The International Baccalaureate Diploma programme, a pre-university course for 1619-year-

olds, is designed to develop not only a breadth of knowledge, skills and understanding, but well-
rounded individuals and engaged world citizens. One of the Diplomas key requirements is
concurrent study in six academic areas, at least one of which is an experimental science. Of
these, biology, whether taken at standard or higher level, is the choice of many students. This
book is designed to serve them.
Within the IB Diploma programme, the theory content for biology is organised into
compulsory core topics and options. The organisation of this book follows that syllabus sequence:
Section 1 is the common core material for standard and higher-level students: Chapters
17;
Section 2 is the additional higher level material for higher-level students: Chapters 812;
Section 3 consists of the options, of which three are available to standard students only
(Chapters 1315), four are for standard and higher-level students (Chapters 1619), and one
is available to higher-level students only (Chapter 20).
The syllabus is presented as topics and options, and most are the subject of a single chapter in
Biology for the IB Diploma (see pages xi and xii). The exceptions are Topics 3 and 4, which are
split between two chapters in each case, in order to facilitate design and delivery of individual
teaching programmes. The topic on statistical analysis is presented in Chapter 21.
Special features of the chapters of Biology for the IB Diploma:
each begins with Starting points that summarise the essential concepts on which the chapter
is based; where the issues to be addressed have their genesis in earlier chapters, these are
identified
the text is written in straightforward language, uncluttered by phrases or idioms that might
confuse students for whom English is a second language; the depth of treatment of topics
carefully reflects the objectives and action verbs in which the syllabus assessment statements
are phrased
photographs, electron micrographs and full-colour illustrations are linked to support the
relevant text, with annotations included to elaborate the context, function or applications
the main sections within chapters specify the IB syllabus subtopics paragraph numbers being
addressed, so links between text and syllabus are self-evident
explanations of structure are linked to function and behaviour in living things, and the habitat
and environment of organisms are identified where appropriate; application of biology in
industry, and the economic, environmental and ethical consequences of developments are
highlighted, where appropriate
processes of science (science methods) and something of the history of developments are
introduced selectively to aid appreciation of the possibilities and limitations of science
self-assessment questions (SAQs) are phrased so as to assist comprehension and recall, but also
help familiarise students with the assessment implications of the action verbs; at the end of
chapters, typical examination questions are given
links to the interdisciplinary Theory of Knowledge (TOK link) element of the IB course are
made at appropriate points in most chapters.
Using this book
The sequence of chapters in Biology for the IB Diploma follows the sequence of the syllabus
contents. However, the IB Diploma biology syllabus is not designed as a teaching syllabus, and
the order in which the syllabus content is presented is not necessarily the order in which it
should be taught. Different schools and colleges need to design a course delivery model based on
individual circumstances. How this may be tackled is discussed in Chapter 22.
Introduction
In addition to the study of theory issues on which this book focuses, IB science students are
also involved in practical investigations and project work. Investigations are ultimately presented
for the internal assessment, based on given assessment criteria. How all these components are
integrated is also the subject of Chapter 22. This has been written by guest author Gary Seston,
an experienced and enthusiastic teacher of IB Diploma biology, who, importantly, also has
examiner experience. Prior to his present post at Sotogrande International School, Cadiz, Gary
taught at the United World College of South East Asia in Singapore. This chapter is an
excellent guide of interest to both teachers and students, though possibly at different stages of
their experience of the course.
Authors acknowledgements
I am indebted to IB teachers who have welcomed me into their Departments, and updated me
on the delivery of the Diploma programme, including:
Chris Hall, Head of Science, Malvern College, Worcester, UK
Carolyn Halliday, Head of Biology, and Keith Allen, St Clares, Oxford, UK
John Cherverton, Head of Biology, Oakham School, Rutland, UK.
These colleagues also read early drafts of chapters of the manuscript, and their advice guided me
to the best approach, following helpful discussion with Katie Mackenzie Stuart, Science
Publisher, of Hodder Murray.
To Gary Seston, of Sotogrande International School, Cadiz, I owe a special debt. His
perceptive comments on the appropriateness of the presentation to students for whom English is
a second language, together with his advice on organisms familiar to students across other
continents, and especially his observations on content and approach to syllabus issues of all
chapters, were invaluable.
On particular aspects of the IB Diploma biology syllabus, I had the advantage of insights from
experts:
Dr Robin Cook, The Marine Laboratory, Aberdeen, Scotland, concerning the conservation of
marine fish stocks
Professor Robert Turner, Wellcome Department of Imaging Neuroscience, Institute of
Neurology, University College, London, concerning fMRI scanning of the brain
Dr Richard Johnson, Aberdeen University, Scotland, concerning electron microscopy
Dr Kevin McKenzie, School of Medical Science, Aberdeen University, concerning electron
microscopy
Dr Neil Millar, Head of Biology, Hecknondwike Grammar School, Kirklees, West Yorkshire,
UK, for permission to introduce Merlin, his unique statistical package for biology students,
which is made freely available for educational and non-profit use.
Finally, I am indebted to the Science publishing team of Phillipa Allum and Helen Townson at
Hodder Murray, and freelances Penelope Lyons and Gina Walker, all of whose skill and patience
brought together text and illustration as I have wished, and I am most grateful to them.
Dr Chris Clegg
Salisbury
Wiltshire
UK
May 2007
x Introduction