Posts tagged biology
The Senior School Science Department extends a warm welcome to all returning and new students. We hope all students are well rested over the summer holiday and are excited about another inquisitive year learning Science.
We have been busy planning lessons, experiments, after school programmes and the Science Fair for the year ahead.
If you have any questions about this academic year please contact your child’s Science teacher or Mr. Gaynor: Head of the Senior School Science Department.
It’s the time of the year for the first end of topic test. In science, students predict how well they think they will perform and then compare this prediction with their actual grade/mark. Research has shown that students can accurately predict their performance. The comparison of predicted and actual grades forms the basis of a post exam learning conversation and reflection on what the student can do to close the gaps in their knowledge.
The first test will also be used to set their personal best (PB) for the rest of the course, students will track and strive to beat their PB.
By reflecting on their learning and always striving to improve, our students are working towards excellence.
It’s the time of year when grade 12’s are working hard on their internal assessments as the final deadlines draw ever closer. It is often difficult to determine what exactly the IB criteria looks like in a student investigation. To make this easier for students we are sharing exemplars of excellent internal assessments students completed last year. In addition, we are highlighting how they demonstrate the IB criteria. The featured investigation is on factors affecting the ripening of fruit. It was awarded 22/24.
The grade 11 HL Biology students reviewed their knowledge of water transport in plants from IGCSE and then went into more depth describing how water travels through the roots in the apoplastic and symplastic pathways. In addition, they took on the wet and sometimes diffucult task of setting up a potometer to measure the rate of transpiration in a leaf.
This week in G9 Coordinated Science Biology the students used a cartoon strip template to storyboard an animation explaining how the immune system protects us from pathogens (disease causing microorganisms). They were inspired by a video that turned the body’s defense against disease into a cinematic role playing game.
They used their MacBook’s and camera phones to record a mixture of stop motion animation and video. All of the students produced amazing videos that will be used by other coordinated science classes to aid revision.
This week in G9 Coordinated Science the students used a number of everyday science objects such as a toy car, a plant, a “factory box”, crude oil, soil, animal organ models and a bottle containing carbon dioxide to model the carbon cycle. The students worked in small groups and made links to how each object is linked to each other by the recycling of carbon. They were then able to recall the word and balanced symbol equation for photosynthesis and respiration from previous topics studied this year.
This final week before Christmas in G9 Biology, we observed a lung dissection and watched an extended giraffe dissection video. The dissection focused on the evolutionary adaptations of the circulatory and muscular system that permitted the giraffe’s neck and legs to increase in length. This comparative biology lesson complemented the current Respiration and Human Transport unit. Students may borrow the complete Inside Natures Giants and Autopsy for Beginners dissection series if they desire to become an anatomy expert over the Christmas break.
This week in coordinated science, we used every day lab apparatus to model the digestive process. The apparatus above was used to show the journey of an unbalanced breakfast of crisps, peanuts, bread, milk and coffee. Can you match the apparatus with part of the alimentary canal in this photo? Cam you spot the end product of digestion after egestion from the anus?
As G9 Coordinated Science (Biology) studied the circulatory system we had the opportunity to get up close and personal with a sheep’s heart. Before we started the dissection, we examined the external anatomy of the heart and identified the important blood vessels. We discussed the factors that increase the risk of damage or blockage of the coronary arteries that supply the heart with blood. The students enjoyed linking the theory of how the heart works with the opportunity to feel the heart (cardiac) muscle and put their fingers through each blood vessel to find out which chamber of the heart it connects to. We finished the lesson by watching part of a giraffe dissection to see how the wall of the left ventricle in this animal is even thicker to pump blood to the top of the giraffes head and back!