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Table of Contents
RECOMMENDED BOOKS FOR A-LEVEL BIOLOGY STUDENTS (REVISED SEPTEMBER 2007) .................... 19
It is the aim of all the Diploma Programme experimental science courses and in particular of Biology to:
Provide opportunities for scientific study and creativity within a global context that will stimulate and
challenge students
Provide a body of knowledge, methods and techniques that characterise biology and the biological sciences
Enable students to apply and use a body of knowledge, methods and techniques that characterise science
and technology
Develop an ability to analyse, evaluate and synthesise scientific information
Engender an awareness of the need for, and the value of, effective collaboration and communication during
scientific activities
Develop experimental and investigative skills
Develop and apply the students’ information and communication technology skills in the study of science
Raise awareness of the moral, ethical, social, economic and environmental implications of using science
and technology
Develop an appreciation of the possibilities and limitations associated with science and scientists
Encourage an understanding of the relationships between scientific disciplines and the overarching nature
of the scientific method.
Content
The syllabus is delivered in a sequence of topics. There are two options to be studied at both Standard and
Higher level. At BSB we have chosen to study Options A: Human Nutrition and Health and G: Ecology and
Conservation at Standard level and Options F: Microbes and Biotechnology and Option G: Ecology and
Conservation at Higher level. In the appendix at the back of this booklet you will find the syllabus.
Assessment
Plagiarism is a serious offence. Always make sure your work is fully referenced following the
guidelines you have been given by the school. Failure to do so could result in your work being
disqualified.
All the practical work reports will be internally assessed by the teacher using the following five assessment
criteria:
Design - D
Data collection and processing – DCP
Conclusion and evaluation – CE
Manipulative skills – MS
Personal skills - PS
Each student will be assessed at least twice on each of the first three criteria. Manipulative skills is assessed
summatively over the whole course on a wide range of manipulative skills. Personal skills is assessed once
only during the Group 4 project. You will find an explanation of these criteria in an appendix at the back of this
booklet.
It is imperative that you complete this work as it will be submitted to an external moderator and forms part of
your final grade. Without the completion of 40 (SL) or 60 (HL) hours of practical work you cannot be
awarded your IB Diploma. You must therefore ensure that you attend all practical lessons and inform your
teacher of any planned absences. Failure to do this may jeopardise your future in this subject.
3. External Assessment
The external assessment consists of three written papers:
Paper 1
Paper 1 is made up of multiple-choice questions which test knowledge of the core and additional higher level
for higher level (HL) students and the core only for standard level students (SL) students. The questions are
designed to be short, one- or two-stage problems. No marks are deducted for incorrect responses.
Calculators are not permitted but students are expected to carry out simple calculations.
Paper 2
Paper 2 tests knowledge of the core and AHL material for HL students and the core only for SL students. The
paper is divided into two sections.
In section A, there is a data-based question which will require students to analyse a given set of data. The
remainder of section A is made up of short-answer questions.
In section B, students are expected to answer two questions from a choice of four at HL or one question from
a choice of three at SL. These extended response questions may involve writing a number of paragraphs,
solving a substantial problem, or carrying out a substantial piece of analysis or evaluation. A calculator is
required for this paper.
Paper 3
Paper 3 tests knowledge of the options. At HL, students will answer several short-answer questions and an
extended response question in each of the two options studied. At SL, students answer several short-answer
questions in each of the two options studied. A calculator is required for this paper.
Field Course
The compulsory Ecology work plus the additional Option G require the teaching of a series of skills outside the
laboratory and the confines of a restricting timetable. Many of the practicals can only be carried out in the field
and on consecutive days. Mountains provide a stimulating and varied environment which is significantly
different from that in Belgium; added to which the experience of working as a team is invaluable. The field
course takes place in the village of Seix, department of the Ariège (Pyrenees), France during the summer
term of Year 12. This fieldtrip is very highly recommended and should be seen as a compulsory element of
the course. The approximate cost of the trip is €550. This includes travel, accommodation, meals and tuition
for the entire week.
Mathematical requirements
You will be taught and expected to have acquired competence in the areas of mathematics set out below in
order to develop the knowledge, understanding and skills in the subject content. All Diploma Programme
biology students should be able to:
Perform the basic arithmetic functions: addition, subtraction, multiplication and division
Recognise basic geometric shapes
Carry out simple calculations within a biological context involving means, decimals, fractions, percentages,
ratios, approximations, reciprocals and scaling
Use standard notation (e.g. 3.6 x 106)
Use direct and inverse proportion
Represent and interpret frequency data in the form of bar charts, column graphs and histograms, and
interpret pie charts and nomograms
Determine the mode and median of a set of data
Plot and interpret graphs (with suitable scales and axes) involving two variables which show linear or non-
linear relationships
Plot and interpret scatter graphs to identify a correlation between two variables, and appreciate that the
existence of a correlation does not establish a causal relationship
Demonstrate sufficient knowledge of probability to understand how Mendelian ratios arise and to calculate
such ratios using a Punnett grid
Make approximations of numerical expressions
Recognise and use the relationships between length, surface area and volume.
Internal assessment consists of assessed practical work carried out in the laboratory or field during lesson
time and field trip. There is also a joint project to be completed by all IB students – Group 4 project.
Students are expected to carefully read the comments made by the teacher during the marking of the
assessed practicals. They may also discuss their performance with the teacher and seek advice on how to
improve. This should result in a better mark for their subsequent piece of work for that skill.
The students will be informed at the start of the course of the criteria for assessment and will be provided with
a copy of these criteria.
7 Excellent performance
6 Very good performance
5 Good performance
4 Satisfactory performance
3 Mediocre performance
2 Poor performance
1 Very poor performance
Where more than one teacher is involved in the assessment of a group of students, moderation should occur
to ensure consistency and equality across the department.
Sanctions for missing work deadlines:
(taken from the BSB International Baccalaureate Assessment Policy)
• Teachers will be responsible for ensuring that students complete homework tasks set and will
follow up with appropriate sanctions, this will include extension of deadline, requesting the
student returns to complete work at a time arranged by the teacher, lunchtime detention. For
repeat offenders an after school detention may be appropriate, to be organised through HOD.
• Teachers will be responsible for ensuring that students complete internal assessment tasks
set and will follow up with appropriate sanctions, this will include extension of deadline to next
day and a lunchtime detention if not completed to allow the student the chance to complete
the work, referral to IB coordinator.
• The IB coordinator will set a new deadline and impose after school detentions in order for the
student to complete the work.
• Internal assessment practicals will be completed during lessons (approximately one per week
for Higher level students and one every two weeks for Standard level students)
• The practicals will be written up during the lesson and completed for homework and form an
integral part of the homework load for the subject.
• The teacher will keep the assessed practicals in the student’s individual portfolio, in the
department. Students may consult this in school under supervision of the teacher.
• End of unit topic tests and interim tests will be set at a convenient time to be arranged after
discussion with the students. Tests will be marked and returned to the students in the shortest
possible time.
• Essays and homework tasks will be set taking into account the allocated load for the subject
and the practical write-ups.
A lot! The workload is much greater and the time you put into it is open-ended. We recommend a minimum of
4 hours homework for higher level per week and 3 hours for standard level per week.
We expect you to be self-motivated e.g. if we set you only 2 hours homework one week, you
should make up the total hours with background reading or revision.
Classes are smaller and you are treated as adults.
You will be among other students who chose to study Biology; so learning becomes more
stimulating.
Attend all the lessons and if you do miss any make sure you catch up with the work immediately.
Ask your teacher to tell you what you missed. Do not miss practical lessons.
Ensure you are on time for lessons and prepared to take an active role in class.
If you don’t understand something … ASK FOR HELP.
Make notes, when appropriate, during lessons. Ensure you write your own notes and read up
about the topics taught before the next lesson.
Keep all loose pages in the A4 folder provided. It is your responsibility to keep the notes tidy and
in good order and to submit them to a member of staff for checking if requested.
Put all loose pages together at the end of a topic, including notes, keyword lists, exercises,
revision notes, experimental write-ups and tests.
Keep up to date with your written assignments. Don’t let the work pile up and ensure you meet
deadlines. If for a good reason you cannot meet a deadline, let your teacher know in advance.
Read your textbooks. Answer plenty of practice questions.
Get into the habit of visiting the school library and use your study periods to read additional books
and make notes. This is a great way of preparing for the type of work you will be doing at
university.
Read at least a few of the books from the recommended reading list. You will find them in the
school library.
Revise thoroughly for topic and unit tests. This will help you keep up with the work and will ensure
you make consistent progress.
If you would like to do any additional work, such as microscope work, other practicals, etc.
discuss this with your teacher. It may be possible for you to work under supervision during your
study periods and/or lunchtime.
Familiarise yourself with the fire safety procedures for the laboratory. Know where the emergency exit(s)
is (are) and ensure you know how to raise the alarm in the event of fire.
Always move slowly around the laboratory.
Wear a protective lab coat and goggles where necessary. 1
Tie long hair back and do not wear dangly necklaces and earrings.
Never eat or drink in the laboratory.
Tuck your bags and other personal items safely under the bench before you begin.
Never place your fingers in your mouth or eyes after using chemicals or touching biological specimens.
Read the practical protocol carefully before you start, and ensure that you are clear about what you are
going to do.
Pay particular attention to specific hazards associated with any of the substances involved in the practical.
Carefully read the warning labels on reagent bottles. When planning practical work, you should always
carry out a risk assessment, which must be checked by your teacher before you start to do the work.
Make sure that fragile objects such as glassware are placed where they cannot be knocked over or rolled
off the bench. If you break any glass dispose of it in the container reserved specifically for this purpose.
Allow hot objects such as Bunsen burners, tripod, gauze and beakers to cool down before you handle
them.
Wipe up any spillages with paper towels and dispose of in a bin. Spillages of cultures of micro organisms
should be treated as hazardous and disposed of in autoclavable bags.
If you are not sure how to do something, ask for help.
When you have completed your work, clear away all apparatus and leave the bench clean and tidy. Do
not remove eye protection until everyone else has finished.
If there is an accident or breakage it must be reported to the member of staff.
Eating, drinking, chewing, licking labels, applying make-up, chewing pens or pencils, and mouth pipetting
are forbidden in any laboratory when handling microorganisms.
Any exposed cuts or broken skin must be covered with a waterproof dressing before undertaking any
practical work involving microorganisms.
Before you start the practical work, wipe the surface of the bench with a suitable disinfectant.
Bacteriological wire loops should be no more than 5cm long and must be closed. Wire loops must be
sterilized by heating the wire, held almost vertically, in a Bunsen flame until the wire is red-hot. When re-
sterilising the loop after use, introduce the loop slowly into the flame to prevent spattering. Allow the loop
to cool for about 10 seconds, without coming into contact with a surface, before use.
Discard jars containing fresh disinfectant are available at each workstation for disposal of contaminated
items.
Flame the neck of a bottle by passing the opening through a Bunsen flame, before pouring. Lids, caps, or
cotton wool plugs should be held using the little finger of the other hand – they must not be placed on the
bench. Flame the neck of the bottle again before replacing the top.
After inoculating an agar plate, the Petri dish lid should be secured with adhesive tape. Use two or three
pieces of tape to fasten the lid, but do not seal all the way round as this could create anaerobic conditions
and encourage the growth of possible pathogenic microorganisms.
The recommended maximum temperature for incubation of cultures is 30°C. Cultures should not be
incubated at 37°C, as this is an ideal temperature for the growth of many human pathogenic species.
Agar plates should be incubated in an inverted position, with the agar uppermost, as this allows
condensation to collect on the lid. Do not open Petri dishes after incubation.
All bacterial or fungal cultures must be sterilized by autoclaving at 121°C for 15 minutes before disposal.
Use the appropriate biohazard autoclavable plastic bags for this purpose, left open in the autoclave so
steam can penetrate.
When you have finished your practical work, wipe the bench with disinfectant; wash your hands with soap
and dry using disposable paper towels before leaving the laboratory.
1
You are expected to provide your own lab coat for practical work. You may use the same lab coat for Biology and Chemistry but you
must remember to bring it to lessons. You should ensure you take it home to wash regularly. For Microbiology practical work you will use
a lab coat provided by the school, which does not leave the lab.
Disposable gloves must be worn and the broken container and/or spilled culture covered with a cloth
soaked in disinfectant and left for at least 10 minutes. The materials should then be cleared away with
paper towels and a dustpan, which should then be placed in a disposable bag and autoclaved.
Each practical that you carry out will need to be written-up. At the back of this booklet you will find an
appendix (Appendix IV) with some help sheets. You should always refer to these when writing the reports of
your practicals.
You must also make yourself familiar with the criteria for practical assessment which are included in this
booklet (Appendix III) for your information.
Biological drawings can be made from biological specimens viewed with a microscope, binocular microscope
or hand-lens. They should always be accurate records of the observed features of a specimen. The most
informative drawings are not necessarily the most ‘artistic’ and in Biology we avoid shading as this obscures
scientific detail.
A drawing is different from a diagram. Whilst a drawing is an accurate record of your observations of a
particular biological specimen, showing only the features that can be seen clearly, a diagram is a more
stylized representation of a structure. In a diagram, it is customary to include all the essential features known
to be associated with the specimen, whether visible or not.
Drawing tables 2
2
Images taken from: The Open Door Website © Paul Billiet 2003
In Biology you will draw all kinds of graph, including bar charts, pie graphs and line graphs. Choosing
which type of graph to draw can be tricky. Here are some pointers:
Use a pie chart if you want to make simple comparisons visually attractive. These are rarely very
good for experimental results.
Use a bar chart if one of your variables has just a few discrete values (e.g. colours, gender, types of
material) but the other variable is continuous.
Use a line graph if both of your variables are continuous (e.g. temperature, mass, length, etc.).
In order to draw an accurate graph you need to remember the following points:
Use a sharp pencil and a ruler.
Label the axes with quantity and unit (e.g. time/minutes).
The scale on each axis must use up at least half of the graph paper
When drawing line graphs, plot your points using crosses (x)
Do not draw best-fit lines for Biology. Join the point “dot-to-dot” with a straight line (use a
ruler)!
The point must be no further than half the smallest square on your graph paper from the
correct place or you will lose marks.
When plotting graphs of your experimental results, it is a good idea to use a computer to quickly plot a
graph enabling you to find out what is happening. If necessary, you can repeat an experiment or try
out further ideas. However, computer-drawn graphs are not very accurate unless you are an expert in
the use of computer packages; and even these will take a long time to draw an accurate graph.
Use Excel.
For line graphs, use the ‘scatter graph’ function.
Allow the computer to join the points or join them by hand
Change the minimum and maximum values of the graph if necessary.
Make sure your graph is big – at least half a side of A4.
Use the information provided by your teacher at the start of the course
Graph checklist:
1. Use graph paper.
2. Use pencil and ruler.
3. Make sure your graph is a good size.
4. Draw in the two axes with a ruler.
5. Put the independent variable on the horizontal axis.
6. Scales on each axis should go up evenly (but do not necessarily have to start at zero).
7. Scales increase upwards and from left to right.
8. Adjust the scale to fit the range of data (so that it covers the highest and lowest value).
9. Give your graph a title which explains what it is about (try to include the variables).
10. Plot the points accurately with a small ‘x’ or a dot.
11. Label both axes with the name of the variable and the units (use abbreviations for
scientific units).
12. Use a key with plotting symbols if you plot several lines.
Biology Department
British School of Brussels vzw
When you make quantitative observations you are expected to use the appropriate units. The system
of units used is the International System of Units - SI units (Système International d’Unités). In the
table below you are given some of the more common SI units you will need to use.
When showing length, it is acceptable to use the associated units shown in the table below.
When measuring time, it is acceptable to use minutes, days or hours when the experiment spans over
a significant period of time.
3
Adapted from Morgan, Sally (2002) Advanced Level Practical Work for Biology. Hodder & Stoughton.
In the table below you are given some of the rules concerning the correct use of SI units.
Error analysis in Biology is no different from that in other sciences. Biology however is not an “exact”
science in that much of the data collected by biologists is qualitative. Furthermore, biological systems
are very complex and difficult to control. Biological investigations, nevertheless, do often require
measurements and biologists do need to be aware of the sources of error in their data.
Human error
Obviously data that is carefully recorded will be more reliable than data collected carelessly. Human
error can occur when tools or instruments are used to read incorrectly. For example, a temperature
reading from a thermometer in a liquid should be taken after
stirring the liquid and whilst the bulb of the thermometer is still in
the liquid. Thermometers and other instruments should be read
with the eye level with the liquid otherwise this results in parallax
error. Human errors can be systematic because the experimenter
does not know how to use the apparatus properly or they can be
random because the power of concentration of the experimenter
is fading.
Systematic error
Random errors
In biological investigations, the changes in the material used or the conditions in which they are
carried can cause a lot of errors.
For example the rate of transpiration of a small animal measured using a manometric respirometer
can be influenced by changes in air temperature and barometric pressure.
Biological material is notably variable.
For example, the water potential of potato tissue may be calculated by soaking pieces of tissue in a
range of concentrations of sucrose solutions. However, different pieces of tissue will vary in their water
potential especially if they have been taken from different potatoes.
The problem of random errors can be kept to a minimum by careful selection of material and careful
control of variables (e.g. using a water bath or a blank).
As we saw above, human errors can become random when you have to make a lot of tedious
measurements, your concentration span can vary. Automated measuring using a data-logger system
can help reduce the likelihood of this error; alternatively you can take a break from measuring from
time to time.
4
Taken from: The Open Door Website, © Paul Billiet 2003
Selecting data
Replicates permit you to see if data is consistent. If a reading is very different from the others it may
be left out from the processing and analysis. However, you must always be ready to justify why you
did this.
Degrees of precision
If you use a ruler, graduated in millimetres, to measure an object (e.g. the length of a leaf) you will
probably find the edges of the object lie close to a millimetre division but probably not right on it.
Recording the leaf as “4.5cm-and-a-bit” is not very useful. The accepted rule is that the degree of
precision is ± the smallest division on the instrument, in this case one millimetre. So the leaf in this
example is 4.5cm±0.1cm.
The degree of precision will influence the instrument that you choose to make a measurement. For
example, if you used the same ruler to measure an object 0.5cm long the degree of precision (±0.1cm)
is 20% of the measurement. This is a very large error margin and, so, it is not very precise. Therefore,
we must choose an appropriate instrument for measuring a particular length, volume, pH, light
intensity, etc.
Why bother?
You might think that all these sources of error and imprecision make experimental results worthless.
This is not true, it is understood that experimental results are only estimates. What is expected of a
scientist is that they: (i) make the best effort to avoid errors in their design of investigations and the
use of instruments, and (ii) are aware of the possible source of errors and appreciate their magnitude.
Most of these books and many others are in the school library. If you cannot find them there but would
like to read the books talk to Maria.
Ridley, Matt (1994), The Red Queen – Sex and the Evolution of Human Nature, Penguin.
(ISBN 0-14-016772-2)
Matt Ridley is an Oxford graduate who has become a science journalist and has
won several international prizes with his “popular science” books. Some original
ideas and well-argued cases make him a compulsory read.
Ridley, Matt (2003), Nature via nurture – genes, experience and what makes us human,
Fourth Estate.
(ISBN 1-84115-745-7)
‘A real page-turner. What a superb writer he is, and he seems to get better and
better.’
Richard Dawkins, author of The Selfish Gene.
Broomhall, Clive (2003), The Eternal Child – An Explosive New Theory of Human Origins
and Behaviour, Ebury Press.
(ISBN 009188574-4)
A revolutionary new theory of our origins and the roots of modern human
behaviour.
Giddings, G., Jones, N. and Karp, A. (2001), The Essentials of Genetics (Advanced
Biology Readers), Hodder Murray
(ISBN 978-0719586118)
Designed for students of A level biology, this text introduces the subject of genetics by
looking at how characteristics are passed from one generation to another and the
processes that lead to variation within a species.
Gibb, Barry (2007), The Rough Guide to the Brain, Rough Guides, Ltd.
(ISBN 978-1843536642)
Within our skulls resides an organ more powerful than the fastest supercomputer, the
ultimate multi-tasker controlling everything from the retrieval of memories to complex
reasoning - and even breathing. "The Rough Guide to the Brain" provides an
absorbing and accessible introduction to the science of the mind - from how the
human brain evolved over millions of years and how it differs from those of other
animals to the power of positive thinking and extrasensory perception hypnosis.
Leroi, Armand Marie (2004), Mutants: On the form, varieties and errors of the human
body, Harper Collins.
(ISBN 0002571137)
Matt Ridley, Author of Genome
'...Armand Leroi combines meticulous historical research, brand-new genetic
understanding and consummate skill with words to tell an absorbing tale'
Sims, Michael (2003), Adam’s Navel- A Natural and Cultural History of the Body, Penguin.
(ISBN 0713995688)
In this title Michael Sims simultaneously explores the natural history of the body and
the cultural history that records our response to it. Divided into sections corresponding with
various body parts, this almanac explores every aspect of the human form - from the largest
organ (the skin) to the evolutionary reasoning behind sexually attractive body parts - witness
the cult of aprodite kalipygos ("the goddess with the beautiful buttocks").
Lane, Nick (2006), Power, Sex, Suicide: Mitochondria and the Meaning of Life, Oxford
University Press.
(ISBN 978-0199205646)
Biologist, October 1, 2006
An enthralling account.
The author has accomplished something quite breathtaking.
(ISBN 0-19-856481-3)
“This fascinating book provides a rapid and accessible introduction to modern
virology”, NATURE.
Noble, Denis (2006), The Music of Life: Biology beyond the genome, Oxford University
Press
(ISBN 978-0199295739)
What is Life? Decades of research have resulted in the full mapping of the human
genome - three billion pairs of code whose functions are only now being understood.
The gene's eye view of life, advocated by evolutionary biology, sees living bodies as
mere vehicles for the replication of the genetic codes.
But for a physiologist, working with the living organism, the view is a very different one.
Action verbs
Exam Tip:
If you know the meanings of all the command terms, then you know what the examiners expect you
to do. Pay attention to the number of marks available for that question and make at least that many
relevant points.
Here are some of the most important points to remember if you want to guarantee your success:
Get into a routine straight away and stick to it – write out a homework timetable and
adhere to it
Use your syllabus – check off topics as we cover them, make sure you know what we’re
looking for in your coursework; be aware of what is coming up next and prepare for it
READ! We can’t stress this enough. Read your textbook, the recommended biological
literature, the excellent reference and resource books in the library, Biological Science
Review, etc. Use the Internet for some additional research and for the fantastic images
and animations. Use recommended sites on the Internet but… remember there are also
some very poor websites with misleading and incorrect information. All of this can make
the difference between one grade and another. It also greatly increases your
understanding and enjoyment of the subject.
Constant revision is essential if you are to succeed in a modular course: don’t leave it to
the last moment. IB requires much more remembering than GCSE. You will be tested
frequently to make sure you keep up to standard.
If you stop enjoying Biology it’s probably because you’re no longer keeping up. Don’t let
things slip – do something about it before it’s too late.
Don’t just come to lessons – if you need additional help let your teachers know. Use the
Biology Department as much as possible and talk to us if you have problems: we’re here
to help.
2.1.6 Explain the importance of the surface area to volume ratio as a factor limiting cell size.
2.1.7 State that multicellular organisms show emergent properties.
2.1.8 Explain that cells in multicellular organisms differentiate to carry out specialized functions by expressing
some of their genes but not others.
2.1.9 State that stem cells retain the capacity to divide and have the ability to differentiate along different
pathways.
2.1.10 Outline one therapeutic use of stem cells.
disaccharides and polysaccharides; between fatty acids, glycerol and triglycerides; and between amino
acids and polypeptides.
3.2.6 State three functions of lipids.
3.2.7 Compare the use of carbohydrates and lipids in energy storage.
chromosomes in humans.
4.3.6 State that some genes are present on the X chromosome and absent from the shorter Y chromosome in
humans.
4.3.7 Define sex linkage.
4.3.8 Describe the inheritance of colour blindness and haemophilia as examples of sex linkage.
4.3.9 State that a human female can be homozygous or heterozygous with respect to sex-linked genes.
4.3.10 Explain that female carriers are heterozygous for X-linked recessive alleles.
4.3.11 Predict the genotypic and phenotypic ratios of offspring of monohybrid crosses involving any of the
above patterns of inheritance.
4.3.12 Deduce the genotypes and phenotypes of individuals in pedigree charts.
4.4.9 State two examples of the current uses of genetically modified crops or animals.
4.4.10 Discuss the potential benefits and possible harmful effects of one example of genetic modification.
4.4.11 Define clone.
4.4.12 Outline a technique for cloning using differentiated animal cells.
4.4.13 Discuss the ethical issues of therapeutic cloning in humans.
5.1.14 State that saprotrophic bacteria and fungi (decomposers) recycle nutrients.
6.2.6 State that blood is composed of plasma, erythrocytes, leucocytes (phagocytes and lymphocytes) and
platelets.
6.2.7 State that the following are transported by the blood: nutrients, oxygen, carbon dioxide, hormones,
antibodies, urea and heat.
the internal and external intercostal muscles, the diaphragm and abdominal muscles.
7.4.5 Draw and label a diagram showing the structure of a peptide bond between two amino acids.
7.4.6 Explain the process of translation, including ribosomes, polysomes, start codons and stop codons.
7.4.7 State that free ribosomes synthesize proteins for use primarily within the cell, and that bound ribosomes
synthesize proteins primarily for secretion or for lysosomes.
8.2.8 Explain the concept of limiting factors in photosynthesis, with reference to light intensity, temperature
and concentration of carbon dioxide.
reticulum, the formation of cross-bridges, the sliding of actin and myosin filaments, and the use of ATP
to break cross-bridges and re-set myosin heads.
11.2.8 Analyse electron micrographs to find the state of contraction of muscle fibres.
A.3.7 Discuss the concept of food miles and the reasons for consumers choosing foods to minimize food
miles.
F.4.3 Explain the use of acids and high salt or sugar concentrations in food preservation.
F.4.4 Outline the symptoms, method of transmission and treatment of one named example of food poisoning.
G.5.3 Describe one technique used to estimate the population size of an animal species based on a capture–
mark–release–recapture method.
G.5.4 Describe the methods used to estimate the size of commercial fish stocks.
G.5.5 Outline the concept of maximum sustainable yield in the conservation of fish stocks.
G.5.6 Discuss international measures that would promote the conservation of fish.
Standard Level
Overall
Duration
Component Weighting Format and Syllabus Coverage
(hours)
(%)
Paper 1 20 ¾ 30 multiple-choice questions on the core
Paper 2 32 1¼ Section A:
one data-based question and several short-answer
questions on the core (all compulsory)
Section B:
one extended response question on the core (from a
choice of three)
Paper 3 24 1 Several short-answer questions in each of the two options
studied (all compulsory)
Higher Level
Overall
Duration
Component Weighting Format and Syllabus Coverage
(hours)
(%)
Paper 1 20 1 40 multiple-choice questions (± 15 common to SL plus
about five more on the core and about 20 more on the AHL)
Paper 2 36 2¼ Section A:
one data-based question and several short-answer
questions on the core and the AHL (all compulsory)
Section B:
two extended response questions on the core and AHL
(from a choice of four)
Paper 3 20 1¼ Several short-answer questions and one extended response
question in each of the two options studied (all compulsory)
For both SL and HL, calculators are not permitted in paper 1 but are required in papers 2 and 3,
where programmable graphic display calculators are allowed.
Appendix III: IB Internal Assessment Criteria
There are five assessment criteria that are used to assess the work of both SL and HL students.
• Design—D
• Data collection and processing—DCP
• Conclusion and evaluation—CE
• Manipulative skills—MS
• Personal skills—PS
The first three criteria—design (D), data collection and processing (DCP) and conclusion and evaluation
(CE)—are each assessed twice.
Manipulative skills (MS) is assessed summatively over the whole course and the assessment should be
based on a wide range of manipulative skills.
Personal skills (PS) is assessed once only and this will be during the group 4 project.
Each of the assessment criteria can be separated into three aspects as shown in the following sections.
Descriptions are provided to indicate what is expected in order to meet the requirements of a given
aspect completely (c) and partially (p). A description is also given for circumstances in which the
requirements are not satisfied, not at all (n).
The marks for each of the criteria are added together to determine the final mark out of 48 for the IA
component. This is then scaled at IBCA to give a total out of 24%.
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Design
*Instructions may be in a variety of forms: oral, written worksheets, diagrams, photographs, videos, flow
charts, audio tapes, models, computer programs, and so on, and need not originate from the teacher.
Design criteria
Is the raw data presented in a table with an appropriate title and in the proper format?
Are all parts of tables presented clearly labelled?
Is the precision of the measuring device(s) used included with each table? (This includes + the smallest
division of the device.)
Are all uncertainties presented?
Is the raw data properly processed? (This may include statistical tests, percent change, or simple
means.)
Is the processed data presented properly in a table or in a graphical representation?
Is the use of decimals consistent?
Do the decimals not exceed the capability of the measuring devices?
Are uncertainties included with tables or graphs showing processed data?
For statistical tests, is a clear explanation of the test given with at least one clear example of the test
being applied to the raw data?