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VO 941 88

llN 5450534002400

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A/Iott, A: IB Biology Course Book 2014 e KP1s

6513239 EN 9780198392118 Kt 7
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BEHN R 42026455220C
42su 140
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80201 FYP 12.08, 16

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Contents
1 Cell Biology 7 Nucleic acids (AHL) Environmental protection 575
Introduction to cells 1 DNA structure and Medicine 582
Ultrastructure of cells 16 replica tion 343 Bioformatics 591
~1emb rane stru cture 25 Transcription and gene
.. 1embrane transport 33 expression 355 c Ecology and conservation
362 Species and communities 603
The origin of cells 45 Translation
Communities and
Cell division 51
ecosystems 613
8 Metabolism, cell
respiration and Impacts of humans on
2 Molecular Biology
ecosystems 625
.. 1olecu les to metabolism 61 photosynthesis (AHL)
.\'ater Metabolism 373 Conservation of biodiversity 635
68
380 Population ecology 642
Carbohydrates and lipids 73 Cell respiration
87 Photosynthesis 389 The nitrogen and
Proteins
phosphorous cycles 649
Enzymes 96
Structure of DNA and RNA 105 9 Plant biology (AHL)
.8NA replication, transcription Transport in the xylem D Human physiology
403 Human nutrition 659
and translation 111 of plants
Digestion 671
Cell respiration 122 Transport in the phloem of
412 Functions of the liver 678
Photosynthesis 129 plants
422 The heart 684
Growth in plants
Hormones and metabolism 694
3 Genetics Reproduction in plants 429
Transport of respiratory
Genes 141
gases 699
Chromosomes 149 10 Genetics and evolution
.. 1eiosis 159 (AHL) Internal Assessment
:nheritance 168 Meiosis 439 (with thanks to Mark Headlee for
Genetic modification and Inheritance 445 his assistance with this chapter) 708
biotechnology 187 Gene pool and speciation 455
Index 713
4 Ecology 11 Animal physiology (AHL)
Species, communities and Antibody production and
ecosystems 201 vaccination 465
Energy flow 213 Movement 476
Carbon cycling 220 The kidney and
Climate change 229 osmoregulation 485
Sexual reprodu ction 499
5 Evolution and biodiversity
Evidence for evolution 24 1 A Neurobiology and
. ~atural selection 249 behaviour
Classification and Neural development 513
biodiversity 258 The human brain 518
Cladistics 263 Perception of stimuli 526
Innate and learned
6 Human physiology behaviour 533
Digestion and absorption 279 N europharmacology 541
The blood system 289 Ethology 548
Defence against infectious
diseases 302 B Biotechnology and
Gas exchange 310 bioinformatics
. ~eurones and synapses 319 Microbiology: organisms in
Hormones, homeostasis and industry 557
reproduction 329 Biotechnology in agriculture 565
r
iii
 Introduction
This book is a companion for students of Biology
in the International Baccalaureate Diploma
Programme.
Biology is the most popular choice of science
subject as part of the IB diploma. The study of
biology should lead students to appreciate the
interconnectedness of life within the biosphere.
With a focus on understanding the nature of
science, IB Biology will allow you to develop a
level of scientific literacy that will better prepare
you to act on issues of local and global concern,
with a full understanding of the scientific point
of view.
The structure of this book is closely based on the
biology programme in the Subject Guide . Sub-
headings restate the specific assessment statements.
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
material). Topics A, B, C and D cover the content
of the options. All topics include the following
elements:
Understanding
The specifics of the content requirements for
each sub-topic are covered in detail. Concepts are
presented in ways that will promote enduring
understanding.
9 Applications
These sections help you to develop your
understanding by studying a specific illustrative
example or learning about a significant experiment
in the history of biology.
@ Skills topics
These sections encourage you to apply your
understanding through practical activities
and analysis of results from classic biological
research. In some cases this involves instructions
for handling data from experiments and also
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
define the problem and the methods. These are a
valuable opportunities to build the skills that are
assessed in IA (see page 708).
viii
({!)Nature of science
Here you can explore the methods of science and
some of the knowledge issues that are associated
with scientific endeavour. This is done using
carefully selected examples, including biological
research that led to paradigm shifts in our
understanding of the natural world.
Theory of Knowledge
These short sections have headings t hat are equ ivoca l
' knowledge questions '. The text that fo llows often
details one possible answe r to the knowledge question.
We encourage you draw on these examples of
knowledge issues in you r TOK essays. Of cou rse, much
of the material elsewhere in the book, particularly in the
nature of science sections, can be used to prompt TOK
discuss ions.
Activity
A variety of short top ics are in cluded underthis heading
with the focus in all cases on active learning. We
encourage you research t hese topics you rself, using
information ava ilable in textbooks or on the Internet. The
aim is to promote an independent approach to learning.
We believe that the optima l approach to learning is to
be active - the mo re that you do for yourself, guided by
your teacher, the bette r you will learn.
~~~~~~~~--'
..............................................................
~ Data-based questions
; These questions involve studying and analysing data
: from biological resea rch - thi s typ e of question appears
~ in both Pape r 2 and Pape r 3 for SL and HL 18 Biology.
; Answers t o these questions ca n be found at
: www.oxfordsecond ary.co.uk/i b- bi ology
End -of-Topic Questions
At the end of each topic you will find a range of
questions, including both past IB Biology exam
questions and new questions. Answers can be
found at www.oxfordsecondary.co.uk/ib -biology
Introduction
There is an unbroken chain of life from the first
cells on Earth to all cells found in organisms
alive today. Eukaryotes have a much more
complex cell structure than prokaryotes. The
evolution of multicellular organisms allowed
cell specialization and cell replacement. Cell
division is essential but is carried out differently
According to the cell theo~, living organisms
are composed of cells. V
Organisms consisting of only one cell carry out
all functions of life in that cell.
Surface area to volume ratio is important in the
limitation of cell size.
Multicellular organisms have properties
that emerge from the interaction of their
cellular components.
Specialized tissues can develop by cell
differentiation in multicellular organisms.
Differentiation involves the expression of some
genes and not others in a cell's genome.
The capacity of stem cells to divide and
differentiate along different pathways is
necessary in embryonic development. It also
makes stem cells suitable for therapeutic uses.
Nature of science
Looking for trends and discrepancies: although
most organisms conform to cell theory, there
are exceptions.
Ethical implications of research: research
involving stem cells is growing in importance
and raises ethical issues.
in prokaryotes and eukaryotes. While evolution
has resulted in a biological world of enormous
diversity, the study of cells shows us that
there are also universal features. For example,
the fluid and dynamic structure of biological
membranes allows them to control the
composition of cells.
9 Applications
Questioning the cell theory using atypical
examples, including striated muscle, giant
algae and aseptate fungal hyphae.
Investigation of functions of life in
Paramecium and one named photosynthetic
unicellular organism.
Use of stem cells to treat Stargardt's disease
and one other named condition.
Ethics of the therapeutic use of stem cells from
specially created embryos, from the umbilical
cord blood of a new-born baby and from an
adult's own tissues.
Use of a light microscope to investigate the
structure of cells and tissues.
Drawing cell structures as seen with the
light microscope.
Calculation of the magnification of drawings
and the actual size of structures shown in
drawings or micrographs.
CELL BIOLOGY

The cell theory

Living organisms are composed of cells.
The internal structure of living organisms is very intricate and is built
UJ2. from very small individual par~ Organs such ~s the kidney ancr--
the eye are easfIYViSi51e. If they are dissected we can see that large
organs are~mber of different tissue.3L but until micrOsCcipes
were invented little or nothing was discovered about the structure of
tissues. From the 17th century onwards biologists examined tissues
from both plants and animals using microscopes. Although there was
much variation, certain features were seen again and again. A theory
was developed to explain the basic features of structure - the cell theory.
This states that cells are the fundamental building blocks of all living
organisms. The sma est orgamsms are uni ar - t ey-CQilsist of just
one cell. Larger orgamsms are multicellular - they are composed of
many cellL_
Cells vary considerably in size and shape but they share certain common
features:
Every living cell is surrounded by a membrane, which separates the
cell contents from everything else outside.
Cells contain genetic material which stores all of the instructions
needed for the cell's activities.
Many of these activities are chemical reactions, catalysed by enzymes
produced inside the cell.
Cells have their own energy release system that powers all of the
cell's activities.
So, cells can be thought of as the smallest living structures - nothing
smaller can survive.

Figure 1 Coloured scanning electron micrograph [SEM) of a human embri,io on the tip of a pin
 1.1 INTRODUCTION TO CELLS

[0-~
~
(l) Exceptions to the cell theory
Looking for trends and discrepancies: although most
organisms conform to cell theory, there are exceptions.
An early stage in scientific investigation is to look for trends - things
that appear to be found generally rather than just in specific cases.
These trends can lead to the development of a theory. A scientific
theory is a way of interpreting the natural world. Theories allow us to
make predictions. Sometimes exceptions to a general trend are found.
These are called discrepancies. Scientists have tojwge wnether the
discrepancies ar~erious enough to make predictions too
unreliable to be useful. The theory is then discarded.
The cell theory is an example of where scientists have looked for trends & Figure 2 Robert Hooke's drawing of cork cells
and discrepancies. Robert Hooke was the first to use the word cell for
structures in livingorganisms. He did this in 1665 after examining cork
and other parts of plants. After describing cells in cork he wrote this: Activity
Nor is this kind of texture peculiar to cork only, for upon
examination with my microscope I have found that the pith of the
Elder or almost any other tree, the inner pith of the Cany hollow
stems of several other vegetables: as of Fennel, Carrets, Daucus,
Bur-docks, Teasels, Fearn, some kind of Reeds etc. have much
such a kind of Schematisme, as I have lately shown that of cork.
SoJi29ke wasn't cont~t with looking at just one type o.!..!illlt
~he looked at many and discovered a general treng.. Since
Hooke's day biologists have looked at tissues from a huge variety of
living organisms. Many of these tissues have been found to consist
& Figure 3 What is the unit of life:
of cells, so the cell theory has not been discarded. However, some
the bo~ or his cells?
discrepancies have been discovered - organisms or parts of organisms
that do not consist of typical cells. More discrepancies may be These two answers represent
discovered, but it is extre el unlikely that the cell theor w er the holistic and the reductionist
be diss.:arde<L because so many tissues o consist of cells. approach in biology.
----- -
@ Using light microscopes ".1 A / iP k rv~t-eol
eyepiece lens
image viewed here
-1-

Use of a light microscope to investigate the

structure of cells and tissues.
coarse-focusing
Try to improve your skill at using microscopes as knob
much as you can. fine-focusing
turret---~
knob
Learn the names of parts of the microscope. objective lens

Understand how to focus the microscope to get the specimen~

best possible image. stage

Look after your microscope so it stays in perfect light from mirror

working order. or light bulb

Know how to troubleshoot problems.

& Figure 4 Compound light microscope

3
 CELL BIOLOGY
Focusing
Put the slide on the stage, with the most
promising region exactly in the middle of the
hole in the stage that the light comes through.
Always focus at low power first even if
eventually you need high power magnification.
Focus with the larger coarse-focusing knobs
first, then when you have nearly got the
image in focus make it really sharp using the
smaller fine-focusing knobs.
If you want to increase the magnification,
move the slide so the most promising region is
exactly in the middle of the field of view and
then change to a higher magnification lens.
Looking after your microscope
Always focus by moving the lens and the
specimen further apart, never closer to each other.
Make sure that the slide is clean and dry
before putting it on the stage.
Never touch the surfaces of the lenses with
your fingers or anything else.
Carry the microscope carefully with a
hand under it to support its weight securely.
Troubleshooting
Problem: Nothing is visible when I try to focus.
Solution: Make sure the specimen is actually
under the lens, by carefully positioning the slide.
It is easier to find the specimen if you focus at low
power first.
Problem: A circle with a thick black rim is visible .
Solution: There is an air bubble on the slide.
Ignore it and try to improve your technique for
making slides so that there are no air bubbles.
Problem: There are blurred parts of the image
even when I focus it as well as I can.
Solution: Either the lenses or the slide have dirt
on them. Ask your teacher to clean it.
Problem: The image is very dark.
Solution: Increase the amount of light passing
through the specimen by adjusting the diaphragm.
Problem: The image looks rather bleached.
Solution: Decrease the amount of light passing
through the specimen by adjusting the diaphragm.
4
Types of slide
The slides that we examine with a microscope can
be permanent or temporary.
Making permanent slides is very skilled and takes
a long time, so these slides are normally made
by experts. Permanent slides of tissues are made
using very thin slices of tissue.
Making temporary slides is quicker and easier so
we can do this for ourselves .
Examining and drawing plant and
animal cells
Almost all cells are too small to be seen with
the naked eye, so a microscope is needed to
study them.
It is usually easy to see whether a cell is from a
plant or an animal, even though there are many
different cell types in both the plant and animal
kingdoms.
Place the cells on the slide in a layer not more
than one cell thick.
Add a drop of water or stain.
Carefully lower a cover slip onto the drop. Try
to avoid trapping any air bubbles.
Remove excess fluid or stain by putting the
slide inside a folded piece of paper towel and
pressing lightly on the cover slip.
It is best to examine the slide first using low
power. Move the slide to get the most promising
areas in the middle of the field of view and then
move up to high power. Draw a few cells, so you
remember their structure.
carefully lower the
cells stain or water
folded
paper towel
A. Figure 5 Making a temporary mount
 1.1 INTRODUCTION TO CELLS

I Moss leaf 2 Banana fruit cell 3 Mammalian liver cell

Sm

Use a moss plant with very
thin leaves. Mount a single
leaf in a drop of water or
methylene blue stain.
4 Leaf lower epidermis
Scrape a small amount of the
soft tissue from a banana and
place on a slide. Mount in a
drop of iodine solution.
5 Human cheek cell
Scrape cells from a freshly cut
surface of liver (not previously
frozen). Smear onto a slide and
add methylene blue to stain.
6 White blood cell

Peel the lower epidermis off a
leaf. The cell drawn here was
from Valeriana. Mount in water
or in methylene blue.
.& Figure 6 Plant and animal cell drawings
10m
1----'---1
Scrape cells from the inside of
your cheek with a cotton bud.
Smear them on a slide and add
methylene blue to stain .
A thin layer of mammalian
blood can be smeared over a
slide and stained with
Leishman's stain.

'(!} /1 G p
@ Drawing cells NIA
I

~tW\.-
-

orawing cell structures as seen with the light microscope.

Careful drawings are a useful way of recording the structure of cells or other biological structures.
Usually the lines on the drawing represent the edges of structures. Do not show unnecessary
detail and only use faint shading. Drawings of structures seen using a microscope will be larger
than the structures actually are - the drawing shows them magnified. On page 6 the method for
calculating the magnification of a drawing is explained. Everything on a drawing should be shown to
the same magnification.
a) Use a sharp pencil with b) Join up lines carefully c) Draw lines freehand,
a hard lead to draw to form continuous but use a ruler for
single sharp lines. structures such as cells labelling lines.

00
cell cell

bad good
DD
.& Figure? Examples of drawing styles
bad good bad good