TASISIBBiology2



HIGHER LEVEL IB BIOLOGY YEAR 2: SYLLABUS 2015 – 2016DR PRICEEmail: Gillian.Sawyer-price@tasis.ch IB Diploma 2014 Course Companion (Mindorff and Allott, 2014, Print, online and Kerboodle)Prentice Hall IB Biology 2012OSC IB Revision TEXTSCLASS BLOG: (YEAR 1 MATERIAL) (YEAR 2 MATERIAL)ESSENTIAL MATERIALS: Biology course notesIdeally, two thick notebooks for each term – one for classwork , and one for submitted homework (so that you don’t lose all of your valuable homework assignments!)…CONTENTThe 2016 IB Biology syllabus is accessible on the class Blog. Printed syllabi for each topic will be distributed as we proceed through the course. OFFICE HOURS: By appointment only. I am VERY approachable and ready to help! The best way to set up a time for extra help is by email. Contact me at Jill.Sawyer-price@tasis.chIB Grade level boundaries (HL):1: 0 – 15%2: 16 – 29%3: 30 – 42%4: 43 – 54%5: 55 – 68%6: 67 – 78%7: 79%+TASIS SEMESTER GRADE: COURSEWORK: 75%FINAL EXAM: 25%YEAR GRADE:1ST SEMESTER: 50%2ND SEMESTER: 50%COURSEWORKHomework25%Tests/Projects30%Lab work20%INTEGRITYBe honest with yourself, your classmates and your teacher.Don't take credit for work that isn't yours and ask for help when you need it.On May 6th 2015, there will only be you and the IB examination board to grade your knowledgeAttendance: You are expected to arrive on time and to be in your seat with your homework and your notebook on your desk. Attendance will be recorded within the first 3 minutes of the scheduled class period.A pattern of tardiness will be regarded as not meeting the expectations of the class and will affect your effort grade. MOBILE PHONESWITHOUT EXCEPTION, mobile phones should not be used in class. Once class has begun, WITHOUT EXCEPTION, any mobile phone that is visible in class will be confiscated and kept for 24 h. If mobile phones begin to disrupt the classroom, then the whole class will be required to deposit their phones at the beginning of each class and collect them at the end. Homework: Homework will be assigned frequently and is often incorporated into the following day’s class. A late assignment defeats the purpose of completing it. Therefore, LATE HOMEWORK WILL NOT BE ACCEPTED AND WILL BE GRADED AS A ZERO. Assignments include, but are not limited to: worksheets; problem sets; readings; preparing for a discussion/presentation etc. Late projects (larger assignments) will be accepted up to three calendar days after the due date. However, each day that the project is late, 10% of the grade will be lost. After the third day the project will no longer be accepted. Make-up Work: You are responsible for obtaining missed assignments. If you know in advance you will be missing class for co-curricular commitments such as a pre-arranged appointment, you should notify me at least 2 days in advance.CLASS TEST DATES (may be subject to minor alteration)Tests and quizzes will generally take place on FRIDAYS and MONDAYS.IA SUBMISSION: Feb 29, 2015EXAM: MAY 4 (Paper 1 and 2, Wednesday) and 5 (Paper 3, Thursday): 31 weeks from beginning of termFALL TERM SCHEDULEDateWeek/ UNITTOPICIB Prescribed Practical WorkUnits 1 and 2: Enzymes and Metabolism (4 h)Sept 71/ 1,2Enzymes and Metabolism (: 2.4/ 8.1 (HL)Practical 3: Experimental investigation of a factor affecting enzyme activity Unit 3: Cellular Respiration (6 h)Sept 142/32.8/ 8.2 (HL): RespirationSept 213/32.8/8.2: Respiration Unit 4: PhotosynthesisSept 284/42.9/8.3: Photosynthesis Practical 4: Separation of photosynthetic pigments by chromatographOct 55/42.9/8.3: PhotosynthesisUnit 5: Plant ScienceOct 126/55A: 5.3 Plant Classification and dichotomous keys5B: 9.1 Xylem TransportMeasurement of transpiration rates using photometers (Practical 7)Oct 197/55C: 9.2 Phloem TransportOct 268/55D: 9.3 Plant GrowthOct 28 - 25ACADEMIC TRAVELNov 29/55E: 9.4 Plant reproductionUnit 6: EcologyNov 910/66A: 4.1: Community Ecology Setting up sealed mesocosms to try to establish sustainability. (Practical 5)Nov 1611/66B: 4.2: Energy Flow Nov 2312/66C: 4.3: Carbon cyclingNov 3013/66D: 4.4: Climate changeUnit 7: Physiology 1Dec 714Physiology 1: Digestion and absorption (6.1/ D2)Dec 1415Completion of IA practical workMERRY CHRISTMAS!Jan 1816Topic 1: Physiology 2: Nutrition and health (D1)Jan 2517Topic 2: Liver (D3)Feb 118Topic 3: The Kidney and osmoregulation (11.3)Feb 819Topic 4: The heart and cardiac cycle (6.1/ D1/ D4)Feb 1520ACADEMIC TRAVELFeb 2221Topic 5: Blood (6.2/6.3/D1/D4)Feb 2922Topic 6: Gas exchange and ventilation (6.4/ D6)Mar 723Topic 7: The immune system (I)(6.3)Mar 1424Topic 8: The immune system (2) (11.1)Mar 21SPRING BREAKApr 427Topic 8: Neurons and synapses (1.4/ 6.5)Apr 1128Topic 9: The musculoskeletal system (11.2)Apr 1829Topic 10: The reproductive system (6.6/ 11.4/ D5)April 2530REVISIONMay 4/5IB Biology exam weds 4 (Paper 1 and 2)/Thursday 5 (Paper 3)May 9UNIT 1: ENZYMES AND METABOLISM Estimate of timing: ?5 daysCOURSE BOOK: TOPICS 2 .4 (96 - 105) AND 8.1 (373 – 380) Essential Idea: Enzymes control the metabolism of the cell.UNDERSTANDINGS2.5.U1: ?Enzymes have an active site to which specific substrates bind2.5.U2: ?Enzyme catalysis involves molecular motion and the collision of substrates with the active site8.1.U2: ?Enzymes lower the activation energy of the chemical reactions that they catalyse2.5.U3: ?Temperature, pH, and substrate concentration affect the rate of activity of enzymes (sketch and explain trends apparent in graphs of expected results)2.5.U4: ?Enzymes are denatured2.5.U5: ?Immobilized enzymes are widely used in industry (fruit juice, washing powder)APPLICATIONS2.5.A1: ?Methods of production of lactose-free milk and its advantages (lactase immobilized in alginate beads, lactose in milk is hydrolyzed(7.3.A1: ?tRNA-activating enzymes illustrate enzyme-substrate specificity and the role of phosphorylation)SKILLS2.5.S1: ?Design of experiments to test the effect of temperature, pH, and substrate concentration on the activity of enzymes2.5.S2: ?Experimental investigation of a factor affecting enzyme activity (Practical 3)8.1.S1: ?Calculating and plotting rates of reaction from raw experimental resultsNATURE OF SCIENCE2.5.NOS: ?Experimental design-accurate, quantitative measurements in enzyme experiments require replicates to ensure reliabilityTHEORY OF KNOWLEDGETOK: ?lactose free milk would have greater impact in Africa and Asia where intolerance is more prevalent. ?Should knowledge be shared when techniques developed in one part of the world are more applicable in another?UNIT 2: METABOLISM Estimate of timing: ?3 daysCOURSE BOOK: TOPIC 8.1 (373 – 380) Essential idea: Living Organisms control their composition by complex web of chemical reactions / metabolic reactions are regulated in response to the cell’s needs.UNDERSTANDINGS2.1.U4: ?Metabolism is the web of all the enzyme-catalyzed reactions in a cell or organism8.1.U1: ?Metabolic pathways consist of chains and cycles of enzyme-catalysed reactions8.1.U4: ?Metabolic pathways can be controlled by end-product inhibition.8.1.U3: ?Enzyme inhibitors can be competitive or non-competitive (provide one specific example of each) E.g. Utilization: ?many enzyme inhibitors have been used in medicine. ?For example,Ethanol as competitive inhibitor for antifreeze poisoningFomepizole, an inhibitor of alcohol dehydrogenase, has been used for antifreeze poisoningSKILLS8.1.S2: ?Distinguish different types of inhibition from graphs at specified substrate concentrationAPPLICATIONS8.1.A1: ?End-product inhibition of the pathway that converts threonine to isoleucine8.1.A2: ?Use of databases to identify potential new anti-malarial drugsNATURE OF SCIENCE8.1.NOS: ?Developments in scientific research follow improvements in computing- developments in bioinformatics, such as the interrogation of databases have facilitated research into metabolic pathways (3.8)THEORY OF KNOWLEDGETOK: ?many metabolic pathways have been described following a series of carefully controlled and repeated experiments. ?To what degree can looking at component parts give us knowledge of the whole?UNIT 1, 2: ?Enzymes and Metabolism ???? IB topic(s): ?2.1, 2.5 and 8.1 Unit Length: ?8 days ?????????????????????????????????????? Essential Idea(s): ?Living Organisms control their composition by complex web of chemical reactions. ?Metabolic reactions are regulated in response to the cell’s needs. ?Enzymes control the metabolism of the cell.LessonTopicDaysStatement(s) and Objective(s)Skills/ Activities 1Metabolism12.1.U4: ?Metabolism is the web of all the enzyme-catalyzed reactions in a cell or organism (Oxford Biology Course Companion page 67).Define metabolism and catalysis.State the role of enzymes in metabolism.8.1.U1: ?Metabolic pathways consist of chains and cycles of enzyme-catalysed reactions (Oxford Biology Course Companion page 374).Contrast metabolic chain reaction pathways with cyclical reaction pathways.8.1.NOS: ?Developments in scientific research follow improvements in computing- developments in bioinformatics, such as the interrogation of databases have facilitated research into metabolic pathways (Oxford Biology Course Companion page 377).Outline the use and benefits of the bioinformatics technique of chemogenomics in development of new pharmaceutical drugs.8.1.A2: ?Use of databases to identify potential new anti-malarial drugs (Oxford Biology Course Companion page 378).Outline the reasons for development of new anti-malarial drugs.Explain the use of databases in identification of potential new anti-malarial drugs.TOK: ?many metabolic pathways have been described following a series of carefully controlled and repeated experiments. ?To what degree can looking at component parts give us knowledge of the whole?2Enzyme Structure12.5.U1: ?Enzymes have an active site to which specific substrates bind (Oxford Biology Course Companion page 96).State the relationship between enzyme substrate and enzyme product.Explain the relationship between enzyme structure and enzyme specificity, including the role of the active site.3Enzyme Function12.5.U2: ?Enzyme catalysis involves molecular motion and the collision of substrates with the active site (Oxford Biology Course Companion page 97).Outline the three stages of enzyme activity.Explain the role of random collisions in the binding of the substrate with the enzyme active site.Describe the induced fit model of enzyme action.8.1.U2: ?Enzymes lower the activation energy of the chemical reactions that they catalyse (Oxford Biology Course Companion page 374).Define activation energy.Explain the role of enzymes in lowering the activation energy of a reaction.8.1.S2: ?Calculating and plotting rates of reaction from raw experimental results (Oxford Biology Course Companion page 378).State two methods for determining the rate of enzyme controlled reactions.State the unit for enzyme reaction rate.Given data, calculate and graph the rate of an enzyme catalyzed reaction.4Enzyme Regulation12.5.U3: ?Temperature, pH,and substrate concentration affect the rate of activity of enzymes ?(Oxford Biology Course Companion page 98).Explain how temperature affects the rate of enzyme activity.Draw a graph of depicting the effect of temperature on the rate of enzyme activity.Explain how tpH affects the rate of enzyme activity.Draw a graph of depicting the effect of pH on the rate of enzyme activity.Identify the optimum temperature or pH for enzyme activity on a graph.Explain how substrate concentration affects the rate of enzyme activity.Draw a graph of depicting the effect of substrate concentration on the rate of enzyme activity.2.4.A2: ?Denaturation of proteins by heat or by deviation of pH from the optimum (Oxford Biology Course Companion page 92).Define denaturation.Outline the effect of heat and pH on protein structure.2.5.U4: ?Enzymes are denatured (Oxford Biology Course Companion page 100).State the effect of denaturation on enzyme structure and function.5Enzyme Inhibition18.1.U3: ?Enzyme inhibitors can be competitive or noncompetitive ?(Oxford Biology Course Companion page 375).Define enzyme inhibitor.Contrast competitive and noncompetitive enzyme inhibition.Outline one example of a competitive enzyme inhibitor and one example of a noncompetitive enzyme inhibitor. ?8.1.U4: ?Metabolic pathways can be controlled by end-product inhibition (Oxford Biology Course Companion page 377).Describe allosteric regulation of enzyme activity.Outline the mechanism and benefit of end-product inhibition.8.1.A1: ?End-product inhibition of the pathway that converts threonine is isoleucine (Oxford Biology Course Companion page 377).Illustrate end-product inhibition of the threonine to isoleucine metabolic pathway.State the consequence of an increase in isoleucine concentration. ?Utilization: ?many enzyme inhibitors have been used in medicine. ?For example, ?ethanol as competitive inhibitor for antifreeze poisoning and fomepizole, an inhibitor of alcohol dehydrogenase, has been used for antifreeze poisoning8.1.S1: ?Distinguish different types of inhibition from graphs at specified substrate concentration (Oxford Biology Course Companion page 376).Explain why the rate of reaction with increasing substrate concentration is lower with a non-competitive inhibitor compared to a competitive inhibitor.6Enzyme Experiment22.5.NOS: ?Experimental design-accurate, quantitative measurements in enzyme experiments require replicates to ensure reliability (Oxford Biology Course Companion page 100).Define quantitative and qualitative.Determine measurement uncertainty of a measurement tool.Explain the need for repeated measurements (multiple trials) in experimental design.Explain the need to controlled variables in experimental design.2.5.S1: ?Design of experiments to test the effect of temperature, pH, and substrate concentration on the activity of enzymes (Oxford Biology Course Companion page 101).Identify and manipulated, responding and controlled variables in descriptions of experiments testing the activity of enzymes.2.5.S2: ?Experimental investigation of a factor affecting enzyme activity (Practical 3) (Oxford Biology Course Companion page 102).Describe three techniques for measuring the activity of an example enzyme.7Industrial Applications12.5.U5: ?Immobilized enzymes are widely used in industry (fruit juice, washing powder) (Oxford Biology Course Companion page 103).List industries that use commercially useful enzymes.Explain how and why industrial enzymes are often immobilized. 2.5.A1: ?Methods of production of lactose-free milk and its advantages (lactase immobilized in alginate beads, lactose in milk is hydrolyzed) (Oxford Biology Course Companion page 105).State the source of the lactase enzyme used in food processing.State the reaction catalyzed by lactase.Outline four reasons for using lactase in food processing.TOK: ?lactose free milk would have greater impact in Africa and Asia where intolerance is more prevalent. ?Should knowledge be shared when techniques developed in one part of the world are more applicable in another?UNIT 3: CELLULAR RESPIRATION Estimate of timing: ?3 daysCOURSE BOOK: TOPICs 2.8 (122 – 129) and 8.2 (373 – 388) ESSENTIAL IDEAS: Cell respiration supplies energy for the functions of lifeEnergy is converted to a usable form in cell respirationANAEROBIC RESPIRATIONUNDERSTANDING - CORE2.8.U1: ?Cell respiration is the controlled release of energy from organic compounds to produce ATP (details of metabolic pathways are not needed; substrates and final waste products should be shown)2.8.U2: ?ATP from cell respiration is immediately available as a source of energy in the cell2.8.U3: ?Anaerobic cell respiration gives a small yield of ATP from glucose2.8.U4: ?Aerobic cell respiration requires oxygen and gives a large yield of ATP from glucoseUNDERSTANDING - HL8.2.U2: ?Phosphorylation of molecules makes them less stable8.2.U1: ?Cell respiration involves the oxidation and reduction of electron carriers8.2.U4: ?Glycolysis gives a small net gain of ATP without the use of oxygen8.2.U3: ?In glycolysis, glucose is converted to pyruvate in the cytoplasm (names of intermediate compounds not required)APPLICATIONS?2.8.A1: ?Use of anaerobic cell respiration in yeasts to produce ethanol and carbon dioxide in baking2.8.A2: ?Lactate production in humans when anaerobic respiration is used to maximize the power of muscle contractionsUNIT 3: AEROBIC RESPIRATION (ALL HL): ?Estimate of timing: ?6 daysUNDERSTANDING 8.2.U5: ?In aerobic cell respiration pyruvate is decarboxylated and oxidized, and converted into acetyl compound and attached to coenzyme A to form acetyl coenzyme A in the link reaction8.2.U6: ?In the Krebs cycle, the oxidation of acetyl groups is coupled to the reduction of hydrogen carriers, liberating carbon dioxide (names of intermediate compounds are not required)8.2.U7: ?Energy released by oxidation reactions is carried to the cristae of the mitochondria by reduced NAD and FAD8.2.U8: ?Transfer of the electrons between carriers in the electron transport chain in the membrane of the cristae is coupled to proton pumping8.2.U9: ?In chemiosmosis protons diffuse through ATP synthase to generate ATP8.2.U10: ?Oxygen is needed to bind with the free protons to maintain the hydrogen gradient, resulting in the formation of water8.2.U11: ?The structure of the mitochondrion is adapted to the function it performsSKILLS2.8.S1: ?Analysis of results from experiments involving measurement of respiration rates in germinating seeds or invertebrates using a respirometer (students should know that an alkali is used to absorb CO2 so reductions in volume are due to O2 use. ?Temperature should be controlled to avoid volume changes due to temperature fluctuations.8.2.S1: ?Analysis of diagrams of the pathways of aerobic respiration to decide where ?decarboxylation and oxidation reactions occur8.2.S2: ?Annotations of a diagram of mitochondrion to indicate the adaptations to its functionAPPLICATIONS8.2.A1: ?Electron tomography used to produce images of active mitochondriaNATURE OF SCIENCE2.8.NOS: ?Assessing the ethics of scientific research- the use of invertebrates in respirometers experiments8.2.NOS: ?Paradigm shift-chemiosmotic theory led to a paradigm shift in the field of bioenergeticsTHEORY OF KNOWLEDGEPeter Mitchell’s chemiosmotic theory encountered years of opposition before it was finally accepted. ?For what reasons does falsification not always result in an immediate acceptance of new theories or a paradigm shift?UNIT 3: CELLULAR RESPIRATION (ANAEROBIC) Estimate of timing: ?3 daysIB topic(s): ?2.8 and 8.2Essential Idea(s): ?Cell respiration supplies energy for the functions of lifeLessonTopicDaysStatement(s) and Objective(s)Skills/ Activities 1Introduction to Respiration12.8.U1: ?Cell respiration is the controlled release of energy from organic compounds to produce ATP (details of metabolic pathways are not needed; substrates and final waste products should be shown8.2.U1: ?Cell respiration involves the oxidation and reduction of electron carriers2.8.U3: ?Anaerobic cell respiration gives a small yield of ATP from glucose2Glycolysis18.2.U3: ?In glycolysis, glucose is converted to pyruvate in the cytoplasm (names of intermediate compounds not required)8.2.U2: ?Phosphorylation of molecules makes them less stable8.2.U4: ?Glycolysis gives a small net gain of ATP without the use of oxygen2.8.U2: ?ATP from cell respiration is immediately available as a source of energy in the cell3Anaerobic respiration22.8.A1: ?Use of anaerobic cell respiration in yeasts to produce ethanol and carbon dioxide in baking2.8.A2: ??Lactate production in humans when anaerobic respiration is used to maximize the power of muscle contractions?? UNIT 3: CELLULAR RESPIRATION (AEROBIC) Estimate of timing: ?3 days IB topic(s): ?2.8 and 8.2Essential Idea(s): ?Energy is converted to a usable form in cell respirationLessonTopicDaysStatement(s) and Objective(s)Skills/ Activities1Overview32.8.U4: ?Aerobic cell respiration requires oxygen and gives a large yield of ATP from glucose2.8.NOS: ?Assessing the ethics of scientific research- the use of invertebrates in respirometers experiments8.2.S1: ?Analysis of diagrams of the pathways of aerobic respiration to decide where ?decarboxylation and oxidation reactions occur2.8.S1: ?Analysis of results from experiments involving measurement of respiration rates in germinating seeds or invertebrates using a respirometer (students should know that an alkali is used to absorb CO2 so reductions in volume are due to O2 use. ?Temperature should be controlled to avoid volume changes due to temperature fluctuations.2Mitochondria18.2.U12: ?The structure of the mitochondrion is adapted to the function it performs8.2.A1: ?Electron tomography used to produce images of active mitochondria8.2.S2: ?Annotations of a diagram of mitochondrion to indicate the adaptations to its function3Linking Reaction0.58.2.U5: ?In aerobic cell respiration pyruvate is decarboxylated and oxidized8.2.U6: ?In the link reaction pyruvate is converted into acetyl coenzyme A4Kreb’s Cycle0.58.2.U7: ?In the Krebs cycle, the oxidation of acetyl groups is coupled to the reduction of hydrogen carriers, liberating carbon dioxide (names of intermediate compounds are not required)5Electron Transport Chain18.2.U8: ?Energy released by oxidation reactions is carried to the cristae of the mitochondria by reduced NAD and FAD8.2.U9: ?Transfer of the electrons between carriers in the electron transport chain in the membrane of the cristae is coupled to proton pumping8.2.U11: ?Oxygen is needed to bind with the free protons to maintain the hydrogen gradient, resulting in the formation of water6Chemiosmosis18.2.U10: ?In chemiosmosis protons diffuse through ATP synthase to generate ATP8.2.NOS: ?Paradigm shift-chemiosmotic theory led to a paradigm shift in the field of bioenergeticsTOK: ?Peter Mitchell’s chemiosmotic theory encountered years of opposition before it was finally accepted. ?For what reasons does falsification not always result in an immediate acceptance of new theories or a paradigm shift???UNIT 4: PHOTOSYNTHESIS Estimate of timing: ?10 daysCOURSE BOOK: TOPICs 2.9 (129 - 140) and 8.3 (389 - 402) ESSENTIAL IDEAS: ?Photosynthesis uses the energy in sunlight to produce the chemical energy needed for life / Light energy is converted into chemical energyUNDERSTANDINGS (CORE)2.9.U1: ?Photosynthesis is the production of carbon compounds in cells using light energy2.9.U2: ?Visible light has a range of wavelengths with violet the shortest wavelength and red the longest (400-700 nm = visible light. ?Don’t need to know specific wavelength for each color)2.9.U3: ?Chlorophyll absorbs red and blue light most effectively and reflects green light more than other colours2.9.U4: ?Oxygen is produced in photosynthesis from the photolysis of water2.9.U5: ?Energy is needed to produce carbohydrates and other carbon compounds from carbon dioxide2.9.U6: ?Temperature, light intensity and carbon dioxide concentration are possible limiting factors on the rate photosynthesisSKILLS (CORE)2.9.S1: ?Drawing an absorption spectrum for chlorophyll and an action spectrum for photosynthesis2.9.S3: ?Separation of photosynthetic pigments by chromatograph (Practical 4) UNDERSTANDINGS (HL)8.3.U1: ?Light-dependent reactions take place in the intermembrane space of the thylakoids8.3.U4: ?Absorption of light by photosystems generates excited electrons8.3.U5: ?Photolysis of water generates electrons for use in the light-independent reactions8.3.U6: ?Transfer of excited electrons occurs between carriers in thylakoid membranesAim 6: ?Hill’s method of demonstrating electron transfer in chloroplasts by observing DCPIP reductions8.3.U3: ?Reduced NADP and ATP are produced in the light-dependent reactions8.3.U9: ?Excited electrons from Photosytem I are used to reduce NADP8.3.U7: ?Excited electrons from Photosytem II are used to contribute to generate a proton gradient8.3.U8: ?ATP synthase in thylakoids generates ATP using the proton gradient8.3.U2: ?Light –independent reactions take place in the stroma8.3.U10: ?In the light-independent reaction a carboxylase catalyses the carboxylation of ribulose-bisphosphate8.3.U11: ?Glycerate 3-phosphate is reduced to triose phosphate using a reduced NADP and ATP8.3.U12: ?Triose phosphate is used to regenerate RuBP and produce carbohydrates8.3.U13: ?Ribulose bisphosphate is reformed using ATP8.3.U14: ?The structure of the chloroplast is adapted to its function in photosynthesisSKILLS2.9.S2: ?Design an experiment to investigate the effect of limiting factors on photosynthesis8.3.S1: ?Annotation of a diagram to indicate the adaptations of a chloroplast to its functionAPPLICATIONS2.9.A1: ?Changes to the Earth’s atmosphere, oceans and rock deposition due to photosynthesis8.3.A1: ?Calvin’s experiment to elucidate the carboxylation of RuBPNATURE OF SCIENCE2.9.NOS: ?Experimental design- controlling relevant variables in photosynthesis experiments is essential (3.1)Utilization: ?the Global Artificial Photosynthesis (GAP) project aims to create an artificial “leaf” within the next decade. ?An electronic version of the leaf that creates oxygen and hydrogen from water and sunlight has already been invented and will be developed for use in the next decade.8.3.NOS: Developments in scientific research follow improvements in apparatus- sources of 14C and autoradiography enabled Calvin to elucidate the pathways of carbon fixation (1.8)THEORY OF KNOWLEDGEThe lollipop experiment used to work out the biochemical details of the Calvin Cycle shows considerable creativity. ?To what extent is the creation of an elegant protocol similar to the creation of a work of art?UNIT 4: PHOTOSYNTHESIS (I): Light and Pigments ??????????IB topic(s): ?2.9Essential Idea(s): ?Specific wavelengths of light activate photosynthetic pigments.LessonTopicDaysStatement(s) and Objective(s)Activities1Intro to photosynthesis12.9.U1: ?Photosynthesis is the production of carbon compounds in cells using light energy2.9.U5: ?Energy is needed to produce carbohydrates and other carbon compounds from carbon dioxide2Pigments and Chromatography22.9.U3: ?Chlorophyll absorbs red and blue light most effectively and reflects green light more than other colours2.9.S2: ?Separation of photosynthetic pigments by chromatograph (Practical 4)3Wavelengths of Light12.9.U2: ?Visible light has a range of wavelengths with violet the shortest wavelength and red the longest (400-700 nm = visible light. ?Don’t need to know specific wavelength for each color)2.9.S3: ?Drawing an absorption spectrum for chlorophyll and an action spectrum for photosynthesis?TOPIC 4: ?PHOTOSYNTHESIS (II)??IB topic(s): ?2.9 and 8.3????? Essential Idea(s): ??Photosynthesis uses the energy in sunlight to produce the chemical energy needed for life / Light energy is converted into chemical energyLessonTopicDaysStatement(s) and Objective(s)Activities1Chloroplast structure8.3.U14: ?The structure of the chloroplast is adapted to its function in photosynthesis8.3.S1: ?Annotation of a diagram to indicate the adaptations of a chloroplast to its function2Light Dependent8.3.U1: ?Light-dependent reactions take place in the intermembrane space of the thylakoids8.3.U4: ?Absorption of light by photosystems generates excited electrons8.3.U6: ?Transfer of excited electrons occurs between carriers in thylakoid membranes8.3.U7: ?Excited electrons from Photosytem II are used to contribute to generate a proton gradient8.3.U8: ?ATP synthase in thylakoids generates ATP using the proton gradient8.3.U9: ?Excited electrons from Photosytem I are used to reduce NADP8.3.U2: ?Reduced NADP and ATP are produced in the light-dependent reactions2.9.U4: ?Oxygen is produced in photosynthesis from the photolysis of water2.9.A1: ?Changes to the Earth’s atmosphere, oceans and rock deposition due to photosynthesis8.3.U5: ?Photolysis of water generates electrons for use in the light-independent reactionsAim 6: ?Hill’s method of demonstrating electron transfer in chloroplasts by observing DCPIP reductions3Light Independent8.3.U3: ?Light –independent reactions take place in the stroma8.3.U10: ?In the light-independent reaction a carboxylase catalyses the carboxylation of ribulose-bisphosphate8.3.U11: ?Glycerate 3-phosphate is reduced to triose phosphate using a reduced NADP and ATP8.3.U12: ?Triose phosphate is used to regenerate RuBP and produce carbohydrates8.3.U13: ?Ribulose bisphosphate is reformed using ATP8.3.A1: ?Calvin’s experiment to elucidate the carboxylation of RuBP8.3.NOS: Developments in scientific research follow improvements in apparatus- sources of 14C and autoradiography enabled Calvin to elucidate the pathways of carbon fixationTOK: ?the lollipop experiment used to work out the biochemical details of the Calvin Cycle shows considerable creativity. ?To what extent is the creation of an elegant protocol similar to the creation of a work of art?4Limiting Factors2.9.U6: ?Temperature, light intensity and carbon dioxide concentration are possible limiting factors on the rate photosynthesis2.9.S1: ?Design an experiment to investigate the effect of limiting factors on photosynthesis2.9.NOS: ?Experimental design- controlling relevant variables in photosynthesis experiments is essential Utilization: ?the Global Artificial Photosynthesis (GAP) project aims to create an artificial “leaf” within the next decade. ?An electronic version of the leaf that creates oxygen and hydrogen from water and sunlight has already been invented and will be developed for use in the next decade.?????PLANT SCIENCE 1: UNIT 5A: CLASSIFICATION OF PLANTS AND DICHOTOMOUS KEYS COURSE BOOK: TOPIC 5.3 (265 – 266)5.3.A2: ?Recognition features of bryophyte, filicinophyta, coniferophyta, and angiospermophytaUNIT 5: 5A: PLANT SCIENCE I: PLANT CLASSIFICATION AND DICHOTOMOUS KEYS IB topic(s): ?5.3Essential Idea(s): ?The identification of organisms can be aided with the use of a dichotomous key..LessonTopicDaysStatement(s) and Objective(s)Activities1Plants15.3.A2: ?Recognition features of bryophyte, filicinophyta, coniferophyta, and angiospermophyta,5.3.A1: ?Classification of one plant and one animal species from domain to species level.2Animals25.3.A3: ?Recognition features of porifera, cnidarian pletyhelmintha, annelida, Mollusca, arthropda and chordate.5.3.A4: ?Recognition of features of birds, mammals, amphibians, reptiles and fish.5.3.A1: ?Classification of one plant and one animal species from domain to species level.3Dichotomous Keys15.3.S1: ?Construction of dichotomous keys for use in identifying specimens.UNIT 5B: TRANSPORT IN THE XYLEM OF PLANTS Estimate of timing: ?5 daysCOURSE BOOK: TOPIC 9.1 ( 403 – 411)ESSENTIAL IDEA: Structure and function are correlated in the xylem in plantsUNDERSTANDINGS 9.1.U1: ?Transpiration is the inevitable consequence of gas exchange in the leaf9.1.U2: ?Plants transport water from the roots to the leaves to replace losses from transpiration9.1.U5: ?Active uptake of mineral ions in the roots causes absorption of water by osmosis9.1.U3: ?The cohesive property of water and the structure of the xylem vessels allow transport under tension9.1.U4: ?The adhesive property of water and evaporation generate tension forces in leaf cell wallsSKILLS9.2.S1: ?Identification of xylem and phloem in microscope images of stem and root9.1.S1: ?Drawing the structure of primary xylem vessels in sections of stems based on microscope images9.1.S3: Measurement of transpiration rates using potometers. (Practical 7)9.1.S4: Design of an experiment to test hypothesis about the effects of temperatures or humidity on transpiration rates. APPLICATIONS9.1.A1: Adaptations of plants in deserts and in saline soils for water conservation9.1.2: ?Models of water transport in xylem using simple apparatus including blotting or filter paper, porous pots and capillary tubingNATURE OF SCIENCE?9.1.NOS: ?Use models as representations of the real world-mechanisms involved in water transport in the xylem can be investigated using apparatus and material that show similarities in structure to plant tissues. ( 1.10)PLANT SCIENCE 2: UNIT 5B: TRANSPORT IN THE XYLEM OF PLANTS IB topic(s): ?9.1 and 9.2Essential Idea(s): ?Structure and function are correlated in the xylem in plants.Unit Length: ?5 daysLessonTopicDaysStatement(s) and Objective(s)Skills/ Activities 1Xylem structure19.1.S1: ?Drawing the structure of primary xylem vessels in sections of stems based on microscope images.9.2.S2: ?Identification of xylem and phloem in microscope images of stem and rootAim 6: ?measurement of stomatal apertures and the distribution of stomata using leaf casts, including replicate measurements to enhance reliability2Xylem function19.1.U1: ?Transpiration is the inevitable consequence of gas exchange in the leaf9.1.U2: ?Plants transport water from the roots to the leaves to replace losses from transpiration9.1.U5: ?Active uptake of mineral ions in the roots causes absorption of water by osmosis9.1.U4: ?The adhesive property of water and evaporation generate tension forces in leaf cell walls9.1.U3: ?The cohesive property of water and the structure of the xylem vessels allow transport under tension9.1.A2: ?Models of water transport in xylem using simple apparatus including blotting or filter paper, porous pots and capillary tubing9.1.NOS: ?Use models as representations of the real world-mechanisms involved in water transport in the xylem can be investigated using apparatus and material that show similarities in structure to plant tissues3Transpiration lab29.1.S2: ?Measurement of transpiration rates using photometers (Practical 7)9.1.S3: ?Design of an experiment to test hypothesis about the effects of temperatures or humidity on transpiration rates4Adaptations19.1.A1: ?Adaptations of plants in deserts and in saline soils for water conservationPLANT SCIENCE 2: UNIT 7: TRANSPORT IN THE PHLOEM OF PLANTS Estimate of timing: ?3 daysCOURSE BOOK: TOPIC 9.2 (412 - 421)Essential idea: ?Structure and function are correlated in the phloem in plants.UNDERSTANDINGS 9.2.U1: ?Plants transport organic compounds from sources to sinks9.2.U3: ?Active transport is used to load organic compounds into phloem sieve tubes at the source9.2.U4: ?High concentrations of solutes in the phloem at the source lead to water uptake by osmosis9.2.U2: ?Incompressibility of water allows transport along hydrostatic pressure gradients9.2.U5: ?Raised by hydrostatic pressure causes the contents of the phloem to flow toward sinksSKILLS9.2.S2: ?Analysis of date from experiments measuring phloem transport rates using aphid stylets and radioactively-labelled carbon dioxideAPPLICATIONS9.2.A1: ?Structure-function relationships of phloem sieve tubesNATURE OF SCIENCE9.2. Developments in scientific research follow improvements in apparatus-experimental methods for measuring phloem transport rates using aphid stylets and radioactively-labelled carbon dioxide were only possible when radioisotopes became available ( 1.8)UNIT 5C: ?PHLOEM STRUCTURE AND FUNCTION ???????IB topic(s): ?9.2Essential Idea(s): ?Structure and function are correlated in the phloem in plants.Unit Length: ?3 daysLessonTopicDaysStatement(s) and Objective(s)Skills/ Activities 1Phloem structure19.2.A1: ?Structure-function relationships of phloem sieve tubes9.2.S2: ?Identification of xylem and phloem in microscope images of stem and root2Phloem function29.2.U1: ?Plants transport organic compounds from sources to sinks9.2.NOS: ?Developments in scientific research follow improvements in apparatus-experimental methods for measuring phloem transport rates using aphid stylets and radioactively-labelled carbon dioxide were only possible when radioisotopes became available9.2.U3: ?Active transport is used to load organic compounds into phloem sieve tubes at the source9.2.U4: ?High concentrations of solutes in the phloem at the source lead to water uptake by osmosis9.2.U2: ?Incompressibility of water allows transport along hydrostatic pressure gradients9.2.U5: ?Raised by hydrostatic pressure causes the contents of the phloem to flow toward sinks9.2.S1: ?Analysis of data from experiments measuring phloem transport rates using aphid stylets and radioactively-labelled carbon dioxidePLANT SCIENCE 3: UNIT 8: PLANT GROWTH: ?Estimate of timing: ?4 daysCOURSE BOOK: TOPIC 9.2 ( 422 -428 )ESSENTIAL IDEA: Plants adapt their growth to environmental conditions. UNDERSTANDINGS 3.U1: ?Undifferentiated cells in the meristems of plants allow indeterminate growth9.3.U2: ?Mitosis and cell division in the shoot apex provide cells needed for extension of the stem and development of leaves9.3.U3: ?Plant hormones control growth in the shoot apex (auxin is the only named hormone expected)9.3.U4: ?Plant shoots response to the environment by tropisms9.3.U5: ?Auxin efflux pumps can set up concentration gradients of auxin in plants tissue9.3.U6: Auxin influences cell growth rates by changing the pattern of gene expressionAPPLICATIONS9.3.A1: ?Micropropagation of plants using tissue from shoot apex nutrient agar gels and growth hormones9.3.A2: ?Use of micropropagation for rapid bulking up of new varieties, production of virus-free strains of existing varieties and propagation of orchids and other rare speciesNATURE OF SCIENCE9.3.NOS: ?Developments in scientific research follow improvements in analysis and deduction-improvements in analytical techniques allowing the detection of trace amounts of substances has led to advances in the understanding of plant hormones and their effect on gene expression (1.8)THEORY OF KNOWLEDGEPlants communicate chemically both internally and externally. ?To what extent can plants be said to have language?UNIT 5D: ?PLANT RESPONSE AND GROWTH ?????????????????????IB topic(s): ?9.3Essential Idea(s): ?Plants adapt their growth to environmental conditions.Unit Length: ?6 daysLessonTopicDaysStatement(s) and Objective(s)Skills/ Activities 1Meristems19.3.U1: ?Undifferentiated cells in the meristems of plants allow indeterminate growth9.3.U2: ?Mitosis and cell division in the shoot apex provide cells needed for extension of the stem and development of leaves2Plant hormones29.3.U3: ?Plant hormones control growth in the shot apex (auxin is the only named hormone expected)9.3.A1: ?Micropropagation of plants using tissue from the shoot apex nutrient agar gels and growth hormones9.3.A2: ?Use of micropropagation for rapid bulking up of new varieties, production of virus-free strains of existing varieties and propagation of orchids and other rare species9.3.NOS: ?Developments in scientific research follow improvements in analysis and education-improvements in analytical techniques allowing the detection of trace amounts of substances has led to advances in the understanding of plant hormones and their effect on gene expression.TOK: ?plants communicate chemically both internally and externally. ?To what extent can plants be said to have language?3Tropisms19.3.U4: ?Plant shoots response to the environment by tropisms9.3.U5: ?Auxin efflux pumps can set up concentration gradients of auxin in plants tissue9.3.U6: ?Auxin influences of cell growth rates by changing the pattern of gene expression4Cloning23.5.U6: ?Many plants species and some animal species have natural methods of cloning3.5.S1: ?Design of an experiment to assess one factor affecting the rooting of stem-cuttings (in water or solid medium)UNIT 5E: PLANT REPRODUCTION: ?Estimate of timing: ?3 daysCOURSE BOOK: TOPIC 9.3 ( 429 - 438 )Essential idea: Reproduction in flowering plants is influenced by the biotic and abiotic environments.UNDERSTANDINGS 9.4.U1: ?Flowering involves a change in gene expression in the shoot apex9.4.U2: ?The switch to flowering is a response to the length of light and dark periods in many plants9.4.U3: ?Success in plant reproduction depends on pollination, fertilization and seed dispersal (know differences between, but not details of)9.4.U4: ?Most flowering plants use mutualistic relationships with pollinators in sexual reproductionUtilization: ?87 of the 115 leading global crops depend to some degree upon animal pollination. ?This accounts for 1/3 of crop production globally. 3.5.U6: ?Many plants species and some animal species have natural methods of cloningSKILLS3.5.S1: ?Design of an experiment to assess one factor affecting the rooting of stem-cuttings (in water or solid medium)9.4.S1: ?Drawing internal structure of seeds9.4.S2: ?Drawing of half-views of animal-pollinated flowers9.4.S3: ?Design of experiments to test hypothesis about factors affecting germinationAPPLICATIONS9.4.A1: ?Methods used to induce short-day plants to flower out of seasonNATURE OF SCIENCE9.4. Paradigm shift-more than 85% of the world’s 250,000 species of flowering plant depend on pollinators for reproduction. This knowledge has led to protecting entire ecosystems rather than individual species (2.3)UNIT 5E: ?ANGIOSPERM REPRODUCTION ???????IB topic(s): ?9.4Essential Idea(s): ?Reproduction in flowering plants is influenced by the biotic and abiotic environments.Unit Length: ?6 daysLessonTopicDaysStatement(s) and Objective(s)Skills/ Activities 1Flower Structure19.4.S2: ?Drawing of half-views of animal-pollinated flowers2Flowering19.4.U1: ?Flowering involves a change in gene expression in the shoot apex9.4.U2: ?The switch to flowering is a response to the length of light and dark periods in many plants9.4.A1: ?Methods used to induce short-day plants to flower out of season3Pollination and Fertilization19.4.U3: ?Success in plant reproduction depends on pollination, fertilization and seed dispersal9.4.U4: ?Most flowering plants use mutualistic relationships with pollinators in sexual reproductionUtilization: ?87 of the 115 leading global crops depend to some degree upon animal pollination. ?This accounts for 1/3 of crop production globally. 4Seeds19.4.S1: ?Drawing internal structure of seeds5Germination29.4.S3: ?Design of experiments to test hypothesis about factors affecting germinationECOLOGYUNIT 6A: SPECIES, COMMUNITIES AND ECOSYSTEMS ECOLOGY: ?Estimate of timing: ?3 daysCOURSE BOOK: TOPIC 4.1 ( 201 - 212 )ESSENTIAL IDEA: The continued survival of living organisms including humans depends on sustainable communities.UNDERSTANDINGS 4.1.U7: ?A community is formed by populations of different species living together and interacting with each other4.1.U8: ?A community forms an ecosystem by its interactions with the abiotic environment4.1.U11: ?Ecosystems have the potential to be sustainable over long periods of time?SKILLS4.1.S2: ?Setting up ?sealed mecocosms to try to establish sustainability (Practical 5)4.1.S3: ?Testing for association between two species using the chi-squared test with data obtained from quadrat sampling (students should obtain data themselves; in each quadrat, the presence or absence of the chosen species should be recorded)NATURE OF SCIENCEInternational Mindedness: The need for sustainability could be discussed and the methods needed to promote thisUNIT 6A: SPECIES, COMMUNITIES AND ECOSYSTEMS ECOLOGY IB topic(s): ?4.1 and 9.4Essential Idea(s): ?The continued survival of living organisms including humans depends on sustainable communities.LessonTopicDaysStatement(s) and Objective(s)Skills/ Activities 1Community14.1.U7: ?A community is formed by populations of different species living together and interacting with each other9.4.U3: ?Most flowering plants use mutualistic relationships with pollinators in sexual reproduction4.1.S2: ?Testing for association between two species using the chi-squared test with data obtained from quadrat sampling (students should obtain data themselves; in each quadrat, the presence or absence of the chosen species should be recorded)2Ecosystem14.1.U8: ?A community forms an ecosystem by its interactions with the abiotic environment4.1.U11: ?Ecosystems have the potential to be sustainable over long periods of time ?9.4.NOS: ?Paradigm shift-more than 85% of the world’s 250,000 species of flowering plant depend on pollinators for reproduction. This knowledge has led to protecting entire ecosystems rather than individual speciesInternational Mindedness: ?the need for sustainability could be discussed and the methods needed to promote this4.1.S3: ?Setting up ?sealed mesocosms to try to establish sustainability (Practical 5)?????UNIT 6B: ENERGY FLOW: ?Estimate of timing: ?7 daysCOURSE BOOK: TOPIC 4.1 (213 - 219)ESSENTIAL IDEA: Ecosystems require a continuous supply of energy to fuel life processes and to replace energy lost as heat.UNDERSTANDINGS 4.1.U3: ?Species have either an autotrophic or heterotrophic method of nutrition (a few species have both methods)4.2.U1: ?Most ecosystems rely on a supply of energy from sunlight4.2.U2: ?Light energy is converted to chemical energy in carbon compounds by photosynthesis4.2.U3: ?Chemical energy in carbon compounds flows through food chains by means of feeding4.2.U4: ?Energy released from carbon compounds by respiration is used in living organisms and converted to heat4.2.U5: ?Living organisms cannot convert heat to other forms of energy4.2.U6: ?Heat is lost from ecosystems4.2.U7: ?Energy losses between trophic levels restrict the length of food chains and the biomass of higher trophic levelsSKILLS4.1.S1: ?Classifying species as autotrophs, consumers, detrivores or saprotrophs from a knowledge of their mode of nutrition4.2.S1: ?Quantitative representations of energy flow using pyramids of energy (drawn to scale, stepped, not triangular. ?Use terms producer, primary consumer, secondary consumer. ?Pyramids of numbers and biomass are not required, however students should know that biomass decreases along food chains due to loss of CO2, H20 and urea).NATURE OF SCIENCE4.1.NOS: Looking for patterns, trends and discrepancies- plants and algae are mostly autotrophic but some are not (3.1)4.2.NOS: ?Use theories to explain natural phenomena- the concepts of energy flow explains the limited length of food chains?International Mindedness: ?the energetics of food chains is a factor in the efficiency of food production for the alleviation of world hunger.UNIT 6B: ENERGY FLOW IN ECOSYSTEMSIB topic(s): ?4.1 and 4.2Essential Idea(s): ?Ecosystems require a continuous supply of energy to fuel life processes and to replace energy lost as heat.Unit Length: ??4 daysLessonTopicDaysStatement(s) and Objective(s)Skills/ Activities 1Sun as ultimate energy source14.2.U1: ?Most ecosystems rely on a supply of energy from sunlight4.2.U2: ?Light energy is converted to chemical energy in carbon compounds by photosynthesis2Modes of nutrition14.2.U3: ?Chemical energy in carbon compounds flows through food chains by means of feeding4.1.U3: ?Species have either an autotrophic or heterotrophic method of nutrition ( a few species have both methods)4.1.U4: ?Consumers are heterotrophs that feed on living organisms by ingestion.4.1.U5: ?Detritivores are heterotrophs that obtain organic nutrients from detritus by internal digestion.4.1.U6: Saprotrophs are heterotrophs that obtain organic nutrients from dead organic matter by external digestion.4.1.NOS: Looking for patterns, trends and discrepancies- plants and algae are mostly autotrophic but some are not4.1.S1: ?Classifying species as autotrophs, consumers, detritivores or saprotrophs from a knowledge of their mode of nutrition3Trophic levels14.2.S1: ?Quantitative representations of energy flow using pyramids of energy (drawn to scale, stepped, not triangular. ?Use terms producer, primary consumer, secondary consumer…Pyramids of numbers and biomass are not required, however students should know that biomass decreases along food chains due to loss of CO2, H20 and urea).4Loss of heat14.2.U4: ?Energy released from carbon compounds by respiration is used in living organisms and converted to heat4.2.U5: ?Living organisms cannot convert heat to other forms of energy4.2.U6: ?Heat is lost from ecosystems4.2.U7: ?Energy losses between trophic levels restrict the length of food chains and the biomass of higher trophic levels4.2.NOS: ?Use theories to explain natural phenomena- the concepts of energy flow explains the limited length of food chainsInternational Mindedness: ?the energetics of food chains is a factor in the efficiency of food production for the alleviation of world hunger.UNIT 12: CARBON AND NUTRIENT CYCLES: ?Estimate of timing: ?6 daysCOURSE BOOK: TOPIC 4.3 (220 - 228 )ESSENTIAL IDEA: Continued availability of carbon in ecosystems depends on carbon cycling.UNDERSTANDINGS 4.1.U10: ?The supply of inorganic nutrients is maintained by nutrient recycling (distinction between energy flow and nutrient cycling should be stressed)4.3.U2: ?In aquatic ecosystems carbon is present as dissolved carbon dioxide and hydrogen carbonate ions4.3.U3: ?Carbon dioxide diffuses from the atmosphere or water into autotrophs4.3.U1: ?Autotrophs convert carbon dioxide into carbohydrates and other carbon compounds4.3.U4: ?Carbon dioxide is produced by respiration and diffuses out of organisms into water or the atmosphere4.3.U5: ?Methane is produced from organic matter in anaerobic conditions by methanogenic archaeans and some diffuses into the atmosphere or accumulates in the ground4.3.U6: ?Methane is oxidized to carbon dioxide and water in the atmosphere4.3.U7: ?Peat forms when organic matter is not fully decomposed because of acidic and/or anaerobic conditions in waterlogged soils4.3.U8: ?Partially decomposed organic matter from past geological eras was converted either into coal or into oil and gases that accumulate in porous rocks4.3.U9: ?Carbon dioxide is produced by combustion of biomass and fossilized organic matter4.3.U10: ?Animals such as reef-building corals and Mollusca have hard parts that are composed of calcium carbonate and can become fossilized in limestoneSKILLS4.3.S1: ?Construct a diagram of the carbon cycleAPPLICATIONS4.3.A1: ?Estimation of carbon fluxes due to processes in the carbon cycle (in gigatonnes)4.3.A2: ?Analysis of data from air monitoring stations to explain annual fluctuationsNATURE OF SCIENCE4.3: Making accurate, quantitative measurements-it is important to obtain reliable data on the concentrations of carbon dioxide and methane in the atmosphere (3.1)UNIT 6C: CARBON AND NUTRIENT CYCLESIB topic(s): ?4.1 and 4.3Essential Idea(s): Continued availability of carbon in ecosystems depends on carbon cycling.LessonTopicDaysStatement(s) and Objective(s)Skills/ Activities 1Nutrient Cycles14.1.U9: ?Autotrophs and heterotrophs obtain inorganic nutrients from the abiotic environment.4.1.U10: ?The supply of inorganic nutrients is maintained by nutrient recycling (distinction between energy flow and nutrient cycling should be stressed)2Carbon Cycle14.3.NOS: ?Making accurate, quantitative measurements-it is important to obtain reliable data on the concentrations of carbon dioxide and methane in the atmosphere 4.3.A1: ?Estimation of carbon fluxes due to processes in the carbon cycle (in gigatonnes)4.3.S1: ?Construct a diagram of the carbon cycle3Carbon Dioxide14.3.U3: ?Carbon dioxide diffuses from the atmosphere or water into autotrophs4.3.U2: ?In aquatic ecosystems carbon is present as dissolved carbon dioxide and hydrogen carbonate ions4.3.U1: ?Autotrophs convert carbon dioxide into carbohydrates and other carbon compounds4.3.A2: ?Analysis of data from air monitoring stations to explain annual fluctuations4.3.U4: ?Carbon dioxide is produced by respiration and diffuse out of organisms into water or the atmosphere4Methane14.3.U5: ?Methane is produced from organic matter in anaerobic conditions by methanogenic archaea and some diffuses into the atmosphere or accumulates in the ground4.3.U6: ?Methane is oxidized to carbon dioxide and water in the atmosphere5Organic material14.3.U7: ?Peat forms when organic matter is not fully decomposed because of acidic and/or anaerobic conditions in waterlogged soils4.3.U8: ?Partially decomposed organic matter from past geological eras was converted either into coal or into oil and gas that accumulate in porous rocks4.3.U9: ?Carbon dioxide is produced by combustion of biomass and fossilized organic matter4.3.U10: ?Animals such as reef-building corals and Mollusca have hard parts that are composed of calcium carbonate and can become fossilized in limestone· ???????? UNIT13: CLIMATE CHANGE: ?Estimate of timing: ?5 daysESSENTIAL IDEA: Concentrations of gases in the atmosphere affect climates experienced at the Earth’s surface.COURSE BOOK: TOPIC 4.4 ( 229 - 240 )UNDERSTANDINGS 4.4.U1: ?Carbon dioxide and water vapour are the most significant greenhouse gases4.4.U2: ?Other gases including methane and nitrogen oxides have less impact4.4.U3: ?The impact of a gas depends on its ability to absorb long wave radiation as well as on its concentration in the atmosphere4.4.U4: ?The warmed Earth emits longer wavelength radiation (heat).4.4.U5: ?Longer wave radiation is absorbed by greenhouse gases that retain the heat in the atmosphere4.4.U6: ?Global temperatures and climate patterns are influenced by concentrations of greenhouse gases4.4.U7: ?There is a correlation between rising atmospheric concentrations of carbon dioxide since the start of the industrial revolution 200 years ago and average global temperatures4.4.U8: ?Recent increases in atmospheric carbon dioxide are largely due to increases in the combustion of fossilized organic matterAPPLICATIONS4.4.A1: ?Threats to coral reefs from increasing concentrations of dissolved carbon dioxide4.4.A2: ?Correlations between global temperatures and carbon dioxide concentrations on EarthAim 7: ?databases can be used to analyze concentrations of greenhouse gases4.4.A3: ?Evaluating claims that human activities are not causing climate changeNATURE OF SCIENCE4.4: Assessing claims- assessment of the claims that human activities are producing climate change (5.2)International Mindedness: ?release of greenhouse gases occurs locally but has global impacts, so international cooperation to reduce emissions is essential.TOK: ?the precautionary principle is meant to guide decision making in conditions where a lack of certainty exists. ?Is certainty ever possible in the natural sciences?Aim 8: ?there are interesting parallels between humans that are unwilling to reduce their carbon footprint and cheating in social animals when the level of cheating arises above a certain level social behavior breaks down.UNIT 6D ?CLIMATE CHANGE ??????? IB topic(s): ?4.4Essential Idea(s): ?Concentrations of gases in the atmosphere affect climates experienced at the Earth’s surface.LessonTopicDaysStatement(s) and Objective(s)Activities1Greenhouse Effect14.4.U1: ?Carbon dioxide and water vapour are the most significant greenhouse gases4.4.U2: ?Other gases including methane and nitrogen oxides have less impact4.4.U3: ?The impact of a gas depends on its ability to absorb long wave radiation as well as on its concentration in the atmosphere4.4.U4: ?The warmed Earth emits longer wavelength radiation (heat)4.4.U5: ?Longer wave radiation is absorbed by greenhouse gases that retain the heat in the atmosphere2Relationship to Global Temperature14.4.U6: ?Global temperatures and climate patterns are influenced by concentrations of greenhouse gases4.4.A1: ?Correlations between global temperatures and carbon dioxide concentrations on EarthAim 7: ?databases can be used to analyze concentrations of greenhouse gases3Relationship to Industrialization14.4.U7: ?There is a correlation between rising atmospheric concentrations of carbon dioxide since the start of the industrial revolution 200 years ago and average global temperatures4.4.U8: ?Recent increases in atmospheric carbon dioxide are largely due to increases in the combustion of fossilized organic matter.4.4.A2: ?Evaluating claims that human activities are not causing climate change4.4.NOS: Assessing claims- assessment of the claims that human activities are producing climate change International Mindedness: ?release of greenhouse gases occurs locally but has global impacts, so international cooperation to reduce emissions is essential.TOK: ?the precautionary principle is meant to guide decision making in conditions where a lack of certainty exists. ?Is certainly ever possible in the natural sciences?Aim 8: ?there are interesting parallels between humans that are unwilling to reduce their carbon footprint and cheating in social animals when the level of cheating arises above a certain level social behavior breaks down.4Effects on Corals14.4.A3: ?Threats to coral reefs from increasing concentrations of dissolved carbon dioxide ................
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