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HIGHER LEVEL IB BIOLOGY YEAR 2: SYLLABUS 2015 – 2016DR PRICE
Email: [email protected]://tasisibbio2015.wordpress.com
TEXTS Oxford IB Diploma 2014 Course Companion (Mindorff and Allott, 2014, Print,
online and Kerboodle) Prentice Hall IB Biology 2012 OSC IB Revision TEXTS
CLASS BLOG: https://tasisibbio2015.wordpress.com (YEAR 1 MATERIAL)
https://tasisbiology.wordpress.com (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 [email protected]
IB 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%
COURSEWORK Homework 25% Tests/Projects 30% Lab work 20%
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 knowledge
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Attendance: 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 term
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FALL TERM SCHEDULE
Date
Week/ UNIT
TOPIC IB Prescribed Practical Work
Units 1 and 2: Enzymes and Metabolism (4 h)Sept
71/ 1,2 Enzymes and Metabolism (: 2.4/ 8.1
(HL)Practical 3: Experimental investigation of a factor affecting enzyme activity
Unit 3: Cellular Respiration (6 h)Sept 14
2/3 2.8/ 8.2 (HL): Respiration
Sept 21
3/3 2.8/8.2: Respiration
Unit 4: PhotosynthesisSept 28
4/4 2.9/8.3: Photosynthesis Practical 4: Separation of photosynthetic pigments by chromatograph
Oct 5
5/4 2.9/8.3: Photosynthesis
Unit 5: Plant ScienceOct 12
6/5 5A: 5.3 Plant Classification and dichotomous keys5B: 9.1 Xylem Transport
Measurement of transpiration rates using photometers (Practical 7)
Oct 19
7/5 5C: 9.2 Phloem Transport
Oct 26
8/5 5D: 9.3 Plant Growth
Oct 28 - 25 ACADEMIC TRAVELNov
29/5 5E: 9.4 Plant reproduction
Unit 6: EcologyNov
910/6 6A: 4.1: Community Ecology Setting up sealed
mesocosms to try to establish sustainability. (Practical 5)
Nov 16
11/6 6B: 4.2: Energy Flow
Nov 23
12/6 6C: 4.3: Carbon cycling
Nov 30
13/6 6D: 4.4: Climate change
Unit 7: Physiology 1Dec
714 Physiology 1: Digestion and absorption
(6.1/ D2)Dec 14
15 Completion of IA practical work
MERRY CHRISTMAS!
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Jan 18
16 Topic 1: Physiology 2: Nutrition and health (D1)
Jan 25
17 Topic 2: Liver (D3)
Feb 1
18 Topic 3: The Kidney and osmoregulation (11.3)
Feb 8
19 Topic 4: The heart and cardiac cycle (6.1/ D1/ D4)
Feb 15
20 ACADEMIC TRAVEL
Feb 22
21 Topic 5: Blood (6.2/6.3/D1/D4)
Feb 29
22 Topic 6: Gas exchange and ventilation (6.4/ D6)
Mar 7
23 Topic 7: The immune system (I)(6.3)
Mar 14
24 Topic 8: The immune system (2) (11.1)
Mar 21
SPRING BREAK
Apr 4
27 Topic 8: Neurons and synapses (1.4/ 6.5)
Apr 11
28 Topic 9: The musculoskeletal system (11.2)
Apr 18
29 Topic 10: The reproductive system (6.6/ 11.4/ D5)
April 25
30 REVISION
May 4/5
IB Biology exam weds 4 (Paper 1 and 2)/Thursday 5 (Paper 3)
May 9
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UNIT 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.
UNDERSTANDINGS 2.5.U1: Enzymes have an active site to which specific substrates bind 2.5.U2: Enzyme catalysis involves molecular motion and the collision of
substrates with the active site 8.1.U2: Enzymes lower the activation energy of the chemical reactions that
they catalyse 2.5.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 denatured 2.5.U5: Immobilized enzymes are widely used in industry (fruit juice,
washing powder)
APPLICATIONS 2.5.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)
SKILLS 2.5.S1: Design of experiments to test the effect of temperature, pH, and
substrate concentration on the activity of enzymes 2.5.S2: Experimental investigation of a factor affecting enzyme
activity (Practical 3) 8.1.S1: Calculating and plotting rates of reaction from raw experimental
results
NATURE OF SCIENCE2.5.NOS: Experimental design-accurate, quantitative measurements in enzyme experiments require replicates to ensure reliability
THEORY 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?
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UNIT 2: METABOLISM Estimate of timing: 3 days
COURSE 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.
UNDERSTANDINGS 2.1.U4: Metabolism is the web of all the enzyme-catalyzed reactions in a cell
or organism 8.1.U1: Metabolic pathways consist of chains and cycles of enzyme-
catalysed reactions 8.1.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 poisoning Fomepizole, an inhibitor of alcohol dehydrogenase, has been used for
antifreeze poisoning
SKILLS8.1.S2: Distinguish different types of inhibition from graphs at specified substrate concentration
APPLICATIONS 8.1.A1: End-product inhibition of the pathway that converts threonine to
isoleucine 8.1.A2: Use of databases to identify potential new anti-malarial drugs
NATURE 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?
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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.
Lesson
Topic Days
Statement(s) and Objective(s)
Skills/ Activities
1 Metabolism
1 2.1.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
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?
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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.
2 Enzyme Structure
1 2.5.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.
3 Enzyme Function
1 2.5.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
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.
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energy of a reaction.
4 Enzyme Regulation
1 2.5.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
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enzyme structure and function.
5 Enzyme Inhibition
1 8.1.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 poisoning
8.1.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.
6 Enzyme Experiment
2 2.5.NOS: Experimental design-accurate, quantitative measurements in enzyme experiments require replicates to ensure reliability (Oxford Biology Course Companion page 100).
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).
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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.
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.
7 Industrial Applications
1 2.5.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?
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UNIT 3: CELLULAR RESPIRATION Estimate of timing: 3 days
COURSE BOOK: TOPICs 2.8 (122 – 129) and 8.2 (373 – 388)
ESSENTIAL IDEAS: Cell respiration supplies energy for the functions of life Energy is converted to a usable form in cell respiration
ANAEROBIC RESPIRATIONUNDERSTANDING - CORE 2.8.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 cell
2.8.U3: Anaerobic cell respiration gives a small yield of ATP from glucose 2.8.U4: Aerobic cell respiration requires oxygen and gives a large yield of
ATP from glucose
UNDERSTANDING - 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 contractions
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UNIT 3: AEROBIC RESPIRATION (ALL HL): Estimate of timing: 6 days
UNDERSTANDING 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 reaction
8.2.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 FAD
8.2.U8: Transfer of the electrons between carriers in the electron transport chain in the membrane of the cristae is coupled to proton pumping
8.2.U9: In chemiosmosis protons diffuse through ATP synthase to generate ATP
8.2.U10: Oxygen is needed to bind with the free protons to maintain the hydrogen gradient, resulting in the formation of water
8.2.U11: The structure of the mitochondrion is adapted to the function it performs
SKILLS 2.8.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 occur
8.2.S2: Annotations of a diagram of mitochondrion to indicate the adaptations to its function
APPLICATIONS8.2.A1: Electron tomography used to produce images of active mitochondria
NATURE OF SCIENCE 2.8.NOS: Assessing the ethics of scientific research- the use of invertebrates
in respirometers experiments 8.2.NOS: Paradigm shift-chemiosmotic theory led to a paradigm shift in the
field of bioenergetics
THEORY 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?
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UNIT 3: CELLULAR RESPIRATION (ANAEROBIC) Estimate of timing: 3 daysIB topic(s): 2.8 and 8.2
Essential Idea(s): Cell respiration supplies energy for the functions of life
Lesson
Topic Days
Statement(s) and Objective(s) Skills/ Activities
1 Introduction to Respiration
1 2.8.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
8.2.U1: Cell respiration involves the oxidation and reduction of electron carriers
2.8.U3: Anaerobic cell respiration gives a small yield of ATP from glucose
2 Glycolysis 1 8.2.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 stable
8.2.U4: Glycolysis gives a small net gain of ATP without the use of oxygen
2.8.U2: ATP from cell respiration is immediately available as a source of energy in the cell
3 Anaerobic respiration
2 2.8.A1: Use of anaerobic cell respiration in yeasts to produce ethanol and carbon dioxide in baking
2.8.A2: Lactate production in humans when anaerobic respiration is used to maximize the power of muscle contractions
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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 respiration
Lesson
Topic Days
Statement(s) and Objective(s)
Skills/ Activities
1 Overview 3 2.8.U4: Aerobic cell respiration requires oxygen and gives a large yield of ATP from glucose
2.8.NOS: Assessing the ethics of scientific research- the use of invertebrates in respirometers experiments
8.2.S1: Analysis of diagrams of the pathways of aerobic respiration to decide where decarboxylation and oxidation reactions occur
2.8.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.
2 Mitochondria
1 8.2.U12: The structure of the mitochondrion is adapted to the function it performs
8.2.A1: Electron tomography used to produce images of active mitochondria
8.2.S2: Annotations of a diagram of mitochondrion to indicate the adaptations to its function
3 Linking Reaction
0.5 8.2.U5: In aerobic cell respiration pyruvate is decarboxylated and oxidized
8.2.U6: In the link reaction pyruvate is converted into acetyl coenzyme A
4 Kreb’s Cycle
0.5 8.2.U7: In the Krebs cycle, the oxidation of acetyl groups is coupled to the reduction of hydrogen carriers, liberating carbon
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dioxide (names of intermediate compounds are not required)
5 Electron Transport Chain
1 8.2.U8: Energy released by oxidation reactions is carried to the cristae of the mitochondria by reduced NAD and FAD
8.2.U9: Transfer of the electrons between carriers in the electron transport chain in the membrane of the cristae is coupled to proton pumping
8.2.U11: Oxygen is needed to bind with the free protons to maintain the hydrogen gradient, resulting in the formation of water
6 Chemiosmosis
1 8.2.U10: In chemiosmosis protons diffuse through ATP synthase to generate ATP
8.2.NOS: Paradigm shift-chemiosmotic theory led to a paradigm shift in the field of bioenergetics
TOK: 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?
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UNIT 4: PHOTOSYNTHESIS Estimate of timing: 10 days
COURSE 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 energy
UNDERSTANDINGS (CORE) 2.9.U1: Photosynthesis is the production of carbon compounds in cells using
light energy 2.9.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 colours
2.9.U4: Oxygen is produced in photosynthesis from the photolysis of water 2.9.U5: Energy is needed to produce carbohydrates and other carbon
compounds from carbon dioxide 2.9.U6: Temperature, light intensity and carbon dioxide concentration are
possible limiting factors on the rate photosynthesis
SKILLS (CORE) 2.9.S1: Drawing an absorption spectrum for chlorophyll and an action
spectrum for photosynthesis 2.9.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 thylakoids 8.3.U4: Absorption of light by photosystems generates excited electrons 8.3.U5: Photolysis of water generates electrons for use in the light-
independent reactions 8.3.U6: Transfer of excited electrons occurs between carriers in thylakoid
membranes Aim 6: Hill’s method of demonstrating electron transfer in chloroplasts by
observing DCPIP reductions 8.3.U3: Reduced NADP and ATP are produced in the light-dependent reactions 8.3.U9: Excited electrons from Photosytem I are used to reduce NADP 8.3.U7: Excited electrons from Photosytem II are used to contribute to
generate a proton gradient 8.3.U8: ATP synthase in thylakoids generates ATP using the proton gradient 8.3.U2: Light –independent reactions take place in the stroma 8.3.U10: In the light-independent reaction a carboxylase catalyses the
carboxylation of ribulose-bisphosphate 8.3.U11: Glycerate 3-phosphate is reduced to triose phosphate using a
reduced NADP and ATP 8.3.U12: Triose phosphate is used to regenerate RuBP and produce
carbohydrates 8.3.U13: Ribulose bisphosphate is reformed using ATP 8.3.U14: The structure of the chloroplast is adapted to its function in
photosynthesis
SKILLS 2.9.S2: Design an experiment to investigate the effect of limiting factors on
photosynthesis 8.3.S1: Annotation of a diagram to indicate the adaptations of a chloroplast to
its function
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APPLICATIONS 2.9.A1: Changes to the Earth’s atmosphere, oceans and rock deposition due
to photosynthesis 8.3.A1: Calvin’s experiment to elucidate the carboxylation of RuBP
NATURE OF SCIENCE 2.9.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?
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UNIT 4: PHOTOSYNTHESIS (I): Light and Pigments IB topic(s): 2.9Essential Idea(s): Specific wavelengths of light activate photosynthetic pigments.
Lesson
Topic Days
Statement(s) and Objective(s)
Activities
1 Intro to photosynthesis
1 2.9.U1: Photosynthesis is the production of carbon compounds in cells using light energy
2.9.U5: Energy is needed to produce carbohydrates and other carbon compounds from carbon dioxide
2 Pigments and Chromatography
2 2.9.U3: Chlorophyll absorbs red and blue light most effectively and reflects green light more than other colours
2.9.S2: Separation of photosynthetic pigments by chromatograph (Practical 4)
3 Wavelengths of Light
1 2.9.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
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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 energy
Lesson
Topic Days
Statement(s) and Objective(s)
Activities
1 Chloroplast structure
8.3.U14: The structure of the chloroplast is adapted to its function in photosynthesis
8.3.S1: Annotation of a diagram to indicate the adaptations of a chloroplast to its function
2 Light Dependent
8.3.U1: Light-dependent reactions take place in the intermembrane space of the thylakoids
8.3.U4: Absorption of light by photosystems generates excited electrons
8.3.U6: Transfer of excited electrons occurs between carriers in thylakoid membranes
8.3.U7: Excited electrons from Photosytem II are used to contribute to generate a proton gradient
8.3.U8: ATP synthase in thylakoids generates ATP using the proton gradient
8.3.U9: Excited electrons from Photosytem I are used to reduce NADP
8.3.U2: Reduced NADP and ATP are produced in the light-dependent reactions
2.9.U4: Oxygen is produced in photosynthesis from the photolysis of water
2.9.A1: Changes to the
Aim 6: Hill’s method of demonstrating electron transfer in chloroplasts by observing DCPIP reductions
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Earth’s atmosphere, oceans and rock deposition due to photosynthesis
8.3.U5: Photolysis of water generates electrons for use in the light-independent reactions
3 Light Independent
8.3.U3: Light –independent reactions take place in the stroma
8.3.U10: In the light-independent reaction a carboxylase catalyses the carboxylation of ribulose-bisphosphate
8.3.U11: Glycerate 3-phosphate is reduced to triose phosphate using a reduced NADP and ATP
8.3.U12: Triose phosphate is used to regenerate RuBP and produce carbohydrates
8.3.U13: Ribulose bisphosphate is reformed using ATP
8.3.A1: Calvin’s experiment to elucidate the carboxylation of RuBP
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
TOK: 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?
4 Limiting Factors
2.9.U6: Temperature, light intensity and carbon dioxide concentration are possible limiting factors on the rate photosynthesis
2.9.S1: Design an experiment to investigate the effect of limiting
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
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factors on photosynthesis
2.9.NOS: Experimental design- controlling relevant variables in photosynthesis experiments is essential
has already been invented and will be developed for use in the next decade.
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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 angiospermophyta
UNIT 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..
Lesson
Topic Days
Statement(s) and Objective(s)
Activities
1 Plants 1 5.3.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.
2 Animals 2 5.3.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.
3 Dichotomous Keys
1 5.3.S1: Construction of dichotomous keys for use in identifying specimens.
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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 plants
UNDERSTANDINGS 9.1.U1: Transpiration is the inevitable consequence of gas exchange in the
leaf 9.1.U2: Plants transport water from the roots to the leaves to replace losses
from transpiration 9.1.U5: Active uptake of mineral ions in the roots causes absorption of
water by osmosis 9.1.U3: The cohesive property of water and the structure of the xylem
vessels allow transport under tension 9.1.U4: The adhesive property of water and evaporation generate tension
forces in leaf cell walls
SKILLS 9.2.S1: Identification of xylem and phloem in microscope images of stem and
root 9.1.S1: Drawing the structure of primary xylem vessels in sections of stems
based on microscope images 9.1.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.
APPLICATIONS 9.1.A1: Adaptations of plants in deserts and in saline soils for water
conservation 9.1.2: Models of water transport in xylem using simple apparatus including
blotting or filter paper, porous pots and capillary tubing
NATURE 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)
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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 daysLesson
Topic Days
Statement(s) and Objective(s)
Skills/ Activities
1 Xylem structure
1 9.1.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 root
Aim 6: measurement of stomatal apertures and the distribution of stomata using leaf casts, including replicate measurements to enhance reliability
2 Xylem function
1 9.1.U1: Transpiration is the inevitable consequence of gas exchange in the leaf
9.1.U2: Plants transport water from the roots to the leaves to replace losses from transpiration
9.1.U5: Active uptake of mineral ions in the roots causes absorption of water by osmosis
9.1.U4: The adhesive property of water and evaporation generate tension forces in leaf cell walls
9.1.U3: The cohesive property of water and the structure of the xylem vessels allow transport under tension
9.1.A2: Models of water transport in xylem using simple apparatus including blotting or filter paper, porous pots and capillary tubing
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
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similarities in structure to plant tissues
3 Transpiration lab
2 9.1.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 rates
4 Adaptations
1 9.1.A1: Adaptations of plants in deserts and in saline soils for water conservation
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PLANT 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 sinks 9.2.U3: Active transport is used to load organic compounds into phloem sieve
tubes at the source 9.2.U4: High concentrations of solutes in the phloem at the source lead to
water uptake by osmosis 9.2.U2: Incompressibility of water allows transport along hydrostatic pressure
gradients 9.2.U5: Raised by hydrostatic pressure causes the contents of the phloem to
flow toward sinks
SKILLS 9.2.S2: Analysis of date from experiments measuring phloem transport rates
using aphid stylets and radioactively-labelled carbon dioxide
APPLICATIONS9.2.A1: Structure-function relationships of phloem sieve tubes
NATURE 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)
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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 daysLesson
Topic Days
Statement(s) and Objective(s)
Skills/ Activities
1 Phloem structure
1 9.2.A1: Structure-function relationships of phloem sieve tubes
9.2.S2: Identification of xylem and phloem in microscope images of stem and root
2 Phloem function
2 9.2.U1: Plants transport organic compounds from sources to sinks
9.2.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 available
9.2.U3: Active transport is used to load organic compounds into phloem sieve tubes at the source
9.2.U4: High concentrations of solutes in the phloem at the source lead to water uptake by osmosis
9.2.U2: Incompressibility of water allows transport along hydrostatic pressure gradients
9.2.U5: Raised by hydrostatic pressure causes the contents of the phloem to flow toward sinks
9.2.S1: Analysis of data from experiments measuring phloem transport rates using aphid stylets and radioactively-labelled carbon dioxide
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PLANT 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
growth 9.3.U2: Mitosis and cell division in the shoot apex provide cells needed for
extension of the stem and development of leaves 9.3.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 tropisms 9.3.U5: Auxin efflux pumps can set up concentration gradients of auxin in
plants tissue 9.3.U6: Auxin influences cell growth rates by changing the pattern of gene
expression
APPLICATIONS 9.3.A1: Micropropagation of plants using tissue from shoot apex nutrient agar
gels and growth hormones 9.3.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 species
NATURE 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?
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UNIT 5D: PLANT RESPONSE AND GROWTH IB topic(s): 9.3Essential Idea(s): Plants adapt their growth to environmental conditions.Unit Length: 6 daysLesson
Topic Days
Statement(s) and Objective(s) Skills/ Activities
1 Meristems
1 9.3.U1: Undifferentiated cells in the meristems of plants allow indeterminate growth
9.3.U2: Mitosis and cell division in the shoot apex provide cells needed for extension of the stem and development of leaves
2 Plant hormones
2 9.3.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 hormones
9.3.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 species
9.3.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?
3 Tropisms
1 9.3.U4: Plant shoots response to the environment by tropisms
9.3.U5: Auxin efflux pumps can set up concentration gradients of auxin in plants tissue
9.3.U6: Auxin influences of cell growth rates by changing the pattern of gene expression
4 Cloning 2 3.5.U6: Many plants species and some animal species have natural methods of cloning
3.5.S1: Design of an experiment to assess one factor affecting the rooting of stem-cuttings (in water or solid medium)
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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 apex 9.4.U2: The switch to flowering is a response to the length of light and dark
periods in many plants 9.4.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 reproduction Utilization: 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 cloning
SKILLS 3.5.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 seeds 9.4.S2: Drawing of half-views of animal-pollinated flowers 9.4.S3: Design of experiments to test hypothesis about factors affecting
germination
APPLICATIONS9.4.A1: Methods used to induce short-day plants to flower out of season
NATURE 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)
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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 daysLesson
Topic Days
Statement(s) and Objective(s)
Skills/ Activities
1 Flower Structure
1 9.4.S2: Drawing of half-views of animal-pollinated flowers
2 Flowering 1 9.4.U1: Flowering involves a change in gene expression in the shoot apex
9.4.U2: The switch to flowering is a response to the length of light and dark periods in many plants
9.4.A1: Methods used to induce short-day plants to flower out of season
3 Pollination and Fertilization
1 9.4.U3: Success in plant reproduction depends on pollination, fertilization and seed dispersal
9.4.U4: Most flowering plants use mutualistic relationships with pollinators in sexual reproduction
Utilization: 87 of the 115 leading global crops depend to some degree upon animal pollination. This accounts for 1/3 of crop production globally.
4 Seeds 1 9.4.S1: Drawing internal structure of seeds
5 Germination
2 9.4.S3: Design of experiments to test hypothesis about factors affecting germination
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ECOLOGYUNIT 6A: SPECIES, COMMUNITIES AND ECOSYSTEMS ECOLOGY: Estimate of timing: 3 days
COURSE 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 other 4.1.U8: A community forms an ecosystem by its interactions with the abiotic
environment 4.1.U11: Ecosystems have the potential to be sustainable over long periods of
time SKILLS 4.1.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 this
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UNIT 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.
Lesson
Topic Days
Statement(s) and Objective(s)
Skills/ Activities
1 Community
1 4.1.U7: A community is formed by populations of different species living together and interacting with each other
9.4.U3: Most flowering plants use mutualistic relationships with pollinators in sexual reproduction
4.1.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)
2 Ecosystem
1 4.1.U8: A community forms an ecosystem by its interactions with the abiotic environment
4.1.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 species
International Mindedness: the need for sustainability could be discussed and the methods needed to promote this
4.1.S3: Setting up sealed mesocosms to try to establish sustainability (Practical 5)
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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 sunlight 4.2.U2: Light energy is converted to chemical energy in carbon compounds by
photosynthesis 4.2.U3: Chemical energy in carbon compounds flows through food chains by
means of feeding 4.2.U4: Energy released from carbon compounds by respiration is used in
living organisms and converted to heat 4.2.U5: Living organisms cannot convert heat to other forms of energy 4.2.U6: Heat is lost from ecosystems 4.2.U7: Energy losses between trophic levels restrict the length of food chains
and the biomass of higher trophic levels
SKILLS 4.1.S1: Classifying species as autotrophs, consumers, detrivores or
saprotrophs from a knowledge of their mode of nutrition 4.2.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.
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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 daysLesson
Topic Days
Statement(s) and Objective(s)
Skills/ Activities
1 Sun as ultimate energy source
1 4.2.U1: Most ecosystems rely on a supply of energy from sunlight
4.2.U2: Light energy is converted to chemical energy in carbon compounds by photosynthesis
2 Modes of nutrition
1 4.2.U3: Chemical energy in carbon compounds flows through food chains by means of feeding
4.1.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 not
4.1.S1: Classifying species as autotrophs, consumers, detritivores or saprotrophs from a knowledge of their mode of nutrition
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3 Trophic levels
1 4.2.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).
4 Loss of heat
1 4.2.U4: Energy released from carbon compounds by respiration is used in living organisms and converted to heat
4.2.U5: Living organisms cannot convert heat to other forms of energy
4.2.U6: Heat is lost from ecosystems
4.2.U7: Energy losses between trophic levels restrict the length of food chains and the biomass of higher trophic levels
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.
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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 ions
4.3.U3: Carbon dioxide diffuses from the atmosphere or water into autotrophs 4.3.U1: Autotrophs convert carbon dioxide into carbohydrates and other
carbon compounds 4.3.U4: Carbon dioxide is produced by respiration and diffuses out of
organisms into water or the atmosphere 4.3.U5: Methane is produced from organic matter in anaerobic conditions by
methanogenic archaeans and some diffuses into the atmosphere or accumulates in the ground
4.3.U6: Methane is oxidized to carbon dioxide and water in the atmosphere 4.3.U7: Peat forms when organic matter is not fully decomposed because of
acidic and/or anaerobic conditions in waterlogged soils 4.3.U8: Partially decomposed organic matter from past geological eras was
converted either into coal or into oil and gases that accumulate in porous rocks
4.3.U9: Carbon dioxide is produced by combustion of biomass and fossilized organic matter
4.3.U10: Animals such as reef-building corals and Mollusca have hard parts that are composed of calcium carbonate and can become fossilized in limestone
SKILLS4.3.S1: Construct a diagram of the carbon cycle
APPLICATIONS 4.3.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
fluctuations
NATURE 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)
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UNIT 6C: CARBON AND NUTRIENT CYCLES IB topic(s): 4.1 and 4.3Essential Idea(s): Continued availability of carbon in ecosystems depends on carbon cycling.
Lesson
Topic Days
Statement(s) and Objective(s) Skills/ Activities
1 Nutrient Cycles
1 4.1.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)
2 Carbon Cycle
1 4.3.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 cycle
3 Carbon Dioxide
1 4.3.U3: Carbon dioxide diffuses from the atmosphere or water into autotrophs
4.3.U2: In aquatic ecosystems carbon is present as dissolved carbon dioxide and hydrogen carbonate ions
4.3.U1: Autotrophs convert carbon dioxide into carbohydrates and other carbon compounds
4.3.A2: Analysis of data from air monitoring stations to explain annual fluctuations
4.3.U4: Carbon dioxide is produced by respiration and diffuse out of organisms into water or the atmosphere
4 Methane
1 4.3.U5: Methane is produced from organic matter in anaerobic conditions by methanogenic archaea and some diffuses into the atmosphere or accumulates in the ground
4.3.U6: Methane is oxidized to carbon dioxide and water in the
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atmosphere
5 Organic material
1 4.3.U7: Peat forms when organic matter is not fully decomposed because of acidic and/or anaerobic conditions in waterlogged soils
4.3.U8: Partially decomposed organic matter from past geological eras was converted either into coal or into oil and gas that accumulate in porous rocks
4.3.U9: Carbon dioxide is produced by combustion of biomass and fossilized organic matter
4.3.U10: Animals such as reef-building corals and Mollusca have hard parts that are composed of calcium carbonate and can become fossilized in limestone
·
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UNIT13: CLIMATE CHANGE: Estimate of timing: 5 days
ESSENTIAL 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 gases 4.4.U2: Other gases including methane and nitrogen oxides have less
impact 4.4.U3: The impact of a gas depends on its ability to absorb long wave
radiation as well as on its concentration in the atmosphere 4.4.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 atmosphere 4.4.U6: Global temperatures and climate patterns are influenced by
concentrations of greenhouse gases 4.4.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 temperatures
4.4.U8: Recent increases in atmospheric carbon dioxide are largely due to increases in the combustion of fossilized organic matter
APPLICATIONS 4.4.A1: Threats to coral reefs from increasing concentrations of dissolved
carbon dioxide 4.4.A2: Correlations between global temperatures and carbon dioxide
concentrations on Earth Aim 7: databases can be used to analyze concentrations of greenhouse gases 4.4.A3: Evaluating claims that human activities are not causing climate
change
NATURE OF SCIENCE 4.4: 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.
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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.
Lesson
Topic Days
Statement(s) and Objective(s)
Activities
1 Greenhouse Effect
1 4.4.U1: Carbon dioxide and water vapour are the most significant greenhouse gases
4.4.U2: Other gases including methane and nitrogen oxides have less impact
4.4.U3: The impact of a gas depends on its ability to absorb long wave radiation as well as on its concentration in the atmosphere
4.4.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 atmosphere
2 Relationship to Global Temperature
1 4.4.U6: Global temperatures and climate patterns are influenced by concentrations of greenhouse gases
4.4.A1: Correlations between global temperatures and carbon dioxide concentrations on Earth
Aim 7: databases can be used to analyze concentrations of greenhouse gases
3 Relationship to Industrialization
1 4.4.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
International Mindedness: release of greenhouse gases occurs locally but has global impacts, so international cooperation to reduce emissions is essential.
TOK: the precautionary
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temperatures
4.4.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 change
4.4.NOS: Assessing claims- assessment of the claims that human activities are producing climate change
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.
4 Effects on Corals
1 4.4.A3: Threats to coral reefs from increasing concentrations of dissolved carbon dioxide
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