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5076825-39052500-457200-333375002066925173355007620071755Biology student packet 2016-201700Biology student packet 2016-2017112204525400Dr. Marwa FarooqDr. Marwa Farooq22288505905500Welcome to our Biology class.I am honored to be your IB Biology teacher this academic year 2016-2017. I would like to take the opportunity to introduce myself, I am Dr. Marwa Farooq, I graduated medical school in the year 2000. I have been in the teaching career since 2004. I joined GPS in 2014. I have a master’s in education and have received my IB certification in 2015 from Los Angeles, USA.IB mission statement“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”Diploma Program Biology guide, Feb 2014The IB learner profileInquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences. Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience. Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development Diploma Program Biology guide, Feb 2014Biology is one of the group 4 subjects. The IB Biology Diploma Program (DP) is a 2-year program that spans grades 11 and 12.The IB Biology Diploma curriculum is divided into:Standard Level (SL) courses which is approximately 150 hours of classroom instruction. Only the core topics are studied.Higher Level (HL) courses which is approximately 240 hours of classroom instruction. Extra higher level topics are studied.Attached with this document a copy of our syllabus. Assessments in our Biology courseIn our DP Biology program there are two assessment components: Internal assessment External assessment. Internal Assessment takes place during your 2nd year. It consists of a problem of your choice that you research and investigate and then write a lab report. (More details later).External Examinations are held in May in year 2. The purpose behind exams is to find out if students have mastered the necessary content and skills to maintain the academic standards of IB.IB student will be graded using 2 different scales. First, their work will receive the standard A through F grades used by the school system. Grading Evaluation?Letter Grade%GradeGPAValueLetterGrade%GradeGPAValueLetterGrade%GradeGPAValue? ?A+98-1004.3? ? C+77-792.3? D+67-691.3A93-974.0?C73-762.0D63-661.0?A-90-923.7? ?C-70-721.7?D-60-620.7? ?B+87-893.3???F0-590.0B83-863.0P=Pass????B-80 - 822.7?C-Is The Lowest Passing Grade????Second, the IBO administers a grading system in which IB courses and exams are graded according a point scale of 7-1 with seven being Excellent and one being Very Poor. The assessment objectives for biology reflect those parts of the aims that will be formally assessed either internally or externally. These assessments will center upon the nature of science. It is the intention of these courses that students are able to fulfill the following assessment objectives:1. Demonstrate knowledge and understanding of:a. facts, concepts and terminology b. methodologies and techniquesc. communicating scientific information.2. Apply:a. facts, concepts and terminology b. methodologies and techniquesc. methods of communicating scientific information.3. Formulate, analyse and evaluate:a. hypotheses, research questions and predictions b. methodologies and techniquesc. primary and secondary data d. scientific explanations.3168811627380Diploma Program Biology guide, Feb 20140Diploma Program Biology guide, Feb 20144. Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations. External assessment detailsStudents will sit for 3 papersPaper 1Paper 2 Paper 3Standard level (SL)Higher level (HL)Paper 1Duration: ? hourWeighting: 20%Marks: 30? 30 multiple-choice questions on core material, about 15 of which are common with HL.? The questions on paper 1 test assessment objectives 1, 2 and 3.? The use of calculators is not permitted.? No marks are deducted for incorrect answers.Duration: 1 hourWeighting: 20%Marks: 40? 40 multiple-choice questions on core and AHL material, about 15 of which are common with SL.? The questions on paper 1 test assessment objectives 1, 2 and 3.? The use of calculators is not permitted.? No marks are deducted for incorrect answers.Paper 2Duration: 1? hoursWeighting: 40%Marks: 50? 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. (See calculator section on the OCC.)Duration: 2? hoursWeighting: 36%Marks: 72? 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. (See calculator section on the OCC.)Paper 3Duration: 1 hourWeighting: 20%Marks: 35? This paper will have questions on core and SL option material.? Section A: candidates answer all questions, two to three short-answer questions based on experimentalskills and techniques, analysis and evaluation, using unseen data linked to the core and AHL material.? Section B: short-answer and extended-response questions from one option.? The questions on paper 3 test assessment objectives 1, 2 and 3.? The use of calculators is permitted. (See calculator section on the OCC.)Duration: 1? hoursWeighting: 24%Marks: 45? Section A: candidates answer all questions, two to three short-answer questions based on experimentalskills and techniques, analysis and evaluation, using unseen data linked to the core material.? Section B: short-answer and extended-response questions from one option.? The questions on paper 3 test assessment objectives 1, 2 and 3.? The use of calculators is permitted. (See calculator section on the OCC.)320992566675Diploma Program Biology guide, Feb 20140Diploma Program Biology guide, Feb 2014COMMAND TERMS These command terms will be used in examination questions, so it is important that you are familiar with the following definitions. Objective 1 Define Give the precise meaning of a word, phrase or physical quantity. Draw Represent by means of pencil lines. Label Add labels to a diagram. List Give a sequence of names or other brief answers with no explanation. Measure Find a value for a quantity. State Give a specific name, value or other brief answer without explanation or calculation. Objective 2 Annotate Add brief notes to a diagram or graph. Apply Use an idea, equation, principle, theory or law in a new situation. Calculate Find a numerical answer showing the relevant stages in the working (unless instructed not to do so) Describe Give a detailed account. Distinguish Give the differences between tow or more different items. Estimate Find an approximate value for an unknown quantity. Identify Find an answer from a given number of possibilities. Outline Give a brief account or summary. -9525061595Objective 3 Analyze Interpret data to reach conclusions. Comment Give a judgement based on a given statement or result of a calculation. Compare Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout. Construct Represent or develop in graphical form. Deduce Reach a conclusion from the information given. Derive Manipulate a mathematical relationship(s) to give a new equation or relationship. Design Produce a plan, simulation or model. Determine Find the only possible answer. Discuss Give an account including, where possible, a range of arguments for and against the relative importance of various factors, or comparisons of alternative hypotheses. Evaluate Assess the implications and limitations. Explain Give a detailed account of causes, reasons, or mechanisms. Predict Give an expected result. Show Give the steps in a calculation or derivation. Sketch Represent by means of a graph showing a line and labeled but unscaled axes but with important features (for example, intercept) clearly indicated. Solve Obtain an answer using algebraic and/or numerical methods Suggest Propose a hypothesis or other possible answer. 0Objective 3 Analyze Interpret data to reach conclusions. Comment Give a judgement based on a given statement or result of a calculation. Compare Give an account of similarities and differences between two (or more) items, referring to both (all) of them throughout. Construct Represent or develop in graphical form. Deduce Reach a conclusion from the information given. Derive Manipulate a mathematical relationship(s) to give a new equation or relationship. Design Produce a plan, simulation or model. Determine Find the only possible answer. Discuss Give an account including, where possible, a range of arguments for and against the relative importance of various factors, or comparisons of alternative hypotheses. Evaluate Assess the implications and limitations. Explain Give a detailed account of causes, reasons, or mechanisms. Predict Give an expected result. Show Give the steps in a calculation or derivation. Sketch Represent by means of a graph showing a line and labeled but unscaled axes but with important features (for example, intercept) clearly indicated. Solve Obtain an answer using algebraic and/or numerical methods Suggest Propose a hypothesis or other possible answer. Evaluate Assess the implications and limitations. Explain Give a detailed account of causes, reasons, or mechanisms. Predict Give an expected result. Show Give the steps in a calculation or derivation. Sketch Represent by means of a graph showing a line and labeled but unscaled axes but with important features (for example, intercept) clearly indicated. Solve Obtain an answer using algebraic and/or numerical methods Suggest Propose a hypothesis or other possible answer. 331470097155Diploma Program Biology guide, Feb 20140Diploma Program Biology guide, Feb 2014Internal assessment detailsThe 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.The internal assessment task will be one scientific investigation taking about 10 hours and the write up should be about 6 to 12 pages long.Some of the possible tasks include:? a hands-on laboratory investigation? using a spreadsheet for analysis and modelling? extracting data from a database and analyzing 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.The new assessment model uses five criteria to assess the final report of the individual investigation withthe following raw marks and weightings assigned:Personal engagement 2 (8%)Exploration 6 (25%) Analysis 6 (25%)Evaluation 6 (25%)Communication 4 (17%)Total24 (100%)3248025155413Diploma Program Biology guide, Feb 20140Diploma Program Biology guide, Feb 2014Group 4 projectThe group 4 project is an interdisciplinary activity in which all Diploma Program science students must participate. The intention is that students from the different group 4 subjects analyze 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 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.332502286360Diploma Program Biology guide, Feb 20140Diploma Program Biology guide, Feb 2014The Planning: This stage must involve all group 4 students meeting to “brainstorm” and discuss the central topic, sharing ideas and information.The action phase: Investigations and field work if applicable are performed during this stage.459295534353500The evaluation phase: In this stage students will share their results and present them to each other.Our textbookPearson Baccalaureate higher level biology.Practical workThere are 7 mandatory lab sessions assigned for this Biology curriculum:1. Calculation of the magnification of drawings and the actual size of structures and ultrastructures shown in drawings or micrographs. 2. Estimation of osmolarity in tissues by bathing samples in hypotonic and hypertonic solutions. 3. Experimental investigation of a factor affecting enzyme activity. 4. Separation of photosynthetic pigments by chromatograph. 5. Setting up sealed mesocosms to try to establish sustainability. 6. Monitoring of ventilation in humans at rest and after mild and vigorous exercise. 7. Measurement of transpiration rates using potometers. There will be other practical sessions integrated within the curriculum.How to be well organized during our Biology course: Attend all the lessons and if you do miss any make sure you catch up with the work immediately. Check our blog to know what you missed. Do not miss practical lessons (Internal Assessments). 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 do not wait till the next lesson and get things accumulated.Make notes, when appropriate, during lessons. I encourage you to write your own notes.You are expected to read up about the topics taught before the next lesson. We will have an assessment every lesson on what was taught in the previous class.Keep all loose pages in a binder. It is your responsibility to keep the notes and material tidy and in good order and to submit them to me for checking if requested. At the beginning of every topic you will be given a list of questions that you are expected to answer and give in by the next session (class). 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 me know in advance via email.Make sure you read your textbooks at the end of every session. Material needed for this course:Throughout our course you will need:Your textbook Transparent U-files to put in your ring folder (it keeps your papers from getting messy and torn).Lined paperGraph paperStationery must include: blue pen, a highlighter, pencil, ruler, a set of 6 colored pencils (yes there will be drawing) and an eraser.Calculator ContactsEmail: marwafarooq@gpschool-Blog: 1080030-415290Curriculum distribution 2016-201800Curriculum distribution 2016-2018Topic to be studiedSubtopicApproximate number of hoursTopic 1: Cell BiologySL/HL1.1 Introduction to cells1.2 Ultrastructure of cells1.3 Membrane structure1.4 Membrane transport1.5 The origin of cells1.6 Cell division15 hoursTopic 2: Molecular BiologySL/HL2.1 Molecules to metabolism2.2 Water2.3 Carbohydrates and lipids2.4 Proteins2.5 Enzymes2.6 Structure of DNA and RNA2.7 DNA replication, transcription and translation19 hours Topic 7: Nucleic AcidsAHL7.1 DNA structure and replication7.2 Transcription and gene expression7.3 Translation9 hoursTopic 3: GeneticsSL/HL3.1 Genes3.2 Chromosomes3.3 Meiosis3.4 Inheritance3.5 Genetic modification and biotechnology15 hoursTopic 10: Genetics and evolution AHL10.1 Meiosis10.2 Inheritance10.3 Gene pools and speciation8 hours Topic 8: Metabolism, Cell Respiration and PhotosynthesisAHL8.1 Metabolism8.2 Cell respiration8.3 Photosynthesis2.8 Cell respiration2.9 Photosynthesis16 hours (2 added from topic 2)Topic 9: Plant BiologyAHL9.1 Transport in the xylem of plants9.2 Transport in the phloem of plants9.3 Growth in plants9.4 Reproduction in plants13 hoursTopic 11: Animal physiologySL/HL11.1 Antibody production and vaccination11.2 Movement11.3 The kidney and osmoregulation11.4 Sexual reproduction16 hoursTopic 6: Human PhysiologySL/HL6.1 Digestion and absorption6.2 The blood system6.3 Defense against infectious disease6.4 Gas exchange6.5 Neurons and synapses6.6 Hormones, homeostasis and reproduction20 hoursOption D: Human physiologySL/HLCore (HL/SL)D.1 Human nutrition D.2 Digestion D.3 Functions of the liver D.4 The heart Additional higher level topics D.5 Hormones and metabolism D.6 Transport of respiratory gases 15 hours10 hoursTopic 4: Ecology SL/HL4.1 Species, communities and ecosystems4.2 Energy flow4.3 Carbon cycling4.4 Climate change12 hoursTopic 5: Evolution and biodiversitySL/HL5.1 Evidence for evolution5.2 Natural selection5.3 Classification of biodiversity5.4 Cladistics12 hours47625666752016-2018 Calendar2016-2018 Calendarleft000September ’16October ’16November ’16December ’16January ’17February ’17March ’17April ’17May ’17June ’174366895-41021000____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ................
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