IB Biology Mr. Dissell [email protected]Course Description International Baccalaureate (IB) Biology is an intensive 2-year program that meets the IB “Higher Level” requirements. The body of knowledge known as biology is growing at an immeasurable rate. Fortunately, scientists are also able to organize these many facts around several core concepts. In IB biology, students will learn to be the scientist in exploring the interrelationships between these core concepts using a variety of methods. These methods include a heavy emphasis on student investigation and inquiry, research, analysis, and application. Students will communicate their ability to apply, critique and revise their findings in many ways such as, professional-level oral, visual, and written communications. Students will develop a strong foundational understanding of the nature of science and describe how newly acquired knowledge leads to new and different questions. Additionally, students will evaluate international perspectives of various environmental, social, and ethical issues in the area of biology. For example, many bioethical issues surrounding genetic testing of babies, stem cell use, ecological habitat destruction, and gene therapy/modification can be explored through a multicultural and international lens. Students will inquire into the relationships with other areas of science as well as other areas of the IB hexagon. This work will culminate in the group 4 research project. External assessments will include a series of 3 externally derived and assessed papers to be given in May of the second year. This will comprise 76% of your final assessment. The remaining 24% of your final assessment will come from I.B. monitored, teacher evaluation of your practical investigations over the course of the two years. The areas of focus for these assessments include design, data collection/processing, conclusion and evaluation, manipulative skills, and personal skills. Assessments, which are not included in the formal IB evaluation, will include classroom tests, lab practical assessment and evaluation of laboratory reports and written exercises. Topics: Cell biology, Chemistry of Life, Principles of Genetics, Ecology and Evolution and Human Health and Physiology Class Help Hours Help hours will differ from week to week. It will be posted on the classes web site. You can arrange an appointment with Mr. Dissell for extra help. There is NO help availability from Mr. Dissell the day of an exam, project, or lab report. IB learners strive to be: 1 inquirers 2 knowledgeable 3 thinkers 4 communicators 5 principled 6 open-minded 7 caring 8 risk-takers 9 balanced 10 reflective
International Baccalaureate (IB) Biology is an intensive 2-year program that meets the IB “Higher Level” requirements.
The body of knowledge known as biology is growing at an immeasurable rate. Fortunately, scientists are also able to organize these many facts around several core concepts. In IB biology, students will learn to be the scientist in exploring the interrelationships between these core concepts using a variety of methods. These methods include a heavy emphasis on student investigation and inquiry, research, analysis, and application. Students will communicate their ability to apply, critique and revise their findings in many ways such as, professional-level oral, visual, and written communications. Students will develop a strong foundational understanding of the nature of science and describe how newly acquired knowledge leads to new and different questions.
Additionally, students will evaluate international perspectives of various environmental, social, and ethical issues in the area of biology. For example, many bioethical issues surrounding genetic testing of babies, stem cell use, ecological habitat destruction, and gene therapy/modification can be explored through a multicultural and international lens. Students will inquire into the relationships with other areas of science as well as other areas of the IB hexagon. This work will culminate in the group 4 research project.
External assessments will include a series of 3 externally derived and assessed papers to be given in May of the second year. This will comprise 76% of your final assessment. The remaining 24% of your final assessment will come from I.B. monitored, teacher evaluation of your practical investigations over the course of the two years. The areas of focus for these assessments include design, data collection/processing, conclusion and evaluation, manipulative skills, and personal skills. Assessments, which are not included in the formal IB evaluation, will include classroom tests, lab practical assessment and evaluation of laboratory reports and written exercises.
Topics: Cell biology, Chemistry of Life, Principles of Genetics, Ecology and Evolution and Human Health and Physiology
Class Help HoursHelp hours will differ from week to
week. It will be posted on the classes web site.
You can arrange an appointment with Mr. Dissell for extra help.
There is NO help availability from Mr. Dissell the day of an exam, project, or lab report.
Group 4 AimsThrough studying any of the group 4 subjects, students should become aware of how scientists work and communicate with each other. While the “scienti!c method” may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that distinguishes the group 4 subjects from other disciplines and characterizes each of the subjects within group 4.
It is in this context that all the Diploma Program experimental science courses should aim to:1. provide opportunities for scienti!c study and creativity within a global context that will stimulate and challenge students2. provide a body of knowledge, methods and techniques that characterize science and technology3. enable students to apply and use a body of knowledge, methods and techniques that characterize science and technology4. develop an ability to analyze, evaluate and synthesize scienti!c information5. engender an awareness of the need for, and the value of, effective collaboration and communication during scienti!c activities6. develop experimental and investigative scienti!c skills7. develop and apply the students’ information and communication technology skills in the study of science8. raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology9. develop an appreciation of the possibilities and limitations associated with science and scientists10. encourage an understanding of the relationships between scienti!c disciplines and the overarching nature of the scienti!c method.
Fall (Year 2) Topic 6 & 11: Human Health & Physiology 20 37
spring (Year 2) Selected Option 15 22
IB Grading
The group 4 projectThe group 4 project is an interdisciplinary activity in which all Diploma Program science students mustparticipate. The intention is that students from the different group 4 subjects analyze a common topicor problem. The exercise should be a collaborative experience where the emphasis is on the processesinvolved in scienti"c investigation rather than the products of such investigation.
In most cases all students in a school would be involved in the investigation of the same topic. Wherethere are large numbers of students, it is possible to divide them into several smaller groups containingrepresentatives from each of the science subjects. Each group may investigate the same topic or differenttopics—that is, there may be several group 4 projects in the same school.
Paper 1 - HL - 20% SL - 20%Paper 1 is made up of multiple-choice questions that test knowledge of the core only for students at SL andthe core and AHL material for students at HL. The questions are designed to be short, one- or two-stageproblems that address objectives 1 and 2 (see the “Objectives” section). No marks are deducted for incorrectresponses. Calculators are not permitted, but students are expected to carry out simple calculations.
Paper 2 - HL - 36% SL - 32%Paper 2 tests knowledge of the core only for students at SL and the core and AHL material for students at HL.The questions address objectives 1, 2 and 3 and the paper is divided into two sections.In section A, there is a data-based question that requires students to analyze a given set of data. Theremainder of section A is made up of short-answer questions.In section B, students at SL are required to answer one question from a choice of three, and students atHL are required to answer two questions from a choice of four. These extended-response questions mayinvolve writing a number of paragraphs, solving a substantial problem, or carrying out a substantial piece ofanalysis or evaluation. A calculator is required for this paper.
Paper 3 - HL - 20% SL - 24%Paper 3 tests knowledge of the options and addresses objectives 1, 2 and 3. Students at SL are requiredto answer several short-answer questions in each of the two options studied. Students at HL are requiredto answer several short-answer questions and an extended-response question in each of the two optionsstudied. A calculator is required for this paper.
IB External Assessment - 76% of Grade
IB Internal Assessment - 24% of GradeThe IA consists of specific labs using skills acquired throughout the first year of IB. The best 2/3 scores in 3 broad categories will be sent to IB: Design, Data Collecting & Processing, and Conclusion & Evaluation. One lab will be completed at the end of year 1 and the others will be accomplished in each semester of year 2.
Course Expectations
Your grade is based on:~ 20% Final Exam~ 70% Major Assignments - Tests, Labs, Projects/Activities, Reading Analysis, Study Guide~ 10% Minor Assignments - Notebook Checks & Daily Quizzes.
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■ Remembering: Retrieving, recognizing, and recalling relevant
knowledge from long-term memory.
■ Understanding: Constructing meaning from oral, written, and
graphic messages through interpreting, exemplifying, classifying,
summarizing, inferring, comparing, and explaining.
■ Applying: Carrying out or using a procedure through executing, or
implementing.
■ Analyzing: Breaking material into constituent parts, determining
how the parts relate to one another and to an overall structure or
purpose through differentiating, organizing, and attributing.
■ Evaluating: Making judgments based on criteria and standards
through checking and critiquing.
■ Creating: Putting elements together to form a coherent or
functional whole; reorganizing elements into a new pattern or
structure through generating, planning, or producing.
Levels of Thinking
QuizzesStudents will be expected to review notes and learn basic knowledge nightly. There will be pop quizzes often to establish accountability and positive work habits.
ExamsStudents will be expected to answer questions drawn from past IB exams. Every exam is a comprehensive exam.
~ 70-80% new material~ 20-30% past material
Class time is devoted to achieving higher levels of thinking & labs, rather than reviewing basic facts.
Late Work PenaltiesType of Work
1 DayLate
2 DaysLate
> 2 DaysLate
Study Guide 0 Points 0 Points 0 Points
IA 40% PenaltyGraded for IB
40% RuleNot Graded
40% RuleNot Graded
Lab Reports
30% Penalty
40% Penalty
60% Penalty
Video & Article Analysis
0 Points 0 Points 0 Points
Notebook 0 Points 0 Points 0 Points
You have 3 days to contest any grade. You have no case beyond this time limit. No name is no excuse for an extension.
Materials
Textbook (Campbell, Biology)IB Biology Reference GuideMechanical Pencil8G Memory StickColored PencilsLab Notebook - (School Store)Composition NotebookHome Computer with Internet
Academic HonestyAcademic honesty means the use of one's own thoughts and materials in the writing of papers, taking of tests, and other classroom related activities. Students intentionally aiding other students in any infraction of the academic honesty policy are considered equally guilty.
Students are expected to give full credit for the borrowing of other's words or ideas. Intentional or unintentional use of another's words or ideas without acknowledging this use constitutes plagiarism.
There are four common forms of plagiarism:
1. The duplication of an author's words without quotation marks and accurate references or footnotes.
2. The duplication of an author's words or phrases with footnotes or accurate references, but without quotation marks.
3. The use of an author's ideas in paraphrase without accurate references or footnotes.
4. Submitting a paper in which exact words are merely rearranged even though they are the same is misrepresentation. Misrepresentation is the submission of materials for evaluation that are not the student's own.
Paperless ClassroomClassroom Task Media Transformation & Storage End Product
Virtual Notebook www.edmodo.comSign on as a student.Put in your group code.Set up your profile.
Get Parent Code from Teacher.Parents register.
Virtual Notebook
Science Reading Analysis
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Reading Analysis Report
Lab Notes
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Lab Report
Video Notes
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Video Analysis
Screen Cast
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Get Parent Code from Teacher.Parents register. Jing Link to assignment dropbox
Self-Quizzing Results
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Quiz Results
Blogging
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Blog
Podcast Project Memory Stick Podcast Presentation
iMovie Project
Memory StickiMovie Presentation
Grades Edline Grades
Screencast Jinghttp://www.techsmith.com/jing.html
Khan Academy Style Lesson.
Daily Reflection/Summary Log Twitter Review Log reflecting the main ideas from each day and different members of class.
Article & Video Reviews
Twitter
Reviews
Test Question Posting
Twitter
Thought-Provoking Review Questions
Take a Poll
Twitter
Use Poll to facilitate a discussion.
IA Lab Reports + Paper Copy Managebac IA Lab Reports
Lab Report
ManagebacLab Report
Forms, Rubrics, & Quest Requirements Mr. Dissell’s Wiki Resources & Organization
BioLevel 1 Assessments Quia Scores & Experience Points
It will be turned in to Edmodo on the first day of each month, except January.
Science Article Guidelines> 3 pages long.Required SourceProfessional Science Magazines- Scientific American- Discover - American Scientist- Nature- Natural History
Video Review Guide A1. What scientific concepts/principles were used in the video?
2. Did the video accurately portray the scientific principles? Give an example(s).
3. What was the purpose of the video? How did they accomplish it?
4. Write a brief review of the video & post it through Edmodo.
Writing a movie review is a great way of expressing your opinion of a movie. The purpose of most movie
reviews is to help the reader in determining whether they want to watch, rent or buy the movie. The
review should give enough details about the movie that the reader can make an informed decision, without
giving anyway any essentials such as the plot or any surprises.
1. Watch the movieThe first step in writing the review is to watch the movie. Watch the movie in a relaxed environment you are familiar with. You do not want to be distracted by an unfamiliar room. Watching the movie a second time will help you absorb a lot more detail about the movie. Most movie reviewers take notes as they watch the movie review.
2. Give your opinionMost movie reviewers will give their opinion of the movie. This is important as the reviewer can express the elements of the movie they enjoyed or disliked. However, as in all good journalism, the reviewer should also give impartial details, and allow the reader to make their own mind over an issue the reader liked or disliked. Opinions should be explained to allow the reader to determine whether they would agree with your opinion .Many regular movie reviewers will develop a following. If one can find a reviewer who shares a similar taste in films, one can confidently follow the reviewers recommendations.
3. Who is your audience?You need to consider who your likely readers are. Writing a movie review for children requires a different approach than if writing for a movie club. Ensure you report on the factors that matter to your likely audience.
4. Give an outlineGive the outline of the movie, but don't give away essential details such as the end or any surprises. If there is a big surprise you want to entice readers by telling them something special happens, just don't say what.
Video Review Guide B
Mr. Dissell’s Managebac.Mr. Dissellʼs
Grading Translation for IA17-18 = A13-16 = B9-12 = C6-8 = D
15% = On Time
Amer
ican
Inte
rnat
iona
l Sch
ool L
agos
(24)
(6)
(30)
Aspect 1: Define the Problem and Select the VariablesAspect 1: Define the Problem and Select the Variables
Research Ques+on or Aim clearly stated RQ/Aim includes IV and DV Background to inves+ga+on included IV correctly iden+fied with units/ range DV correctly iden+fied with units and
precision
If a hypothesis is required: It is quan+ta+ve Predic+on is explained using scien+fic
Theory Sources are cited Includes Null Hypothesis (HO)
Method to manipulate IV, including specific details of range or increments
Method for recording results, including units and uncertainty of tools (± __________ )
Annotated photo of equipment or experimental set-‐up
Full cita+on of published protocol, if used
Controlled variables presented as a table: List all variables to be controlled For each
variable: How could it impact the results? Exactly how
will it be controlled?
Aspect 3: Developing a Method for Collection of Sufficient Relevant DataAspect 3: Developing a Method for Collection of Sufficient Relevant Data
How will results be presented? Reason. What sta+s+cal test(s) will be used? Why? Does plan to collect data address RQ? Explain how range of IV was selected.
Sufficient repeats (3-‐5) at each increment to ensure reliability and allow for stats.
Method clearly presented in step-‐wise format and can be repeated by others.
Safety/ ethics concerns addressed, including animal experimenta,on policy.
Des
ign
IA Check-List
Aspect 1: Recording Raw DataAspect 1: Recording Raw Data
Table presents only raw, unmodified data Data table +tle outlines the inves+ga+on Units of IV and DV present and correct Uncertain+es correct (± ___________ ) All data are recorded correctly
Decimal points consistent throughout Decimal points consistent with precision of the measuring equipment Associated qualita+ve data (observa+ons).
MUST be recorded or zero awarded.
Aspect 2: Processing Raw DataAspect 2: Processing Raw Data
Calcula+ons to determine DV carried out, if necessary
Calcula+ons or sta+s+cal tests appropriate to inves+ga+on and address RQ
Mathema+cs correctly applied Worked example calcula+ons given
Processed data (and decimal places) consistent with precision of recorded data
Standard devia+ons included where appropriate
Aspect 3: Presenting Processed DataAspect 3: Presenting Processed Data
Separate processed data tables from raw data tables for clarity of presenta+on Titles self-‐explanatory and complete Consistent decimal places Uncertain+es/ errors included Appropriate choice of graph Graphs clear, no funny coloring
Axes labeled clearly, including metric/ SI units and uncertain+es of values
Axes scaled appropriately Error bars included, unless insignificant Error bar source (e.g. standard devia+on) stated
and data are correct Best fit line produced by you, not by computer.
Dat
a C
olle
ctio
n an
d P
roce
ssin
g
Complete Attempted/Inaccurate or IncompleteMissing
Aspect 1: ConcludingAspect 1: Concluding
Pa^erns and trends in data stated, with reference to the graph/ tables.
Comparisons, if appropriate, are made Data related to hypothesis or RQ – to what
extent to they agree/ disagree? Scien+fic explana+on for results Associated qualita+ve data add value to
explana+ons.
Appropriate language used “Supports my hypothesis” (not ‘proves’ or ‘is correct’)
Reference to error bars (or STDEV) with regard to suggested reliability of results
Explana+on of reliability of results Are data sufficient to address the RQ? Was the range of the IV appropriate? Explain any anomalous data points. Associated qualita+ve data where
appropriate.
Evaluate random biological varia:on, measurement/ instrument errors, systema:c error (problems with the method) in terms of:
Possible effect on data Significance of the weakness or limita+on in
terms of the data set (This can be clearly presented in a table).
Aspect 3: Improving the InvestigationAspect 3: Improving the Investigation
For each weakness or limita+on men+oned above, how could improved experimental design remove or reduce the impact of the error in terms of:
Techniques used to collect and record data, including precision of equipment Design of the inves+ga+on, including range of values chosen and repeats of each IV data point Realis+c and achievable improvements
For each weakness or limita+on men+oned above, how could improved experimental design remove or reduce the impact of the error in terms of:
Techniques used to collect and record data, including precision of equipment Design of the inves+ga+on, including range of values chosen and repeats of each IV data point Realis+c and achievable improvements
Con
clus
ion
& E
valu
atio
n
Comments
IB Biology IA Lab “Tool-Kit” Name: ______________________
There are two main types of investigations that you will perform in IB biology:1. Experiments are studies that allow scientists to manipulate a variable and observe its effects. For
example: Does changing light affect the growth of radishes? Experiments are powerful studies because they can establish whether a variable influences or determines an outcome.
2. Sometimes experiments are neither possible nor desirable. Human subjects, for example, are often unsuitable for experimentation for ethical reasons. Jane Goodall, wishing to discover the behavior and social structure of chimpanzees in their natural habitat, did not perform experiments with her subjects but instead observed them with minimal human interference. When subjects are studied “as is” rather than manipulated in controlled settings, they are part of descriptive studies.
The purpose of writing a lab report is to determine how well you performed your investigation, how much you understood what happened during the process, and how well you can convey that information in an organized fashion. Remember that lab reports are individual assignments. You may have had a lab partner, but the work that you do and report on should be your own.
LOGISTICS: Raw data must be collected in a bound lab book Lab must be typed or neatly hand written Title of lab is clear and relevant 1.5 line spacing Logical order, with clear headings The spelling, grammar, and flow of the writing must be understandable. When you write a lab
report, you will have already performed the investigation. Please use the past tense throughout the paper.
DESIGN ASPECT 1: Defining the Problem and Selecting Variables
Include a Background Information section. Introduce and explain the biological principles and/or concepts that are being investigated. Exhibit an independent understanding of what you did in lab and why you did it. Provide the scientific name of the organism being investigated (Genus species).
State the PROBLEM QUESTION (PQ). Be sure your problem question is focused enough so that it specifically states what was under investigation in the experiment. If a controlled experiment was done, the manipulated and responding variables must be clearly identified. Often, but not always, written as, “What is the effect of __MV__ on __RV__?”
In the case of a true experiment, you need to explain what you changed between groups, the Manipulated Variable. Indicate the manipulated variable and list the levels of the MV that you included in your experimental protocol. Provide the unit for your MV. Typically you should have a minimum of 5 levels of the MV. Explain how the range of levels of your MV was selected. If you performed a descriptive study, explain why no variable was or could be manipulated.
You need to explain what was measured, the Responding Variable. List what was measured (both qualitative and quantitative data) and explain how it was measured. Provide the unit for your RV. If no qualitative data was collected, say so, and explain why qualitative data was not gathered.
For true experiments in which you are determining the effect of a MV on and RV, you need to include a hypothesis. A hypothesis is like a prediction. It will often take the form of a proposed relationship between two or more variables that can be tested by experiment. Hypothesis statements are often written as: If __describe MV_manipulation__, then ____explain expected result on the RV___. You must also provide an explanation for your hypothesis. This should be a brief discussion (paragraph form) about the science behind your hypothesis and prediction. You should site credible references that support your explanation (see section on citations)
DESIGN ASPECT 2: Controlling Variables
€ At least three CONTROLLED VARIABLES are required, but more may be necessary. The controlled variables you list must be relevant to your investigation. You need to control for all variables that may reasonably affect the outcome of the investigation. Materials used and measurement techniques are NOT controlled variables (they are validity measures). While materials and techniques must be consistent, a true variable is something that could directly influence the responding variable, not just how it is measured.
€ You must explain why and how variables were controlled. When explaining why a variable
needs to be controlled, describe how the variable could impact the results if it was not controlled. Often times, students create a table to organize this information:
CONTROLLED VARIABLES WHY in must be controlled HOW it was controlled
1.
2.
3.
DESIGN ASPECT 3: Developing a Method for Collection of Data
€ Make a list of the MATERIALS needed in the investigation. Be as specific as possible (example: ’50 mL beaker’ instead of ‘beaker’); include the volumes of tubes and cylinders, the concentrations of solutions, the model and manufacturer of any complex apparatus. If you have to decide how much of a substance or a solution to use, state your reasoning or show the calculations.
€ Include a DIAGRAM OR PHOTOGRAPH of how you set up the experiment. Be sure your diagram includes a title and any necessary labels. It is recommended that this be annotated to illustrate how the variables were involved.
€ State or discuss the PROCEDURE that you used in the experiment. Be sure your procedure explains how you changed the manipulated variable. This can be in paragraph form or a list of step-by-step directions. Provide enough detail so that another person could repeat your work by reading your report.
o If you use a known, published protocol than you must provide a full citation as a reference.
o Your procedure must include a few VALIDITY MEASURES (i.e. cleaning test tubes prior to use, cleaning the microscope lenses, using the same ruler…). Validity measures are things kept constant to make sure experimental measurements are valid and consistent.
o Your procedure must CLEARLY STATE HOW YOU COLLECTED DATA. What measuring device did you use, what data did you record, when did you collect data? What qualitative observations did you look for?
o Explain how you set up the investigation so you had MULTIPLE TRIALS of data collection. The procedure must allow collection of “sufficient relevant data”. The definition of “sufficient relevant data” depends on the context. The planned investigation should anticipate the collection of enough data so that the problem question can be suitably addressed and an evaluation of the reliability of the data can be made. As a rule, the lower limit is a sample size of five. Very small samples run from 5 to 20, small samples run from 20 to 30, and big samples run from 30 upwards. Obviously, this will vary within the limits of the time available for an investigation.
o If you will be COMBINING DATA with data collected by other students in the class, you should indicate that, “pooling data was done to ensure collection of significant, relevant data” (IB Biology subject guide, 2009, page 26). Be sure to cite this reference if you pool data.
o If you are SAMPLING only a portion of a population, you must explain how and why you ensured that the sample was randomly selected.
o Your procedure must be safe and ethical. Organisms, including humans, can not be subject to harm in your investigation. List any SAFETY PRECAUTIONS that were taken during the lab. If necessary, address the IBO animal experimentation policy.
DATA COLLECTION AND PROCESSING ASPECT 1: Recording Raw Data
€ Create a formal DATA TABLE in which to present the raw, unmodified data you collected. Be sure your table:
o Is easy to understando Has a specific titleo Tables are titled in sequential order as “Table 1: title.” “Table 2: title” o Has column headingso Includes the unit of measurement of the MV and RV (always in metric units)o Includes the measurement uncertainty of the measurement tools used (or, if the data was a
count, indicates that “counts have no measurable uncertainty”). Uncertainly is usually stated in a column heading or as a footnote at the bottom of the table.
o Has a consistent and correct number of digits for each measuremento Has decimal points aligning down a column (if applicable) and numbers centered in the
columno Indicates which data was collected by which student IF the data was collected and pooled
across multiple students.
€ Your report must include QUALITATIVE DATA. This might be a paragraph in which you describe the qualitative observations and results in general or be specific qualitative data for each trial that is presented in table form.
€ LAB DRAWINGS are considered data by the IB Organization. Not all labs will include a lab drawing. However, when included, please be sure your lab drawings:
o Are done with a sharp pencil line on white, unlined paper. o Have the drawing occupy at least half a page, centered on the page. o Include labels written off straight, horizontal lines to the right of the side of the drawing.
The labels should form a vertical list. o Are accurate. Draw what you see; as you see it, not what you imagine should be there. o Include a title that states what has been drawn and what lens power it was drawn under.
The title must be informative, centered, and larger than other text. o Has a scale that indicates how many times larger the drawing is compared to life size and a
scale line that indicates relative size.
DATA COLLECTION AND PROCESSING ASPECT 2: Processing Raw Data
€ STATISTICS are useful mathematical tools which are used to analyze data. Common statistics used in biology are:
o Meano Rangeo Mediano Percent changeo Standard deviation (to determine amount of variation around a mean)o T-test (to compare two means to determine if they are statistically different from each
other). When a t-test is calculated, you must indicate the significance level at which your critical T value is determined (we typically use the 95% confidence interval, 0.05).
o Chi-square (to determine if “observed” results are significantly different from “expected” results)
Use only the statistical tests appropriate to investigate and address your problem question.
€ For each statistic you calculate, you must EXPLAIN WHY YOU ELECTED TO DO THAT CALCULATION. What does the calculation tell you about the data?
DATA COLLECTION AND PROCESSING ASPECT 3: Presenting Processed Data
€ Show an EXAMPLE CALCULATION for each statistic you calculate. Use plenty of room; make sure they are labeled, are clear and are legible. Show the units of measurements in all calculations. Pay attention to the number of digits! Don’t lose accuracy by carelessly rounding off. Round only at the end of a calculation. Do not truncate.
€ Present your data processing results in a TABLE. The initial raw data and the processed (calculated) data may be shown in one table provided they are clearly distinguishable. Be sure your processed data table:
o Is easy to understando Has a specific titleo Has column headingso Includes the unit of measuremento Has a consistent and correct number of digits for each measurement (to the same
precision as your raw data)o Has decimal points aligning down a column (if applicable) and numbers centered in the
column
€ You must also present your results in a GRAPH. o Use the correct type of graph for the type of data you are presenting. o Graphs must be clear and easy to understand. Please avoid “creative” or “funny”
coloring of graphs. o Graphs need to have appropriate scales, labeled axes with units, and accurately plotted
data points. o Graphs are titled in sequential order as “Figure 1: title.” “Figure 2: title” o If necessary, add smooth lines or curves to show the overall trend of the data. o If a mean is calculated, only graph the mean, not all data points. When a mean is
graphed, its associated standard deviation error bar must also be included (and labeled as such).
o Legends (keys) are not always necessary. Delete “series 1” and “series 2” boxes from graphs created in Excel.
CONCLUSION AND EVALUATION ASPECT 1: Concluding
€ Write one (or more) paragraphs in which you DRAW CONCLUSIONS FROM YOUR RESULTS. Your conclusion should be clearly related to the research question and the purpose of the experiment.
o Answer the problem question (if you used a T-test, be sure your conclusion matches what the T-test tells you; don’t say there is a difference if the T-test says the difference is insignificant).
o Was your hypothesis supported or refuted? Use the appropriate language, i.e. “Supports my hypothesis” (not ‘proves’ or ‘is correct’).
o Provide a brief explanation as to how you came to this conclusion from your results. In other words, sum up the evidence and explain observations, trends or patterns revealed by the data. Summarize the processed data: mean, range and standard deviation. Refer directly to tables and graphs by referencing tables and figures (i.e. “as seen in Figure 1…”)
o Summarize the results of the T-test: was the effect of the MV significant or not?
€ If possible, CITE LITERATURE related to your conclusion. Does you result coincide with published results? Does it refute published results?
CONCLUSION AND EVALUATION ASPECT 2: EVALUATING PROCEDURE
€ In general, how much CONFIDENCE do you have in the results? Avoid giving your confidence as a percentage; use words such as “very” or “somewhat.” Are your results fairly conclusive, or are other interpretations/results possible?
€ Why are you (or aren’t you) confident? What did you do to make sure your results are valid? Was the range of the MV levels appropriate? Was the data collected relevant to the problem question?
€ Explain any anomalous data points
€ Identify and discuss significant ERRORS that actually affected your data collection. You must identify the source of error and tie it to how it likely affected your results. Avoid hypothetical errors (“could have” or “I might have”) without evidence to back it up. Common errors include:
o Human error: Human error can occur when tools or instruments are used or read incorrectly. Human errors can be systematic because the experimenter does not know how to use the apparatus properly or they can be random because the power of concentration of the experimenter is fading. Automated measuring using a data-logger system can help reduce the likelihood of this error; alternatively you can take a break from measuring from time to time. Do not list time constraints or time management as errors - they should be eliminated with good practical skills. The focus here should be on the investigation.
o Calibration error: Some instruments need calibrating before you use them. If this is done incorrectly it can increase the risk of systematic error.
o Random errors: In biological investigations, the changes in the material used or the conditions in which they are carried out can cause a lot of errors. Biological material is notably variable.
o The act of measuring: Could the measurement uncertainty have affected the results? Why or why not?
o Uncontrolled variables: What variables were not controlled? What effect might each of these uncontrolled variables have had on your data? On the conclusion?
o Systematic errors: could the measurement uncertainty have affected the results? Why or why not? Did systematic errors affect the data? The conclusion?
Errors and their effect on the results can be clearly presented in a table.
€ What are the LIMITATIONS of your conclusion? Can the results be generalized to other situations/conditions? How might your results explain a process in the “real world”?
CONCLUSION AND EVALUATION ASPECT 3: IMPROVING THE INVESTIGATION
€ What could you do to make IMPROVEMENTS to the investigation? Suggestions for improvements should be based on the weaknesses and limitations identified in aspect 2.
€ As appropriate, address modifications to the experimental technique and the data range.
€ Propose only realistic and specific modifications. “More time” and “be more careful” are inadequate.
REFERENCES AND CITATIONS
€ It is permissible in the design and conclusion sections to use brief quotations. Sometimes a book or reference has a phrase or sentence that expresses exactly the thought you are trying to convey; you may use that phrase or sentence IF you use quotation marks and cite a reference at the end of the sentence. It is NOT appropriate to borrow extensive passages (more than two sentences) from a text or web site. You should also acknowledge where ideas or knowledge not originally your own come from, even if you state your understanding of the idea in your own words. This is usually done by putting the first author’s last name and the date of the paper, or the page of a textbook, in parentheses at the end of the sentence containing the idea.
€ Any source you mention in the text of your paper should be included in a list of references in a separate section at the end of the paper. These references are usually listed in alphabetical order by the first author’s last name. Make sure all the authors of a paper or book are listed, and include the title of the book or article, the journal or publisher (and place), and the date. If you used just part of a book, indicate the chapter or pages used. For web sites, give the exact electronic address and any other information you have about it (the author, the name of the organization that sponsors the site). Examples:
o Book: Author(s). Year. Title. Location: Publisher. Number of pages, or pages cited. Hille, Bertil. 1992. Ionic Channels of Excitable Membranes. Second Edition.
Sunderland, MA: Sinauer Associates, Inc. 607p.o Article:
Author(s). Year. Title of Article. Journal, volume number, pages. Huxley, A.F. and R. Stämpfli. 1949. Evidence for salutatory conduction in
Name of web page. Creator or publisher. Subject. Web address. The Animated Brain. Brainviews, Ltd. Saltatory conduction. http://
www.brainviews.com/abFiles/AniSalt.htmo Lecture or information from a teacher.
Name of teacher(alphabetically, by last name). The exact date and topic of the lecture (including the course in which it was given).
Or for individual answers to questions you asked a teacher, you can call it “personal communication” and give the date.
€ Do not use Wikipedia as a resource site; however you may read it to gain understanding.
MANIPULATIVE SKILLSLaboratory skills are assessed summatively over the course of the entire IB Biology course. Your teacher will be watching to see if you:
€ Follow directions carefully€ Do not fabricate data€ Seek assistance when appropriate (independence is encouraged)€ Consistently carry out proper safety measures€ Effectively use a variety of biological techniques€ Properly use experimental equipment€ Safely dispose and reduce waste€ Work in the lab in a way that does not put yourself or others in harms way€ Follow the IBO animal experimentation policy
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