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BGS International Academia School

Affiliated to CAIE

Candidacy School for IB – PYP, MYP & DP

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Biology Department

The Biology Department seeks to imbue students to embrace the workings of, and comprehend interrelationships among, living systems. It is the department’s goal that students graduate from our school with a judicious understanding of the evolution of life encompassed by its unity and variety and further coupled with an astute recognition of the importance of the preservation of biological diversity. The Biology Department is also committed to helping students to pursue rewarding careers in biology and related disciplines. We hope that students will use their abilities and training to promote the growth of biological knowledge and its application for the benefit of the environment systems and societies.

Biology

Curriculum

Biologists investigate the living world at all levels using many different approaches and techniques. 

At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function.  Many discoveries remain to be made and great progress is expected in the 21st century. The sciences are taught practically. The investigations may be laboratory based or they may make use of simulations and data bases. 
Through studying a science subject student should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour.
Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings.  Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

Key features of the curriculum and assessment models

  • Available at standard (SL) and higher levels (HL)
  • The minimum prescribed number of hours is 150 for SL and 240 for HL
  • Students are assessed both externally and internally
  • Biology students at SL and HL undertake a common core syllabus and a common internal assessment (IA) scheme.
  • While there are core skills and activities common to both SL and HL students, students at HL are required to study the options and some topics in greater depth as well as some additional topics.  The distinction between SL and HL is one of breadth and depth.
  • A practical approach to the course delivery is emphasised through the interdisciplinary group 4 project and a mixture of both short-term and long-term experiments and investigations.
  • Internal assessment accounts for 20% of the final assessment and this is assessed through a single individual investigation. This investigation may involve a hands-on approach, use of data-bases, modelling, simulation or a hybrid. Student work is internally assessed by the teacher and externally moderated by the IB.

Higher level (240 Hours)

Internal assessment (individual investigation): 20%
External assessment: 80%

Standard level (150 hours)

Internal assessment (individual investigation): 20%
External assessment: 80%
The external assessment of biology consists of three written papers.  In paper 1 there are 30 (at SL) or 40 (at HL) multiple-choice questions. Paper 2 contains short-answer and extended-response questions on the core (and Additional Higher Level (AHL) material at HL). Paper 3 has two sections; Section A contains one data-based question and several short-answer questions on experimental work on the core (and AHL material at HL). Section B contains short-answer and extended-response questions from each of the four options.

BIOLOGY EXTENDED ESSAY

IB Diploma Programme students are required to undertake original research and write an extended essay of 4,000 words (maximum). This essay offers the student the opportunity to investigate a topic of special interest and to become acquainted with the kind of independent research and writing skills expected at the university level. The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay. The extended essay can serve to deepen a student’s programme of study, for example when the student chooses to focus the essay on a topic included in a higher-level course.

IBDP course

Biology research focus

Biology Research in BGSIAS

Over the years, our teachers in their career have been actively promoting biological research among the student population. Students from DP1 onwards are encouraged to take on biology research as part of their Individualized Study Option (ISO). These students usually continue with their research work till they are in their DP2, allowing time to hone their research and presentation skills.

Our Biology Laboratories

Our biology laboratories are well equipped to handle the students’ research projects and we are constantly looking for ways to upgrade our laboratories. Currently, we have a  single laboratory, school has a plan to expand its laboratories to meet future needs.

Areas of Focus

Our research focus is wide ranging depending on the amplitude and interest of our students. Each project is purely student-driven and mentored by our own teachers. The areas of research include (but not limiting to):

-Ecology

-Environmental related research

-Microbial research

-Plant culture

-Organic extraction

Useful Links

International Biology Olympiad

International Baccalaureate

National Center for Biotechnology Information:

Google Scholar

Science

Nature

Journal of Biological Chemistry

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BGSIAS is founded with the blessings of His Holiness Jagadguru Sri Sri Sri Balagangadaranatha Swamiji of Adhichunchanagiri math, who over the past has strived hard to promote educational institutions of international stature.

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