IB Biology: Standard Level (SL) Teacher: Aaron Crowell (acrowell@sturgischarterschool.org) We are drowning in information, while starving for wisdom. The world henceforth will be run by synthesizers, people able to put together the right information at the right time, think critically about it, and make important choices wisely. Harvard biologist E.O. Wilson, in his 1998 book Consilience: The Unity of Knowledge IB Biology emphasizes knowledge with a purpose. You will not leave this two year course knowing all there is to know about biology. What you will get is a toolbox filled with a solid grasp of the important themes and concepts in modern biology and the skills to explore the world as a biologist does. Possibly most importantly, you will be able to discriminate between science and opinion. Nature of Science: The Nature of Science (NOS) is an overarching theme in biology, chemistry, and physics courses. NOS statements are organized into 5 main categories which are listed below along with an example statement for each category. 1) What is science and what is the scientific endeavor? Many scientific discoveries have involved flashes of intuition and many have come from speculation or simple curiosity about particular phenomena. 2) The understanding of science To be scientific, an idea (for example, a theory or hypothesis) must focus on the natural world and natural explanations and must be testable. Scientists strive to develop hypotheses and theories that are compatible with accepted principles and that simplify and unify existing ideas. 3) The objectivity of science Taking repeated measurements and large numbers of readings can improve reliability in data collection. Data can be presented in a variety of formats such as linear and logarithmic graphs that can be analyzed for direct or inverse proportion or for power relationships. 4) The human face of science The integrity and honest representation of data is paramount in science- results should not be fixed or manipulated or doctored. To help ensure academic honesty and guard against plagiarism, all sources are quoted and appropriate acknowledgement made of help or support. Peer review and the scrutiny and skepticism of the scientific community also help achieve these goals. 5) Scientific literacy and the public understanding of science An understanding of the nature of science is vital when society needs to make decisions involving scientific findings and issues. How does the public judge? It may not be possible to make judgments based on the public s direct understanding of science, but important questions can be asked about whether scientific processes were followed and scientists have a role in answering such questions.
Course Goals: IB Biology SL1 is the first year of a two-year course. The major goal is a broad, general understanding of the principles of biology. This course will enable students through the overarching nature of science-from the use of a variety of methodologies, creativity and imagination to the collection and analysis of evidence with emphasis on reflection as a basic learning tool. The study of IB Biology aims to lead students to appreciate the interconnectedness of life within the biosphere. With a focus of understanding the nature of science, the course will allow students to develop a level of scientific literacy that will better prepare them to act on issues of local and global concern, with a full understanding of the scientific point of view. (Adapted from Oxford Biology, 2014 Core Science Instructional Philosophy: Science starts with curiosity. We work very hard to make sense of the things we see around us every day. Science is as much about doing as it is about reading. Ultimately, sincerity will take you farther than your transcript. Finding better ways to explain things makes me a better teacher. So, your job is to ask for better answers to your questions when things seem difficult. The pursuit of knowledge and the challenge of learning new things should be rewarding. I, as the instructor, enjoy the class much more when you do. Engage in the material, constantly challenging yourself and me. Integrity is the underpinning of scientific endeavor. Before we can make a judgement we must gain the most objective understanding possible of the physical word. The only wrong in science is caused by misrepresentation or sloppiness. We make the sincerest effort to analyze the data as they are, and we always give credit to those whom it belongs. Without collaboration science would not progress. Science, like evolution, builds on the successes of the past and the present. The quality of the work correlates with the quality of collaboration. Knowledge cannot exist in a vacuum. We are all responsible for the quality of the work across the board in this class. Never forget science is done by people, and will therefore never be perfectly objective. Science can inform wisdom but is not synonymous with it. Many of the topics in this course have important moral and ethical consequences, and we will have many intelligent and respectful discussions. Essential Questions: What are living things? How does structure relate to function? How do living things interact internally, with other organisms, and with their environment? How do continuity and change lead to evolution of living organisms?
IB Biology SL Course Content: Core Topics Cell Biology Molecular Biology Genetics Ecology a Evolution and biodiversity Human physiology Option Topic Ecology and conservation Theory of Knowledge: The theory of knowledge course engages students in reflection on the nature of knowledge and on how we know what we claim to know. TOK lessons can support students in their study of science, just as the study of science can support students in their TOK courses. TOK provides a venue for students to engage in stimulating wider discussions such as what it means for a discipline to be a science, or whether there should be ethical constraints on the pursuit of scientific knowledge. Examples of additional TOK questions are listed below: 1) To what extent do scientists rely on either confirming or falsifying a hypothesis? Is either approach straightforward? What does this tell us about the nature of scientific endeavors? Is there a single scientific method used in the natural sciences and is it distinct from the methods used in the other areas of knowledge? 2) Is science, or ought it to be, value-free? What implications does your answer have for the regulation of science? Who should decide whether particular directions in research are pursued? 3) What is the role of imagination and intuition in the sciences?
International-mindedness: Science itself is an international endeavor- the exchange of information and ideas across national boundaries has been essential to the progress of science. This exchange is not a new phenomenon but it has accelerated in recent times with the development of information and communication technologies. The power of scientific knowledge to transform societies is now unparalleled, and it has the potential to produce great universal benefits, or to reinforce inequalities and cause harm to people and the environment. Examples of how the study of biology has a global impact and includes environmental, political, and socio-economic considerations are woven throughout the course and include such topics such as: - There has been much sharing of data involving stem cell research. However, many nations have banned or restricted research in this area because of local cultural and religious traditions. - Diets characteristic of people in various areas of the world appear to have a huge influence on health and longevity. Practical Scheme of Work (PSOW)/Internal Assessment (IA): Integral to the experience of students in any of the Group 4 courses is their work in the classroom lab and/or in the field. Practical investigative activities allow students to interact directly with natural phenomena and secondary data sources and include individual and small group laboratory activities, some of which are teacher-designed and some of which are studentdesigned. The practical scheme of work/psow for the entire course will be documented for each student on a standard PSOW form and formal IA work will be scored using IA rubrics. See the Course Information Manual for a more specific breakdown of the required PSOW hours. Group IV Project: The project is an interdisciplinary science investigation. The intention is that students from all the science disciplines collaborate to analyze a common topic/problem. The emphasis is on the processes involved in scientific investigation rather than on the products of such investigations. 10 hours is allocated for the group 4 project and the project is generally divided into three stages: planning, action, and evaluation. External Assessment: The external assessment consists of three written papers/exams. See Course Information Manual for descriptions of Paper 1, Paper 2, and Paper 3.
Skills: The following skills will be incorporated throughout the course: - following procedures and instructions - designing and carrying out a scientific investigation - predicting, explaining, and interpreting scientific results - recognizing possible sources of error and limitations in science - communicating and writing scientifically - applying mathematical skills to solve problems in biology - using appropriate technology as scientific tools - being aware of moral, ethical, social, economic and environmental implications of using science and technology Cross-disciplinary Connections (with examples): - additional natural sciences (Group IV project) - mathematics (IA data analysis, solving pedigrees, calculating ecological diversity) - ethics (IB animal experimentation policy, stem cell research, reproductive technology) - history (classic experiments, key scientists) - social sciences (HIV infection, fishing management) - literature (technical writing, fictional accounts of biological concepts) - visual arts (biological illustration, animation of cellular processes) Resources: - textbook, Pearson Baccalaureate Higher Level Biology (print and on-line version) - teacher handouts - test/quiz study guides and Exam Review Guides - on-line resources (several available, will discuss in class) - Course Information Manual Grading: Grades will be primarily based on tests/quizzes, lab work/ia s, and data-based questions/dbq s. Grades will be calculated using a total points system and when appropriate. Grades will be based on tests/quizzes (60%), lab practical work and projects (30%), and homework (10%)
Academic Honesty (as stated in the IB course guidelines): This course requires academic honesty; therefore, all work that you submit must be your own. If you use any outside sources, they need to be correctly documented. Any form of cheating is unacceptable and will result in a zero (0) grade for the work, no matter how large the assignment. Cheating includes, but is not limited to: Copying another person s work in and out of school Submitting another person s work or ideas as one s own (including internet and other sources) Stealing tests or quizzes Bringing unapproved texts and media into an examination Feedback: As a teacher, I ask you to help me become the best teacher I can be while you endeavor to become the best student you can be. I need your input as much as you get mine. In order to give you the best service possible, I give feedback while it is most valuable and relevant. I assume you will carefully consider my comments and act upon them in a proactive way. Because you value learning and want to make progress, this should be a realistic assumption. I guarantee you my best effort, and I have no doubt you will give me yours. That is the contract between us. We are a team. We want each other to succeed, and we depend on each other to do so. Extra Help: Monday 3:30-4:15 PM, and most days during lunch from 12:00-12:25 and usually during lunchsign up for a specific day and time block. Peer tutors are available through the guidance department. I also encourage you to seek help from each other. In class, we will be discussing some of the ways in which classmates can become valuable resources. Access to Google classroom: 1. log off from other Google accounts first 2. go to classroom.google.com and log in with your school email 3. Email addresses are: graduating year,lastnamefirstinitial@sturgischarterschool.org (Advisors have passwords) 4. Click on the + sign to join class and use the following code r3sgrl5
B Standard Level Topic Sequence Outline IB Biology SL: Year 1 Topic Sequence Cell Biology o Cell Structure o Cell Membrane o Cell Division Molecular Biology o Metabolism o Water o Carbohydrates, Lipids o Proteins and Nucleic Acids o Enzymes o DNA and RNA o DNA Replication, Transcription and Translation o Cell Respiration o Photosynthesis Genetics o Genes and Chromosomes o Meiosis o Inheritance o Genetic Modification and Biotechnology Ecology o Species, Communities and Ecosystem o Energy Flow and Carbon Cycling o Climate Change Group 4 Project or Internal Assessment Lab Investigation (10 hours) IB Biology SL: Year 2 Topic Sequence Evolution and Biodiversity o Evidence for Evolution o Natural Selection o Classification and Biodiversity o Cladistics Human Physiology o Digestion and Absorption o The Blood System o Gas Exchange o Defense Against Infectious Disease o Neuron and Synapses o Hormones, Homeostasis and Reproduction Chosen Option Topic Group 4 Project or Internal Assessment Lab Investigation (10 hours) Review for External Exams