Sr. No.
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2.
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4.
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8.
9.
10.
11.
12.
13.
14.
Topics
Nature of Science
Nature of Biology
Distinction between SL and HL
Prior Learning
Group 4 Aims
Syllabus
Assessment Objectives
Assessment Outline SL & HL
External Assessment Details
Practical Work & Internal Assessment Details
Group 4 Project
Grade Descriptor
Essential Agreements
Resources
Nature of Science
The nature of science is a new methodology that supports subject knowledge and skills
acquisition through broader conceptual themes and ideas. Highlighting the importance of key
scientific issues like ethics, objectivity and the understanding of science, this approach brings
these important concepts to the surface, and ensures they are clearly linked into learning.
Nature of Biology
2
The word biology was coined by German naturalist Gottfried Reinhold in 1802 but our
understanding of living organisms only started to grow rapidly with the advent of techniques and
technologies developed in the 18th and 19th centuries, not least the invention of the microscope
and the realization that natural selection is the process that has driven the evolution of life.
Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago
and, through reproduction and natural selection, have given rise to the 8 million or so different
species alive today. Estimates vary, but over the course of evolution 4 billion species could have
been produced. Most of these flourished for a period of time and then became extinct as new,
better adapted species took their place. There have been at least five periods when very large
numbers of species became extinct and biologists are concerned that another mass extinction is
under way, caused this time by human activity. This diversity makes biology both an endless
source of fascination and a considerable challenge.
In Biology at one end of the scale is the cell, its molecular construction and complex metabolic
reactions. At the other end of the scale biologists investigate the interactions that make whole
ecosystems function. Many areas of research in biology are extremely challenging and many
discoveries remain to be made.
Biology is still a young science and great progress is expected in the 21st century. This
progress is sorely needed at a time when the growing human population is placing ever greater
pressure on food supplies and on the habitats of other species, and is threatening the very
planet we occupy.
Distinction between SL and HL
Group 4 students at standard level (SL) and higher level (HL) undertake a common core
syllabus, a common internal assessment (IA) scheme and have some overlapping elements in
the option studied. They are presented with a syllabus that encourages the development of
scientific skills, attributes and attitudes. While the skills and activities of group 4 science
subjects are common to students at both SL and HL, students at HL are required to study some
topics in greater depth, in the additional higher level (AHL) material and in the common options.
The distinction between SL and HL is one of breadth and depth.
Prior Learning
Group 4 subjects and prior learning Past experience shows that students will be able to study a
group 4 science subject at SL successfully with no background in, or previous knowledge of,
science. Their approach to study, characterized by the specific IB learner profile attributes
inquirers, thinkers and communicatorswill be significant here.
However, for most students considering the study of a group 4 subject at HL, while there is no
intention to restrict access to group 4 subjects, some previous exposure to formal science
education would be necessary.
Group 4 Aims
Through studying biology, chemistry or physics, students should become aware of how
scientists work and communicate with each other. While the scientific method may take on a
wide variety of forms, it is the emphasis on a practical approach through experimental work that
characterizes these subjects.
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The aims enable students, through the overarching theme of the Nature of science, to:
1. Appreciate scientific study and creativity within a global context through stimulating and
challenging opportunities.
2. Acquire a body of knowledge, methods and techniques that characterize science and
technology
3. Apply and use a body of knowledge, methods and techniques that characterize science and
technology
4. Develop an ability to analyse, evaluate and synthesize scientific information
5. Develop a critical awareness of the need for, and the value of, effective collaboration and
communication during scientific activities
6. Develop experimental and investigative scientific skills including the use of current
technologies
7. Develop and apply 21st century communication skills in the study of science
8. Become critically aware, as global citizens, of the ethical implications of using science and
technology
9. Develop an appreciation of the possibilities and limitations of science and technology
10. Develop an understanding of the relationships between scientific disciplines and their
influence on other areas of knowledge.
Syllabus
Topic 1 - Cell Biology
Topic
Understanding
1.1Introduction
to cell
1.2 Ultrastructure of
Cells
1.3 Membrane
Structure
1.4 Membrane
Transport
Understanding
2.1 Molecules to
Metabolism
2.2 Water
2.4 Proteins
2.5 Enzymes
2.9 Photosynthesis
Topic 3: Genetics
Topic
Understandings
3.1 Genes
3.2 Chromosomes
3.3 Meiosis
3.4 Inheritance
Topic 4: ECOLOGY
Topic
Understandings
4.1 Species,
communities and
ecosystems
11
Understandings
5.3 Classification of
biodiversity
5.4 Cladistics
12
13
Understandings
14
immunity to diseases.
Production of antibodies by lymphocytes in response to particular
pathogens gives specific immunity.
Antibiotics block processes that occur in prokaryotic cells but not in
eukaryotic cells.
Viruses lack a metabolism and cannot therefore be treated with
antibiotics.
Some strains of bacteria have evolved with genes that confer
resistance to
antibiotics and some strains of bacteria have multiple resistance.
6.6 Hormones,
homeostasis and
reproduction
16
Understandings
7.3 Translation
17
Understandings
8.1 Metabolism
8.3 Photosynthesis
18
19
Understandings
20
Understandings
10.1 Meiosis
10.2 Inheritance
A gene pool consists of all the genes and their different alleles,
present in an
interbreeding population.
Evolution requires that allele frequencies change with time in
populations.
Reproductive isolation of populations can be temporal,
behavioural or
geographic.
Speciation due to divergence of isolated populations can be
gradual.
Speciation can occur abruptly.
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Understandings
11.2 Movement
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Assessment Objectives
The assessment objectives for biology, chemistry and physics reflect those parts of the
aims that will be formally assessed either internally or externally. These assessments will
centre upon the nature of science.
Each assessment objective is assessed using the following key terms and phrases in
examination questions. These command terms indicate the depth of treatment required.
It is the intention of these courses that students are able to fulfill the following assessment
objectives:
! Demonstrate knowledge and
understanding of:
a. facts, concepts and terminology
Command Terms
Define, Draw, Label, List, Measure,
State
Command Terms
Command Terms
d. scientific explanations.
4. Demonstrate the appropriate research, experimental, and personal skills necessary to
carry out insightful and ethical investigations
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Assessment Outline - SL
Assessment Outline HL
25
Higher Level
Paper 1
Duration: 1 hour
Weighting: 20%
Marks: 40
Paper 2
Duration: 2 hours
Weighting: 36%
Marks: 72
Data-based question.
Short-answer and extended-response
questions on core material.
One out of two extended response questions
to be attempted by candidates.
The questions on paper 2 test assessment
objectives 1, 2 and 3.
The use of calculators is permitted.
Duration: 1 hour
Weighting: 20%
Marks: 35
Data-based question.
Short-answer and extended-response
questions on core and AHL material.
Two out of three extended response
questions to be attempted by candidates.
The questions on paper 2 test assessment
objectives 1, 2 and 3.
The use of calculators is permitted.
Paper 3
Duration: 1 hours
Weighting: 24%
Marks: 45
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The internal assessment requirements are the same for biology, chemistry and physics. The
internal assessment, worth 20% of the final assessment, consists of one scientific investigation.
The individual investigation should cover a topic that is commensurate with the level of the
course of study.
Student work is internally assessed by the teacher and externally moderated by the IB. The
performance in internal assessment at both SL and HL is marked against common assessment
criteria, with a total mark out of 24.
Internal assessment is an integral part of the course and is compulsory for both SL and HL
students. It enables students to demonstrate the application of their skills and knowledge, and to
pursue their personal interests, without time limitations and other constraints that are associated
with written examinations.
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The task produced should be complex and commensurate with the level of the course. It should
require a purposeful research question and the scientific rationale for it. The marked exemplar
material in the teacher support material will demonstrate that the assessment will be rigorous
and of the same standard as the assessment in the previous courses.
Some of the possible tasks include:
a hands-on laboratory investigation
using a spreadsheet for analysis and modelling
extracting data from a database and analysing it graphically
producing a hybrid of spreadsheet/database work with a traditional hands-on investigation
using a simulation provided it is interactive and open-ended.
Some tasks may consist of relevant and appropriate qualitative work combined with quantitative
work.
The task will have the same assessment criteria for SL and HL. The five assessment criteria are
personal engagement, exploration, analysis, evaluation and communication.
Reflect at the end of each topic you have studied and record these reflections for
future reference. What particular concept, idea, lesson, application, experiment
sparked your interest / curiosity? What else would you like to know?
Keep a record / journal of in class labs you have enjoyed, questions you have, or
something of interest you saw online. Are you interested in learning more?
Development of a topic / idea you has explored during the Group 4 project.
An extension to a lab carried out in class
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Exploration
Analysis
Evaluation
Communication
Total
2 (8%)
6(25%)
6(25%)
6(25%)
4(17%)
24(100%)
30
Mark
Descriptor
0
The students report does not reach a standard described by the descriptors
below.
The evidence of personal engagement with the exploration is limited with
little independent thinking, initiative or insight.
The justification given for choosing the research question and/or the topic under
investigation does not demonstrate personal significance, interest or
curiosity.
There is little evidence of personal input and initiative in the designing,
implementation or presentation of the investigation.
The evidence of personal engagement with the exploration is clear with
significant independent thinking, initiative or insight.
The justification given for choosing the research question and/or the topic under
investigation demonstrates personal significance, interest or curiosity.
There is evidence of personal input and initiative in the designing,
implementation or presentation of the investigation.
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Exploration
Does it relate to a topic you have learned in class or is it an extension of class work?
What are the relevant chapters/pages in your IB Biology textbook?
What techniques/skills are involved?
Did the idea come from a Biology related blog, website, journal, magazine
If your topic extends beyond what you have learned in class you will need to be prepared to do
some additional learning in order to understand the concepts involved and how to apply them to
your topic.
Focus your topic by generating three to five different topic statements / broad questions.
Example:
Introduction:
Before going any further your investigation needs an introduction. This is where you establish
the purpose and significance of your work. There are three parts (although they dont need to be
presented in this order):
32
Exploration
How does one establish the scientific context of your work ?
The exploration criteria assesses the extent to which the student establishes the scientific
contest for the work, states a clear and focused research question and uses concepts and
techniques appropriate to the Diploma Programme level. Where appropriate the criteria also
assess awareness of safety, environmental and ethical considerations.
In this section you need to demonstrates your understanding of the chemical concepts and
principles behind the research question, method and any specialised equipment used at an
appropriate level (higher/standard).
It is important that chemical theories, concepts, terms, conventions, chemical formulas, reaction
mechanisms, balanced equations (including state symbols), correct units for physical quantities,
graphs, diagrams and models are used clearly, concisely and accurately.
A scientific context that is directly related to the research will have more meaning than facts and
information that are not in context.
Prediction
In the prediction knowledge of the concepts and principles relevant to the question are used to
offer a prediction/expectation/outcome for the experiment.
The prediction needs to fit existing scientific theories, models, principles, concepts,
ideas.
sketch graphs should be used where relevant to show the expected results, trends
and patterns.
The prediction should be explained (briefly) so as to demonstrate an understanding
of the reason behind it.
Methodology
In the method you describe the procedure you followed to collect the data and explain the
reasons why you did what you did.
Evaluate your method and consider the extent to which it
Is your method precise enough so that another experimenter could easily reproduce the
experiment. Check that there are no vague statements that are open to interpretation
Are the controlled variables identified and how they will be achieved / monitored
/maintained. The controlled variables are what is kept constant / remains unchanged
between trials/ experiments and why these controls are needed.
Where theyre any variables you had difficulty controlling. These are factors that cannot
be easily controlled or monitored, for example temperature in an exothermic reaction,
heat loss, room temperature, and atmospheric pressure.
Have you explained why you have settled on this particular method over others.
Have you explained any modifications made and how and why you adapted the method
to fit your investigation.
Have you made it clear what type of data is collected and the frequency of collection?
Only data relevant to the research question is collected. Dont worry if your research
identifies a new dimension to your question or even requires you to revise it.
Have you planned to collection of sufficient relevant data.
Sufficient repeated measurements (trials) to improve the precision of raw data.
If a trend line is plotted from which a calculation will be made the trend line needs at
least five data points are needed.
If a trend line is plotted and the graph is the end of processing (there are no further
calculations) then at least five data points are needed. The points plotted are the
average of trials.
Evidence that practice trial runs have been completed where necessary
This criterion assesses the extent to which the student establishes the scientific context for the
work, states a clear and focused research question and uses concepts and techniques
appropriate to the Diploma Programme level. Where appropriate, this criterion also assesses
awareness of safety, environmental, and ethical considerations.
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Mark
Descriptor
0
1-2
3-4
5-6
The students report does not reach a standard described by the descriptors
below.
The topic of the investigation is identified and a research question of some
relevance is stated but it is not focused.
The background information provided for the investigation is superficial or of
limited relevance and does not aid the understanding of the context of the
investigation.
The methodology of the investigation is only appropriate to address the
research question to a very limited extent since it takes into consideration few of
the significant factors that may influence the relevance, reliability and sufficiency
of the collected data.
The report shows evidence of limited awareness of the significant safety,
ethical or environmental issues that are relevant to the methodology of the
investigation*.
The topic of the investigation is identified and a relevant but not fully focused
research question is described.
The background information provided for the investigation is mainly appropriate
and relevant and aids the understanding of the context of the investigation.
The methodology of the investigation is mainly appropriate to address the
research question but has limitations since it takes into consideration only some
of the significant factors that may influence the relevance, reliability and
sufficiency of the collected data.
The report shows evidence of some awareness of the significant safety, ethical
or environmental issues that are relevant to the methodology of the
investigation*.
The topic of the investigation is identified and a relevant and fully focused
research question is clearly described.
The background information provided for the investigation is entirely appropriate
and relevant and enhances the understanding of the context of the
investigation.
The methodology of the investigation is highly appropriate to address the
research question because it takes into consideration all, or nearly all, of the
significant factors that may influence the relevance, reliability and sufficiency of
the collected data.
The report shows evidence of full awareness of the significant safety, ethical or
environmental issues that are relevant to the methodology of the
investigation*.
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Analysis
One important role of tables is to enhance interpretation of the data, so their excessive use
should be avoided. Large quantities of raw data not essential to analysis should be placed in
an appendix, but please note than an appendix is not assessed.
To what extent has appropriate and sufficient data been processed with the accuracy
required to enable a conclusion to the research question to be drawn that is fully consistent
with the experimental data?
Considerations
Has an appropriate method(s) for analysing the data been used?
How successfully has the data been analysed?
Is the data analysis sophisticated enough so that a full range of processing skills is
shown (calculations, graphs, error propagation)?
Is the analysis accompanied by an appropriate consideration of uncertainties?
Does the processing lead to a reliable conclusion?
Are tables, graphs and images presented appropriately?
Have the correct conventions been used, including appreciation of decimal places,
significant figures, and uncertainties where appropriate?
The processed data is correctly interpreted so that a completely valid and detailed
conclusion to the research question can be deduced.
Analyzing the Raw Data
Complete and correct quantitative processing of the raw data needs to be carried
out. This could include combining, manipulating raw data to determine the value of
an answer, or taking the average of several measurements and transforming the
data into a graph. Microsoft equation editor can be used for mathematical and
chemical equations.
For repeated trials, the final result for each trial should be calculated and then
averaged. Averaged results should be used in calculations and for plotting trends. In
titrations the most precise data within the range of the random error should be
averaged.
If any trials are excluded from analysis then the reason for this should be given.
The processed data needs to be presented in an easily interpretable manner so that
all the stages to the final result can be followed.
One sample for each type of calculation is given clearly showing the steps involved
in
processing. This includes averages, standard deviations and % uncertainties.
Identical
calculations of the same type should not be repeated.
It needs be clear how graphs were analyzed and slopes and changes determined.
Raw and processed data can be incorporated into the same table.
37
Graphs
Graphs
be
Have
labeled
Graphs should
plotted
usingaxes.
graphical analysis software. Graphs should
Have units of measurement and uncertainty for each variable (in brackets)
An appropriate
scale for the data it should reflect the precision in the data being
Have labeled
axes.
plotted
and where possible
the intervals
of measurement
used
Have units
of measurement
and uncertainty
for each
variable (in brackets)
Be of an
appropriate
size (at
least 12
page)
An appropriate
scale
for the data
it should
reflect
the precision in the data being
and
Have
accurately
plotted
data points
that fill the plot
plotted
where
possible
the intervals
of measurement
usedarea
a key/legend
thereare
two or more sets of data on the same graph is clear
Be of anHave
appropriate
size (atifleast
page)
(or seriesplotted
deleted
from
excel
there
is only one set of data)
Have accurately
data
points
thatgraphs
fill the ifplot
area
Have a key/legend
if there
or more sets
of type.
data on the same graph is clear
Have 12 point
fontare
andtwo
a consistent
font
(or series
deleted
from excelcaption/heading.
graphs if there is Graphs
only oneare
setcalled
of data)
Have
a descriptive
figures and numbered
Have 12consecutively
point font and with
a consistent
font
type.
the heading placed under the graph.
Have
a descriptive
Graphical
analysiscaption/heading. Graphs are called figures and numbered
consecutively
with the
heading
placed under
the graph.
All graphs
need
an appropriate
best-fit
straight or curved line connecting the points.
Plotting scatter graphs with no line or a poorly fitted trend line is not appropriate.
Graphical analysis
For linear relationships plot an x-y scatter graph (without a line joining the points) and
then fit a best fit trend line
All graphs
an appropriate
best-fit
straight
or curved
line connecting
the joining the points) and
Forneed
curved
relationships
plot an
x-y scatter
graphs
(without a line
points. Plotting
scatter
graphs
with
no
line
or
a
poorly
fitted
trend
line
is
not
draw a smooth curved line of best fit through the points.
appropriate.
The final average result of repeated trials is used for plotting graphs not individual trials
For
linear relationships
plot an
scatter graph (without a line joining the points) and
Treatment
of uncertainties
in x-y
graphs
then
fit
a
best
fit
trend
line
For linear relationships the R-squared, R2 (coefficient of determination) can be calculated. The
For
curved relationships
plot an
x-y scatter
graphs
(without
a line joining
points)
R-squared
value measures
of the
strength
of a linear
relationship
andthe
ranges
from 0 to 1. An Rand draw a smooth curved line of best fit through the points.
squared of 1 can be interpreted to mean that there is a strong positive linear association
The final average result of repeated trials is used for plotting graphs not individual
between the x and y variable. The line fits 100% of the variation in the dependent variable.
trials
When R-squared value is -1 there is a strong negative linear association. When the R-squared
is 0 there is not a linear
Treatment of uncertainties in graphs
association between the x and y variables. NOTE: An R-squared does not allow one
to make cause and effect judgments.
For linear relationships the R-squared, R2 (coefficient of determination) can be
Error bars can be plotted to show the uncertainty associated with the the x or y axis.
calculated. The R-squared value measures of the strength of a linear relationship
Typically they are shown for the measured /calculated value / y axis. Error bars can be
and ranges from 0 to 1. An R-squared of 1 can be interpreted to mean that there is a
for fixed values and fixed percentages or customized to reflect different absolute
strong positive linear association between the x and y variable. The line fits 100% of
uncertainties
for y. Both
Excel When
and Logger
Pro can
plot
error
bars.
the variation
in the dependent
variable.
R-squared
value
is -1
there
is a strong
38
Show the equation of the line. The y-intercept can be determined and what it tells you
about the reliability of the data analyzed
This criterion assesses the extent to which the students report provides evidence that the
student has selected, recorded, processed and interpreted the data in ways that are relevant to
the research question and can support a conclusion.
Mark
Descriptor
0
1-2
3-4
5-6
The students report does not reach a standard described by the descriptors
below.
The report includes insufficient relevant raw data to support a valid conclusion
to the research question.
Some basic data processing is carried out but is either too inaccurate or too
insufficient to lead to a valid conclusion.
The report shows evidence of little consideration of the impact of measurement
uncertainty on the analysis.
The processed data is incorrectly or insufficiently interpreted so that the
conclusion is invalid or very incomplete.
The report includes relevant but incomplete quantitative and qualitative raw data
that could support a simple or partially valid conclusion to the research question.
Appropriate and sufficient data processing is carried out that could lead to a
broadly valid conclusion but there are significant inaccuracies and
inconsistencies in the processing.
The report shows evidence of some consideration of the impact of
measurement uncertainty on the analysis.
The processed data is interpreted so that a broadly valid but incomplete or
limited conclusion to the research question can be deduced.
The report includes sufficient relevant quantitative and qualitative raw data that
could support a detailed and valid conclusion to the research question.
Appropriate and sufficient data processing is carried out with the accuracy
required to enable a conclusion to the research question to be drawn that is fully
consistent with the experimental data.
The report shows evidence of full and appropriate consideration of the impact of
measurement uncertainty on the analysis.
The processed data is correctly interpreted so that a completely valid and
detailed conclusion to the research question can be deduced.
39
Evaluation
Conclusion
Guiding Questions
A strong conclusion will
Is a conclusion described and justified, relevant to the research question and supported
by the data presented?
Is the conclusion is correctly described and justified through relevant comparison to the
accepted scientific context?
Restate the research question. Interpret the result/trends.
Be consistent with the evidence provided and respond to the research question. An
alternative conclusion and explanation is offered should a careful examination of the
facts.
Compare the expected and actual results and reaches a conclusion as to whether the
results support or refute the initial prediction.
Provide justification for the results, evidenced by the correct chemical explanation /
reason for the results.
Use the processed data to prove/ show/ provide support for the conclusion (justification).
Relate to the relevant literature on the topic/accepted values?
Use the literature/what is known/ accepted values to prove/show/
account for / provide support for the conclusion (justification).
Demonstrate an understanding of the implications of the research. What
are the ramifications/a suggestion/a broader idea resulting from what has
been learned. The so what?
Not include new material or material that is not consistent with the
evidence presented.
Evaluation
Guiding Questions
An excellent evaluation will
Have the strengths and weaknesses of the investigation, such as limitations in the data
and sources of error, been discussed and is their evidence of a clear understanding of
the methodological issues involved in establishing the conclusion.
Have realistic and relevant suggestions for the improvement and extension of the
investigation been discussed?
Make an informed judgment about the reliability of the conclusions that is based on
evidence.
Offering good reasons for believing or not believing the conclusion, evidenced by
evaluating the factors that might strengthen and/or weaken its reliability.
Comparing the literature/theoretical value to the experimental results
Evaluate systematic and random errors
Identifying issues, unresolved questions and new questions that have
emerged from the research.
Discuss limitations and/or likely sources of error in the methodology.
Discuss the impact of experimental uncertainty on the conclusion.
Provide a realistic and evaluation of the issues associated with the data,
sources of error and method have accompanying improvements /
solutions / resolutions that that realistic and relevant.
The reason for suggesting these improvements is presented clearly and
supported by appropriate evidence.
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41
This criterion assesses the extent to which the students report provides evidence of evaluation
of the investigation and the results with regard to the research question and the accepted
scientific context.
Mark
Descriptor
0
1-2
3-4
The students report does not reach a standard described by the descriptors
below.
A conclusion is outlined which is not relevant to the research question or is not
supported by
the data presented.
The conclusion makes superficial comparison to the accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data
and sources of error, are outlined but are restricted to an account of the
practical or procedural issues
faced.
The student has outlined very few realistic and relevant suggestions for the
improvement
and extension of the investigation.
A conclusion is described which is relevant to the research question and
supported by the
data presented.
A conclusion is described which makes some relevant comparison to the
accepted scientific
context.
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5-6
43
Communication
Guiding Questions
Is the report is well structured and clear: the necessary information on focus, process
and outcomes is present and presented in a coherent way.
Is the report is relevant and concise thereby facilitating a ready understanding of the
focus, process and outcomes of the investigation.
Is subject specific terminology and conventions used correctly so that errors do not
hamper understanding.
Is the report between 6 and 12 pages in length?
Does the layout, and organization consistently follow a standard format?
Have sources been acknowledge and presented appropriately according
to APA guidelines?
Structure and clarity
The paper needs to be well structured, clear and presented in a coherent way.
Data tables are presented appropriately so they can be easily interpreted.
Method could be reproduced.
Relevance and conciseness
The paper needs to relevant and concise so that it is easy to understanding the focus, process
and outcomes of the investigation.
Between 6 and 12 pages
Stays on topic
Easy to follow the research development from beginning to end
Biology terminology and conventions
The use of Biology terms and conventions is appropriate and correct. Any errors do not hamper
understanding.
Graphs are presented appropriately: labeled axes (variable, units, uncertainties) title,
uncertainties, appropriate precision / significant figures on scale.
Tables are presented appropriately: title, clear column heading with units, uncertainties,
raw data to the correct and consistent precision.
Formulas, equations, structural formulas, mechanisms
Correct use of significant figures for numerical answers. Incorrect
reporting of significant figures in communication is penalized here.
Diagrams enhance interpretation
Consistent precision with presented raw data and +/- uncertainties
Word count
As a guide, an approximate % of the word count might be
Intro and research question 10%
Background 15%
Methodology 20%
Data Collection/Analysis 10%
Conclusion 20%
Evaluation 25%
Notice that the majority of the words are allocated, to the analysis, conclusion and evaluation.
These are the most important part of the report, since this is where you get to demonstrate how
well you know your topic and the implications of your findings.
Anything written beyond 12 pages words will not be marked and will be penalized under the
communication criterion. The best way to get an accurate word count is to save your final report
as a separate file and delete all the things above that are not included in the word count.
Layout
44
Descriptor
0
1-2
3-4
The students report does not reach a standard described by the descriptors
below.
The presentation of the investigation is unclear, making it difficult to
understand the
focus, process and outcomes.
The report is not well structured and is unclear: the necessary information on
focus, process and outcomes is missing or is presented in an incoherent or
disorganized way.
The understanding of the focus, process and outcomes of the investigation is
obscured by the presence of inappropriate or irrelevant information.
There are many errors in the use of subject-specific terminology and
conventions*.
The presentation of the investigation is clear. Any errors do not hamper
understanding
of the focus, process and outcomes.
The report is well structured and clear: the necessary information on focus,
process and outcomes is present and presented in a coherent way.
The report is relevant and concise thereby facilitating a ready understanding of
the focus, process and outcomes of the investigation.
The use of subject-specific terminology and conventions is appropriate and
correct. Any errors do not hamper understanding.
45
way as to lead the reader to believe that they originated with the writer.
Plagiarism is to give the impression that you have written or thought something
that you have in fact borrowed from someone else (IBO, 2011).
To acknowledge the work of others in you should use a known system of
documentation. Find out if your school has a preferred system.
Academic Honesty
An IB student is responsible for ensuring that his or her work is authentic, and that the work or
ideas of others fully and correctly acknowledged. Plagiarism and
collusion
are forms
malpractice
thatdo
incur
penalty in your school and with the IBO.
The bottom
line isofthis.
When you
theafollowing
Plagarism
Plagiarism
this
is exact
definedwords,
as the ideas
representation
take
the
of othersof the ideas or work of another person as your
own(IBO,
2011)
copy a diagram, graph, table, chart, image
Plagiarism occurs when the words, ideas, images of another person are reproduced without
take information from textbooks, class notes, presentations, websites
acknowledgement or when ideas are paraphrased in such a way as to lead the reader to believe
use part of the method from someone elses experiment
that they originated with the writer. Plagiarism is to give the impression that you have written or
paraphrase
a passage
own words.
thought
something that
you have in
in your
fact borrowed
from someone else (IBO, 2011).
use
specific
examples,
figures,
thatsystem
are notofyour
own
To acknowledge the work of others in you data,
shouldand
usefacts
a known
documentation.
The bottom line is this. When you do the following
You must
it!
takereference
the exact words,
ideas of others
copy a diagram, graph, table, chart, image
take information from textbooks, class notes, presentations, websites
Collusion
use is
part
of the method
from to
someone
elses
Collusion
allowing
ones work
be copied
by experiment
another (IBO, 2011)
paraphrase a passage in your own words.
use specific examples, figures, data, and facts that are not your own
You must reference it!
Collusion
Collusion is allowing ones work to be copied by another (IBO, 2011)
Whether you are aware of it or not, to prevent your work from being used in this way, dont put
your friend / partner in an awkward position by asking to look at their work and dont share
electronic files of any kind with anyone no matter what the reason. For further protection,
you need to keep a record of any procedural notes, raw data (qualitative and quantitative)
collected during lab work. You must not copy or share this with anyone, even your group
members.
References:
International Baccalaureate Organisation. (2011). Diploma Programme Academic Honesty.
International Baccalaureate Organisation.
46
Group 4 Project
It was devised to cover Aim 10 which states, develop an understanding of the relationships
between scientific disciplines and their influence on other areas of knowledge.
It is a collaborative activity whereby students studying different science subjects come together
to work on a scientific or technological problem. It should also address Aims 7 and 8 which are
concerned with global citizenship, ethical issues and 21st century communication skills.
The project basically is broken down into three phases. A planning stage, an action phase and
evaluation phase. Unlike the rest of the Internal Assessment, the emphasis was very much on
the process not on the product.
The ten hours devoted to the Group 4 Project must be recorded on the Form 4PSOW and a
personal reflection from the student on their involvement is a compulsory requirement.
A reflective statement written by each student on their involvement in the group 4 project must
be included on the coversheet of their internal assessed Individual Scientific Investigation.
Not necessarily subject based
Biology students do not have to do Biology for the Group 4 Project. They may if they wish but it
is not compulsory. The choice of topic must be scientific or technological. As well as addressing
Aim 10, the Group 4 Project should also address aims 7 and 8, i.e. it should involve ICT and
also the ethical and global citizen implications. It should also have an international dimension.
This can be achieved in several ways such as working online with students from schools from
other regions of the world or choosing a topic with global issues. If you wish to form links with
other schools then one way this can be done is through the Group 4 Discussion Forum on the
OCC.
Practical or theoretical
In the past most students actually carried out practical work in their own subject for the Action
phase. In Biology this would often involve some sort of water analysis for example. However, in
a school laboratory and with limited time available it was difficult to do any real meaningful
analysis. Much better was to ring up the water board and get a print out of the last analysis done
by them which showed the concentration a huge range of substances dissolved in the water
including heavy metal ions, pesticides and insecticides etc. Now this is recognised and the use
of spreadsheet etc. is to be encouraged and the data does not have to be generated first hand
by the students although they can still do this if they wish.
Students doing two (or more) science subjects
Students who do any two of the Group 4 science , only do the Group 4 Project once.
Evidence
The date and time allowed for the Group 4 project must be shown on the form 4PSOW as part
of the practical scheme of work. The only other evidence required is that a reflective statement
written by each student on their involvement in the Group 4 Project must be included on the
cover sheet of their internally assessed Individual Scientific Investigation. No other evidence of
any other sort is required.
The group 4 project is an interdisciplinary activity in which all Diploma Programme science
students must participate. The intention is that students from the different group 4 subjects
analyse a common topic or problem. The exercise should be a collaborative experience where
the emphasis is on the processes involved in, rather than the products of, such an activity.
The group 4 project allows students to appreciate the environmental, social and ethical
implications of science and technology.
47
Project stages
The 10 hours allocated to the group 4 project, which are part of the teaching time set aside for
developing the practical scheme of work, can be divided into three stages: planning, action and
evaluation.
Planning
This stage is crucial to the whole exercise and should last about two hours.
The planning stage could consist of a single session, or two or three shorter ones.
This stage must involve all group 4 students meeting to brainstorm and discuss the central
topic, sharing ideas and information.
The topic can be chosen by the students themselves or selected by the teachers.
After selecting a topic or issue, the activities to be carried out must be clearly defined
before moving from the planning stage to the action and evaluation stages.
Action
This stage should last around six hours and may be carried out over one or two weeks in normal
scheduled class time. Alternatively, a whole day could be set aside if, for example, the project
involves fieldwork.
Students should investigate the topic in mixed-subject groups or single subject groups.
There should be collaboration during the action stage; findings of investigations should be
shared with other students within the mixed/single-subject group. During this stage, in any
practically based activity, it is important to pay attention to safety, ethical and environmental
considerations.
Evaluation
The emphasis during this stage, for which two hours are probably necessary, is on students
sharing their findings, both successes and failures, with other students. How this is achieved
can be decided by the teachers, the students or jointly.
One solution is to devote a morning, afternoon or evening to a symposium where all the
students, as individuals or as groups, give brief presentations.
Alternatively, the presentation could be more informal and take the form of a science fair
where students circulate around displays summarizing the activities of each group.
48
Grade Descriptors
The exams are criterion-based rather than being norm referenced. In theory all students could
achieve the top grade of 7. The level of performance that each student must be able to
demonstrate in order to achieve a particular grade is set out clearly in the Group 4 Grade
Descriptors. Based on these descriptors the senior examining team at the Grade Award Meeting
determines the minimum mark that a student needs to achieve for each of the four components
(IA, and Papers 1, 2 and 3). Of course very few students will meet all the characteristics listed
for a particular grade. What the examiners do is to try to place the students in the grade that
most accurately matches their performance. Once the boundaries are set for all the four
components the marks are then aggregated to provide the minimum overall percentage that
students require for their overall IB grades 1 - 7.
Grade 7
Excellent performance
Displays very broad knowledge of factual information in the syllabus and a thorough
understanding of concepts and principles. Selects and applies relevant information, concepts
principles in most contexts. Analyses and evaluates quantitative and/or qualitative data with
high level of competence. Constructs explanations of complex phenomena and makes
appropriate predictions. Solves basic or familiar problems and most new or difficult quantitative
and/qualitative problems. Communicates effectively using appropriate terminology and
conventions. Shows occasional insight or originality.
Demonstrates personal skills, perseverance and responsibility in a wide variety of investigative
activities in a very consistent manner. Works well within a team and approaches investigations
an ethical manner, paying due attention to environmental impact. Displays competence in a
wide range of investigative techniques, paying due attention to safety, and is generally capable
working independently.
49
Grade 5
Good performance
Displays broad knowledge of factual information in the syllabus. Shows sound understanding
most concepts and principles and applies them in some contexts. Analyses and evaluates
quantitative and/or qualitative data competently. Constructs explanations of simple phenomena.
Solves most basic or familiar problems and some new or difficult quantitative and/or qualitative
problems. Communicates clearly with little or no irrelevant material.
Demonstrates personal skills, perseverance and responsibility in a variety of investigative
activities in a fairly consistent manner. Generally works well within a team and approaches
investigations in an ethical manner, paying attention to environmental impact. Displays
competence in a range of investigative techniques, paying attention to safety, and is sometimes
capable of working independently.
Grade 4
Satisfactory performance
Displays reasonable knowledge of factual information in the syllabus, though possibly with some
gaps. Shows adequate comprehension of most basic concepts and principles but with limited
ability to apply them. Demonstrates some analysis or evaluation of quantitative or qualitative
data. Solves some basic or routine problems but shows limited ability to deal with new or difficult
situations. Communicates adequately although responses may lack clarity and include some
repetitive or irrelevant material.
Demonstrates personal skills, perseverance and responsibility in a variety of investigative
activities, although displays some inconsistency. Works within a team and generally approaches
investigations in an ethical manner, with some attention to environmental impact. Displays
competence in a range of investigative techniques, paying some attention to safety, although
requiring some close supervision.
Grade 3
Mediocre performance
Poor performance
Displays little recall of factual information in the syllabus. Shows weak comprehension of basic
concepts and principles and little evidence of application. Exhibits minimal ability to manipulate
data and little or no ability to solve problems. Offers responses which are often incomplete or
irrelevant. Rarely demonstrates personal skills, perseverance or responsibility in investigative
activities. Works within a team occasionally but makes little or no contribution. Occasionally
approaches investigations in an ethical manner, but shows very little awareness of the
environmental impact. Displays competence in a very limited range of investigative techniques,
showing little awareness of safety factors and needing continual and close supervision.
50
Grade 1
Recalls fragments of factual information in the syllabus and shows very little understanding of
any concepts or principles. Rarely demonstrates personal skills, perseverance or responsibility
in investigative activities. Does not work within a team. Rarely approaches investigations in an
ethical manner, or shows an awareness of the environmental impact. Displays very little
competence in investigative techniques, generally pays no attention to safety, and requires
constant supervision.
51
The expectations, rules, procedures and consequences of my classroom are intended to keep
the classroom environment safe, orderly, and productive. Please respect the rules so that we
can maximize learning time together. The rules are not hard to follow, nor are any of them out
of the ordinary. They are simply expected behaviors for high school students in this
classroom. If you have any questions about any of these rules, or why they are in place, you
have the right to find out please ask me as soon as possible. There should never be a rule
that does not have a purpose! Thank you for your cooperation!
Show respect for the teacher, yourself and others at all times.
Respect yourself and the rest of us by using appropriate language.
Come prepared with all materials necessary for extensive note taking:
An organized class binder containing all necessary materials and handouts
Book, pens (blue or black), and pencils
A coloured pen for grading in class or underlining important elements in note taking
Highlighters for emphasizing important text
Arrive to class on time & ready to learn
When the bell rings, you need to be sitting in your assigned seat.
Be physically and mentally present in the classroom
Never pack up before dismissal
Please remain in your seat until I have dismissed you. Remember, I dismiss you, not
the bell.
52
7. Observe good housekeeping practices. Work areas should be kept clean and tidy at all
times.
8. Dispose of all chemical waste properly. Never mix chemicals in sink drains. Sinks are to be
used only for water. Check with your teacher for disposal of chemicals and solutions.
9. Labels and equipment instructions must be read carefully before use. Set up and use the
equipment as directed by your teacher.
10. Keep hands away from face, eyes, mouth, and body while using chemicals or lab
equipment. Wash your hands with soap and water after performing all experiments.
11. Experiments must be personally monitored at all times. Do not wander around the room,
distract other students, startle other students or interfere with the laboratory experiments of
others.
12. Dress properly during a laboratory activity. Long hair are a hazard in the laboratory. Long
hair must be tied back. Shoes must completely cover the foot. No sandals allowed on lab days.
13. A lab coat should be worn during laboratory experiments. NO EXCEPTIONS TO THIS
RULE! NO LAB COAT NO EXPERIMENT.
14. Know the locations and operating procedures of all safety equipment including: first aid
kit(s), and fire extinguisher. Know where the fire alarm and the exits are located.
15. Know what to do if there is a fire drill during a laboratory period; containers must be closed,
and any electrical equipment turned off.
16. Last but the most essential rule: Thoroughly clean your laboratory work space at the
end of the laboratory session. Do not block the sink drains with debris.
55
Resources
Databases
There are many free, open-access databases which can be used for tasks ranging from simple
data-finding to more authentic retrieval and analysis. Here are some examples: