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IB Bio HL

Topics 6 and 11 Option A and D

Essential idea: Hormones are used when signals need to be widely distributed.

6.6 Hormones, homeostasis and reproduction

Nature of science:
Developments in scientific research follow improvements in apparatus—William Harvey was hampered in his observational research into reproduction by lack of equipment. The microscope was invented 17 years after his death. (1.8)

Understandings:

  • Insulin and glucagon are secreted by β and α cells of the pancreas respectively to control blood glucose concentration.
  • Thyroxin is secreted by the thyroid gland to regulate the metabolic rate and help control body temperature.
  • Leptin is secreted by cells in adipose tissue and acts on the hypothalamus of the brain to inhibit appetite.
  • Melatonin is secreted by the pineal gland to control circadian rhythms.
  • A gene on the Y chromosome causes embryonic gonads to develop as testes and secrete testosterone.
  • Testosterone causes pre-natal development of male genitalia and both sperm production and development of male secondary sexual characteristics during puberty.
  • Estrogen and progesterone cause pre-natal development of female reproductive organs and female secondary sexual characteristics during puberty.
  • The menstrual cycle is controlled by negative and positive feedback mechanisms involving ovarian and pituitary hormones.

Applications and skills:

  • Application: Causes and treatment of Type I and Type II diabetes.
  • Application: Testing of leptin on patients with clinical obesity and reasons for the failure to control the disease.
  • Application: Causes of jet lag and use of melatonin to alleviate it.
  • Application: The use in IVF of drugs to suspend the normal secretion of hormones, followed by the use of artificial doses of hormones to induce superovulation and establish a pregnancy.
  • Application: William Harvey’s investigation of sexual reproduction in deer.
  • Skill: Annotate diagrams of the male and female reproductive system to show names of structures and their functions.

Guidance:

  • The roles of FSH, LH, estrogen and progesterone in the menstrual cycle are expected.
  • William Harvey failed to solve the mystery of sexual reproduction because effective microscopes were not available when he was working, so fusion of gametes and subsequent embryo development remained undiscovered.

Utilization:

  • Hormones are used in a variety of therapies such as replacement therapies.

Syllabus and cross-curricular links:
Biology
Topic 3.2 Chromosomes
Topic 3.3 Meiosis
Topic 10.1 Meiosis
Psychology
Core: Biological level of analysis

Aims:

  • Aim 8: Scientists are aware that the drugs women take in fertility treatment pose potential risks to health. Should scientific knowledge override compassionate considerations in treating infertile couples?

Es Essential idea: The human body has structures and processes that resist the continuous threat of invasion by pathogens.

6.3 Defence against infectious disease

Nature of science:
Risks associated with scientific research—Florey and Chain’s tests on the safety of penicillin would not be compliant with current protocol on testing. (4.8)

Understandings:

  • The skin and mucous membranes form a primary defence against pathogens that cause infectious disease.
  • Cuts in the skin are sealed by blood clotting.
  • Clotting factors are released from platelets.
  • The cascade results in the rapid conversion of fibrinogen to fibrin by thrombin.
  • Ingestion of pathogens by phagocytic white blood cells gives non-specific immunity to diseases.
  • Production of antibodies by lymphocytes in response to particular pathogens gives specific immunity.
  • Antibiotics block processes that occur in prokaryotic cells but not in eukaryotic cells.
  • Viruses lack a metabolism and cannot therefore be treated with antibiotics. Some strains of bacteria have evolved with genes that confer resistance to antibiotics and some strains of bacteria have multiple resistance.

Applications and skills:

  • Application: Causes and consequences of blood clot formation in coronary arteries.
  • Application: Florey and Chain’s experiments to test penicillin on bacterial infections in mice.
  • Application: Effects of HIV on the immune system and methods of transmission.

Guidance:

  • Diagrams of skin are not required.
  • Subgroups of phagocyte and lymphocyte are not required but students should be aware that some lymphocytes act as memory cells and can quickly reproduce to form a clone of plasma cells if a pathogen carrying a specific antigen is re-encountered.
  • The effects of HIV on the immune system should be limited to a reduction in the number of active lymphocytes and a loss of the ability to produce antibodies, leading to the development of AIDS.

International-mindedness:

  • The spread and containment of diseases such as bird flu require international coordination and communication.

Utilization:

  • An understanding of immunity has led to the development of vaccinations.

Syllabus and cross-curricular links:
Biology
Topic 5.2 Natural selection
Chemistry
Topic D2 Aspirin and penicillin

Aims:

  • Aim 8: The social as well as the economic benefits of the control of bacterial diseases around the world should be stressed.
  • Aim 9: Science has limited means in the fight against pathogens, as shown by the spread of new diseases and antibiotic-resistant bacteria.

s Essential idea: Immunity is based on recognition of self and destruction of foreign material.

11.1 Antibody production and vaccination

Nature of science:
Consider ethical implications of research—Jenner tested his vaccine for smallpox on a child. (4.5)

Understandings:

  • Every organism has unique molecules on the surface of its cells.
  • Pathogens can be species-specific although others can cross species barriers.
  • B lymphocytes are activated by T lymphocytes in mammals.
  • Activated B cells multiply to form clones of plasma cells and memory cells.
  • Plasma cells secrete antibodies.
  • Antibodies aid the destruction of pathogens.
  • White cells release histamine in response to allergens.
  • Histamines cause allergic symptoms.
  • Immunity depends upon the persistence of memory cells.
  • Vaccines contain antigens that trigger immunity but do not cause the disease.
  • Fusion of a tumour cell with an antibody-producing plasma cell creates a hybridoma cell.
  • Monoclonal antibodies are produced by hybridoma cells.

Applications and skills:

  • Application: Smallpox was the first infectious disease of humans to have been eradicated by vaccination.
  • Application: Monoclonal antibodies to HCG are used in pregnancy test kits.
  • Application: Antigens on the surface of red blood cells stimulate antibody production in a person with a different blood group.
  • Skill: Analysis of epidemiological data related to vaccination programmes.

Guidance:

  • Limit the immune response to mammals.

International-mindedness:

  • The World Health Organization initiated the campaign for the global eradication of smallpox in 1967. The campaign was deemed a success in 1977, only 10 years later.

Utilization:

  • Human vaccines are often produced using the immune responses of other animals.

Syllabus and cross-curricular links:
Biology
Topic 6.3 Defence against infectious disease
Topic 11.4 Sexual reproduction
Geography
Part 2F: The geography of food and health

Aims:

  • Aim 7: Use of databases to analyse epidemiological data.

Essential idea: The roles of the musculoskeletal system are movement, support and protection.

11.2 Movement

Nature of science:
Developments in scientific research follow improvements in apparatus—fluorescent calcium ions have been used to study the cyclic interactions in muscle contraction. (1.8)

Understandings:

  • Bones and exoskeletons provide anchorage for muscles and act as levers.
  • Synovial joints allow certain movements but not others.
  • Movement of the body requires muscles to work in antagonistic pairs.
  • Skeletal muscle fibres are multinucleate and contain specialized endoplasmic reticulum.
  • Muscle fibres contain many myofibrils.
  • Each myofibril is made up of contractile sarcomeres.
  • The contraction of the skeletal muscle is achieved by the sliding of actin and myosin filaments.
  • ATP hydrolysis and cross bridge formation are necessary for the filaments to slide.
  • Calcium ions and the proteins tropomyosin and troponin control muscle contractions.

Applications and skills:

  • Application: Antagonistic pairs of muscles in an insect leg.
  • Skill: Annotation of a diagram of the human elbow.
  • Skill: Drawing labelled diagrams of the structure of a sarcomere.
  • Skill: Analysis of electron micrographs to find the state of contraction of muscle fibres.

Guidance:

  • Elbow diagram should include cartilage, synovial fluid, joint capsule, named bones and named antagonistic muscles.
  • Drawing labelled diagrams of the structure of a sarcomere should include Z lines, actin filaments, myosin filaments with heads, and the resultant light and dark bands.
  • Measurement of the length of sarcomeres will require calibration of the eyepiece scale of the microscope.

Aims:

  • Aim 7: Use of grip strength data loggers to assess muscle fatigue.
  • Aim 7: Use of animations to visualize contraction.

Essential idea: All animals excrete nitrogenous waste products and some animals also balance water and solute concentrations.

ential idea: All animals excrete nitrogenous waste products and some animals also balance water and solute concentrations.

11.3 The kidney and osmoregulation

Nature of science:
Curiosity about particular phenomena—investigations were carried out to determine how desert animals prevent water loss in their wastes. (1.5)

Understandings:

  • Animals are either osmoregulators or osmoconformers.
  • The Malpighian tubule system in insects and the kidney carry out osmoregulation and removal of nitrogenous wastes.
  • The composition of blood in the renal artery is different from that in the renal vein.
  • The ultrastructure of the glomerulus and Bowman’s capsule facilitate ultrafiltration.
  • The proximal convoluted tubule selectively reabsorbs useful substances by active transport.
  • The loop of Henle maintains hypertonic conditions in the medulla.
  • ADH controls reabsorption of water in the collecting duct.
  • The length of the loop of Henle is positively correlated with the need for water conservation in animals.
  • The type of nitrogenous waste in animals is correlated with evolutionary history and habitat.

Applications and skills:

  • Application: Consequences of dehydration and overhydration.
  • Application: Treatment of kidney failure by hemodialysis or kidney transplant.
  • Application: Blood cells, glucose, proteins and drugs are detected in urinary tests.
  • Skill: Drawing and labelling a diagram of the human kidney.
  • Skill: Annotation of diagrams of the nephron.

Guidance:

  • ADH will be used in preference to vasopressin.
  • The diagram of the nephron should include glomerulus, Bowman’s capsule, proximal convoluted tubule, loop of Henle, distal convoluted tubule; the relationship between the nephron and the collecting duct should be included.

Utilization:

  • The removal of kidney stones by ultra sound treatment.

Syllabus and cross-curricular links:
Biology
Topic 1.3 Membrane structure
Topic 1.4 Membrane transport

Essential idea: Sexual reproduction involves the development and fusion of haploid gametes.

11.4 Sexual reproduction

Nature of science:
Assessing risks and benefits associated with scientific research—the risks to human male fertility were not adequately assessed before steroids related to progesterone and estrogen were released into the environment as a result of the use of the female contraceptive pill. (4.8)

Understandings:

  • Spermatogenesis and oogenesis both involve mitosis, cell growth, two divisions of meiosis and differentiation.
  • Processes in spermatogenesis and oogenesis result in different numbers of gametes with different amounts of cytoplasm.
  • Fertilization in animals can be internal or external.
  • Fertilization involves mechanisms that prevent polyspermy.
  • Implantation of the blastocyst in the endometrium is essential for the continuation of pregnancy.
  • HCG stimulates the ovary to secrete progesterone during early pregnancy.
  • The placenta facilitates the exchange of materials between the mother and fetus.
  • Estrogen and progesterone are secreted by the placenta once it has formed.
  • Birth is mediated by positive feedback involving estrogen and oxytocin.

Applications and skills:

  • Application: The average 38-week pregnancy in humans can be positioned on a graph showing the correlation between animal size and the development of the young at birth for other mammals.
  • Skill: Annotation of diagrams of seminiferous tubule and ovary to show the stages of gametogenesis.
  • Skill: Annotation of diagrams of mature sperm and egg to indicate functions.

Guidance:

  • Fertilization involves the acrosome reaction, fusion of the plasma membrane of the egg and sperm and the cortical reaction.

Utilization:
Syllabus and cross-curricular links:
Biology
Topic 3.3 Meiosis
Topic 6.6 Hormones, homeostasis and reproduction

Aims:

  • Aim 8: Disputes over the responsibility for frozen human

Essential idea: Hormones are not secreted at a uniform rate and exert their effect at low concentrations.

D.5 Hormones and metabolism

Nature of science:
Cooperation and collaboration between groups of scientists—the International Council for the Control of Iodine Deficiency Disorders includes a number of scientists who work to eliminate the harm done by iodine deficiency. (4.3)

Understandings:

  • Endocrine glands secrete hormones directly into the bloodstream.
  • Steroid hormones bind to receptor proteins in the cytoplasm of the target cell to form a receptor–hormone complex.
  • The receptor–hormone complex promotes the transcription of specific genes.
  • Peptide hormones bind to receptors in the plasma membrane of the target cell.
  • Binding of hormones to membrane receptors activates a cascade mediated by a second messenger inside the cell.
  • The hypothalamus controls hormone secretion by the anterior and posterior lobes of the pituitary gland.
  • Hormones secreted by the pituitary control growth, developmental changes, reproduction and homeostasis.

Applications and skills:

  • Application: Some athletes take growth hormones to build muscles.
  • Application: Control of milk secretion by oxytocin and prolactin.

Aims:

  • Aim 8: There are numerous drugs that can enhance performance. Is the use of these drugs acceptable in terms of conducting a fair test as long as all athletes have equal access to them?

Homework Calendar

Spring Semester 2016-2017

   

Thursday, January 5, 2017

Assignment: get syllabus signed

Friday, January 6, 2017

Assignment: Group 4 meeting to join groups

Monday January 9, 2017

Assignment:

Digestion anatomy and enzymes Lecture and discussion

Illustration of the alimentary canal

Complete drawing

 

Tuesday, January 10, 2017

Assignment:

Bellringer: go upstairs to chemistry

Group 4 presentations

Group 4 Atlanta
 

Wednesday January 11, 2017

Assignment:

The reduction of stomach acid secretion by proton pump inhibitor drugs.

Identification of tissue layers in transverse sections of the small intestine viewed with a microscope or in a micrograph.

Digestion anatomy and enzymes Lecture and discussion

Illustration of the alimentary canal

Complete drawing

Biology in the News related to gluten
 

Thursday, January 12, 2017

Assignment:

Bellringer: go upstairs to chemistry

Group 4 presentations

Group 4 Atlanta
 

Friday, January 13, 2017

Assignment:

Monday, January 16, 2017

MLK Holiday-School Closed

Tuesday, January 17, 2017

Assignment:

Bellringer: What is a gland and how does it work?

Helicobacter pylori case study https://filecabinet3.eschoolview.com/CD7DA006-9EE0-4EE3-99D7-B54E1B116FDF/peptic_ulcer.pdf

 

Glandular cells of Digestion Lecture and discussion

 Glandular secretion animations

Work on Bio in the News

Wednesday, January 18, 2017

Assignment:group 4 work

Thursday, January 19, 2017

Assignment: Quiz over 6.1

Friday, January 20, 2017

Assignment: Group 4 Presentations

Monday, January 23 , 2017

Assignment: Group 4 presentations

Tuesday, January 24, 2017

Assignment: Last group 4 presentation

Bellringer: Discovery of large intestine uses as transplant tissue

Dialysis tubing Lab

Digestion anatomy and enzymes Lecture and discussion

Helicobacter pylori case study

Finish research and write up
 

Wednesday, January 25, 2017

Assignment:

Bellringer: Explain the metabolic pathway of the enzymes pepsin and trypsin

Dialysis tubing Lab Completion

Large intestine and Glandular cells Lecture and discussion

Crash Course Digestion

Study for quest

Disease Diary on Digestive 

Thursday, January 26, 2017

Assignment:

Friday, January 27, 2017

Assignment:

Monday, January 30, 2017

Assignment

Tuesday, January 31, 2017

Assignment:

Wednesday, February 1, 2017

Assignment:

Thursday, February 2 , 2017

Assignment:

Friday, February 3, 2017

Assignment:

Monday, February 6, 2017

Assignment:

 

Bellringer: What are the valves of the heart?

EdHeads Heart Surgery

Structure of the Heart Lecture and discussion

Heart video

Reading in text

Tuesday, February 7, 2017

Assignment:

Bellringer: Draw blood flow

EKG and blood pressure lab

Heart control lecture and discussion

Understanding a pacemaker

Study for quiz and Bio in the News on heart disease
 

Wednesday, February 8, 2017

Assignment:

Bellringer: How did William Harvey overturned theories developed by the ancient Greek philosopher Galen?

Simulated blood cardiology lab

Blood composition lecture and discussion

Lab write-up

reading in text and study
 

Thursday, February 9, 2017

Assignment:

Bw What is the dual supply of blood in the liver? What is the difference between sinusoids and capillaries? What are the causes and consequences of jaundice?

Draw the hepatic sinusoid and dual blood supply

 review for assessment
look over smartbacc 

Friday, February 10, 2017

Assignment:

Bellringer: last minute questions

Cardiovascular Quest

Respiratory Lecture and discussion

Respiratory system label and annotation

Complete the system illustration
 

Monday, February 13, 2017

Assignment:

Bellringer: What is partial pressure?

Breathing lab part 1

Ventilation lecture and discussion

High altitude sickness

EPO and Lance Armstrong

Bio in the News due Thursday
 

Tuesday, February 14, 2017

Assignment:

Bellringer: Causes and consequences of lung cancer. Causes and consequences of emphysema.

Breathing lab part 2

Ventilation lecture and discussion

Respiratory system label and annotation

Complete the system illustration
 

Wednesday, February 15, 2017

4.5 Weeks Progress Reports

Bellringer: Compare and contrast fetal hemoglobin with adult hemoglobin.

Buffering lab

Blood composition, hemoglobin, and ventilation capacity lecture and discussion

Lab write-up

Creatine phosphate and lactate build up

HW: reading in text Topic 6.3
 

Thursday, February 16, 2017

Parent-Teacher Conferences

Write your plan

IA work day.

Research your plan

Run some trials
 

Friday, February 17, 2017

February Holiday-School Closed

Monday February 20, 2017

Presidents Day – School Closed

Tuesday, February 21, 2017

Assignment:

Bellringer: How many membranes does the oxygen pass through on the way to hemoglobin

Buffering lab

Blood composition, hemoglobin, and ventilation capacity lecture and discussion

Lab write-up

Creatine phosphate and lactate build up

HW: reading in text Topic 6.3
 

Wednesday, February 22, 2017

Assignment:

Bellringer: last minute questions

Cardiovascular Quest

Nerve Phet Simulation

Respiratory system label and annotation

Complete the system illustration
 

Thursday, February 23, 2017

Assignment:

IA work day #2 

Friday, February 24, 2017

Assignment:

Bellwork: What is the synaptic cleft?

Eye dissection

Hormone control of the body lecture and discussion

Pituitary gland disorders

Disease Diary
 

Monday, February 27, 2017

Assignment:

Bellringer: Secretion and reabsorption of acetylcholine by neurons at synapses. Blocking of synaptic transmission at cholinergic synapses in insects by binding of neo-nicotinoid pesticides to acetylcholine receptors.

Nerve Phet Simulation

Smell lab

Action potentials lecture and discussion

Synaptic cleft illustration

HW: Explore one hormone control
 

Tuesday, February 28, 2017

Assignment:

Ms. Helton is out for meeting
IA work day 

Wednesday, March 1, 2017

Assignment:

IA work day 

Thursday, March 2, 2017

Assignment:

IA work Day 

Friday, March 3, 2017

Assignment:

Bellringer: What are brain teasers in the biological sense?

Edheads deep stimulation simulation

The Human Brain lecture and discussion

Pain and endorphins

Illustrate the cholinergic synapse control
 

Monday, March 6, 2017

Assignment

BW  
 

Tuesday, March 7, 2017

Assignment:

BW illustrate the human ear
Reflex Lab
Nervous Perception 

Wednesday, March 8, 2017

Assignment:

BW draw a reflex arc
Nerve mapping with pressure Lab
A.3-5 

Thursday, March 19, 2017

Assignment:

BW: How are the kidneys related to the nervous system?
Kidney Dissection 

Friday, March 10, 2017

Teacher Workday – No School

TURN IN IA ROUGH DRAFT 

Monday, March 13, 2017

Assignment:

Bellringer: How does ADH function?

Osmoregulation Lab

Kidney lecture and discussion

Kidney stones video

Finish illustration of nephron

HW: finish final draft of IA

Tuesday, March 14, 21012

Assignment:

Bellwork: Explain jet lag

ICT Data on LH and FSH

Hormone control of the body lecture and discussion

Obesity article

Disease Diary!
 

Wednesday, March 15, 2017

Assignment:

Bellringer: Define 3 hormones

Annotate diagrams of the male and female reproductive system to show names of structures and their functions.

Hormone Control lecture and discussion

Diabetes discussion

READ the rest of Topic 6.6
 

Thursday, March 16, 2017

Assignment:

 Quiz

Friday, March 17, 2017

Assignment:

Bellringer: What is the difference between the primary and secondary oocyte?

Illustration of the seminiferous tubules and ovary

Structures of the Reproductive System lecture and discussion

Ethical concerns of IVF

READ Topic 11.4
 

Monday, March 20, 2017

Assignment: 

Bellringer: Causes and treatments of Type I and II Diabetes

Article exploration on freezing human organs

Finish illustration of the seminiferous tubules and ovary 

Reproduction lecture and discussion

The average 38-week pregnancy in humans can be positioned on a graph showing the correlation between animal size and the development of the young at birth for other mammals.

Disease Diary!

Tuesday, March 21, 2017

Assignment: 

Bellringer: Compare Leydig and Sertoli cells

“How ultrasound changed the sex ratio” debate

 

Hormonal control of reproduction lecture and discussion

the risks to human male fertility were not adequately assessed before steroids related to progesterone and estrogen were released into the environment as a result of the use of the female contraceptive pill.

Researching an article on reproduction

Wednesday, March 22, 2017

Assignment:

Bellringer: Control of milk secretion by oxytocin and prolactin.

Birth control history

 

Annotation of diagrams of seminiferous tubule and ovary to show the stages of gametogenesis.

 

HCG ELISA

Pregnancy Lecture and Discussion

Amniotic Transfer

 

Thursday, March 23, 2017

9 Week Progress Report

Friday, March 24, 2017

Assignment:

Monday, March 27, 2017

Assignment: pasting

Bellwork: How does ADH function?

Osmoregulation Gummy Bear Lab

Kidney lecture and discussion

Kidney stones video

Bellwork: How does ADH function?

Tuesday, March 28, 2017

Assignment:

 

Wednesday, March 29, 2017

Assignment:

BW: Discuss how prolactin and oxytocin impact breast milk.
Illustrate the Osmoregulation lab
Review for quiz 

Thursday, March 30, 2017

Bellringer: Review for Quiz

Quiz on Human Physiology
 

Parent-Teacher Conferences

Friday, March 31, 2017

Assignment:

Bellringer: What are Z lines?

Illustrate a muscle and joint

Dissection of chicken leg

Muscular Lecture and discussion

Sliding filament theory and electron micrographs

Finish illustration
 

Monday, April 3 – Friday, April 7, 2017

Spring Break – School Closed

Monday, April 10, 2017

Assignment:Paper 1 practice

Tuesday, April 11, 2017

Assignment: pasting

Bellringer: What are Z lines?

 

Illustrate a muscle and joint

Dissection of chicken leg

 

Muscular Lecture and discussion

Sliding filament theory and electron micrographs

Finish illustration

Wednesday, April 12, 2017

Assignment: 

Thursday, April 13, 2017

Assignment: Paper 2 practice

Friday, April 14, 2017

Assignment: Quiz over muscles

Monday, April 17, 2017

Assignment: Papers 1, 2, and 3

Tuesday, April 18, 2017

Assignment: continue to work on paper tests

complete case study with table mate. you will have to use your textbook as a resource: https://filecabinet3.eschoolview.com/CD7DA006-9EE0-4EE3-99D7-B54E1B116FDF/baby_joe.pdf 

Wednesday, April 19, 2017

Assignment:

Thursday, April 20, 2017

Assignment:

Friday, April 21, 2017

Assignment:

Monday, April 24, 2017

Assignment:

Tuesday, April 25, 2017

Assignment:

Wednesday, April 26, 2017

13.5 Weeks Progress Reports

Thursday, April 27, 2017

Assignment:

Friday, April 28, 2017

Assignment:

Monday, May 1, 2017

Assignment: afternoon Paper 1 and 2

Tuesday, May 2, 2017

Assignment: morning Paper 3

Wednesday, May 3, 2017

Assignment:

Thursday, May 4, 2017

Assignment:

Friday, May 5, 2017

Assignment:

Monday, May 8, 2017

Assignment:

Tuesday, May 9, 2017

Assignment:

Wednesday, May 10, 2017

Assignment:

Thursday, May 11, 2017

Assignment:

Friday, May 12, 2017

Assignment:

Monday, May 15, 2017

Assignment:

Tuesday, May 16, 2017

Assignment:

Wednesday, May 17, 2017

Assignment:

Thursday, May 18, 2017

Assignment:

Friday, May 19, 2017

Assignment:

Monday, May 22, 2017

Assignment:

Tuesday, May 23, 2017

Assignment:

Wednesday, May 24, 2017

Assignment:

Thursday, May 25, 2017

Last Day of School

Friday, May 26, 2017

Post-Planning

IA Rubric

Internal Assessment 2017

Personal engagement

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

MarkDescriptor
0The student's report does not reach a standard described by the descriptors below.
1The evidence of personal engagement with the exploration is limited with little independent thinking, initiative or creativity.
The justification given for choosing the research question and/or the topic under investigation does not demonstrate personal significance, interest or curiosity.
There is little evidence of personal input and initiative in the designing, implementation or presentation of the investigation.
2The evidence of personal engagement with the exploration is clear with significant independent thinking, initiative or creativity.
The justification given for choosing the research question and/or the topic under investigation demonstrates personal significance, interest or curiosity.
There is evidence of personal input and initiative in the designing, implementation or presentation of the investigation.

Exploration

This criterion assesses the extent to which the student establishes the scientific context for the work, states a clear and focused research question and uses concepts and techniques appropriate to the Diploma Program level. Where appropriate, this criterion also assesses awareness of safety, environmental, and ethical considerations.

MarkDescriptor
0The student's report does not reach a standard described by the descriptors below.
1-2The topic of the investigation is identified and a research question of some relevance is stated but it is not focused.
The background information provided for the investigation is superficial or of limited relevance and does not aid the understanding of the context of the investigation.
The methodology of the investigation is only appropriate to address the research question to a very limited extent since it takes into consideration few of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.
The report shows evidence of limited awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation.
3-4The topic of the investigation is identified and a relevant but not fully focused research question is described.
The background information provided for the investigation is mainly appropriate and relevant and aids the understanding of the context of the investigation.
The methodology of the investigation is mainly appropriate to address the research question but has limitations since it takes into consideration only some of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.
The report shows evidence of some awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation.
5-6The topic of the investigation is identified and a relevant and fully focused research question is clearly described.
The background information provided for the investigation is entirely appropriate and relevant and enhances the understanding of the context of the investigation.
The methodology of the investigation is highly appropriate to address the research question because it takes into consideration all, or nearly all, of the significant factors that may influence the relevance, reliability and sufficiency of the collected data.
The report shows evidence of full awareness of the significant safety, ethical or environmental issues that are relevant to the methodology of the investigation.
* This indicator should only be applied when appropriate to the investigation.

Analysis

This criterion assesses the extent to which the student's report provides evidence that the student has selected, recorded, processed and interpreted the data in ways that are relevant to the research question and can support a conclusion.

MarkDescriptor
0The student's report does not reach a standard described by the descriptors below.
1-2The report includes insufficient relevant raw data to support a valid conclusion to the research question.
Some basic data processing is carried out but is either too inaccurate or too insufficient to lead to a valid conclusion.
The report shows evidence of little consideration of the impact of measurement uncertainty on the analysis.
The processed data is incorrectly or insufficiently interpreted so that the conclusion is invalid or very incomplete.
3-4The report includes relevant but incomplete quantitative and qualitative raw data that could support a simple or partially valid conclusion to the research question.
Appropriate and sufficient data processing is carried out that could lead to a broadly valid conclusion but there are significant inaccuracies and inconsistencies in the processing.
The report shows evidence of some consideration of the impact of measurement uncertainty on the analysis.
The processed data is interpreted so that a broadly valid but incomplete or limited conclusion to the research question can be deduced.
5-6The report includes sufficient relevant quantitative and qualitative raw data that could support a detailed and valid conclusion to the research question.
Appropriate and sufficient data processing is carried out with the accuracy required to enable a conclusion to the research question to be drawn that is fully consistent with the experimental data.
The report shows evidence of full and appropriate consideration of the impact of measurement uncertainty on the analysis.
The processed data is correctly interpreted so that a completely valid and detailed conclusion to the research question can be deduced.

Evaluation

This criterion assesses the extent to which the student's report provides evidence of evaluation of the investigation and the results with regard to the research question and the accepted scientific context.

MarkDescriptor
0The student's report does not reach a standard described by the descriptors below.
1-2A conclusion is outlined which is not relevant to the research question or is not supported by the data presented.
The conclusion makes superficial comparison to the accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are outlined but are restricted to an account of the practical or procedural issues faced.
The student has outlined very few realistic and relevant suggestions for the improvement and extension of the investigation.
3-4A conclusion is described which is relevant to the research question and supported by the data presented.
A conclusion is described which makes some relevant comparison to the accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are described and provide evidence of some awareness of the methodological issues involved in establishing the conclusion.
The student has described some realistic and relevant suggestions for the improvement and extension of the investigation.
5-6A detailed conclusion is described and justified which is entirely relevant to the research question and fully supported by the data presented.
A conclusion is correctly described and justified through relevant comparison to the accepted scientific context.
Strengths and weaknesses of the investigation, such as limitations of the data and sources of error, are discussed and provide evidence of a clear understanding of the methodological issues involved in establishing the conclusion.
The student has discussed realistic and relevant suggestions for the improvement and extension of the investigation.

Communication

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

MarkDescriptor
0The student's report does not reach a standard described by the descriptors below.
1-2The presentation of the investigation is unclear, making it difficult to understand the focus, process and outcomes.
The report is not well structured and is unclear: the necessary information on focus, process and outcomes is missing or is presented in an incoherent or disorganized way.
The understanding of the focus, process and outcomes of the investigation is obscured by the presence of inappropriate or irrelevant information.
There are many errors in the use of subject specific terminology and conventions.
3-4The presentation of the investigation is clear. Any errors do not hamper understanding of the focus, process and outcomes.
The report is well structured and clear: the necessary information on focus, process and outcomes is present and presented in a coherent way.
The report is relevant and concise thereby facilitating a ready understanding of the focus, process and outcomes of the investigation.
The use of subject specific terminology and conventions is appropriate and correct. Any errors do not hamper understanding.
*For example, incorrect/missing labeling of graphs, tables, images; use of units, decimal places. For issues of referencing and citations refer to the "Academic honesty" section.
Criterionmarks available
marks
Personal Engagementmaximum 22 marks
Explorationmaximum 66 marks
Analysismaximum 66 marks
Evaluationmaximum 66 marks
Communicationmaximum 44 marks
 
Total =
24 marks