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0 Formative tests: use these to check your comprehension, there’s one

auto-marked quiz for every sub-topic. Evaluate how condent you

feel about a sub-topic, then complete the test. You will have two

attempts at each question and get feedback after every question. The

marks are automatically reported in the markbook, so you can see

how you progress throughout the year.

0 Summative tests: use these to practice for your exams or as revision,

there’s one auto-marked quiz for every topic. Work through the test

as if it were an examination – go back and change any questions you

aren’t sure about until you are happy, then submit the test for a nal

mark. The marks are automatically reported in the markbook, so you

can see where you may need more practice.

0 Assessment practice: use these to practice answering the longer

written questions you will come across when you are examined.

These worksheets can be printed out and performed as a timed test.

If a Sequoia sempervirens tree is 100 m tall and a d rawing of it is 100 mm

tall, what is the magnification of the drawing.

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You can also nd extra resources on our free website

www.oxfordscondry.co.uk/ib-biooy

Here you can nd all of the answers

and even more practice questions.

vii
 Introduction
Nature of science

This book is a companion for students of Biology

Here you can explore the methods of science and

in the International Baccalaureate Diploma

some of the knowledge issues that are associated

Programme.

with scientic endeavour. This is done using

Biology is the most popular choice of science

carefully selected examples, including biological

subject as part of the IB diploma. The study of

research that led to paradigm shifts in our

biology should lead students to appreciate the

understanding of the natural world.

interconnectedness of life within the biosphere.

With a focus on understanding the nature of

Thory of K nowd

science, IB Biology will allow you to develop a

level of scientic literacy that will better prepare These shor t sections have headings that are equivocal

you to act on issues of local and global concern, `knowledge questions´. The text that follows often

with a full understanding of the scientic point details one possible answer to the knowledge question.

of view. We encourage you draw on these examples of

knowledge issues in your TOK essays. Of course, much

The structure of this book is closely based on the

of the material elsewhere in the book , par ticularly in the

biology programme in the Subject Guide. Sub-

nature of science sections, can be used to prompt TOK

headings restate the specic assessment statements.

discussions.

Topics 1 – 6 explain in detail the Core material

that is common to both SL and HL courses. Topics

7 – 11 explain the AHL (additional higher level

activity
material). Topics A, B, C and D cover the content

A variety of shor t topics are included under this heading

of the options. All topics include the following

with the focus in all cases on active learning. We

elements:

encourage you research these topics yourself, using

information available in textbooks or on the Internet. The

Understanding

aim is to promote an independent approach to learning.

The specics of the content requirements for

We believe that the optimal approach to learning is to

each sub-topic are covered in detail. Concepts are

be active – the more that you do for yourself, guided by

presented in ways that will promote enduring

your teacher, the better you will learn.

understanding.

Applications

Data-based questions

These sections help you to develop your

These questions involve studying and analysing data

understanding by studying a specic illustrative

from biological research – this type of question appears

example or learning about a signicant experiment

in both Paper 2 and Paper 3 for SL and HL IB Biology.

in the history of biology.

Answers to these questions can be found at

www.oxfordsecondary.co.uk/ib-biology

Skills topics

These sections encourage you to apply your

End -of-Topic Questions

understanding through practical activities

At the end of each topic you will nd a range of

and analysis of results from classic biological

questions, including both past IB Biology exam

research. In some cases this involves instructions

questions and new questions. Answers can be

for handling data from experiments and also

found at www.oxfordsecondary.co.uk/ib-biology
use of ICT. Some of the skills sections involve

experiments with known outcomes, aimed at

promoting understanding through “doing and

seeing.” Others involve ideas for experimental

work with unknown outcomes, where you can

dene the problem and the methods. These are a

valuable opportunities to build the skills that are

assessed in IA (see page 708).

viii