Biology 20 IB Course Outline 2019-2020

Semester One: Instructor: C. Andison (Christine.Andison@ecsd.net)

Overview Biology 20 IB expands the concepts and skills covered in Science 10H/IB-MYP and introduces new biological concepts. It is designed for academically focused students who wish to gain further knowledge in the biological sciences, or pursue this field in post-secondary studies. In addition to developing a solid understanding of science concepts and principles, Biology 20 IB has the goal of educating students about the interaction between science and technology, and helping students to think critically about science, technology and society. The Biology 20IB Course covers the content of both the Alberta Diploma Biology Program of Studies and the International Baccalaureate Organization Biology Higher Level Program of Studies incorporating the IB Learner Profile, IB Theory of Knowledge and IB Approaches to Learning into lessons. Prerequisite Science 10 (80 % and Teacher Recommendation) Textbook Text: Inquiry into Biology ~McGraw- Hill Ryerson Additional reading/notes/resources provided by the instructor in class and as posted on the Google Classroom

Biology 20IB Units of Study: Unit Chapter(

s) Unit from the Program of Studies Assessment

Biochemistry and Enzymes Chapter 6

Unit 4: Human Systems Biochemistry, Enzymes (QUIZ)

The Digestive System*HL Chapter 6

Unit 4: Human Systems Biochemistry/Digestion Unit Exam

The Circulatory System *HL Chapter 8

Unit 4: Human Systems Circulation Unit Exam

Blood and Immunity *HL Chapter 8

Unit 4: Human Systems Blood and Immunity (QUIZ)

The Respiratory System *HL Chapter 7

Unit 4: Human Systems Respiration/ Excretion Systems Unit Exam

The Excretory System *HL Chapter 9 Unit 4: Human Systems The Muscular System (This unit is self-study and all necessary materials are provided)

Chapter 10 Unit 4: Human Systems N /A

Photosynthesis & Cellular Respiration *HL Chapter 5 Unit 3: Photosynthesis and Cellular Respiration

Photosynthesis and Cellular Respiration Unit Exam

Ecology Chapters 1-4

Unit 1: Energy and Matter Exchange in the Biosphere Unit 2: Ecosystems and Population Change

Ecology Unit Exam

*Although all aspects of the course are extended beyond the Alberta curriculum, those marked *HL will be taught at a Higher Level according to the IBDP Biology Syllabus First Assessment, 2016. Evaluation

• Marks for this class are cumulative (Each terms mark will be a continuous running total from the beginning of the year) and marks are awarded for summative work only.

• The IB Programme challenges student learning by enriching knowledge and skills associated with the outcomes of the Alberta Learning Programme of Studies. Students who demonstrate evidence of their ability to apply enhanced knowledge and skills on these outcomes through classroom summative assessments will have credit manually applied to the School Awarded Grade.

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Summative Assessments = 100% Formative Assessments = 0% *Exams may include assessments covering the entire unit or significant part of a unit. ** Summative assessments may include quizzes, in class assignments and labs. ***District Final Exam common to all ECSD Biology 20 students. Formative Assessments are questions, activities or reports assigned for practice and discussion purposes only. These assessments are not weighted and do not count toward the final grade but are essential for success in the course. Evaluation Protocol

Due Dates Assignments are due at the beginning of the class on the assigned due date. Late Assignments • If the late is excused due to an excused absence, ensure that the excused note is

brought in to the office as soon as possible so that school records show it as an excused absence.

• If the late is excused due to another reason, ensure that a legitimate parental note accompanies the assignment.

Missed Summative Assessments

• Unexcused absences will be given a zero. • Prior communication of upcoming absence is an asset, will provide opportunity to

reschedule writing of missed assignment during next available exam hall or at teacher discretion

• Writings of missed assessments during class time are not permitted. • Exam hall Schedule:

• Tuesdays during the PLT • Thursdays after school

Power School Codes

• Marks on PowerSchool are updated regularly. The following may appear for a student in a task in a course:

Flag or Icon Description

Indicates that an assignment was collected.

Indicates that an assignment is late.

Indicates that an assignment is missing.

Indicates that an assignment is exempt.

Indicates that an assignment wasn’t completed due to the student being absent.

Indicates that an assignment is incomplete.

Indicates that a comment was added.

Indicates that evidence exists for mastery that may differ from a student’s calculated standard score.

Exams* 50% Summative Assessments** 30% District Final Exam*** 20%

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Please Note: A range of assessment information is used to determine a student’s final grade. At Archbishop MacDonald High School, individualized assessments provide specific information regarding student progress and overall performance in the course. Student assessment may vary from student to student to adapt to differences in student needs, learning styles, preferences, and paces. Due to special circumstances assessment criteria may vary from student to student in the same course.

Student Responsibility Respect • Please respect the learning environment by:

• Listening to the lesson, phones in use is disrespectful to everyone, and can be confiscated.

• Listening to questions asked during the lesson • Participating in a meaningful manner

Materials • Please bring the following items to class: • Textbook (access to digital copy if available) • Black /Blue Pen and/or Pencil and eraser • Red Pen or a Color other than Black / Blue or Pencil for Marking. • Highlighter • Scientific Calculator-NO electronic devices are permitted for use as a

calculator during assessments. • Your Note Package (You will only need to bring the current unit to class) • Three Ring Binder

Dates & Deadlines

• Assessment due dates will be posted on the board in the classroom and will be relayed verbally as well.

• It is your responsibility to complete and submit items on time. Food • No scented food will be allowed into the classroom.

• You may have snacks as long as they do not disturb the learning environment (that is, they are not seen, heard or smelled). Be sure to keep class clean and tidy.

Attendance • Attendance is taken at the beginning of class. • If you are not present and sitting in your assigned seat during attendance, you will

be marked absent. • If you are entering class late, you will need to notify me and your attendance will be

changed. • After 3 unexcused lates, both parents/guardians and administration may be notified.

Missed Classes

• If you miss a class or several classes due to excused reasons it is your responsibility to obtain the missing notes and / or make up the missed school work.

• You must make up missed summative assessments during the next exam hall Tuesday PLT or Thursday afterschool (or in a timely manner as agreed upon with the instructor). NOTE there are NO Exam Halls on FRIDAY’s PLT

Help • You may make an appointment with me if you would like to schedule time to review concepts with which you are having difficulty. Lunch or afterschool when available.

• Email me at Christine.andison@ecsd.net Academic Honesty

• All students are fully expected to adhere to the code of conduct in the school handbook. (see below for list of these definitions)

• No electronic devices are to be used during the period in which a summative assessment takes place.

• If suspected of cheating, the student will receive a clear verbal warning. • If clear evidence of dishonesty (device use, cheat sheet etc.) is found, a zero will

result. Electronic Devices

• Electronic devices ARE NOT PERMITTED DURING INSTRUCTION unless they are being used for note taking. No texting during instructional time.

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École Archbishop MacDonald High School Academic Honesty and Academic Integrity 

Code of Conduct 

Academic Honesty is a reflective practice; whereby students connect their understanding of academically honest practices into the demonstration of those practices in their work.

Students must read, understand and act in accordance with the Academic Honesty Policy of Archbishop MacDonald High School, which will be posted on the website and embedded in the course outlines. It is the student’s responsibility to ensure that all work submitted is authentic in all respects. Work submitted is inclusive of written, oral, creative or other forms of assessment for a course.

A student must be aware of and purposefully ensure that they are demonstrating appropriate academic behaviours as it relates to:

Plagiarism This is defined as the representation of the ideas or work of another person as the [student’s] own

Collusion This is defined as supporting malpractice by allowing another student to submit work completed by you; or submitting another [student’s] work as your own.

Misconduct This is defined as the use of unauthorized communication of any form during an assessment.

Duplication of Work

This is defined as the presentation of the same work for different assessment components.

Inappropriate Communication of Information

This is defined as the communication of assessment information to [students] who have yet to complete a similar assessment; or requesting others [students] to divulge information about an upcoming assessment that may provide the [student] with an unfair advantage

Consequences

Students are expected to value the attitudes and skills of being a principled communicator in all learning and assessment. Consequences for those who compromise the academic honesty and integrity policy to gain an advantage are listed below. The administration [Grade Coordinator] in conjunction with the teacher, from whose class the offence occurred, has the authority to impose one or more of the following consequences. 

o A comment referring to the student’s lack of academic honesty will be reported on the student’s records.

o A zero will be awarded for that particular assignment/exam. All extracurricular involvement may be suspended until the protocol reaches its logical conclusion. 

o Students reported and recorded with an incident of academic misconduct will be monitored during the school year.

o In addition to the above sanctions, the administration [grade coordinator], has the authority to impose one or more of the following: 

Suspension  Expulsion

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NOTE: *Instructions may be in a variety of forms: oral, written worksheets, diagrams, photographs, videos, flow charts, audio tapes, models, computer programs, and so on, and need not originate from the teacher.

NOTE: ** All Biology 20IB students are required by the IBO to complete 20 hours of practical work (practicals, simulations, application activities etc.) which are to be stored in an IB folder. It is the student’s responsibility to ensure that all portfolio items are in place by the end of the term.

Example of IBDP Mark Calculation Your IB Diploma Mark will be calculated as follows: Part Components Points Awarded Weighting Internal Assessment • 1 Practical evaluated

in all IB criteria (10h) • Group IV Project

Evidence (10 h)

• Evidence of 40h of Practical Investigations

Score out of 24 20%

External Assessment

Paper 1

40 MC Questions on the Core + AHL content

20%

Paper 2

Section A: Data Based Q + Short Ans. On Core +AHL

Section B: 2 Extended Response on Core + AHL

36%

Paper 3 Section A:

Short Answer on skills, techniques and data based analysis on Core material.

Section B:

Short answer + Extended Response. on the one option covered ( Option D)

24%

*See Attached IB Internal assessment criteria for internal assessment rubric details.

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IBDP Group IV Internal Assessment Criteria Personal engagement

This criterion assesses the extent to which the student engages with the exploration and makes it their own. Personal engagement may be recognized in different attributes and skills. These could include addressing personal interests or showing evidence of independent thinking, creativity or initiative in the designing, implementation or presentation of the investigation.

Mark Descriptor

0 The student’s report does not reach a standard described by the descriptors below.

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The evidence of personal engagement with the exploration is limited with little independent thinking, initiative or creativity. 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.

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The evidence of personal engagement with the exploration is clear with significant independent thinking, initiative or creativity. 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

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 Program level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.

Mark Descriptor

0 The student’s report does not reach a standard described by the descriptors below.

1–2

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*.

3–4 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*.

5–6 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*.

* This indicator should only be applied when appropriate to the investigation. See exemplars in TSM.

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Analysis

This criterion assesses the extent to which the student’s 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 The student’s report does not reach a standard described by the descriptors below.

1–2 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.

3–4

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.

5–6 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.

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Evaluation

This criterion assesses the extent to which the student’s 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 The student’s report does not reach a standard described by the descriptors below.

1–2 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.

3–4 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. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are described and provide evidence of some awareness of the methodological issues* involved in establishing the conclusion. The student has described some realistic and relevant suggestions for the improvement and extension of the investigation.

5–6 A detailed conclusion is described and justified which is entirely relevant to the research question and fully supported by the data presented. A conclusion is correctly described and justified through relevant comparison to the accepted scientific context. Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are discussed and provide evidence of a clear understanding of the methodological issues* involved in establishing the conclusion. The student has discussed realistic and relevant suggestions for the improvement and extension of the investigation.

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Communication

This criterion assesses whether the investigation is presented and reported in a way that supports effective communication of the focus, process and outcomes.

Mark Descriptor

0 The student’s report does not reach a standard described by the descriptors below.

1–2 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*.

3–4

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.

*For example, incorrect/missing labelling of graphs, tables, images; use of units, decimal places. For issues of referencing and citations refer to the “Academic honesty” section

From IBO.org, Biology Guide, First Assessment, 2016, pages. 154 - 158

A8.1 Academic honesty A8.1.1 Policy It is an IB requirement that every IB World School that offers the Diploma Programme has a policy to promote academic honesty. This policy must be shared with candidates before they begin the Diploma Programme and be followed by reminders throughout the two years of the programme. The way in which this policy is shared with candidates and teachers is left to the discretion of the head of school, or his or her nominee.

IB teachers are best placed to verify that candidates’ work complies with the IB’s expectations concerning academic honesty. Therefore, teachers must use appropriate means to ensure that candidates’ work is, to the best of their knowledge, the authentic work of the candidates. Schools are responsible for checking all candidates’ work prior to submission to the IB for assessment or moderation.

Further information can be found in the IB publication Academic honesty in the IB educational context.

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A8.1.2 What constitutes academic misconduct?

Cases of alleged academic misconduct (previously referred to as malpractice) investigated by the IB typically include the following situations. Coordinators should take notice of these common breaches to the regulations when administering the Diploma Programme and developing the school’s academic honesty policy.

Lack of referencing

Diploma Programme candidates submit work for assessment in a variety of media that may include audio-visual material, text, graphs, images and/or data published in print or electronic sources. If a candidate uses the work or ideas of another person, the candidate must acknowledge the source using a standard style of referencing in a consistent manner. A candidate’s failure to acknowledge a source will be investigated by the IB as a potential breach of IB regulations that may result in a penalty imposed by the final award committee.

The IB does not prescribe which style(s) of referencing or in-text citation should be used by candidates; this is left to the discretion of appropriate faculty/staff in the school. Regardless of the reference style adopted by the school for a given subject, it is expected that the minimum information given includes: name of author, date of publication, title of source and page numbers as applicable.

Candidates are not expected to show expertise in referencing, but are expected to demonstrate that all sources have been acknowledged using a standard style consistently so that credit is given to all sources used (audio-visual material, text, graphs, images and/or data published in print or in electronic sources), including sources that have been paraphrased or summarized. When writing text a candidate must clearly distinguish between his or her words and those of others by the use of quotation marks (or other method like indentation) followed by an appropriate in-text citation accompanied by an entry in the bibliography.

Too much assistance and collusion

Although group working is a key element in components of certain subjects, coordinators are reminded that candidates are expected to present assessments in their own words and acknowledge the words or ideas of others where collaboration has occurred.

It is recommended that coordinators warn candidates against using the growing number of websites and organizations that claim to offer "help" with IB assessment tasks. None of these are endorsed by the IB and some are virtually indistinguishable from sites on the internet that offer custom-made assignments, usually for a fee, for candidates' use. Some sources of support may be acting in good faith, but nevertheless are offering a level of support and guidance that may not be permitted by the IB.

The level and kind of guidance permitted by the IB for any subject is outlined in the appropriate IB guide. If a coordinator is in any doubt as to what is permitted, contact IB Answers for advice.

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Other forms of academic misconduct

Academic misconduct most commonly involves collusion or plagiarism and constitutes a breach of regulations. However, there are other ways in which a candidate may be in breach of regulations. For example, if he or she:

• duplicates work to meet the requirements of more than one assessment component • fabricates data for an assignment • takes unauthorized material into an examination room • disrupts an examination by an act of misconduct, such as distracting another candidate or creating a

disturbance • exchanges, supports, or attempts to support the passing on of information that is or could be related

to the examination • fails to comply with the instructions of the invigilator or other member of the school’s staff

responsible for the conduct of the examination • impersonates another candidate • steals examination papers • discloses or discusses the content of an examination paper with a person outside the immediate

school community within 24 hours after the examination.

From ibo.org, Handbook of Procedures, Section A8, Academic Honesty