design a teaching sequence
Study the details of several topics. Notice the guiding questions and the linking
questions.

Collaborate to develop a rationale for a short sequence of topics

• Write your topic titles
• Select (or write) a linking question on a card to connect two topics.
• Add a couple more topic titles until you have a sequence of three to five
topics.
• Each connection should have a linking question and a short explanation of
your link; for inquiry, to illustrate the theme, etc.

© International Baccalaureate Organization 2020

 Pathways through DP biology
Linking questions
Topics connected by suggested in the Topics connected by theme D
Level of organization 4. guide can be Living things have mechanisms for maintaining
used to make equilibrium and for bringing about transformation.
Ecosystems Environmental change is a driver of evolution by
connections natural selection.
between topics.
C4.1 Populations D1.3 Mutations
Students and
and communities and gene editing
teachers are free
to create their
What factors can limit How does variation in subunit composition
capacity in biological systems? own linking of polymers contribute to function?
questions, to
follow pathways
D4.1 D1.2
of inquiry.
Natural selection Protein synthesis

What mechanisms
Linking questions
How does the diversity of proteins
minimize competition? will not be produced contribute to variation?
assessed as such
B4.1 Adaptation in exams but they D4.1
to environment may enhance Natural selection
understanding of
topic content.
© International Baccalaureate Organization 2020 8/10/23 85
Activity 4: Essential components of a
teaching sequence

• Share ideas in a small group.

• Discuss and reflect upon the sequences found.

• Try to identify the most important components of the programme.

© International Baccalaureate Organization 2020

Planning a teaching sequence
The cards show different aspects of a DP course to consider.
Discuss the relative importance of each card with a partner.
Position the cards to reflect your decisions, as shown.

Concept
Biology content
Guiding question
Lab skills
Nature of science
Local climate
Linking question
Learner profile
Teaching approach

© International Baccalaureate Organization 2020 8/10/23 87

 Session 4
Developing a DP biology course outline

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
School context and student profiles
The programme standards and practices framework places “learning”
at the centre, encircled by IB philosophy within the school’s unique
context.
The framework helps to explain both the successes and the challenges
schools face when developing IB programmes.

These factors influence DP biology course development.

What successes and challenges does your school have?

© International Baccalaureate Organization 2020 8/10/23 90

Activity 1: The importance of school
context

Consider how school contexts influence DP biology.

This could include:

• climate
• lab resources
• skills of the teachers and support staff
• the previous experiences of students
• parental aspirations.

© International Baccalaureate Organization 2020

 Linking questions to make "pathways"
through the course
Connect one topic to another using linking questions.
Make up new linking questions if you can.

Example linking questions (with their topic number)

How do the various intermolecular forces of attraction affect biological
systems? (A1.1)

What are examples of ideas over which biologists disagree? (A3.2)

What roles do oxidation and reduction play in biological systems? (B1.1)

What are examples of structure-function correlations at each level of

biological organization? (B2.2)

© International Baccalaureate Organization 2020 8/10/23 92

 Pathways through DP biology
Topics connected by Students and Topics connected by theme D
level of organization 4: teachers are free to Living things have mechanisms for maintaining
create their own equilibrium and for bringing about transformation.
ecosystems Environmental change is a driver of evolution by
linking questions, to
natural selection.
follow pathways of
C4.1 Populations D1.3 Mutations
inquiry.
and communities and gene editing
There are many
What factors can limit How does variation in subunit composition
capacity in biological systems?
concepts or big
of polymers contribute to function?
ideas in Biology
which could provide
D4.1 D1.2
the basis of a
Natural selection Protein synthesis
linking question.
What mechanisms How does the diversity of proteins
minimize competition? E.g. How can produced contribute to variation?
synthesis of a
B4.1 Adaptation protein give an D4.1
to environment ecological Natural selection
adaptation?

© International Baccalaureate Organization 2020 8/10/23 93

Activity 3: Linking questions in biology

• Select any two topics.

• Develop one linking question to link the two topics.

Topic 1 Topic 2

© International Baccalaureate Organization 2022 8/10/23 94

How would you organize your units?

Vertical

Conceptual
sequencing
Horizontal

Develop units (Concepts)

Conceptual sequencing example
Activity 3: Unit planning and conceptual
sequencing

• In small groups, plan a conceptual sequence of teaching through an entire unit and
then share with the whole group.

• Each group is assigned one of broad unit titles below:

-Evolution -Nutrition
-Inheritance -Movement
-Reproduction -Defense
-Transport -Homeostasis
-Energy

• Each group decides what topics should be incorporated into a coherent sequence of
teaching that would support this unit title.
Use the template provided

8/10/23 99
Diploma Programme subject outline:
Sciences
This template of subject outline forms is available on My IB in DP resources.

Course outline template from My IB DP resources:

https://resources.ibo.org/dp/topic/Course-outlines-and-CAS-programme-outline/resource/11162-42989?lang=en

© International Baccalaureate Organization 2020 8/10/23 100

Activity 4: Reflecting on a DP biology
course
Choose your activity

1. Complete further development your course outline.

or

2. Plan a sequence of lessons or topics using a unit planner format.

© International Baccalaureate Organization 2020

NOS

• NOS Aspects – biology guide page 7

• No change; just worded in different ways:

NOS Aspects How are scientific knowledge claims generated, tested, communicated, evaluated
and used? What issues arise from these actions?

• Example of links within the syllabus:

 Activity 4: 3-2-1 Bridge

In your group, discuss the following and write your

responses on a sticky note.

3 New things I learned today..

2 Questions I still have..
1 Metaphor for the day..
 Session 5
Navigating the experimental programme

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
 Why do practical work?
As a result of learning practical skills and scientific
learning methods students experience an increase in motivation
and teachers gain the opportunity to evaluate their students. Practical work can engage students, help them to
develop important skills, help them to understand
Hirvonen and Viiri (2002)
the process of scientific investigation, and
develop their understanding of concepts.
Emma Woodley 2009.
If students can do some of the finding out
for themselves it helps them to see the
details and remember them.
Robin Millar 2013 “An emotionally charged event is
the best processed kind of external
stimulus ever measured.”
“The role and the utility of practical work (Medina 2008: 211)
is different in different areas of the curriculum”
Robin Millar 2013

Teachers regard the motivational effect

of practical science as highly important,
Experimentation is the essence of learning science. though it is rarely mentioned in official documents.
Learning science without practical work is like John Holman, University of York.
learning literature without reading books.
John Holman, Uni of York 2016
https://educationblog.oup.com/secondary/science/practical-science-why-do-we-do-it
Really effective practical activities enable students to
build a bridge between what they can see and handle
(hands-on) and scientific ideas that account
for their observations (brains-on). Robin Millar 2004

© International Baccalaureate Organization 2020 8/10/23 105

Activity 1: The role of practical work in
DP biology

Discuss the role of practical work in learning in biology. Include:

• teaching scientific inquiry

• exploring the nature of science
• helping students understand theory
• teaching specific practical skills
• fostering motivation or engagement
• developing communication skills
• encouraging teamwork or resilience.
Activity 2: Skills in the Biology guide
Read the section of the Biology guide
entitled "Skills in the study of Biology".

• Notice the six categories of skills,

“tools” and “processes” of inquiry.

• Choose one or two topics from the

syllabus and produce a list of all the
“application of skills” statements in
the topic(s).

• Identify the topic number, its level

of organization, and the category of
skill for each statement.

• Suggest to what extent each of the

application of skills could be used
to prepare students for the IA or an
exam question.

© International Baccalaureate Organization 2022 8/10/23 107

Skills in the Biology guide
• Consider to what extent you agree with the claim that:

“the skills in the study of IB biology can be assessed

through internal and external assessment.”

© International Baccalaureate Organization 2022 8/10/23 108

Assessment and practicals

© International Baccalaureate Organization 2022 8/10/23 109

 PSOW
(Record of experimental
programme)

11
0
The ICT requirement

1. Sensor

2. Database

3. Computer model/simulation

111
Collaborative sciences project
The collaborative sciences project:
l is an interdisciplinary challenge
l solves real-world problems through the research of complex issues
l integrates factual, procedural and conceptual knowledge.

Students:
l address local and global issues
l develop an understanding of the problem
l apply their collective understanding
l develop strategies to address the issue
l evaluate and reflect on the inherent complexity of solving real
problems.

© International Baccalaureate Organization 2020 8/10/23 113

Activity 3: Explore CSP examples

Access example CSPs available via the CSP guide (link)

• Group 1 – example 1
• Group 2 – example 2
• Group 3 – example 3
• Group 4 – example 4
• Group 5 – example 5

Discuss the example within your group and be ready to share your thoughts about
this example.
Examples of prompt questions when writing the CSP
reflection:

• How did you feel throughout the process?

• How did you grow through the experience?

• How did you collaborate and communicate in the group? Did

you integrate the views of others?

• What were the challenges and successes in collaborating

and communicating with the team members?

• What are the areas of concern? How would you improve

your project in the future?
 Session 6
Internal assessment (IA)

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Assessment outline – SL
Assessment outline – HL
IA – General guidelines (1/4)
• Same requirements at SL and HL.
• The scientific investigation is:
ü an open-ended task
ü a chance for the student to gather and analyse data
ü a chance to develop and answer their own research question
ü assessed by a written report of 3,000 words.
ü a written piece of work: One scientific investigation
• 10 hours, including:
-Time for the teacher to explain to students the requirements of the IA
-Class time for students to work on the IA and ask questions
-Time for consultation between the teacher and each student
-Time to review and monitor progress, and to check authenticity
IA – General guidelines (2/4)
• 20% of the final assessment
• Assessed by the teacher and externally moderated by the IB
• Assessed against 4 assessment criteria
• Total mark out of 24
• Individual or collaborative work
• Covers assessment objectives (AO) 1,2, 3 and 4
• Some possible tasks:
-Hands-on practical laboratory work
-Fieldwork
-Use of spreadsheet for analysis and modelling
-Extraction and analysis of data from a database
-Use of a simulation
IA – General guidelines (3/4)

• Max overall word count is 3,000 words. The following are

not included in word count:
- Charts and diagrams

- Data tables

- Equations, formulas and calculations

- Citations/references (whether parenthetical, numbered, footnotes

or endnotes)

- Bibliography

- Headers
IA – General guidelines (4/4)

• The following should be stated at the start of the report:

- Title of the investigation

- IB candidate code

- IB candidate code for all group members (if applicable)

- Number of words

• No requirements to include a coverpage or a contents page.

• A student must not present the same set of raw data as another student.

The Biology guide gives information about the organization of the IA.
The biology teacher support material contains further guidance.
 Discussion of IA alternatives
There are several ways for students to complete
an IA.
l Individual data collection on a selected
topic
l Small group collaboration on a selected
topic through:
l discussing possible topics of research

l developing methodology

l giving practical assistance

l Class collaboration to set up a database

© International Baccalaureate Organization 2020 8/10/23 124

Different methodologies

Methodology for individual work

(Individual data collection)

Methodology for collaborative work

(Small group data collection)

Class collaboration to set up a database

(Class data collection)
Methodology for individual work

• Each student develops their own methodology

• The student investigates by:

- Manupulating an independent variable
or
- Selecting variables during fieldwork
or
- selecting different data from external databases.

*The student might seek support from peers when collecting data.
Methodology for collaborative work

• Collaborative work is optional

• Not more than 3 students

• The teacher must provide guidance to ensure all are fully engaged.

• Each must do an independent research

• A report by the group is not permitted..it has to be an individual report.

• A student investigates their individual RQ by manipulating:

- A different IV from those selected by other group members.
or
- The IV with a different DV
or
- Different data collected within a larger communally acquired data set.
Class collaboration to set up a database

• Large-scale activity

• Collecting data to generate a database using standardized protocols.

• This is a database investigation

• Methodology should be focused on the way the data is filtered and sampled
from the whole database.
What are your thoughts about the collaborative
approach in IA?
IA criteria
Activity 1: Unpacking the IA criteria

In your group, refer to the IA criteria in the attached document. using

the parts of the Biology guide that cover the assessment criteria,
prepare a student help sheet or a checklist.

These details will also help with the preparation of a marking sheet.

• Group 1: Research design

• Group 2: Data analysis

• Group 3: Conclusion
• Group 4: Evaluation

Write your thoughts on the Padlet link provided here

https://padlet.com/mbkerat/ay5vbel1h1rhpyak or scan the QR code
above.
 Examples of IA questions..

• What is the effect of changing temperature (0°C, 10

°C, 20 °C, 30 °C, 40 °C) on the pH of milk measured by
a pH sensor to determine the best temperature for milk
storage?

• Is there a significant difference in the mass of leaves of

the lemon tree (Citrus limon) which are present in
shade compared with the ones present in light?
Activity 2: Time to Mark!

Read sample A and sample B to discuss in the following session– Follow

the link and provide grades
 Session 7
Navigating the internal assessment

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Activity 1 - Draw a House!

- Draw a house....any house that crosses your mind.

- You will be graded ..the mark is either: 1, 2, 3, 4, 5 or 6

Mark your house..
1-2 • The house has a door
• The house has no windows
• 2D drawing 2
• No garden
3-4 • The house has a door in the middle
• The house has windows
• 3D drawing
• A garden is included 4
5-6 • The house has a door in the middle and drawn using
straight lines 5
• The house has more than one squared window 5
• 3D colored drawing
• A garden with a varieties of trees is included
 Let's mark this house..
Level

1-2 • The house has a door

Mark band • The house has no windows
• 2D drawing Descriptor
• No garden
3-4 • The house has a door in the middle
• The house has windows
• 3D drawing
• A garden is included

5-6 • The house has a door in the middle and drawn

using straight lines
• The house has more than one squared window
• 3D colored drawing
• A garden with a varieties of trees is included
The best-fit model
• For each criterion, find the descriptor that conveys most accurately the
level attained by the student, using the best-fit model.

• A best-fit approach means that compensation should be made when a

piece of work matches different aspects of a criterion at different levels.

• The mark awarded should be one that most fairly reflects the balance
of achievement against the criterion.

• It is not necessary for every single aspect of a level descriptor to be met

for that mark to be awarded.

• The highest award does not imply perfection

Application of best-fit model of
assessment

14
1
 Note:
Annotate
: IA so
•the
that you
justify your
mark..see
example:
General guidelines about PSOW
IA outline
Timing the IA

• What are your thoughts?

• Design a time line..

IA Timeline (Example)

Month Year 1
March (beginning) Biology IA overview (5 hours)
March (Mid) Meet with the teacher to discuss/brainstorm RQ
March (End) Biology IA proposal/outline submission
April (Beginning) Biology IA – Collection of data
(database/lab/fieldwork/simulation)
April (Mid) Biology IA draft submission
May (Mid) Biology IA Final submission
Activity 2 – What skills students need to develop to
enhance students’ achievement in the biology IA?

Scan this QR code or access the link

https://www.menti.com/7wy8qcpjyi to
respond to the question above
Activity 3: Preparing for the internal
assessment

Using the IA assessment criteria in the Biology guide, brainstorm the

skills required by students to succeed in the IA.

Cross-reference these with the “application of skills" statements in

the guide.

Identify as many skills as you can which may be useful for students in
a scientific investigation.
 Things to consider..

Mathematical/
Timing of the
Practical skills analytical
IA
skills

Understanding
IA Overview Marking
the Grade
for students samples
Criteria

Guidance &
Standardisation Feedback on
check in
among teachers draft
sessions
IA Moderation

15
0
IA Moderation

• The moderator will re-mark this work to ensure an equivalent

standard between schools.

• All schools will receive feedback on the suitability of the investigations

for assessment against the criteria, and on the practical scheme(s) of
work.

• The DPC may request EUR Category 3 (re-moderation)

Sample for moderation

• The samples chosen must be those identified by IBIS, after the PG and IA marks are
entered. The system selects from both HL and SL as top, medium, low.

• Combined HL/SL sample

• Deadline: April 20

• The IA sample for moderation must be submitted online on IBIS.

Sample for moderation

• The following must be uploaded per student in the sample:

1. IA(annotated)

2. Criteria marks and teacher marking comments document

Enquiry Upon results

Category 3: IA Re-moderation

• A fee is required
• Deadline: September 15
• if the sample sent was a combined HL/SL sample, the re-moderation will affect
both HL and SL students.
• Grades may be raised as a consequence of re-moderation, but not lowered.
• A re-moderation will only be undertaken in cases where the mean of the
candidates’ moderated IA marks differs from the mean of their raw marks (the
marks awarded by the teacher) by 15% of the maximum mark for the component.
• A re-moderation will not normally be undertaken by the moderator who was the
original moderator of the sample work.
 Mark by the teacher Mark by the moderator
(Raw marks)
20 15
22 17
19 15
23 18
17 14
16 13
18 14
Mean = 19.3 Mean = 15.1

Difference = 4.2 > 3.6 ✓

A re-moderation will only be undertaken in cases where the mean of the

candidates’ moderated IA marks differs from the mean of their raw marks (the
marks awarded by the teacher) by 15% of the maximum mark for the component.

15% of 24 = 3.6
Animal experimentation policy

• Check the link provided

Reflection on activity: Time to Mark!

What mark did you give for each criterion for:

• Sample B

• Sample A
Reflection:
 Session 8
Navigating the external assessment

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Assessment objectives in biology

The Biology guide sets out the

different ways assessment
objectives are addressed in
exams.

The approximate weighting of

each is also given.

8/10/23 160
Exam dissection
To understand the
examiners’ expectations in
the external assessment, it
is useful to examine the
command terms used in
questions and to relate
these to the assessment
objectives.

8/10/23 161
Activity 1: Command Terms

• Join at kahoot.it

• Insert the Game PIN displayed on the screen

• Enjoy..
Command terms
There are specific command terms used in exam papers. Each is
aligned to a specific assessment objective.

© International Baccalaureate Organization 2020 8/10/23 163

Command Terms
AO1 (Demonstrate knowledge)

• Define Give the precise meaning of a word, phrase or physical quantity.

• Draw Represent by means of a labelled, accurate diagram or graph, using a
pencil. Diagrams should be drawn to scale. Graphs should have points correctly
plotted (if appropriate) and joined in a straight line or smooth curve.
• Label Add labels to a diagram.
• List Give a sequence of brief answers with no explanation.
• Measure Obtain a value for a quantity.
• State Give a specific name, value or other brief answer without explanation or
calculation.
Command Terms

AO2 (Understand and apply knowledge)

• Annotate Add brief notes to a diagram or graph.

• Calculate Obtain a numerical answer showing the relevant stages in the working .
• Describe Give a detailed account.
• Distinguish Make clear the differences between two or more concepts or items.
• Estimate Obtain an approximate value
• Identify Provide an answer from a number of possibilities.
• Outline Give a brief account or summary.
Command Terms

AO3 (Analyse, evaluate, and synthesize)

• Analyse Breakdown in order to bring out the essential elements or structure.

• Comment Give a judgment based on a given statement or result of a calculation.
• Compare Give an account of similarities between two (or more) items or situations, referring to
both (all) of them throughout.
• Compare & contrast Give an account of similarities and differences between two (or more) items or
situations, referring to both (all) of them throughout.
• Construct Display information in a diagrammatic or logical form.
• Deduce Reach a conclusion from the information given.
• Design Produce a plan, simulation or model.
• Determine Obtain the only possible answer.
Command Terms

AO3 (continued)

• Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate
evidence.
• Evaluate Make an appraisal by weighing up the strengths and limitations.
• Explain Give a detailed account including reasons or causes.
• Justify Give valid reasons or evidence to support an answer or conclusion.
• Predict Give an expected value.
• Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should
give a general idea of the required shape or relationship, and should include relevant features.
• Suggest Propose a solution, hypothesis or other possible answer.
Command Terms

These command terms indicate the depth of treatment required. These

command terms will be used in examination questions, so it is
important that students are familiar with the their definitions. Other
terms may be used to direct students to present an argument in a
specific way.
Activity 2: Introduction to external
assessment
Assessment outline SL
• The role of external
assessment
• The makeup of the
different exam papers
• Types of questions
• Command terms and their
assessment objectives
• Markschemes
• Subject reports Assessment outline HL

© International Baccalaureate Organization 2020

 External assessment—SL

There are two exam

papers: each has a
section A and a
section B containing
different styles of
questions.

© International Baccalaureate Organization 2020 8/10/23 170

External assessment—HL
The structure of the
exam papers for SL
and HL is the same,
although there is a
difference in the
length of the
exams and the
number of marks.

© International Baccalaureate Organization 2020 8/10/23 171

Activity 3: Exam dissection

• Refer to the speciment papers link. Explore paper 1 and 2

• Look at the questions in each section.

ØIdentify command terms in the specimen papers.

ØRecord which assessment objectives each is from.

ØIdentify of trends and patterns. For example, the proportion of AO1, AO2 and
AO3, the parts of the exam papers with most AO3, etc.

What are your thoughts?

Activity 4: Marking activity
Marking activity with the markscheme.
The aim is to learn about the nature and layout of the markscheme.

© International Baccalaureate Organization 2020

Activity 5: Analysis of the markscheme
Using the subject reports alongside the markscheme, explore the
styles of answers and the level of precision that is required.

Working in small groups, use this information to produce a resource to

help students.

Ideally, this resource would include differentiation.

Consider learners working in a language that is not their first language

and skills acquisition

This will make a resource which can be taken back to school.

© International Baccalaureate Organization 2020

Activity 6: Themes and levels of organization
in exam papers
Study a multiple-choice exam paper. Observe whether the questions
follow a particular order.

Do all the theme A questions come first, all of the molecules level of
organization, or is there no pattern?

Try to find two exam questions which could be connected by a linking

question.
• Can you find the linking question?
• Could you write the linking question?

Question setters are given clear instructions to cover the whole

range of themes and all of the levels of organization, and to connect
some questions by a theme, a concept or a linking question, if
possible.

© International Baccalaureate Organization 2020

 Session 9
The extended essay and the bigger picture

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Learning pathways and the EE

The nature of the EE

© International Baccalaureate Organization 2020

© International Baccalaureate Organization 2020
The aims of the extended essay
The aims of the EE are for students to:
l engage in independent research with intellectual initiative and
rigour
l develop research, thinking, self-management and communication
skills
l reflect on what has been learned throughout the research and
writing process.

Students choose their topic from the list of available Diploma

Programme subjects.

© International Baccalaureate Organization 2020 8/10/23 180

The nature of the EE
The extended essay is a unique opportunity for students to explore an
academic area in which they have a personal interest.

The extended essay is a challenging and rewarding experience,

which prepares students for different pathways beyond the Diploma
Programme by developing skills valued by both tertiary education and
employers.

The extended essay embodies the essence of an IB education by

developing inquiring, critical, lifelong learners.

From the IB extended essay website:

https://ibpublishing.ibo.org/extendedessay/apps/dpapp/guide.html?doc=d_0_eeyyy_gui_1602_1_e&part=2&chapter=3

© International Baccalaureate Organization 2020 8/10/23 181

Nature of the EE

Compulsory Independent Related to a

(in full diploma) research diploma subject

Represents the
Requires many 40 hours of
learner profile in
ATL skills work
action

Involves
externally 3-5 hours of
reflection
assessed supervision
sessions
The Extended Essay Guide
Required knowledge for all supervisors
 The Stakeholders
Essential Roles and Responsibilities

Student

EE
Parents
Supervisor

School Coordinator
Librarian (EE or DP)
Activity 1: Responsibilities in EE

What are the roles and responsibilities for each of the

following?

• School/ DP Coordinator/ EE Coordinator – group 1

• You (the EE supervisor) – group 2

• Student – group 3

Follow the link in the workbook

Role of the school

• encourage teachers to assume the role of supervisor for a subject in which they have an
appropriate background

• provide training for staff on the role of the supervisor so that the role is undertaken
effectively and consistently regardless of supervisor

• highlight the importance within the school community of internal deadlines

• facilitate classes on referencing, research methodologies and the concept of ethical

practice in research.
Role of the supervisor

• Provides guidance and advice on skills necessary for undertaking research in particular
discipline
• Is knowledgeable about subject regulations governing assessment criteria - provides
copies to student
• Discusses choice of topic
• help students to arrive at a focused research question
• Undertakes three mandatory reflection sessions with the student
• ensure that students are given copies of relevant publications available on the PRC, such
as policies, exemplars and subject reports
• monitor the progress of the students
• comment fully on one draft of the extended essay within the parameters permitted
Role of the supervisor

Supervisors and students must discuss:

• the nature of the extended essay
• their chosen subject, topic and research question
• the most appropriate research methods
• the formal requirements for the completion of the task.

Supervisors are required to:

• undertake three mandatory reflection sessions
• initial and date each reflection on the RPPF
• provide comments on the RPPF at the end of the process
• ensure the research question is suitable to the subject
• ensure the research question satisfies legal and ethical standards
• give the assessment criteria to students
• monitor the progress of the students
• read and comment on one draft only
• ensure no changes are made to the EE after the final reflection
• confirm authenticity.
Role of the student

• choose a subject and then topic that interests you and allows you to develop and
demonstrate your understanding, creativity and/or originality

• develop a Researcher’s reflection space that will facilitate planning and preparation for
reflection sessions

• make the most of your supervisor’s availability to guide you in the process

• prepare for reflection sessions appropriately

• meet all internal deadlines

• Maintain a reference list as you work

• familiarize yourself with relevant policies

Activity 2: Role of the EE supervisor quiz
Identify the true and false statements below.
1) Supervisors must not discuss the research question with students.
2) Supervisors should outline the most appropriate research methods that the
student is likely to need.
3) Supervisors would be wise to suggest that their school’s EE coordinator has
a session with all DP students to explain the formal requirements for the
completion of the EE.
4) It is optional for supervisors to get students to undertake three reflection
sessions.
5) Supervisors can read and comment on one draft only.
6) Supervisors must not share information from the EE website with students.
7) Supervisors have to provide comments on the RPPF at the end of the
process.

© International Baccalaureate Organization 2020 8/10/23 191

Role of the EE supervisor quiz Answers
Identify the true and false statements below.
1) Supervisors must not discuss the research question with students.
2) Supervisors should outline the most appropriate research methods that the
student is likely to need.
3) Supervisors would be wise to suggest that their school’s EE coordinator has
a session with all DP students to explain the formal requirements for the
completion of the EE.
4) It is optional for supervisors to get students to undertake three reflection
sessions.
5) Supervisors can read and comment on one draft only.
6) Supervisors must not share information from the EE website with students.
7) Supervisors have to provide comments on the RPPF at the end of the
process.

© International Baccalaureate Organization 2020 8/10/23 192

Overview of the EE process

The research
process &
collection of
data/information

Writing and
Reflection
formal
process
presentation

19
3
The research process & collection
of data/information
Researching the EE
Choose the subject for the EE
Read the assessment criteria and the relevant subject guidance before you decide to write the
EE in a specific subject

Choose a topic
Allow collection of data/information to write 4000 words

Undertake some preparatory reading.

Would this topic allow you to collect enough data/information and write 3000-4000 words?

Formulate a well-focused RQ
You may need to re-formulate throughout the EE

Plan the investigation and writing process

identify material/ referencing system/set deadlines/ collect data)

Plan a structure (outline) for the essay

Include headings

Carry out the investigation

Collect data from primary and secondary sources
 Distinguishing between the title and the
research question

• The title is a clear, focused summative statement of the research

which gives the reader an indication of the research topic.

• The research question indicates the specific topic of research and

must be phrased as a question.
Example 1:

• Title: The effectiveness of commercial antibacterial cleaning agents

• Research question: Are commercially available antibacterial cleaning agents

effective at controlling the growth of E. coli on nutrient agar under laboratory
conditions?

• Approach: Pure strain E. coli are grown on nutrient agar plates under controlled
conditions. Filter paper discs soaked in samples of the antibacterial agents are
placed on the agar plates and the zone of exclusion is measured and compared.
Example 2:

• Title: Extracting urease from soy beans

• Research question: Which method of extraction and which temperature

conditions give the best levels of urease activity?

• Approach: The enzyme is extracted from dried soy beans using three different
methods, and the activity of the extract is measured and compared to a standard.
Urease activity is measured by noting the time taken for a standard urea solution,
with phenolphthaline indicator, to turn pink in the presence of the enzyme extract.
Activity 2: EE biology Subject Report

Explore the biology EE subject report in your subject.

What can you say about the nature of EE in biology?

What topics should be avoided?

 Biology EE – Choice of topic

• Must have a clear biological emphasis.

• should look like a very long lab report

• It is highly recommended that the investigation is data-based rather than a literature-based essay.

• It doesn’t have to be a complex essay; a simple one may lead to a higher end result.

• It must include analysis and interpretation of data.

• When people are involved, ensure a consent is taken. Ensure you comment on ethical practice.

• The topic chosen must allow an approach that distinctly relates to biology. Example of an
interdisciplinary area is biochemistry – will be judged on its biological content.
Inappropriate topics

• Unethical..

For example, investigations that:

• are based on experiments likely to inflict pain on, or cause stress to, living organisms
• are likely to have a harmful effect on health, eg culturing micro-organisms at or near body temperature (37°C)
• involve access to, or publication of, confidential medical information.
Refer to ethical guidelines for EE

• safety issues.

Adequate safety apparatus and qualified supervision is required for experiments involving dangerous substances such as:
• toxic or dangerous chemicals
• carcinogenic substances
• radioactive materials.

• Other topics may be unsuitable because the outcome is already well known and documented in standard textbooks.
 In all cases where human subjects are used as the basis for an investigation, clear
evidence of informed consent must be provided in accordance with the IB
guidelines.

• Avoid very broad topics. Example:

“A study of the effect of differing pH levels on the growth of Phaseolus vulgaris” is
better than “The effect of acidity on plant growth”.

• The topic chosen should be presented in the form of a RQ, followed by a statement of
intent outlining the research approach to be used in answering the question.
Data Collection in EE
Primary data; Secondary data;
collected directly from collected by someone
the source other than the student.
Ensure students
collect data from specific
experiments organizations (e.g
both primary and WHO)

secondary resources.
government
interviews
departments

By others through
surveys
research.
Writing the EE
Writing and formal presentation

1. Title page
2. Contents page
3. Introduction (where page numbering must start)
4. Body of the essay (may be divided to various headings or subheadings)
5. Conclusion
6. References and bibliography
7. Appendices

The upper limit of 4,000 words includes the introduction, body, conclusion
and any quotations. 20
5
Writing the Biology EE: Essay Outline (example)
1. Cover page 2. Table of Contents 10. Data collection and processing, must include:
qualitative observations , raw data (could be included in an appendix if
necessary), tables and graphs, descriptive statistics such as means and standard
4. Introduction including Rationale deviations.
11. Data analysis - includes calculations such as rate of reaction, and analytical
statistics such as a T-test.
5. Hypothesis & explanation of hypothesis This is also where you discuss whether or not your experiment has answered
your research question. Error analysis, extensions to the investigation and
unanswered questions are also included in this section.

6. Background information 12. Evaluation – identify strengths and limitations, and suggested ways for
improvement.
(citations are must here)
13. Conclusion – in one to two paragraphs, conclude your essay with what was
learned during the investigation. It should refer back directly to the research
7. Variables (dependent, independent, controlled and question, and whether or not the hypothesis was correct. Sources of error may
be reiterated here (briefly).
uncontrolled)
14. Bilbliography (in alphabetical order)

8. Materials 15. Appendix (IF provided) – if necessary, this is where you include the details
of your experimental protocol and raw data. This is only necessary if you
specifically refer to them in your essay. Keep in mind that examiners are not
required to look at your appendices, so if you really need them to see
9. Method (procedure) something (like a graph) it is probably best to include it within the body of your
essay.
Title page

The title page should include only the following information:

• the title of the essay

• the research question

• the subject for which the essay is registered (if it is a language essay also state which category it falls into; if a world
studies essay also state the theme and the two subjects utilized)

• word count.

If footnotes have been used for anything other than referencing, the word count stated on the coversheet should include the
footnotes, with an explicit statement that the stated word count includes explanatory footnotes.
General Instructions: Formal Layout
Formatting

• Double spaces between lines.

• Justify: align text to both left and right side margins.
• Font size: 12
• Font style: New Times Roman

Page numbering

• Insert page numbers on the bottom middle of page

Word Count

• Word count doesn’t include the table of contents, footnotes and bibliography.
• Appendices are not part of the word count.

Appendices

• Appendices may be added at the end. Examples of appendices are texts of speeches, questionnaires, and text of theories. Students
do not lose marks if appendices are not present.

Essays containing more than 4,000 words are subject to penalties and
examiners are not required to read material in excess of the word limit.
The reflection process
The reason for reflection

There are three occasions when students are asked to write a short
reflection, and these are used to assess criterion E: engagement.

The extended essay website says:

“The art of reflection, though generally acknowledged as an

important aspect of education and as a significant feature of all
IB programmes, is rarely taught as a discrete skill.”

How to guide students to make better reflections?

© International Baccalaureate Organization 2020

 Guiding students with extended essay
reflection comments
Three levels of reflection comments are outlined in the extended essay
website.
https://ibpublishing.ibo.org/extendedessay/apps/dpapp/tsm.html?doc=d_0_eeyyy_gui_1602_1_e&part=3&chapter=3&section=9

Example of the kinds of questions students may have asked and

Level of reflection
answered of themselves

• What did I do?

Descriptive • How did I undertake my research?
• What were the problems I faced?

• Was my research successful?

• If I changed my approach or strategies during the process, why did I do
Analytical this?
• What did I learn from the experience in terms of my understanding of the
subject area and/or the skills needed to undertake research?

• If I were to undertake this research again, would I do it differently—if so,

why or why not?
Evaluative • What has affected this?
• If I did do the research again, would I change the theories applied or the
methodological approach? Would this have led to a different outcome?

© International Baccalaureate Organization 2020 8/10/23 211

Activity 3: Extended essay reflections
To do
• Identify the level of reflection for each student in these comments.
• Using the table, think of a question which a student could ask
themselves to help them improve these comments.

Student A: When starting my research, I had a vague research question and I realized
that there were too many variables. This led me to change my research question.

Student B: If I was to write an EE again, I'd probably do more reading before

finalizing my research question. It would be better to find concrete evidence in the
library before rushing into a research idea as I did. This thoughtful approach would
have been a lot more productive, and I would have had more time to write the EE to a
high standard.

Student C: The biggest success I had in the extended essay was choosing a research
question that I could answer using data from an experiment that I could carry out in
the school lab

© International Baccalaureate Organization 2020 8/10/23 212

The Reflection process

3 mandatory reflection sessions

v First reflection – before writing the EE

v Interim reflection – in the middle of the process

v Final reflection (Viva voce) – after submitting the EE

Part of the formal assessment of the EE and research process.

21
3
Activity 4: Explore examples of guiding Qs

• Explore the examples of

guiding Qs which are
provided in the link.

• What was noted for each

reflection session?

Share your ideas

EE Planning and
Progress form
(RPPF)
Reflections on Planning and Progress Form (RPPF)

• Ensure the updated form is used

• Consequences of failure to complete or sign the form

• Progression of ideas through the 3 reflection comments is important

• Assessed by the examiner against criterion E

*the maximum total word limit for the three reflections on the RPPF is 500.
 Researcher’s reflection space (RRS)

• The researcher’s reflection space (RRS) can be compared to the process journal in MYP. The IB
considers this to be a central component of a successful research process as it:

ü supports student learning, thinking and critical analysis

ü helps to stimulate discussions between the student and supervisor

ü aids the reflection process.

• It is a process journal (highly recommended/ not mandatory)

• It is a personal learning environment that can be either a physical or virtual support tool.

• In preparing for their reflection sessions students could use their RRS to:

ü record their reflections

ü respond to artefacts, such as photos, newspaper clippings, twitter feeds, blogs, and so on

ü respond to prompts and questions that may arise in the students’ subject areas, TOK classes
or other aspects of the Diploma Programme

ü create MindMaps

ü record emerging questions.

Assessment of EE
 EE Assessment Criteria
Criterion A: Criterion B: Criterion C: Criterion D: Criterion E:
focus knowledge and critical presentation engagement
and method understanding thinking

• Topic • Context • Research • Structure • Process

• Research • Subject-specific • Analysis • Layout • Research focus
question terminology • Discussion and
• Methodology and concepts evaluation

Marks Marks Marks Marks Marks

6 6 12 4 6

Total marks : 34
Activity 5 – Unpacking the EE Assessment Criteria
In your group, discuss what you think is expected from students for each EE
criterion.

You will need to refer to the following:

- EE Assessment criteria

- Subject-specific guidance (Bio)

• Group 1 – Criterion A: focus & method

• Group 2 – Criterion B: Knowledge & understanding

• Group 3 – Criterion C: Critical thinking

• Group 4 – Criterion D: Presentation + Criterion E: Engagement

How To Use the EE Assessment Criteria in biology?

• General Assessment Criteria

• Subject Specific Assessment Criteria

(interpretation of assessment criteria for biology)
Located in EE guide within the subject guidelines

• EE Subject report (comments on each criterion)

The bands

A Excellent 27-34

B Good 21-26

C Satisfactory 14-20

D Mediocre 7 -13

E Elementary 0–6
Activity 6: Explore the EE biology Exemplar

• Explore the sample provided

What policies accompany the EE?

• Academic integrity policy

• Citation and referencing

• IB’s ethical guidelines

• IB animal experimentation policy

22
Ensure students are aware of these 6

policies before choosing the topic

 Activity 7: Resources and school
policies to support students
Explore strategies used in school by teachers to help their students work
effectively with academic integrity and to reflect during the EE.

Include consideration of:

• IB guides on academic integrity
• citations and referencing
• IB animal experimentation guidelines
• a calendar of deadlines for students
• research skills session from a librarian.

Note how the EE encompasses all the elements of IB pedagogy, as well as how
different elements of the biology course contribute to the development of an IB
learner.

Share ideas and reflect on the usefulness of these resources for both students
and teachers. Part of this activity could be to produce a resource to help guide
students.

© International Baccalaureate Organization 2020

Extended essay support materials
What would be the best way to use each of these resources?
(Each box is a web link to that section of the EE website)

Introducing students to Overview of the

the extended essay extended essay
(14 pages) (8 pages)

Five steps to developing IB’s ethical guidelines

a research question (1 page)
(1 page)

Subject-specific guidance
Presentation
Sciences—choice of topic
(9 pages)
(4 pages)

Preparation for the

The assessment criteria
first reflection session
(4 pages)
(1 page)

© International Baccalaureate Organization 2020 8/10/23 228

EE Timeline
Suggested Extended Essay Process Timeline

Month Year 1
Sep EE Orientation
Nov (beginning) Subject area decided
Nov (Mid) Choice of supervisor
Nov (End) EE RQ formulated
Dec (beginning) EE Consultation with supervisor (Discuss Question)
(Meeting to take place from 2:45 to 3:30)
Dec (Mid) EE outline submitted
Dec (End) EE Consultation with supervisors (citation, plagiarism, outline)
(Meeting to take place from 2:45 to 3:30)
March (beginning) 1000 words draft EE to supervisor
March (Mid) EE Meeting with supervisor (Discuss the 1000 draft)
(Meeting to take place from 2:24 to 3:30)
April Collect data/conduct experiment
May (beginning) 1500 words draft EE to supervisor
May (Mid) EE Meeting with supervisor (Discuss 1500 words draft)/ pinpoint
work to be done in summer break.
(Meeting to take place from 2:24 to 3:30)
Month Year 2
Sep (End) EE: complete draft to supervisor
Oct (End) Meet with EE supervisors for feedback on draft
(Meeting to take place from 2:45 to 3:30)
Nov (End) EE: final essay to supervisor
Jan (Mid) EE Viva Voce (final interview with EE supervisor)
(Meeting to take place from 2:45 to 3:30) 23
0
Some Resources
 Session 10
Revisiting the course outline and
consolidating themes
Sources of information and support

© International Baccalaureate Organization 2020

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Activity 1: Burning Questions

• Go back to the burning questions

• Find one question and respond to it
• Questions not already covered??
 Activity 2: My IB treasure hunt

We saw how the Biology guide can be used to find out

details of the skills which might be assessed at the end of
the course.

This activity is a self-guided exploration of other

resources available on My IB, in the Programme Resource
Centre (PRC), the teacher support material (TSM), subject
reports and other places.

Can you get to all nine places in the allotted time?

© International Baccalaureate Organization 2020

My IB resources treasure hunt

There are many

varied and useful
resources on the
My IB portal.

Can you find all of

the places
suggested on this
slide?

© International Baccalaureate Organization 2020 8/10/23 238

Activity 3: Creating professional
learning communities

Participation in professional learning communities (PLCs), including IB

programme communities, has considerable benefits.

Create a community of your own, supporting each other in the

following weeks or months.

© International Baccalaureate Organization 2020

Activity 4: Inclusion scenarios

Consider helpful tools or approaches to teaching and

learning which will:

• reduce barriers to learning

• increase access to the curriculum for all students.

© International Baccalaureate Organization 2020

Inclusive education
“Inclusion is an ongoing process that aims to increase access and
engagement in learning for all students by identifying and removing
barriers. This can only be successfully achieved in a culture of
collaboration, mutual respect, support and problem solving.
Inclusion is the learner profile in action, an outcome of dynamic
learning communities.”

“In line with the IB’s commitment to inclusive education, students

are considered in terms of their strengths. The IB has moved away
from the use of deficit labels to identify students and instead
considers the areas of challenge that a student may experience”
(2019, “Inclusive education”).

© International Baccalaureate Organization 2020 8/10/23 244

Consideration of differentiation
Differentiation Student learning is enhanced when
q Affirm identity and build self- these four principles of good practice
esteem are considered in conjunction with the
IB approaches to teaching and
q Value prior knowledge approaches to learning.

q Scaffold learning Consider how these principles might:

l guide appropriate goal-setting
q Extend learning
l optimize access to tools and
assistive technologies
Details: l vary demands and resources to
optimize challenge.

© International Baccalaureate Organization 2020

 Variety in approaches to teaching and
approaches to learning
Student learning is enhanced when the Learning process
four principles of good practice are Check the boxes for any pedagogical
approaches used during the unit. Aim for a
considered in conjunction with the IB variety of approaches to help facilitate
approaches to teaching and approaches learning.

to learning. Learning experiences and strategies or

planning for self-supporting learning
q Lecture
Consider how the approaches to learning q Socratic seminar
listed could provide: q Small group or pair work
l options for building interest q PowerPoint lectures or notes
q Individual presentations
l options for sustaining effort and q Group presentations
persistence q Student-led lectures
q Interdisciplinary learning
l options for self-regulation
l options for physical action. q Other:

© International Baccalaureate Organization 2020

 Language and learning
Students have individual learning strengths, Language and learning
Check the boxes for any explicit language
interests, preferences and challenges in and learning connections made during the
parallel to their needs as language learners. unit. For more information on the IB's
approach to language and learning,
please see the Approaches to teaching
The design of instructional materials and and learning guide.
activities should allow for learning goals to
be accessible for students with a broad q Activating background knowledge
range of language skills. q Scaffolding for new learning
q Acquisition of new learning through
practice
Consider how a focus on language and q Demonstrating proficiency

learning can remove barriers for students.

Details:

© International Baccalaureate Organization 2020

Activity 5: Adapt a resource and
explore an inclusion method
In order to make your classroom inclusive, consider a student in one
of your classes and develop a suitable resource for them.

© International Baccalaureate Organization 2020

Let’s explore some resources
IB material
Textbooks
Websites
Resources
http://highered.mcgraw-hill.com/sites/0072495855/student_view0 IB survivor
http://i-biology.net/ www.mentimeter.com to create clouds /interactive quiz
http://click4biology.info/ Plickers – app
http://www.ibguides.com/ www.goformative.com online quizzes
http://bioknowledgy.weebly.com Inthinking site
www.classzone.com Inquiry based questions – ‘Thunks’
www.thebiozone.com www.independenthinking.co.uk
www.biology4life.com Bioknowledgy
https://www.ring-a-scientist.org/modx/de/ Exam mate; for the students topic past papers https://www.exam-
Khan Academy mate.com/
Bioninja https://ibdiploma.cambridge.org/books
kahoot.it for students https://www.zipgrade.com/ - it has analysis
www.getkahoot.com for teachers /free
www.gradecam.com for teachers/ MCQ grader http://sciencesauceonline.com/
www.quizlet.com to create interactive quizzes
www.socrative.com https://docs.google.com/document/d/1Og7HMXBGBN5FU65YDc88K
www.tes.co.uk resources XRywxLC4WB2JZ1DC8HQABo/edit LOTS OF ACTIVITIES AND
www.phet.Colorado.edu virtual labs RESOURCES
Doceri Visible body - app
www.freeexampapers.com http://www.bozemanscience.com/
ibworld.me www.independenthinking.co.uk
iflscience.com https://www.youtube.com/user/AmoebaSisters
mrgscience.com www.imystro.com
https://youtube.com/@willowsnotes YouTube channel: imystro education (free samples)
Resources (shared by participants)
https://www.thinkib.net/biology (subscription) Molecular Workbench (free) - http://mw.concord.org/modeler/
https://www.revisionvillage.com/ib-biology/ (open source) Histology guide (free) - https://histologyguide.org/
https://sites.google.com/view/bio131labmanual/home?authuser=0 NC Bionetwork (free) -
(open source) http://www.ncbionetwork.org/iet/microscope/
https://www.khanacademy.org/science/hs-biology (open source) JMOL software (free) - https://oxfordstudycourses.com/blog/jmol-
https://www.youtube.com/@crashcourse (open source) and-visualization-software
https://ib.bioninja.com.au/ (open source) BLAST (free) https://blast.ncbi.nlm.nih.gov/Blast.cgi
http://old-ib.bioninja.com.au/ (open source) Clustal Omega (free) - https://www.ebi.ac.uk/Tools/msa/clustalo/
https://bio.libretexts.org/ (open source) GenBank Database (free) - https://www.ncbi.nlm.nih.gov/genbank/
https://www.flippity.net/ (open source) FlyLab (free) - https://www.sciencecourseware.org/FlyLabJS/
https://quizlet.com/ (open source)
https://www.canva.com/ (open source)
https://www.ngsslifescience.com/science/biology-lesson-
plans?/science/biology_lesson_plans (open source)
https://3dmd.3dmoleculardesigns.com/paper-modeling-
activities?_ga=2.261381061.99391381.1676449415-
1382316547.1673337858 (open source)
https://www.savemyexams.co.uk/dp/ (some materials are available
without subscription)
https://i-biology.net/ (open source)
https://www.biologycorner.com/ (open source)
• answers for the new Oxford course companion
https://global.oup.com/education/secondary/curricula/support-
resources/ib-dp-science/ibdp-bio-answers/?region=uk
• https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3116565/

• Diego shared this: This might be useful as well

https://vitalflux.com/choosing-right-statistical-tests-for-data-analysis/
• Sanaa shared this:
https://drive.google.com/file/d/1hRqxgOCFFpPLDgxm3mjL7_Qayowv
117Q/view
Reflection

Please provide your feedback on the workshop via

the link provided.
https://www.menti.com/qfuam417pi

Thank you and hope you have enjoyed it.