Ib Biology Syllabus 2016-2018

IB BIOLOGY SYLLABUS 2016-2018

Instructor: Mr. Fischer E-mail:

Room: 107 Voice mail: 423-238-5221 ext. 2243

Textbook: IB Biology Course Book 2014 edition: Edmodo Account: www.edmodo.com

Oxford IB Diploma Programme -sign up as student using the following group code: x65szt

[supplemental text: Biology AP Edition] (Parents can then sign up for their own account.)

Required Supplies:

3-ring binder
Dividers for portfolio
Notebook paper (1 pack at least to start)
Plain white paper 1 pack (for diagrams/drawings)
Access to Microsoft Excel / Pen or Pencil
Highlighter Pen
Calculator
Flash Drive

Grades:

{OHS}

Final Grade = 40% 1st Semester Grade + 40 % 2nd Semester Grade + 20% Final Exam

[+5 points added for IB]

Class grade will be comprised primarily of exams, quizzes, and practical scheme of work (IA labs), with additional points coming from class/homework assignments (portfolio of work).

{IB- See Details under IB Assessment later in the syllabus}

20% IA (Internal Assessment) -Tentatively to be conducted/completed Jan-Feb 2018

80% External Assessment (Examination Papers 1, 2, 3) May 2018

IB Science Lab Fee: $50 (Checks payable to OHS)

Assignments: All assignments are due at the beginning of class on the due date. Assignments will either be submitted via Turnitin (see details below), or placed in the bin on my desk. I will place graded assignments in the return bin on the shelf, which should be checked periodically, and students should place returned assignments in their portfolio. Assignments/Work not being turned in should be placed directly in the portfolio.

turnitin.com
Your class is IB Biology (2017 exam)
Class ID: 12759502
Enrollment password: IB2018

Testing: Every effort should be made to not be absent or tardy on a test day. Makeup Tests must be arranged prior to scheduled absence and taken immediately upon return from absence (unless other arrangements are agreed upon).

Absences: It is the responsibility of the student to find out what he or she missed during any absence from class. Students should first check the class calendar and consult with other students. Come to me for clarification or with specific questions about missed assignments. This may have to occur outside of class time. Makeup Tests must be arranged immediately upon return from absence. If a student misses the test day, he/she should be prepared to take the test upon returning to school, and prepared to stay after school if necessary. If you are planning to be absent on the due date of a previously scheduled assignment that must be turned in, make arrangements to turn your work in early. Unexcused absences will result in a grade of 0 for any missing assignments.

Extra Help: If anyone needs additional help I will be available. You may come after school on scheduled help days, or you may arrange another time with me. I am here after school on most days. (I can only help you if you ask.) I also encourage the formation of study groups and use of Advisory time for extra help and/or additional laboratory time.

Basic Rules:

Show RESPECT for yourself and others.

Obey all school rules (includes electronics and dress code).

Electronics may only be used for relevant classwork after requesting and receiving explicit permission from teacher. Failure to comply will affect performance grades in addition to other consequences *(see county/school clarification below).

Obey all laboratory procedures and safety rules.

GENERAL CONSEQUENCES:

1ST Offense: Redirect/Warning

2ND Offense: Student/Teacher conference (could be quick/informal talk in class or hall)

3RD Offense Detention, Parent contact or conference, special assignment, class/hall cleanup, etc.

4TH Offense: Discipline Referral, student behavior contract

*Faculty members may confiscate a phone or device if students misuse their cell phone as defined by the teacher’s cell phone policy. Phones and/or devices will be labeled with the student’s name and date, and turned in to the office.

1st Offense – Phone confiscated for 10 days.

2nd Offense –Phone confiscated for 20 days.

3rd Offense – Phone confiscated for the remainder of the school year.

OHS does not assume any responsibility should any devices be lost, damaged, or stolen even if confiscated due to violating the cell phone rules policy. Notice to parents: Please do not contact or communicate with students during instructional time via cell phones. All emergency contact to the student must go through the main office, attendance office, or nurse’s office.

Please read and sign below. Detach bottom portion on line, and return for a grade. Keep the syllabus at the front of your portfolio/notebook.

I have read and agree to follow these rules and guidelines set forth in the Biology Course Syllabus. I realize that there will be consequences for doing otherwise.

______

STUDENT SIGNATURE

______

STUDENT PRINTED NAME DATE

______

PARENT/GUARDIAN SIGNATURE

______

PARENT/GUARDIAN PRINTED NAME PARENT/GUARDIAN PHONE NUMBER

______

PARENT/GUARDIAN E-MAIL ADDRESS DATE

Group 4 aims

Through studying biology, chemistry or physics, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes these subjects.

The aims enable students, through the overarching theme of the Nature of science, to:

1.  appreciate scientific study and creativity within a global context through stimulating and challenging opportunities

2.  acquire a body of knowledge, methods and techniques that characterize science and technology

3.  apply and use a body of knowledge, methods and techniques that characterize science and technology

4.  develop an ability to analyse, evaluate and synthesize scientific information

5.  develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities

6.  develop experimental and investigative scientific skills including the use of current technologies

7.  develop and apply 21st century communication skills in the study of science

8.  become critically aware, as global citizens, of the ethical implications of using science and technology

9.  develop an appreciation of the possibilities and limitations of science and technology

10.  develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

Assessment objectives

The assessment objectives for biology, chemistry and physics reflect those parts of the aims that will be formally assessed either internally or externally. These assessments will centre upon the nature of science. It is the intention of these courses that students are able to fulfill the following assessment objectives:

1.  Demonstrate knowledge and understanding of:

a.  facts, concepts and terminology

b.  methodologies and techniques

c.  communicating scientific information.

2.  Apply:

a.  facts, concepts and terminology

b.  methodologies and techniques

c.  methods of communicating scientific information.

3.  Formulate, analyse and evaluate:

a.  hypotheses, research questions and predictions

b.  methodologies and techniques

c.  primary and secondary data

d.  scientific explanations.

4.  Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

Glossary of command terms

Command terms with definitions

Students should be familiar with the following key terms and phrases used in examination questions. Although these terms will be used frequently in examination questions, other terms may be used to direct students to present an argument in a specific way.

These command terms indicate the depth of treatment required.

Assessment objective 1

Define / Give the precise meaning of a word, phrase, concept or physical quantity.
Draw / Represent by means of a labelled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.
Label / Add labels to a diagram.
List / Give a sequence of brief answers with no explanation.
Measure / Obtain a value for a quantity.
State / Give a specific name, value or other brief answer without explanation or calculation.

Assessment objective 2

Annotate / Add brief notes to a diagram or graph.
Calculate / Obtain a numerical answer showing the relevant stages in the working (unless instructed not to do so).
Describe / Give a detailed account.
Distinguish / Make clear the differences between two or more concepts or items.
Estimate / Obtain an approximate value.
Identify / Provide an answer from a number of possibilities.
Outline / Give a brief account or summary.

Assessment objective 3

Analyse / Break down in order to bring out the essential elements or structure.
Comment / Give a judgment based on a given statement or result of a calculation.
Compare / Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
Compare
and contrast / Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Construct / Display information in a diagrammatic or logical form.
Deduce / Reach a conclusion from the information given.
Design / Produce a plan, simulation or model.
Determine / Obtain the only possible answer.
Discuss / Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.
Evaluate / Make an appraisal by weighing up the strengths and limitations.
Explain / Give a detailed account including reasons or causes.
Predict / Give an expected result.
Sketch / Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.
Suggest / Propose a solution, hypothesis or other possible answer.

Assessment in the Diploma Programme

General

Assessment is an integral part of teaching and learning. The most important aims of assessment in the Diploma Programme are that it should support curricular goals and encourage appropriate student learning. Both external and internal assessments are used in the Diploma Programme. IBexaminers mark work produced for external assessment, while work produced for internal assessment is marked by teachers and externally moderated by theIB.

There are two types of assessment identified by the IB.

●  Formative assessment informs both teaching and learning. It is concerned with providing accurate and helpful feedback to students and teachers on the kind of learning taking place and the nature of students’ strengths and weaknesses in order to help develop students’ understanding and capabilities. Formative assessment can also help to improve teaching quality, as it can provide information to monitor progress towards meeting the course aims and objectives.

●  Summative assessment gives an overview of previous learning and is concerned with measuring student achievement.

The Diploma Programme primarily focuses on summative assessment designed to record student achievement at, or towards the end of, the course of study. However, many of the assessment instruments can also be used formatively during the course of teaching and learning, and teachers are encouraged to do this. A comprehensive assessment plan is viewed as being integral with teaching, learning and course organization.

The approach to assessment used by the IB is criterion-related, not norm-referenced. This approach to assessment judges students’ work by their performance in relation to identified levels of attainment, and not in relation to the work of other students.

Methods of assessment

The IB uses several methods to assess work produced by students.

Assessment criteria

Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a particular skill that students are expected to demonstrate. An assessment objective describes what students should be able to do, and assessment criteria describe how well they should be able to do it. Using assessment criteria allows discrimination between different answers and encourages a variety of responses. Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum marks for each criterion may differ according to the criterion’s importance. The marks awarded for each criterion are added together to give the total mark for the piece of work.

Markbands

Markbands are a comprehensive statement of expected performance against which responses are judged. They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds to a range of marks to differentiate student performance. A best-fit approach is used to ascertain which particular mark to use from the possible range for each level descriptor.

Analytic markschemes

Analytic markschemes are prepared for those examination questions that expect a particular kind of response and/or a given final answer from students. They give detailed instructions to examiners on how to break down the total mark for each question for different parts of the response.

Internal assessment

Purpose of internal assessment

Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment should, as far as possible, be woven into normal classroom teaching and not be a separate activity conducted after a course has been taught.

Guidance and authenticity

The work submitted for internal assessment must be the student’s own work. However, it is not the intention that students should decide upon a title or topic and be left to work on the internal assessment component without any further support from the teacher. The teacher should play an important role during both the planning stage and the period when the student is working on the internally assessed work. It is the responsibility of the teacher to ensure that students are familiar with:

●  the requirements of the type of work to be internally assessed

●  the IB animal experimentation policy and the biology course safety guidelines

●  the assessment criteria—students must understand that the work submitted for assessment must address these criteria effectively.