The body of knowledge known as biology is growing at an immeasurable rate. Fortunately, scientists are also able to organize these many facts around several core concepts. In IB biology, students will learn to be the scientist in exploring the interrelationships between these core concepts using a variety of methods. These methods include a heavy emphasis on student investigation and inquiry skills, research, analysis, and application. Students will communicate their ability to apply, critique and revise their findings in many ways such as, professional-level oral, visual, and written communications. Students will develop a strong foundational understanding of the nature of science and describe how newly acquired knowledge leads to new and different questions.

Summary of the changes in the Guide (first examinations 2016)

 

Nature of Science

One statement at the beginning of each topic which is an exemplification of the statements on page 7-12 of IB Biology syllabus.

Statement 1.5

Many scientific discoveries have involved flashes of intuition and many have come from speculation or simple curiosity about particular phenomena.

Exemplar 11.3

Curiosity about particular phenomena—investigations were carried out to determine how desert animals prevent water loss in their wastes.

 

Understandings 
Are transferable and long-lasting, not merely knowledge

Combinations of two statements:

 1.3 “Phospholipids form bilayers in water due to the amphipathic properties of phospholipid molecules.”

 

Skills 
Knowledge of how to carry out, “learning by doing”

• Laboratory protocols

• Data analysis

• Tasks

1.4 Skill: Estimation of osmolarity in tissues by bathing samples in hypotonic and hypertonic solutions.(Practical 2)

 

Applications 
Specific examples that improve understanding, must be taught as such

1.4 Application: Tissues or organs to be used in medical procedures must be bathed in a solution with the same osmolarity as the cytoplasm to prevent osmosis.

 

Options 4 Options, all HL/SL

• One only to be examined on Paper 3

• {Note – P3 will also have lab-based questions}

 

Options 6 Core and 1 AHL prescribed practical investigations

• Other labs in the Skills section

• Individual Investigation

• {Note – lab based questions will use this material}

 

Time allocation

• Core 95 hours (from 80)

• AHL 60 hours (from 55)

• Options 15/25 (from 30/45 for 2 Options)

• PSOW 40/60 (10 hours Individual Investigation)

• Totals 150 hours S level

• 240 hours H level (unchanged)

 

 

 

 

 

PSOW

• Six experiments in the core and one in the AHL which are identified as practical activities which must be carried out. However, the assessment of these will be on the examination rather than within the internal assessment scheme.

• The “Applications and skills” section of the syllabus lists specific lab skills, techniques and experiments that students must experience

• Other recommended lab skills, techniques and experiments are listed in the

“Aims” section of the subject-specific syllabus pages.

 

Internal Assessment

 

Individual Investigation

Total of 10 hours

20% of final mark

Only officially assessed IA

The tasks can include:

1. Hands-on lab

2. Use of database for analysis and modelling

3. Extraction and graphical analysis from a database

4. Simulation (interactive/open-ended)

5. Hybrid hands-on + spreadsheet/database

(Qualitative and quantitative data are valid)