DP Biology Syllabus Map

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New syllabus Current syllabus Comments

Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A Unity and 1. Molecules A1.1 Water A1.1.1—Water as the Students should appreciate that the first cells SL and HL 2. Molecular Biology 2.2 Water Essential idea: Water is the medium of life. SL and HL
diversity medium for life originated in water and that water remains the
medium in which most processes of life occur.
A1.1.2—Hydrogen bonds Students should understand that polarity of SL and HL 2. Molecular Biology 2.2 Water Nature of science: Use theories to explain natural SL and HL
as a consequence of the covalent bonding within water molecules is due to phenomena—the theory that hydrogen bonds
polar covalent bonds unequal sharing of electrons and that hydrogen form between water molecules explains the
within water molecules bonding due to this polarity occurs between properties of water.
water molecules. Students should be able to Understandings: Water molecules are polar and
represent two or more water molecules and hydrogen bonds form between them.
hydrogen bonds between them with the notation Understandings: Hydrogen bonding and dipolarity
shown below to indicate polarity. explain the cohesive, adhesive, thermal and
solvent properties of water.

A1.1.3—Cohesion of Include transport of water under tension in xylem SL and HL 2. Molecular Biology 2.2 Water Understandings: Hydrogen bonding and SL and HL
water molecules due to and the use of water surfaces as habitats due to dipolarity explain the cohesive, adhesive,
hydrogen bonding and the effect known as surface tension. thermal and solvent properties of water.
consequences for
organisms

A1.1.4—Adhesion of Include capillary action in soil and in plant cell SL and HL 2. Molecular Biology 2.2 Water Understandings: Hydrogen bonding and SL and HL
water to materials that walls. dipolarity explain the cohesive, adhesive,
are polar or charged and thermal and solvent properties of water.
impacts for organisms

A1.1.5—Solvent Emphasize that a wide variety of hydrophilic SL and HL 2. Molecular Biology 2.2 Water Understandings: Hydrogen bonding and dipolarity SL and HL
properties of water linked molecules dissolve in water and that most explain the cohesive, adhesive, thermal and
to its role as a medium for enzymes catalyse reactions in aqueous solution. solvent properties of water. Understandings:
metabolism and for Students should also understand that the Substances can be hydrophilic or hydrophobic.
transport in plants and functions of some molecules in cells depend on Application: Modes of transport of glucose, amino
animals them being hydrophobic and insoluble. acids, cholesterol, fats, oxygen and sodium
chloride in blood in relation to their solubility in
water.

A1.1.6—Physical Include buoyancy, viscosity, thermal conductivity SL and HL 2. Molecular Biology 2.2 Water Understanding: Hydrogen bonding and dipolarity SL and HL SOME NEW CONTENT
properties of water and and specific heat capacity. Contrast the physical explain the cohesive, adhesive, thermal and
the consequences for properties of water with those of air and illustrate solvent properties of water
animals in aquatic the consequences using examples of animals that
habitats live in water and in air or on land, such as the
black-throated loon (Gavia arctica) and the ringed
seal (Pusa hispida).

Note: When students are referring to an organism in

an examination, either the common name or the
scientific name is acceptable.

A1.1.7—Extraplanetary The abundance of water over billions of years of HL only NEW NEW CONTENT
origin of water on Earth Earth’s history has allowed life to evolve. Limit
and reasons for its hypotheses for the origin of water on Earth to
retention asteroids and reasons for retention to gravity and
temperatures low enough to condense water.

A1.1.8—Relationship Include the idea of the “Goldilocks zone”. HL only NEW NEW CONTENT
between the search for
extraterrestrial life and
the presence of water

A1.2 Nucleic acids A1.2.1—DNA as the Some viruses use RNA as their genetic SL and HL 5 Evolution and 5.3 Classification of Guidance: Viruses are not classified as living SL and HL SOME NEW CONTENT
genetic material of all material but viruses are not considered to be biodiversity Biodiversity organisms.
living organisms living.
 A1.2 Nucleic acids New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A1.2.2—Components of a In diagrams of nucleotides use circles, pentagons SL and HL 2. Molecular Biology 2.6 Structure of DNA & Understanding: The nucleic acids DNA and RNA SL and HL
nucleotide and rectangles to represent relative positions of RNA are polymers of nucleotides. Skill: Drawing
phosphates, pentose sugars and bases. simple diagrams of the structure of single
nucleotides of DNA and RNA, using circles,
pentagons and rectangles to represent
phosphates, pentoses and bases.

A1.2.3—Sugar–phosphate Sugar–phosphate bonding makes a continuous SL and HL 2. Molecular Biology 2.6 Structure of DNA & Understanding: The nucleic acids DNA and RNA SL and HL
bonding and the sugar– chain of covalently bonded atoms in each strand RNA are polymers of nucleotides.Understandings:
phosphate “backbone” of of DNA or RNA nucleotides, which forms a strong DNA differs from RNA in the number of strands
DNA and RNA “backbone” in the molecule. present, the base composition and the type of
pentose.
Understandings: DNA is a double helix made of
two antiparallel strands of nucleotides linked by
hydrogen bonding between complementary base
pairs.

A1.2.4—Bases in each Students should know the names of the SL and HL 2. Molecular Biology 2.6 Structure of DNA & Guidance: In diagrams of DNA structure, the SL and HL
nucleic acid that form the nitrogenous bases. RNA helical shape does not need to be shown, but the
basis of a code two strands should be shown antiparallel.
Adenine should be shown paired with thymine
and guanine with cytosine, but the relative
lengths of the purine and pyrimidine bases do not
need to be recalled, nor the numbers of hydrogen
bonds between the base pairs.

A1.2.5—RNA as a polymer Students should be able to draw and recognize SL and HL 2. Molecular Biology 2.6 Structure of DNA & Skill: Drawing simple diagrams of the structure of SL and HL
formed by condensation diagrams of the structure of single nucleotides RNA & 2.1 Molecules to single nucleotides of DNA and RNA, using circles,
of nucleotide monomers and RNA polymers. Metabolism pentagons and rectangles to represent
phosphates, pentoses and bases.
Understanding: Anabolism is the synthesis of
complex molecules from simpler molecules
including the formation of macromolecules from
monomers by condensation reactions.

A1.2.6—DNA as a double In diagrams of DNA structure, students should SL and HL 2. Molecular Biology 2.6 Structure of DNA & Understandings: DNA is a double helix made of SL and HL
helix made of two draw the two strands antiparallel, but are not RNA two antiparallel strands of nucleotides linked by
antiparallel strands of required to draw the helical shape. Students hydrogen bonding between complementary base
nucleotides with two should show adenine (A) paired with thymine (T), pairs.
strands linked by and guanine (G) paired with cytosine (C). Students Guidance: In diagrams of DNA structure, the
hydrogen bonding are not required to memorize the relative lengths helical shape does not need to be shown, but the
between complementary of the purine and pyrimidine bases, or the two strands should be shown antiparallel.
base pairs numbers of hydrogen bonds. Adenine should be shown paired with thymine
and guanine with cytosine, but the relative
lengths of the purine and pyrimidine bases do not
need to be recalled, nor the numbers of hydrogen
bonds between the base pairs.

A1.2.7—Differences Include the number of strands present, the types SL and HL 2. Molecular Biology 2.6 Structure of DNA & Understandings: DNA differs from RNA in the SL and HL
between DNA and RNA of nitrogenous bases and the type of pentose RNA number of strands present, the base
sugar. composition and the type of pentose.
Students should be able to sketch the difference
between ribose and deoxyribose. Students should
be familiar with examples of nucleic acids.
A1.2.8—Role of Students should understand that SL and HL 2. Molecular Biology 2.6 Structure of DNA & Understandings: DNA is a double helix made of SL and HL
complementary base complementarity is based on hydrogen bonding. RNA two antiparallel strands of nucleotides linked by
pairing in allowing genetic hydrogen bonding between complementary base
information to be pairs.
replicated and expressed Guidance: Adenine should be shown paired with
thymine and guanine with cytosine
A1.2.9—Diversity of Explain that diversity by any length of DNA SL and HL 2. Molecular Biology 2.6 Structure of DNA & Essential idea: The structure of DNA allows SL and HL
possible DNA base molecule and any base sequence is possible. RNA efficient storage of genetic information.
sequences and the Emphasize the enormous capacity of DNA for
limitless capacity of DNA storing data with great economy.
for storing information
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A1.2.10—Conservation of Students are not required to memorize any SL and HL 2. Molecular Biology 2.7 DNA replication, Application: Production of human insulin in SL and HL
the genetic code across all specific examples. transcription & translation bacteria as an example of the universality of the
life forms as evidence of genetic code allowing gene transfer between
universal common species.
ancestry
A1.2.11—Directionality of Include 5' to 3' linkages in the sugar–phosphate HL only 7. Nucleic Acids 7.1 DNA structure & Understanding: DNA polymerases can only add HL only
RNA and DNA backbone and their significance for replication, replication & 7.2 nucleotides to the 3’ end of a primer.
transcription and translation. Transcription & gene Understanding: Transcription occurs in a 5’ to 3’
expression direction.
Guidance: RNA polymerase adds the 5/ end of the
free RNA nucleotide to the 3/ end of the growing
mRNA molecule.

A1.2.12—Purine-to- Adenine–thymine (A–T) and cytosine–guanine (C– HL only 2. Molecular Biology 2.6 Structure of DNA & Understandings: DNA is a double helix made of SL and HL SOME NEW CONTENT
pyrimidine bonding as a G) pairs have equal length, so the DNA helix has RNA two antiparallel strands of nucleotides linked by
component of DNA helix the same three-dimensional structure, regardless hydrogen bonding between complementary base
stability of the base sequence. pairs. Guidance: Adenine should be shown paired
with thymine and guanine with cytosine
A1.2.13—Structure of a Limit to a DNA molecule wrapped around a core HL only 7. Nucleic Acids 3.2 Chromosomes & 7.1 Understanding: Eukaryote chromosomes are HL only
nucleosome of eight histone proteins held together by an DNA structure & linear DNA molecules associated with histone
additional replication proteins. Understanding: Nucleosomes help
histone protein attached to linker DNA. to supercoil the DNA. Skill: Utilization of
molecular visualization software to analyse the
Application of skills: Students are required to association between protein and DNA within a
use molecular visualization software to study the nucleosome.
association between the proteins and DNA within
a nucleosome.
A1.2.14—Evidence from Students should understand how the results of HL only 7. Nucleic Acids 7.1 DNA structure & Skill: Analysis of results of the Hershey and Chase HL only
the Hershey–Chase the experiment support the conclusion that DNA replication experiment providing evidence that DNA is the
experiment for DNA as is the genetic material. genetic material.
the genetic material
NOS: Students should appreciate that
technological developments can open up new
possibilities for
experiments. When radioisotopes were made
available to scientists as research tools, the
Hershey–Chase experiment became possible.

A1.2.15—Chargaff’s data NOS: Students should understand how the HL only NEW CONTENT
on the relative amounts “problem of induction” is addressed by the
of pyrimidine and purine “certainty of
bases across diverse life falsification”. In this case, Chargaff’s data falsified
forms the tetranucleotide hypothesis that there was a
repeating sequence of the four bases in DNA.
2. Cells A2.1 Origins of cells A2.1.1—Conditions on Include the lack of free oxygen and therefore HL only 2. Molecular Biology 2.9 Photosynthesis Application: Changes to the Earth’s atmosphere, SL and HL NEW CONTENT
early Earth and the pre- ozone, higher concentrations of carbon dioxide oceans and rock deposition due to
biotic formation of and methane, resulting in higher temperatures photosynthesis.
carbon compounds and ultraviolet light penetration. The conditions
may have caused a variety of carbon compounds
to form spontaneously by chemical processes that
do not now occur.

A2.1.2—Cells as the Discuss the differences between something that is HL only 1. Cell Biology 1.1 Introduction to cells Understanding: According to the cell theory, living SL and HL SOME NEW CONTENT
smallest units of self- living and something that is non-living. Include & 5.3 Classification of organisms are composed of cells.
sustaining life reasons Biodiversity Theory of knowledge: There is a difference
that viruses are considered to be non-living. between the living and the non-living
environment. How are we able to know the
difference? Guidance: Viruses are not
classified as living organisms.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A2.1.3—Challenge of Cells are highly complex structures that can HL only 1. Cell Biology 1.5 The origin of cells Essential idea: There is an unbroken chain of life SL and HL SOME NEW CONTENT
explaining the currently only be produced by division of pre- from the first cells on Earth to all cells in
spontaneous origin of existing cells. organisms alive today.
cells Students should be aware that catalysis, self- Nature of science: Testing the general principles
replication of molecules, self-assembly and the that underlie the natural world—the principle that
emergence of compartmentalization were cells only come from pre-existing cells needs to be
necessary requirements for the evolution of the verified.
first cells. Understanding: Cells can only be formed by
division of pre-existing cells.
NOS: Students should appreciate that claims in Understanding: The first cells must have arisen
science, including hypotheses and theories, must from non-living material.
be
testable. In some cases, scientists have to struggle
with hypotheses that are difficult to test. In this
case the
exact conditions on pre-biotic Earth cannot be
replicated and the first protocells did not fossilize.
A2.1.4—Evidence for the Evaluate the Miller–Urey experiment. HL only NEW CONTENT
origin of carbon
compounds
A2.1.5—Spontaneous Formation of a membrane-bound compartment is HL only NEW CONTENT
formation of vesicles by needed to allow internal chemistry to become
coalescence of fatty acids different from that outside the compartment.
into spherical bilayers
A2.1.6—RNA as a RNA can be replicated and has some catalytic HL only NEW CONTENT
presumed first genetic activity so it may have acted initially as both the
material genetic material and the enzymes of the earliest
cells. Ribozymes in the ribosome are still used to
catalyse peptide bond formation during protein
synthesis.
A2.1.7—Evidence for a Include the universal genetic code and shared HL only 1. Cell Biology 1.5 The origin of cells Guidance: Students should be aware that the 64 SL and HL SOME NEW CONTENT
last universal common genes across all organisms. Include the likelihood codons in the genetic code have the same
ancestor of other forms of life having evolved but meanings in nearly all organisms, but that there
becoming extinct due to competition from the last are some minor variations that are likely to have
universal common ancestor (LUCA) and accrued since the common origin of life on Earth.
descendants of LUCA.
A2.1.8—Approaches used Students should develop an appreciation of the HL only NEW CONTENT
to estimate dates of the immense length of time over which life has been
first living cells and the evolving on Earth.
last universal common
ancestor
A2.1.9—Evidence for the Include fossilized evidence of life from ancient HL only NEW CONTENT
evolution of the last seafloor hydrothermal vent precipitates and
universal common evidence of conserved sequences from genomic
ancestor in the vicinity of analysis.
hydrothermal vents
A2.2 Cell structure A2.2.1—Cells as the basic NOS: Students should be aware that deductive SL and HL 1. Cell Biology 1.1 Introduction to cells Understanding: According to the cell theory, SL and HL SOME NEW CONTENT
structural unit of all living reason can be used to generate predictions from living organisms are composed of cells.
organisms theories. Based on cell theory, a newly discovered
organism can be predicted to consist of one or
more cells.
A2.2.2—Microscopy skills Application of skills: Students should have SL and HL 1. Cell Biology 1.1 Introduction to cells Skill: Use of a light microscope to investigate the SL and HL SOME NEW CONTENT
experience of making temporary mounts of cells structure of cells and tissues, with drawing of
and tissues, cells. Calculation of the magnification of drawings
staining, measuring sizes using an eyepiece and the actual size of structures and
graticule, focusing with coarse and fine ultrastructures shown in drawings or
adjustments, micrographs. (Practical 1)
calculating actual size and magnification, Guidance: Scale bars are useful as a way of
producing a scale bar and taking photographs. indicating actual sizes in drawings and
micrographs.
NOS: Students should appreciate that
measurement using instruments is a form of
quantitative
observation.

A2.2.3—Developments in Include the advantages of electron microscopy, SL and HL 1. Cell Biology 1.2 Ultrastructure of Cells Nature of science: Developments in scientific SL and HL SOME NEW CONTENT
microscopy freeze fracture, cryogenic electron microscopy, research follow improvements in apparatus—the
and the use of fluorescent stains and invention of electron microscopes led to greater
immunofluorescence in light microscopy. understanding of cell structure.
Understanding: Electron microscopes have a
much higher resolution than light microscopes.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A2.2.4—Structures Typical cells have DNA as genetic material and a SL and HL NEW CONTENT
common to cells in all cytoplasm composed mainly of water, which is
living organisms enclosed by a plasma membrane composed of
lipids. Students should understand the reasons
for these structures.
A2.2.5—Prokaryote cell Include these cell components: cell wall, plasma SL and HL 1. Cell Biology 1.2 Ultrastructure of Cells Understanding: Prokaryotes have a simple cell SL and HL
structure membrane, cytoplasm, naked DNA in a loop and structure without compartmentalization.
70S ribosomes. The type of prokaryotic cell Skill: Drawing of the ultrastructure of prokaryotic
structure required is that of Gram-positive cells based on electron micrographs.
eubacteria such as Bacillus and Staphylococcus. Guidance: Drawings of prokaryotic cells should
Students should appreciate that prokaryote cell show the cell wall, pili and flagella, and plasma
structure varies. However, students are not membrane enclosing cytoplasm that contains 70S
required to know details of the variations such as ribosomes and a nucleoid with naked DNA.
the lack of cell walls in phytoplasmas and
mycoplasmas.

A2.2.6—Eukaryote cell Students should be familiar with features SL and HL 1. Cell Biology 1.2 Ultrastructure of Cells Understanding: Eukaryotes have a SL and HL
structure common to eukaryote cells: a plasma membrane compartmentalized cell structure.
enclosing a compartmentalized cytoplasm with Skill: Drawing of the ultrastructure of eukaryotic
80S ribosomes; a nucleus with chromosomes cells based on electron micrographs.
made of DNA bound to histones, contained in a Guidance: Drawings of eukaryotic cells should
double membrane with pores; membrane-bound show a plasma membrane enclosing cytoplasm
cytoplasmic organelles including mitochondria, that contains 80S ribosomes and a nucleus,
endoplasmic reticulum, Golgi apparatus and a mitochondria and other membrane-bound
variety of vesicles or vacuole including lysosomes; organelles are present in the cytoplasm. Some
and a cytoskeleton of microtubules and eukaryotic cells have a cell wall.
microfilaments.
A2.2.7—Processes of life Include these functions: homeostasis, SL and HL 1. Cell Biology 1.1 Introduction to cells Understanding: Organisms consisting of only one SL and HL
in unicellular organisms metabolism, nutrition, movement, excretion, cell carry out all functions of life in that cell.
growth, response to Guidance: Students are expected to be able to
stimuli and reproduction. name and briefly explain these functions of life:
nutrition, metabolism, growth, response,
excretion, homeostasis and reproduction.

A2.2.8—Differences in Include presence and composition of cell walls, SL and HL 1. Cell Biology 1.2 Ultrastructure of Cells Application: Structure and function of organelles SL and HL SOME NEW CONTENT
eukaryotic cell structure differences in size and function of vacuoles, within exocrine gland cells of the pancreas and
between animals, fungi presence of chloroplasts and other plastids, and within palisade mesophyll cells of the leaf.
and plants presence of centrioles, cilia and flagella.
A2.2.9—Atypical cell Use numbers of nuclei to illustrate one type of SL and HL 1. Cell Biology 1.1 Introduction to cells Nature of science: Looking for trends and SL and HL SOME NEW CONTENT
structure in eukaryotes atypical cell structure in aseptate fungal hyphae, discrepancies—although most organisms
skeletal conform to cell theory, there are exceptions.
muscle, red blood cells and phloem sieve tube Application: Questioning the cell theory using
elements. atypical examples, including striated muscle, giant
algae and aseptate fungal hyphae.
A2.2.10—Cell types and Application of skills: Students should be able to SL and HL 1. Cell Biology 1.2 Ultrastructure of Cells Skill: Interpretation of electron micrographs to SL and HL
cell structures viewed in identify cells in light and electron micrographs as identify organelles and deduce the function of
light and electron prokaryote, plant or animal. In electron specialized cells.
micrographs micrographs, students should be able to identify
these structures: nucleoid region, prokaryotic cell
wall, nucleus, mitochondrion, chloroplast, sap
vacuole, Golgi apparatus, rough and smooth
endoplasmic reticulum, chromosomes,
ribosomes, cell wall, plasma membrane and
microvilli.
A2.2.11—Drawing and Application of skills: Students should be able to SL and HL 1. Cell Biology 1.2 Ultrastructure of Cells Skill: Drawing of the ultrastructure of prokaryotic SL and HL
annotation based on draw and annotate diagrams of organelles cells based on electron micrographs.
electron micrographs (nucleus, mitochondria, chloroplasts, sap vacuole, Skill: Drawing of the ultrastructure of eukaryotic
Golgi apparatus, rough and smooth endoplasmic cells based on electron micrographs.
reticulum and chromosomes) as well as other cell Guidance: Drawings of eukaryotic cells should
structures (cell wall, plasma membrane, secretory show a plasma membrane enclosing cytoplasm
vesicles and microvilli) shown in electron that contains 80S ribosomes and a nucleus,
micrographs. Students are required to include the mitochondria and other membrane-bound
functions in their annotations. organelles are present in the cytoplasm. Some
eukaryotic cells have a cell wall.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A2.2.12—Origin of Evidence suggests that all eukaryotes evolved HL only 1. Cell Biology 1.5 The origin of cells Understanding: The origin of eukaryotic cells can SL and HL
eukaryotic cells by from a common unicellular ancestor that had a be explained by the endosymbiotic theory.
endosymbiosis nucleus and reproduced sexually. Mitochondria Guidance: Evidence for the endosymbiotic theory
then evolved by endosymbiosis. In some is expected. The origin of eukaryote cilia and
eukaryotes, chloroplasts subsequently also had flagella does not need to be included.
an endosymbiotic origin. Evidence should include
the presence in mitochondria and chloroplasts of
70S ribosomes, naked circular DNA and the ability
to replicate.

NOS: Students should recognize that the strength

of a theory comes from the observations the
theory explains and the predictions it supports. A
wide range of observations are accounted for by
the theory of endosymbiosis.

A2.2.13—Cell Students should be aware that the basis for HL only 1. Cell Biology 1.1 Introduction to cells Understanding: Specialized tissues can develop by SL and HL
differentiation as the differentiation is different patterns of gene cell differentiation in multicellular organisms.
process for developing expression often triggered by changes in the Understanding: Differentiation involves the
specialized tissues in environment. expression of some genes and not others in a
multicellular organisms cell’s genome.

A2.2.14—Evolution of Students should be aware that multicellularity has HL only NEW CONTENT
multicellularity evolved repeatedly. Many fungi and eukaryotic
algae and all plants and animals are multicellular.
Multicellularity has the advantages of allowing
larger body size and cell specialization.
A2.3 Viruses A2.3.1—Structural Relatively few features are shared by all viruses: HL only NEW CONTENT
features common to small, fixed size; nucleic acid (DNA or RNA) as
viruses genetic material; a capsid made of protein; no
cytoplasm; and few or no enzymes.
A2.3.2—Diversity of Students should understand that viruses are HL only NEW CONTENT
structure in viruses highly diverse in their shape and structure.
Genetic material may be RNA or DNA, which can
be either single- or double-stranded. Some
viruses are enveloped in host cell membrane and
others are not enveloped. Virus examples include
bacteriophage lambda, coronaviruses and HIV.

A2.3.3—Lytic cycle of a Students should appreciate that viruses rely on a HL only 5. Evolution & Biodiversity 5.3 Classification of Guidance: Viruses are not classified as living SL and HL SOME NEW CONTENT
virus host cell for energy supply, nutrition, protein & 6. Human Physiology biodiversity & 6.3 Defence organisms.
synthesis and other life functions. Use against infectious disease Understanding: Viruses lack a metabolism and
bacteriophage lambda as an example of the cannot therefore be treated with antibiotics.
phases in a lytic cycle.
A.2.3.4—Lysogenic cycle Use bacteriophage lambda as an example. HL only NEW CONTENT
of a virus
A2.3.5—Evidence for The diversity of viruses suggests several possible SL and HL NEW CONTENT
several origins of viruses origins. Viruses share an extreme form of obligate
from other organisms parasitism as a mode of existencE53:E54ed as
convergent evolution. The genetic code is shared
between viruses and living organisms.
A2.3.6—Rapid evolution in Include reasons for very rapid rates of evolution SL and HL NEW CONTENT
viruses in some viruses. Use two examples of rapid
evolution: evolution of influenza viruses and of
HIV. Consider the consequences for treating
diseases caused by rapidly evolving viruses.
3. Organisms A3.1 Diversity of A3.1.1—Variation Students should understand that no two SL and HL NEW CONTENT
organisms between organisms as a individuals are identical in all their traits. The
defining feature of life patterns of variation are complex and are the
basis for naming and classifying organisms.

A3.1.2—Species as groups This is the original morphological concept of the SL and HL NEW CONTENT
of organisms with shared species as used by Linnaeus.
traits
 3. Organisms A3.1 Diversity of
organisms

New syllabus Current syllabus Comments

Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A3.1.3—Binomial system Students should know that the first part of the SL and HL 5. Evolution & Biodiversity 5.3 Classification of Essential idea: Species are named and classified SL and HL
for naming organisms name identifies the genus, with the second part of biodiversity using an internationally agreed system.
the name distinguishing the species. Species in Nature of science: Cooperation and collaboration
the same genus have similar traits. The genus between groups of scientists—scientists use the
name is given an initial capital letter but the binomial system to identify a species rather than
species name is lowercase. the many different local names.
Understanding: The binomial system of names for
species is universal among biologists and has
been agreed and developed at a series of
congresses.
Understanding: When species are discovered they
are given scientific names using the binomial
system.
A3.1.4—Biological species According to the biological species concept, a SL and HL 4. Ecology 4.1 Species, communities Understanding: Species are groups of SL and HL
concept species is a group of organisms that can breed & ecosystems organisms that can potentially interbreed to
and produce fertile offspring. Include possible produce fertile offspring.
challenges associated with this definition of a
species and that competing species definitions
exist.
A3.1.5—Difficulties Students should understand that speciation is the SL and HL 10 Genetics and evolution 10.3 Gene pools & Understanding: Speciation due to divergence of HL only NEW CONTENT
distinguishing between splitting of one species into two or more. It Speciation isolated populations can be gradual.
populations and species usually happens gradually rather than by a single
due to divergence of act, with populations becoming more and more
noninterbreeding different in their traits. It can therefore be an
populations during arbitrary decision whether two populations are
speciation regarded as the same or different species.
A3.1.6—Diversity in Students should know in general that diversity SL and HL 3 Genetics 3.2 Chromosomes Application: Comparison of diploid chromosome SL and HL Red in column 'I' indicates part of the old
chromosome numbers of exists. As an example, students should know that numbers of Homo sapiens, Pan troglodytes, Canis specification that is no longer in the new
plant and animal species humans have 46 chromosomes and chimpanzees familiaris, Oryza sativa, Parascaris equorum. specification
have 48. Students are not required to know other
specific chromosome numbers but should
appreciate that diploid cells have an even number
of chromosomes.

A3.1.7—Karyotyping and Application of skills: Students should be able to SL and HL 3 Genetics 3.2 Chromosomes Understanding: A karyogram shows the SL and HL SOME NEW CONTENT
karyograms classify chromosomes by banding patterns, length chromosomes of an organism in homologous
and centromere position. Students should pairs of decreasing length.
evaluate the evidence for the hypothesis that Guidance: The terms karyotype and karyogram
chromosome 2 in humans arose from the fusion have different meanings. Karyotype is a property
of chromosomes 12 and 13 with a shared primate of a cell—the number and type of chromosomes
ancestor. present in the nucleus, not a photograph or
diagram of them.
NOS: Students should be able to distinguish
between testable hypotheses such as the origin of
chromosome 2 and non-testable statements.

A3.1.8—Unity and Students should understand that the genome is SL and HL 3 Genetics 3.1 Genes Understanding: The genome is the whole of the SL and HL
diversity of genomes all the genetic information of an organism. genetic information of an organism.
within species Organisms in the same species share most of Application: Comparison of the number of genes
their genome but variations such as single- in humans with other species.
nucleotide polymorphisms give some diversity.

A3.1.9—Diversity of Genomes vary in overall size, which is determined SL and HL 3 Genetics 3.2 Chromosomes & 3.1 Understanding: The number of chromosomes is a SL and HL
eukaryote genomes by the total amount of DNA. Genomes also vary in Genes characteristic feature of members of a species.
base sequence. Variation between species is Understandings: The genome is the whole of the
much larger than variation within a species. genetic information of an organism.
Guidance: The number of genes in a species
should not be referred to as genome size as this
term is used for the total amount of DNA. At least
one plant and one bacterium should be included
in the comparison and at least one species with
more genes and one with fewer genes than a
human.

A3.1.10—Comparison of Application of skills: Students should extract SL and HL 3 Genetics 3.2 Chromosomes Application: Comparison of genome size in T2 SL and HL Red in column 'I' indicates part of the old
genome sizes information about genome size for different phage, Escherichia coli, Drosophila specification that is no longer in the new
taxonomic groups from a database to compare melanogaster, Homo sapiens and Paris specification
genome size to organism complexity. japonica.

A3.1.11—Current and Include the increasing speed and decreasing SL and HL 3 Genetics 3.2 Chromosomes International-mindedness: Sequencing of the rice SL and HL NEW CONTENT
potential future uses of costs. For current uses, include research into genome involved cooperation between biologists
whole genome evolutionary relationships and for potential future in 10 countries.
sequencing uses, include personalized medicine.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A3.1.12—Difficulties The biological species concept does not work well HL only NEW CONTENT
applying the biological with groups of organisms that do not breed
species concept to sexually or where genes can be transferred from
asexually reproducing one species to another.
species and to bacteria
that have horizontal gene
transfer
A3.1.13—Chromosome Cross-breeding between closely related species is HL only NEW CONTENT
number as a shared trait unlikely to produce fertile offspring if parent
within a species chromosome numbers are different.

A3.1.14—Engagement Application of skills: Students should engage with HL only 5 Evolution and 5.3 Classification of Skill: Construction of dichotomous keys for use in SL and HL
with local plant or animal local plant or animal species to develop a biodiversity biodiversity identifying specimens.
species to develop a dichotomous key.
dichotomous key

A3.1.15—Identification of Using barcodes and environmental DNA allows HL only NEW CONTENT
species from the biodiversity of habitats to be investigated
environmental DNA in a rapidly.
habitat using barcodes

A3.2 Classification and A3.2.1—Need for Classification is needed because of the immense HL only 5 Evolution and 5.3 Classification of Understanding: Taxonomists classify species SL and HL
cladistics classification of organisms diversity of species. After classification is biodiversity biodiversity using a hierarchy of taxa.
completed, a broad range of further study is Understanding: In a natural classification, the
facilitated. genus and accompanying higher taxa consist of all
the species that have evolved from one common
ancestral species.
Understanding: Natural classifications help in
identification of species and allow the prediction
of characteristics shared by species within a
group.
International-mindedness: There are international
codes of nomenclature and agreements as to the
principles to be followed in the classification of
living organisms.
A3.2.2—Difficulties The traditional hierarchy of kingdom, phylum, HL only 5 Evolution and 5.3 Classification of Understanding: All organisms are classified into SL and HL SOME NEW CONTENT
classifying organisms into class, order, family, genus and species does not biodiversity biodiversity three domains.
the traditional hierarchy always correspond to patterns of divergence Understanding: The principal taxa for classifying
of taxa generated by evolution. eukaryotes are kingdom, phylum, class, order,
family, genus and species.
NOS: A fixed ranking of taxa (kingdom, phylum Understanding: Taxonomists sometimes reclassify
and so on) is arbitrary because it does not reflect groups of species when new evidence shows that
the gradation of variation. Cladistics offers an a previous taxon contains species that have
alternative approach to classification using evolved from different ancestral species.
unranked clades.
This is an example of the paradigm shift that
sometimes occurs in scientific theories.

A3.2.3—Advantages of The ideal classification follows evolutionary HL only 5 Evolution and 5.4 Cladistics Understanding: A clade is a group of organisms SL and HL
classification relationships, so all the members of a taxonomic biodiversity that have evolved from a common ancestor.
corresponding to group have evolved from a common ancestor.
evolutionary relationships Characteristics of organisms within such a group
can be predicted because they are shared within
a clade.

A3.2.4—Clades as groups The most objective evidence for placing HL only 5 Evolution and 5.4 Cladistics Understanding: Evidence for which species are SL and HL
of organisms with organisms in the same clade comes from base biodiversity part of a clade can be obtained from the base
common ancestry and sequences of genes or amino acid sequences of sequences of a gene or the corresponding
shared characteristics proteins. Morphological traits can be used to amino acid sequence of a protein.
assign organisms to clades. Understanding: Traits can be analogous or
homologous. Cladograms are tree diagrams that
show the most probable sequence of divergence
in clades.
A3.2.5—Gradual This method of estimating times is known as the HL only 5 Evolution and 5.4 Cladistics Understanding: Sequence differences accumulate SL and HL
accumulation of sequence “molecular clock”. The molecular clock can only biodiversity gradually so there is a positive correlation
differences as the basis give estimates because mutation rates are between the number of differences between two
for estimates of when affected by the length of the generation time, the species and the time since they diverged from a
clades diverged from a size of a population, the intensity of selective common ancestor.
common ancestor pressure and other factors.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A3.2.6—Base sequences Examples can be simple and based on sample HL only 5 Evolution and 5.4 Cladistics Understanding: Evidence for which species are SL and HL
of genes or amino acid data to illustrate the tool. biodiversity part of a clade can be obtained from the base
sequences of proteins as sequences of a gene or the corresponding
the basis for constructing NOS: Students should recognize that different amino acid sequence of a protein.
cladograms criteria for judgement can lead to different
hypotheses.
Here, parsimony analysis is used to select the
most probable cladogram, in which observed
sequence
variation between clades is accounted for with the
smallest number of sequence changes.

A3.2.7—Analysing Students should be able to deduce evolutionary HL only 5 Evolution and 5.4 Cladistics Application: Cladograms including humans and SL and HL
cladograms relationships, common ancestors and clades from biodiversity other primates.
a cladogram. They should understand the terms Skill: Analysis of cladograms to deduce
“root”, “node” and “terminal branch” and also that evolutionary relationships.
a node represents a hypothetical common
ancestor.
A3.2.8—Using cladistics to A case study of transfer of plant species between HL only 5 Evolution and 5.4 Cladistics Nature of science: Falsification of theories with SL and HL
investigate whether the families could be used to develop understanding, biodiversity one theory being superseded by another—plant
classification of groups for example the reclassification of the figwort families have been reclassified as a result of
corresponds to family (Scrophulariaceae). However, students are evidence from cladistics.
evolutionary not required to memorize the details of the case Understanding: Evidence from cladistics has
relationships study. shown that classifications of some groups based
on structure did not correspond with the
NOS: Students should appreciate that theories evolutionary origins of a group or species.
and other scientific knowledge claims may Application: Reclassification of the figwort family
eventually be using evidence from cladistics.
falsified. In this example, similarities in
morphology due to convergent evolution rather
than common
ancestry suggested a classification that by
cladistics has been shown to be false.

Note: When students are referring to organisms in an

examination, either the common name or the
scientific
name is acceptable.

A3.2.9—Classification of This is the revolutionary reclassification with an HL only 5 Evolution and 5.3 Classification of Understanding: All organisms are classified into SL and HL
all organisms into three extra taxonomic level above kingdoms that was biodiversity Biodiversity & 5.4 three domains.
domains using evidence proposed in 1977. Cladistics Guidance: Archaea, eubacteria and eukaryote
from rRNA base should be used for the three domains.
sequences Guidance: Members of these domains should be
referred to as archaeans, bacteria and
eukaryotes.
TOK: A major step forward in the study of bacteria
was the recognition in 1977 by Carl Woese that
Archaea have a separate line of evolutionary
descent from bacteria. Famous scientists,
including Luria and Mayr, objected to his division
of the prokaryotes. To what extent is
conservatism in science desirable?
4. Ecosytems A4.1 Evolution and A4.1.1—Evolution as This definition helps to distinguish Darwinian SL and HL 5 Evolution and 5.1 Evidence for Evolution Understanding: Evolution occurs when heritable SL and HL
speciation change in the heritable evolution from Lamarckism. Acquired changes biodiversity & 5.2 Natural Selection characteristics of a species change.
characteristics of a that are not genetic in origin are not regarded as Theory of knowledge: Natural Selection is a
population evolution. theory. How much evidence is required to
support a theory and what sort of counter
NOS: The theory of evolution by natural selection evidence is required to refute it?
predicts and explains a broad range of
observations and is unlikely ever to be falsified.
However, the nature of science makes it
impossible to formally prove that it is true by
correspondence. It is a pragmatic truth and is
therefore referred to as a theory, despite all the
supporting evidence.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A4.1.2—Evidence for Sequence data gives powerful evidence of SL and HL 3 Genetics 3.1 Genes Skill: Use of a database to determine differences SL and HL SOME NEW CONTENT
evolution from base common ancestry. in the base sequence of a gene in two species.
sequences in DNA or RNA Guidance: The Genbank® database can be used
and amino acid to search for DNA base sequences. The
sequences in proteins cytochrome C gene sequence is available for
many different organisms and is of particular
interest because of its use in reclassifying
organisms into three domains.

A4.1.3—Evidence for Variation between different domesticated animal SL and HL 5 Evolution and 5.1 Evidence for Evolution Understanding: Selective breeding of SL and HL
evolution from selective breeds and varieties of crop plant, and between biodiversity domesticated animals shows that artificial
breeding of domesticated them and the original wild species, shows how selection can cause evolution.
animals and crop plants rapidly evolutionary changes can occur.
A4.1.4—Evidence for Include the example of pentadactyl limbs. SL and HL 5 Evolution and 5.1 Evidence for Evolution NOS: Looking for patterns, trends and SL and HL
evolution from biodiversity discrepancies—there are common features in the
homologous structures bone structure of vertebrate limbs despite their
varied use.
Understanding: Evolution of homologous
structures by adaptive radiation explains
similarities in structure when there are
differences in function.
Application: Comparison of the pentadactyl limb
of mammals, birds, amphibians and reptiles with
different methods of locomotion.

A4.1.5—Convergent Students should understand that analogous SL and HL 5 Evolution and 5.4 Cladistics Understanding: Traits can be analogous or SL and HL SOME NEW CONTENT
evolution as the origin of structures have the same function but different biodiversity homologous.
analogous structures evolutionary origins. Students should know at
least one example of analogous features.

A4.1.6—Speciation by Students should appreciate that this is the only SL and HL 5 Evolution and 5.1 Evidence for Evolution Understanding: Populations of a species can SL and HL SOME NEW CONTENT
splitting of pre-existing way in which new species have appeared. biodiversity gradually diverge into separate species by
species Students should evolution.
also understand that speciation increases the
total number of species on Earth, and extinction
decreases it. Students should also understand
that gradual evolutionary change in a species is
not speciation.

A4.1.7—Roles of Include geographical isolation as a means of SL and HL 10 Genetics and evolution 10.3 Gene pools & Understanding: Reproductive isolation of SOME NEW CONTENT
reproductive isolation and achieving reproductive isolation. Use the Speciation populations can be geographic.
differential selection in separation of
speciation bonobos and common chimpanzees by the Congo
River as a specific example of divergence due to
differential selection.

A4.1.8—Differences and Students should understand that reproductive HL only 10 Genetics and evolution 10.3 Gene pools & Understanding: Reproductive isolation of HL only
similarities between isolation can be geographic, behavioural or Speciation populations can be temporal, behavioural or
sympatric and allopatric temporal. geographic.
speciation
A4.1.9—Adaptive Adaptive radiation allows closely related species HL only NEW CONTENT
radiation as a source of to coexist without competing, thereby increasing
biodiversity biodiversity in ecosystems where there are vacant
niches.

A4.1.10—Barriers to Courtship behaviour often prevents hybridization HL only NEW CONTENT

hybridization and sterility in animal species. A mule is an example of a
of interspecific hybrids as sterile
mechanisms for of hybrid.
preventing the mixing of
alleles between species

A4.1.11—Abrupt Use knotweed or smartweed (genus Persicaria) as HL only 10 Genetics and evolution 10.3 Gene pools & NOS: Looking for patterns, trends and HL only SOME NEW CONTENT
speciation in plants by an example because it contains many species that Speciation discrepancies—patterns of chromosome number
hybridization and have been formed by these processes. in some genera can be explained by speciation
polyploidy due to polyploidy.
Note: When students are referring to organisms in an Utilization: Many crop species have been created
examination, either the common name or the to be polyploid. Polyploidy increases allelic
scientific diversity and permits novel phenotypes to be
name is acceptable. generated. It also leads to hybrid vigour.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A4.2 Conservation of A4.2.1—Biodiversity as Include ecosystem diversity, species diversity and SL and HL C Ecology & Conservation C4 Conservation of Understanding: Biogeographic factors affect SOME NEW CONTENT
biodiversity the variety of life in all its genetic diversity. Biodiversity species diversity.
forms, levels and Understanding: Richness and evenness are
combinations components of biodiversity.
Application: Analysis of the impact of
biogeographic factors on diversity limited to
island size and edge effects.
Skill: Analysis of the biodiversity of two local
communities using Simpson’s reciprocal index of
diversity.

A4.2.2—Comparisons Millions of species have been discovered, named SL and HL NEW CONTENT
between current number and described but there are many more species
of species on Earth and to be discovered. Evidence from fossils suggests
past levels of biodiversity that there are currently more species alive on
Earth today than at any time in the past.

NOS: Classification is an example of pattern

recognition but the same observations can be
classified in different ways. For example,
“splitters” recognize more species than “lumpers”
in a taxonomic group.

A4.2.3—Causes of This should be a study of the causes of the SL and HL NEW CONTENT
anthropogenic species current sixth mass extinction, rather than of non-
extinction anthropogenic causes of previous mass
extinctions.

To give a range of causes, carry out three or more

brief case studies of species extinction: North
Island
giant moas (Dinornis novaezealandiae) as an
example of the loss of terrestrial megafauna,
Caribbean monk
seals (Neomonachus tropicalis) as an example of
the loss of a marine species, and one other
species that
has gone extinct from an area that is familiar to
students.

Note: When students are referring to organisms in an

examination, either the common name or the
A4.2.4—Causes of Students
scientific should study only causes that are SL and HL NEW CONTENT
ecosystem loss directly or indirectly anthropogenic. Include two
case studies of ecosystem loss. One should be the
loss of mixed dipterocarp forest in Southeast Asia,
and the other should, if possible, be of a lost
ecosystem from an area that is familiar to
students.
A4.2.5—Evidence for a Evidence can be drawn from Intergovernmental SL and HL NEW CONTENT
biodiversity crisis Science-Policy Platform on Biodiversity and
Ecosystem Services reports and other sources.
Results from reliable surveys of biodiversity in a
wide range of habitats around the world are
required. Students should understand that
surveys need to be repeated to provide evidence
of change in species richness and evenness. Note
that there are opportunities for contributions
from both expert scientists and citizen scientists.

NOS: To be verifiable, evidence usually has to

come from a published source, which has been
peerreviewed and allows methodology to be
checked. Data recorded by citizens rather than
scientists brings
not only benefits but also unique methodological
concerns.

A4.2.6—Causes of the Include human population growth as an SL and HL C: Ecology and C3 Impacts of Humans on Understanding: Introduced alien species can SL and HL SOME NEW CONTENT
current biodiversity crisis overarching cause, together with these specific conservation Ecosystems escape into local ecosystems and become
causes: hunting and other forms of over- invasive.
exploitation; urbanization; deforestation and Understanding: Competitive exclusion and the
clearance of land for agriculture with consequent absence of predators can lead to reduction in the
loss of natural habitat; pollution and spread of numbers of endemic species when alien species
pests, diseases and invasive alien species due to become invasive.
global transport.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
A4.2.7—Need for several No single approach by itself is sufficient, and SL and HL C: Ecology and C4 Conservation of Essential idea: Entire communities need to be SL and HL SOME NEW CONTENT
approaches to different species require different measures. conservation Biodiversity conserved in order to preserve biodiversity.
conservation of Include in situ conservation of species in natural Understanding: In situ conservation may require
biodiversity habitats, management of nature reserves, active management of nature reserves or national
rewilding and reclamation of degraded parks.
ecosystems, ex situ conservation in zoos and Understanding: Ex situ conservation is the
botanic gardens and storage of germ plasm in preservation of species outside their natural
seed or tissue banks. habitats.

A4.2.8—Selection of Students should understand the rationale behind SL and HL NEW CONTENT
evolutionarily distinct and focusing conservation efforts on evolutionarily
globally endangered distinct and globally endangered species (EDGE).
species for conservation
prioritization NOS: Issues such as which species should be
in the EDGE of Existence prioritized for conservation efforts have complex
programme ethical, environmental, political, social, cultural
and economic implications and therefore need to
be debated.

B Form and 1. Molecules B1.1 Carbohydrates and B1.1.1—Chemical Students should understand the nature of a SL and HL 2 Molecular biology 2.1 Molecules to Understanding: Molecular biology explains living SL and HL
function lipids properties of a carbon covalent bond. Students should also understand Metabolism processes in terms of the chemical substances
atom allowing for the that a carbon atom can form up to four single involved.
formation of diverse bonds or a combination of single and double Understanding: Carbon atoms can form four
compounds upon bonds with other carbon atoms or atoms of other covalent bonds allowing a diversity of stable
which life is based non-metallic elements. Include among the compounds to exist.
diversity of carbon compounds examples of Understanding: Life is based on carbon
molecules with branched or unbranched chains compounds including carbohydrates, lipids,
and single or multiple rings. proteins and nucleic acids. Essential idea: Living
organisms control their composition by a complex
NOS: Students should understand that scientific web of chemical reactions.
conventions are based on international
agreement (SI metric unit prefixes “kilo”, “centi”,
“milli”, “micro” and “nano”).

B1.1.2—Production of Students should be familiar with examples of SL and HL 2 Molecular biology 2.1 Molecules to Understanding: Anabolism is the synthesis of SL and HL
macromolecules by polysaccharides, polypeptides and nucleic acids. Metabolism complex molecules from simpler molecules
condensation reactions including the formation of macromolecules from
that link monomers to monomers by condensation reactions.
form a polymer
B1.1.3—Digestion of Water molecules are split to provide the -H and - SL and HL 2 Molecular biology 2.1 Molecules to Understanding: Catabolism is the breakdown SL and HL
polymers into monomers OH groups that are incorporated to produce Metabolism of complex molecules into simpler molecules
by hydrolysis reactions monomers, hence the name of this type of including the hydrolysis of macromolecules
reaction. into monomers.

B1.1.4—Form and Students should be able to recognize pentoses SL and HL 2 Molecular biology 2.1 Molecules to Skill: Identification of biochemicals such as sugars, SL and HL SOME NEW CONTENT
function of and hexoses as monosaccharides from molecular Metabolism lipids or amino acids from molecular diagrams.
monosaccharides diagrams showing them in the ring forms. Use Essential idea: Compounds of carbon,
glucose as an example of the link between the hydrogen and oxygen are used to supply and
properties of a monosaccharide and how it is store energy.
used, emphasizing solubility, transportability, Understanding: Monosaccharide monomers are
chemical stability and the yield of energy from linked together by condensation reactions to form
oxidation as properties. disaccharides and polysaccharide polymers.

B1.1.5—Polysaccharides Include the compact nature of starch in plants SL and HL 2 Molecular biology 2.3 Carbohydrates & Application: Structure and function of cellulose SL and HL
as energy storage and glycogen in animals due to coiling and Lipids and starch in plants and glycogen in humans.
compounds branching during polymerization, the relative
insolubility of these compounds due to large
molecular size and the relative ease of adding or
removing alpha-glucose monomers by
condensation and hydrolysis to build or mobilize
energy stores.
B1.1.6—Structure of Include the alternating orientation of beta-glucose SL and HL 2 Molecular biology 2.3 Carbohydrates & Application: Structure and function of cellulose SL and HL SOME NEW CONTENT
cellulose related to its monomers, giving straight chains that can be Lipids and starch in plants and glycogen in humans.
function as a structural grouped in bundles and cross-linked with
polysaccharide in plants hydrogen bonds.
B1.1.7—Role of Include ABO antigens as an example. SL and HL 3 Genetics & 11 Animal 3.4 Inheritance & 11.1 Application: Inheritance of ABO blood groups. SL and HL;
glycoproteins in cell–cell Physiology Antibody production & Application: Antigens on the surface of red blood HL only
recognition Vaccination cells stimulate antibody production in a person
with a different blood group.
B1.1.8—Hydrophobic Lipids are substances in living organisms that SL and HL 2 Molecular biology 2.2 Water Understanding: Substances can be hydrophilic or SOME NEW CONTENT
properties of lipids dissolve in non-polar solvents but are only hydrophobic.
sparingly soluble in aqueous solvents. Lipids
include fats, oils, waxes and steroids.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B1.1.9—Formation of One glycerol molecule can link three fatty acid SL and HL 2 Molecular biology 2.3 Carbohydrates & Understanding: Triglycerides are formed by SL and HL
triglycerides and molecules or two fatty acid molecules and one Lipids condensation from three fatty acids and one
phospholipids by phosphate group. glycerol.
condensation reactions
B1.1.10—Difference Include the number of double carbon (C=C) bonds SL and HL 2 Molecular biology 2.3 Carbohydrates & Understanding: Fatty acids can be saturated, SL and HL SOME NEW CONTENT
between saturated, and how this affects melting point. Relate this to Lipids monounsaturated or polyunsaturated.
monounsaturated and the prevalence of different types of fatty acids in
polyunsaturated fatty oils and fats used for energy storage in plants and
acids endotherms respectively.

B1.1.11—Triglycerides in Students should understand that the properties SL and HL 2 Molecular biology 2.3 Carbohydrates & Application: Lipids are more suitable for long-term SL and HL SOME NEW CONTENT
adipose tissues for energy of triglycerides make them suited to long-term Lipids energy storage in humans than carbohydrates.
storage and thermal energy storage functions. Students should be able
insulation to relate the use of triglycerides as thermal
insulators to body temperature and habitat.

B1.1.12—Formation of Students should use and understand the term SL and HL 1 Cell Biology 1.3 Membrane Structure Understanding: Phospholipids form bilayers in
phospholipid bilayers as a “amphipathic”. water due to the amphipathic properties of
consequence of the phospholipid molecules.
hydrophobic and Guidance: Amphipathic phospholipids have
hydrophilic regions hydrophilic and hydrophobic properties.

B1.1.13—Ability of non- Include oestradiol and testosterone as examples. SL and HL 2 Molecular biology 2.1 Molecules to Skill: Identification of biochemicals such as sugars, SL and HL SOME NEW CONTENT
polar steroids to pass Students should be able to identify compounds as Metabolism lipids or amino acids from molecular diagrams.
through the phospholipid steroids from molecular diagrams. Guidance: Students should be able to recognize
bilayer from molecular diagrams that triglycerides,
phospholipids and steroids are lipids. Drawings of
steroids are not expected.

B1.2 Proteins B1.2.1—Generalized Students should be able to draw a diagram of a SL and HL 2 Molecular biology 2.1 Molecules to Skill: Drawing molecular diagrams of glucose, SL and HL Red in column 'I' indicates part of the old
structure of an amino acid generalized amino acid showing the alpha carbon Metabolism ribose, a saturated fatty acid and a generalized specification that is no longer in the new
atom with amine group, carboxyl group, R-group amino acid. specification
and hydrogen attached. Guidance: The variable radical of amino acids can
be shown as R. The structure of individual R-
groups does not need to be memorized.
B1.2.2—Condensation Students should be able to write the word SL and HL 2 Molecular biology 2.1 Molecules to Understanding: Amino acids are linked together SL and HL
reactions forming equation for this reaction and draw a generalized Metabolism & 2.4 Proteins by condensation to form polypeptides.
dipeptides and longer dipeptide Skill: Drawing molecular diagrams to show the
chains of amino acids after modelling the reaction with molecular formation of a peptide bond.
models.
B1.2.3—Dietary Essential amino acids cannot be synthesized and SL and HL D: Human physiology D.1 Human nutrition Understandings: Lack of essential amino acids SL and HL SOME NEW CONTENT
requirements for amino must be obtained from food. Non-essential amino affects the production of proteins.
acids acids can be made from other amino acids.
Students are not required to give examples of
essential and nonessential amino acids. Vegan
diets require attention to ensure essential amino
acids are consumed.
B1.2.4—Infinite variety of Include the ideas that 20 amino acids are coded SL and HL 2 Molecular biology 2.4 Proteins Understanding: There are 20 different amino SL and HL Red in column 'I' indicates part of the old
possible peptide chains for in the genetic code, that peptide chains can acids in polypeptides synthesized on ribosomes. specification that is no longer in the new
have any number of amino acids, from a few to Understanding: Amino acids can be linked specification
thousands, and that amino acids can be in any together in any sequence giving a huge range of
order. Students should be familiar with examples possible polypeptides.
of polypeptides. Understanding: The amino acid sequence of
polypeptides is coded for by genes.
Understanding: Living organisms synthesize many
different proteins with a wide range of functions.
Application: Rubisco, insulin, immunoglobulins,
rhodopsin, collagen and spider silk as examples of
the range of protein functions.

B1.2.5—Effect of pH and Include the term “denaturation”. SL and HL 2 Molecular biology 2.4 Proteins Application: Denaturation of proteins by heat or SL and HL
temperature on protein by deviation of pH from the optimum.
structure Guidance: Egg white or albumin solutions can be
used in denaturation experiments.

B1.2.6—Chemical Students are not required to give specific HL only 7 Nucleic acids 7.3 Translation Understanding: The tertiary structure is the HL only
diversity in the R-groups examples of R-groups. However, students should further folding of the polypeptide stabilized by
of amino acids as a basis understand that R-groups determine the interactions between R groups.
for the immense diversity properties of assembled polypeptides. Students Guidance: Polar and non-polar amino acids are
in protein form and should appreciate that R-groups are hydrophobic relevant to the bonds formed between R groups.
function or hydrophilic and that hydrophilic R-groups are
polar or charged, acidic or basic.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B1.2.7—Impact of primary Students should understand that the sequence of HL only 2 Molecular biology & 7 2.4 Proteins & 7.3 Understanding: The amino acid sequence SL and HL &
structure on the amino acids and the precise position of each Nucleic acids Translation determines the three-dimensional conformation HL only
conformation of proteins amino acid within a structure determines the of a protein.
three-dimensional shape of proteins. Proteins Understanding: The sequence and number of
therefore have precise, predictable and amino acids in the polypeptide is the primary
repeatable structures, despite their complexity. structure.
B1.2.8—Pleating and Include hydrogen bonding in regular positions to HL only 7 Nucleic acids 7.3 Translation Understanding: The secondary structure is the HL only
coiling of secondary stabilize alpha helices and beta-pleated sheets. formation of alpha helices and beta pleated
structure of proteins sheets stabilized by hydrogen bonding.

B1.2.9—Dependence of Students are not required to name examples of HL only 7 Nucleic acids 7.3 Translation Understanding: The tertiary structure is the HL only
tertiary structure on amino acids that participate in these types of further folding of the polypeptide stabilized by
hydrogen bonds, ionic bonding, apart from pairs of cysteines forming interactions between R groups.
bonds, disulfide covalent disulfide bonds. Students should understand that Guidance: Polar and non-polar amino acids are
bonds and hydrophobic amine and carboxyl groups in R-groups can relevant to the bonds formed between R groups.
interactions become positively or negatively charged by
binding or dissociation of hydrogen ions and that
they can then participate in ionic bonding.

B1.2.10—Effect of polar In proteins that are soluble in water, hydrophobic HL only 7 Nucleic acids 7.3 Translation Understanding: The tertiary structure is the HL only SOME NEW CONTENT
and non-polar amino amino acids are clustered in the core of globular further folding of the polypeptide stabilized by
acids on tertiary structure proteins. Integral proteins have regions with interactions between R groups.
of proteins hydrophobic amino acids, helping them to embed Guidance: Polar and non-polar amino acids are
in membranes. relevant to the bonds formed between R groups.

B1.2.11—Quaternary Include insulin and collagen as examples of non- HL only 2 Molecular biology & 7 2.4 Proteins & 7.3 Understanding: A protein may consist of a single SL and HL;
structure of non- conjugated proteins and haemoglobin as an Nucleic acids Translation polypeptide or more than one polypeptide linked HL only
conjugated and example of a conjugated protein. together.
conjugated proteins Understanding: The quaternary structure exists in
NOS: Technology allows imaging of structures proteins with more than one polypeptide chain.
that would be impossible to observe with the Guidance: Quaternary structure may involve the
unaided binding of a prosthetic group to form a
senses. For example, cryogenic electron conjugated protein.
microscopy has allowed imaging of single-protein
molecules and
their interactions with other molecules.
B1.2.12—Relationship of Students should know the difference in shape HL only NEW CONTENT
form and function in between globular and fibrous proteins and
globular and fibrous understand that their shapes make them suitable
proteins for specific functions. Use insulin and collagen to
exemplify how form and function are related.

2. Cells B2.1 Membranes and B2.1.1—Lipid bilayers as Phospholipids and other amphipathic lipids SL and HL 1 Cell Biology 1.3 Membrane Structure Understanding: Phospholipids form bilayers in SL and HL
membrane transport the basis of cell naturally form continuous sheet-like bilayers in water due to the amphipathic properties of
membranes water. phospholipid molecules. Guidance: Amphipathic
phospholipids have hydrophilic and hydrophobic
properties.
B2.1.2—Lipid bilayers as Students should understand that the hydrophobic SL and HL 1 Cell Biology 1.4 Membrane Transport Understanding: Particles move across membranes SL and HL SOME NEW CONTENT
barriers hydrocarbon chains that form the core of a by simple diffusion, facilitated diffusion, osmosis
membrane have low permeability to large and active transport.
molecules and hydrophilic particles, including ions
and polar molecules, so membranes function as
effective barriers between aqueous solutions.
B2.1.3—Simple diffusion Use movement of oxygen and carbon dioxide SL and HL 1 Cell Biology 1.4 Membrane Transport Understanding: Particles move across membranes SL and HL SOME NEW CONTENT
across membranes molecules between phospholipids as an example by simple diffusion, facilitated diffusion, osmosis
of simple diffusion across membranes. and active transport.

B2.1.4—Integral and Emphasize that membrane proteins have diverse SL and HL 1 Cell Biology 1.3 Membrane Structure Understanding: Membrane proteins are diverse in SL and HL
peripheral proteins in structures, locations and functions. Integral terms of structure, position in the membrane and
membranes proteins are embedded in one or both of the lipid function.
layers of a membrane. Peripheral proteins are
attached to one or other surface of the bilayer.

B2.1.5—Movement of Include an explanation in terms of random SL and HL 1 Cell Biology 1.4 Membrane Transport Understanding: Particles move across membranes SL and HL
water molecules across movement of particles, impermeability of by simple diffusion, facilitated diffusion, osmosis
membranes by osmosis membranes to solutes and differences in solute and active transport.
and the role of concentration.
aquaporins
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B2.1.6—Channel proteins Students should understand how the structure of SL and HL 1 Cell Biology 1.4 Membrane Transport Understanding: Particles move across membranes SL and HL
for facilitated diffusion channel proteins makes membranes selectively by simple diffusion, facilitated diffusion, osmosis
permeable by allowing specific ions to diffuse and active transport.
through when channels are open but not when
they are closed.

B2.1.7—Pump proteins Students should appreciate that pumps use SL and HL 1 Cell Biology 1.4 Membrane Transport Understanding: Particles move across membranes SL and HL
for active transport energy from adenosine triphosphate (ATP) to by simple diffusion, facilitated diffusion, osmosis
transfer specific particles across membranes and and active transport.
therefore that they can move particles against a
concentration gradient.

B2.1.8—Selectivity in Facilitated diffusion and active transport allow SL and HL 1 Cell Biology 1.4 Membrane Transport Understanding: Particles move across membranes SL and HL
membrane permeability selective permeability in membranes. by simple diffusion, facilitated diffusion, osmosis
Permeability by simple diffusion is not selective and active transport.
and depends only on the size and hydrophilic or
hydrophobic properties of particles.
B.2.1.9—Structure and Limit to carbohydrate structures linked to SL and HL 1 Cell Biology 1.3 Membrane Structure Guidance: A range of membrane proteins should SL and HL SOME NEW CONTENT
function of glycoproteins proteins or lipids in membranes, location of be shown including glycoproteins.
and glycolipids carbohydrates on the extracellular side of
membranes, and roles in cell adhesion and cell
B2.1.10—Fluid mosaic recognition.
Students should be able to draw a two- SL and HL 1 Cell Biology 1.3 Membrane Structure Skill: Drawing of the fluid mosaic model. SL and HL
model of membrane dimensional representation of the model and Guidance: Drawings of the fluid mosaic model of
structure include peripheral and integral proteins, membrane structure can be two dimensional
glycoproteins, phospholipids and cholesterol. rather than three dimensional. Individual
They should also be able to indicate hydrophobic phospholipid molecules should be shown using
and hydrophilic regions. the symbol of a circle with two parallel lines
attached. A range of membrane proteins should
be shown including glycoproteins.

B2.1.11—Relationships Unsaturated fatty acids in lipid bilayers have HL only NEW CONTENT
between fatty acid lower melting points, so membranes are fluid and
composition of lipid therefore flexible at temperatures experienced by
bilayers and their fluidity a cell. Saturated fatty acids have higher melting
points and make membranes stronger at higher
temperatures. Students should be familiar with
an example of adaptations in membrane
composition in relation to habitat.

B2.1.12—Cholesterol and Students should understand the position of HL only 1 Cell Biology 1.3 Membrane Structure Understanding: Cholesterol is a component of SL and HL
membrane fluidity in cholesterol molecules in membranes and also animal cell membranes.
animal cells that cholesterol acts as a modulator (adjustor) of Application: Cholesterol in mammalian
membrane fluidity, stabilizing membranes at membranes reduces membrane fluidity and
higher temperatures and preventing stiffening at permeability to some solutes.
lower temperatures.
B2.1.13—Membrane Include the terms “endocytosis” and “exocytosis”, HL only 1 Cell Biology 1.4 Membrane Transport Understanding: The fluidity of membranes allows SL and HL
fluidity and the fusion and and examples of each process. materials to be taken into cells by endocytosis or
formation of vesicles released by exocytosis. Vesicles move materials
within cells.
B2.1.14—Gated ion Include nicotinic acetylcholine receptors as an HL only 6 Human Physiology & 1 6.5 Neurons & synapses Application: Secretion and reabsorption of SL and HL
channels in neurons example of a neurotransmitter-gated ion channel Cell Biology 1.4 Membrane Transport acetylcholine by neurons at synapses.
and sodium and potassium channels as examples Application: Blocking of synaptic transmission at
of voltage-gated channels. cholinergic synapses in insects by binding of
neonicotinoid pesticides to acetylcholine
receptors.
Application: Structure and function of sodium–
potassium pumps for active transport and
potassium channels for facilitated diffusion in
axons.
B2.1.15—Sodium– Include the importance of these pumps in HL only 1 Cell Biology 1.4 Membrane Transport Application: Structure and function of sodium– SL and HL
potassium pumps as an generating membrane potentials. potassium pumps for active transport and
example of exchange potassium channels for facilitated diffusion in
transporters axons.
B2.1.16—Sodium- Include the importance of these cotransporters in HL only NEW CONTENT
dependent glucose glucose absorption by cells in the small intestine
cotransporters as an and
example of indirect active glucose reabsorption by cells in the nephron.
transport
B2.1.17—Adhesion of cells Include the term “cell-adhesion molecules” (CAMs) HL only NEW CONTENT
to form tissues and the understanding that different forms of
CAM are
used for different types of cell–cell junction.
Students are not required to have detailed
knowledge of the
different CAMs or junctions.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B2.2 Organelles and B2.2.1—Organelles as Students should understand that the cell wall, SL and HL 1 Cell Biology 1.2 Ultrastructure of Cells Understanding: Prokaryotes have a simple cell SL and HL SOME NEW CONTENT
compartmentalization discrete subunits of cells cytoskeleton and cytoplasm are not considered structure without compartmentalization.
that are adapted to organelles, and that nuclei, vesicles, ribosomes Guidance: Drawings of eukaryotic cells should
perform specific functions and the plasma membrane are. show a plasma membrane enclosing cytoplasm
that contains 80S ribosomes and a nucleus,
NOS: Students should recognize that progress in mitochondria and other membrane-bound
science often follows development of new organelles are present in the cytoplasm. Some
techniques. For example, study of the function of eukaryotic cells have a cell wall.
individual organelles became possible when
ultracentrifuges had been invented and methods
of using them for cell fractionation had been
developed.

B2.2.2—Advantage of the Limit to separation of the activities of gene SL and HL 7 Nucleic acids 7.3 Translation Understanding: Translation can occur HL only SOME NEW CONTENT
separation of the nucleus transcription and translation—post- immediately after transcription in prokaryotes
and cytoplasm into transcriptional due to the absence of a nuclear membrane.
separate compartments modification of mRNA can happen before the
mRNA meets ribosomes in the cytoplasm. In
prokaryotes
this is not possible—mRNA may immediately
meet ribosomes.
B2.2.3—Advantages of Include concentration of metabolites and SL and HL NEW CONTENT
compartmentalization in enzymes and the separation of incompatible
the cytoplasm of cells biochemical processes. Include lysosomes and
phagocytic vacuoles as examples.
B2.2.4—Adaptations of Include these adaptations: a double membrane HL only 8 Metabolism, cell 8.2 Cell respiration Understanding: The structure of the HL only
the mitochondrion for with a small volume of intermembrane space, respiration and mitochondrion is adapted to the function it
production of ATP by large photosynthesis performs.
aerobic cell respiration surface area of cristae and compartmentalization Skill: Annotation of a diagram of a mitochondrion
of enzymes and substrates of the Krebs cycle in to indicate the adaptations to its function.
B2.2.5—Adaptations of the
Include these adaptations: the large surface area HL only 8 Metabolism, cell 8.3 Photosynthesis Understanding: The structure of the chloroplast is HL only
the chloroplast for of thylakoid membranes with photosystems, small respiration and adapted to its function in photosynthesis.
photosynthesis volumes of fluid inside thylakoids, and photosynthesis Skill: Annotation of a diagram to indicate the
compartmentalization of enzymes and substrates adaptations of a chloroplast to its function.
of the Calvin cycle in the stroma.
B2.2.6—Functional Include the need for pores in the nuclear HL only 1 Cell Biology NEW CONTENT
benefits of the double membrane and for the nucleus membrane to
membrane of the nucleus break into vesicles during mitosis and meiosis.
B2.2.7—Structure and Contrast the synthesis by free ribosomes of HL only 7 Nucleic acids 7.3 Translation Understanding: Free ribosomes synthesize HL only
function of free proteins for retention in the cell with synthesis by proteins for use primarily within the cell.
ribosomes and of the membranebound Understanding: Bound ribosomes synthesize
rough endoplasmic ribosomes on the rough endoplasmic reticulum of proteins primarily for secretion or for use in
reticulum proteins for transport within the cell and lysosomes.
B2.2.8—Structure and secretion.
Limit to the roles of the Golgi apparatus in HL only 1 Cell Biology 1.2 Ultrastructure of Cells Application: Structure and function of organelles SL and HL
function of the Golgi processing and secretion of protein. within exocrine gland cells of the pancreas and
apparatus within palisade mesophyll cells of the leaf.
B2.2.9—Structure and Include the role of clathrin in the formation of HL only 1 Cell Biology 1.2 Ultrastructure of Cells Application: Structure and function of organelles SL and HL SOME NEW CONTENT
function of vesicles in cells vesicles. within exocrine gland cells of the pancreas and
within palisade mesophyll cells of the leaf.
B2.3 Cell specialization B2.3.1—Production of Students should understand the impact of SL and HL NEW CONTENT
unspecialized cells gradients on gene expression within an early-
following fertilization and stage embryo.
their development into
specialized cells by
differentiation
B2.3.2—Properties of Limit to the capacity of cells to divide endlessly SL and HL 1 Cell Biology 1.1 Introduction to cells Understanding: The capacity of stem cells to SL and HL Red in column 'I' indicates part of the old
stem cells and differentiate along different pathways. divide and differentiate along different pathways specification that is no longer in the new
is necessary in embryonic development and also specification
makes stem cells suitable for therapeutic uses.
B2.3.3—Location and Limit to two example locations and the SL and HL NEW CONTENT
function of stem cell understanding that the stem cell niche can
niches in adult humans maintain the cells or promote their proliferation
and differentiation. Bone marrow and hair
follicles are suitable examples.
B2.3.4—Differences Students should appreciate that cells in early- SL and HL NEW CONTENT
between totipotent, stage animal embryos are totipotent but soon
pluripotent and become
multipotent stem cells pluripotent, whereas stem cells in adult tissue
B2.3.5—Cell size as an such as bone
Consider marrow
the range of are
cell multipotent.
size in humans SL and HL NEW CONTENT
aspect of specialization including male and female gametes, red and
white blood cells,
neurons and striated muscle fibres.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B2.3.6—Surface area-to- Students should understand the mathematical SL and HL 1 Cell Biology 1.1 Introduction to cells Understanding: Surface area to volume ratio is SL and HL
volume ratios and ratio between volume and surface area and that important in the limitation of cell size.
constraints on cell size exchange
of materials across a cell surface depends on its
area whereas the need for exchange depends on
cell
volume.

NOS: Students should recognize that models are

simplified versions of complex systems. In this
case,
surface-area-to-volume relationship can be
modelled using cubes of different side lengths.
Although the
B2.3.7—Adaptations to Include flattening of cells, microvilli and HL only 6 Human physiology & D: 6.1 Digestion & Understanding: Villi increase the surface area of SL and HL SOME NEW CONTENT
increase surface area-to- invagination. Use erythrocytes and proximal Human physiology Absorption & D.2 epithelium over which absorption is carried out.
volume ratios of cells convoluted tubule Digestion Understanding: The structure of cells of the
cells in the nephron as examples. epithelium of the villi is adapted to the absorption
of food.
B2.3.8—Adaptations of Limit to extreme thinness to reduce distances for HL only 6 Human physiology 6.4 Gas exchange Understanding: Type I pneumocytes are SL and HL
type I and type II diffusion in type I pneumocytes and the presence extremely thin alveolar cells that are adapted to
pneumocytes in alveoli of carry out gas exchange.
many secretory vesicles (lamellar bodies) in the Understanding: Type II pneumocytes secrete a
cytoplasm that discharge surfactant to the solution containing surfactant that creates a moist
alveolar lumen in type II pneumocytes. Alveolar surface inside the alveoli to prevent the sides of
epithelium is an example of a tissue where more the alveolus adhering to each other by reducing
than one cell type is present, because different surface tension.
adaptations are required for the overall function
of the tissue.
B2.3.9—Adaptations of Include the presence of contractile myofibrils in HL only 11 Animal physiology & D 11.2 Movement & D4 The Understanding: Skeletal muscle fibres are HL only SOME NEW CONTENT
cardiac muscle cells and both muscle types and hypotheses for these Human Physiology Heart multinucleate and contain specialized
striated muscle fibres differences: endoplasmic reticulum.
branching (branched or unbranched), and length Understanding: Muscle fibres contain many
and numbers of nuclei. Also include a discussion myofibrils. Understanding: Structure of cardiac
of whether a striated muscle fibre is a cell. muscle cells allows propagation of stimuli through
the heart wall.
B2.3.10—Adaptations of Limit to gametes in humans. HL only 11 Animal physiology 11.4 Sexual reproduction Skill: Annotation of diagrams of mature sperm HL only
sperm and egg cells and egg to indicate functions.

3. Organisms B3.1 Gas exchange B3.1.1—Gas exchange as Students should appreciate that the challenges SL and HL NEW CONTENT
a vital function in all become greater as organisms increase in size
organisms because surface area-to-volume ratio decreases
with increasing size, and the distance from the
centre of an organism to its exterior increases.
B3.1.2—Properties of gas- Include permeability, thin tissue layer, moisture SL and HL 6 Human physiology 6.4 Gas exchange Understanding: Type I pneumocytes are SL and HL SOME NEW CONTENT
exchange surfaces and large surface area. extremely thin alveolar cells that are adapted to
carry out gas exchange.
B3.1.3—Maintenance of Include dense networks of blood vessels, SL and HL 6 Human physiology 6.4 Gas exchange Understanding: Ventilation maintains SL and HL SOME NEW CONTENT
concentration gradients at continuous blood flow, and ventilation with air for concentration gradients of oxygen and carbon
exchange surfaces in lungs and dioxide between air in alveoli and blood flowing in
animals with water for gills. adjacent capillaries.
B3.1.4—Adaptations of Limit to the alveolar lungs of a mammal. SL and HL 6 Human physiology 6.4 Gas exchange Essential idea: The lungs are actively ventilated to SL and HL Red in column 'I' indicates part of the old
mammalian lungs for gas Adaptations should include the presence of ensure that gas exchange can occur passively. specification that is no longer in the new
exchange surfactant, a Understanding: Ventilation maintains specification
branched network of bronchioles, extensive concentration gradients of oxygen and carbon
capillary beds and a high surface area. dioxide between air in alveoli and blood flowing in
adjacent capillaries.
Guidance: Students should be able to draw a
diagram to show the structure of an alveolus and
an adjacent capillary.
Understanding: Type I pneumocytes are
extremely thin alveolar cells that are adapted to
carry out gas exchange.
Understanding: Type II pneumocytes secrete a
solution containing surfactant that creates a moist
surface inside the alveoli to prevent the sides of
the alveolus adhering to each other by reducing
surface tension.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B3.1.5—Ventilation of the Students should understand the role of the SL and HL 6 Human physiology 6.4 Gas exchange Understanding: Air is carried to the lungs in the SL and HL
lungs diaphragm, intercostal muscles, abdominal trachea and bronchi and then to the alveoli in
muscles and ribs. bronchioles.
Understanding: Muscle contractions cause the
pressure changes inside the thorax that force air
in and out of the lungs to ventilate them.
Understanding: Different muscles are required for
inspiration and expiration because muscles only
do work when they contract.

B3.1.6—Measurement of Application of skills: Students should make SL and HL 6 Human physiology 6.4 Gas exchange Skill: Monitoring of ventilation in humans at rest SL and HL
lung volumes measurements to determine tidal volume, vital and after mild and vigorous exercise. (Practical 6)
capacity, and inspiratory and expiratory reserves. Guidance: Ventilation can either be monitored by
simple observation and simple apparatus or by
data logging with a spirometer or chest belt and
pressure meter. Ventilation rate and tidal volume
should be measured, but the terms vital capacity
and residual volume are not expected.

B3.1.7—Adaptations for Leaf structure adaptations should include the SL and HL NEW CONTENT
gas exchange in leaves waxy cuticle, epidermis, air spaces, spongy
mesophyll, stomatal guard cells and veins.
B3.1.8—Distribution of Students should be able to draw and label a plan SL and HL NEW CONTENT
tissues in a leaf diagram to show the distribution of tissues in a
transverse section of a dicotyledonous leaf.
B3.1.9—Transpiration as a Students should be aware of the factors affecting SL and HL 9 Plant biology 9.1 Transport in the Xylem Understanding: Transpiration is the inevitable HL only
consequence of gas the rate of transpiration. of Plants consequence of gas exchange in the leaf.
exchange in a leaf Skill: Design of an experiment to test hypotheses
about the effect of temperature or humidity on
transpiration rates.
B3.1.10—Stomatal density Application of skills: Students should use SL and HL 9 Plant biology & 2 9.1 Transport in the Xylem Aim 6: Measurement of stomatal apertures and HL only Red in column 'I' indicates part of the old
micrographs or perform leaf casts to determine Molecular biology of Plants & 2.5 Enzymes the distribution of stomata using leaf casts, specification that is no longer in the new
stomatal including replicate measurements to enhance specification
density. reliability, are possible experiments.
Nature of science: Experimental design—
NOS: Reliability of quantitative data is increased accurate, quantitative measurements in enzyme
by repeating measurements. In this case, experiments require replicates to ensure
repeated counts reliability.
of the number of stomata visible in the field of
view at high power illustrate the variability of
biological
material and the need for replicate trials.

B3.1.11—Adaptations of Include cooperative binding of oxygen to haem HL only D: Human physiology D.6 Transport of Understanding: Oxygen dissociation curves show HL only
foetal and adult groups and allosteric binding of carbon dioxide. respiratory gases (AHL) the affinity of hemoglobin for oxygen.
haemoglobin for the Understanding: Carbon dioxide is carried in
transport of oxygen solution and bound to hemoglobin in the blood.
Understanding: Carbon dioxide is transformed in
red blood cells into hydrogencarbonate ions.
Understanding: Fetal hemoglobin is different from
adult hemoglobin allowing the transfer of oxygen
in the placenta onto the fetal hemoglobin.

B3.1.12—Bohr shift Students should understand how an increase in HL only D: Human physiology D.6 Transport of Understanding: The Bohr shift explains the HL only
carbon dioxide causes increased dissociation of respiratory gases (AHL) increased release of oxygen by hemoglobin in
oxygen and the benefits of this for actively respiring tissues.
respiring tissues.
B3.1.13—Oxygen Explain the S-shaped form of the curve in terms of HL only D: Human physiology D.6 Transport of Skill: Analysis of dissociation curves for HL only
dissociation curves as a cooperative binding. respiratory gases (AHL) hemoglobin and myoglobin.
means of representing
the affinity of
haemoglobin for oxygen
at
different oxygen
concentrations
B3.2 Transport B3.2.1—Adaptations of Adaptations should include a large surface area SL and HL 6 Human physiology 6.2 The blood system Understanding: Blood flows through tissues in SL and HL
capillaries for exchange of due to branching and narrow diameters, thin capillaries. Capillaries have permeable walls that
materials between blood walls, and allow exchange of materials between cells in the
and the internal or fenestrations in some capillaries where exchange tissue and the blood in the capillary.
external environment needs to be particularly rapid.
B3.2.2—Structure of Application of skills: Students should be able to SL and HL 6 Human physiology 6.2 The blood system Skill: Identification of blood vessels as arteries, SL and HL Red in column 'I' indicates part of the old
arteries and veins distinguish arteries and veins in micrographs capillaries or veins from the structure of their specification that is no longer in the new
from the walls. specification
structure of a vessel wall and its thickness relative
to the diameter of the lumen.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B3.2.3—Adaptations of Students should understand how the layers of SL and HL 6 Human physiology 6.2 The blood system Understanding: Arteries convey blood at high SL and HL
arteries for the transport muscle and elastic tissue in the walls of arteries pressure from the ventricles to the tissues of the
of blood away from the help them body.
heart to withstand and maintain high blood pressures. Understanding: Arteries have muscle cells and
elastic fibres in their walls.
Understanding: The muscle and elastic fibres
assist in maintaining blood pressure between
pump cycles.

B3.2.4—Measurement of Application of skills: Students should be able to SL and HL D: Human physiology D.4 The heart Skill: Measurement and interpretation of the SL and HL
pulse rates determine heart rate by feeling the carotid or heart rate under different conditions.
radial pulse with fingertips. Traditional methods
could be compared with digital ones.
B3.2.5—Adaptations of Include valves to prevent backflow and the SL and HL 6 Human physiology 6.2 The blood system Understanding: Veins collect blood at low SL and HL
veins for the return of flexibility of the wall to allow it to be compressed pressure from the tissues of the body and return
blood to the heart by muscle it to the atria of the heart.
action. Understanding: Valves in veins and the heart
ensure circulation of blood by preventing
backflow.
B3.2.6—Causes and Application of skills: Students should be able to SL and HL 6 Human physiology & D 6.3 Defence against Application: Causes and consequences of blood SL and HL
consequences of evaluate epidemiological data relating to the Human Physiology infectious disease 6.2 The clot formation in coronary arteries.
occlusion of the coronary incidence blood system & D4 The Aim 8: The social implications of coronary heart
arteries of coronary heart disease. Heart disease could be discussed.
NOS: Students should understand that Skill: Analysis of
correlation coefficients quantify correlations epidemiological data relating to the incidence of
between variables and allow the strength of the coronary heart disease.
relationship to be assessed. Low correlation
coefficients or lack of any correlation could
provide evidence against a hypothesis, but even
strong correlations such as that between
saturated fat intake and coronary heart disease
do not prove a causal link.

B3.2.7—Transport of Students should understand that loss of water by SL and HL 9 Plant biology 9.1 Transport in the Xylem Understanding: Transpiration is the inevitable HL only
water from roots to leaves transpiration from cell walls in leaf cells causes of Plants consequence of gas exchange in the leaf.
during transpiration water to be drawn out of xylem vessels and Understanding: Plants transport water from the
through cell walls by capillary action, generating roots to the leaves to replace losses from
tension (negative pressure potentials). It is this transpiration.
tension that draws water up in the xylem. Understanding: The cohesive property of water
Cohesion ensures a continuous column of water. and the structure of the xylem vessels allow
transport under tension.
Understanding: The adhesive property of water
and evaporation generate tension forces in leaf
cell walls.

B3.2.8—Adaptations of Include the lack of cell contents and incomplete or SL and HL 9 Plant biology 9.1 Transport in the Xylem Essential idea: Structure and function are HL only
xylem vessels for absent end walls for unimpeded flow, lignified of Plants correlated in the xylem of plants.
transport of water walls to
withstand tensions, and pits for entry and exit of
water.
B3.2.9—Distribution of Application of skills: Students should be able to SL and HL 9 Plant biology 9.2 Transport in the Skill: Identification of xylem and phloem in HL only SOME NEW CONTENT
tissues in a transverse draw plan diagrams from micrographs to identify phloem of plants microscope images of stem and root.
section of the stem of a the
dicotyledonous plant relative positions of vascular bundles, xylem,
phloem, cortex and epidermis. Students should
annotate the
diagram with the main functions of these
structures.

B3.2.10—Distribution of Application of skills: Students should be able to SL and HL 9 Plant biology 9.2 Transport in the Skill: Identification of xylem and phloem in HL only
tissues in a transverse draw diagrams from micrographs to identify phloem of plants microscope images of stem and root.
section of the root of a vascular
dicotyledonous plant bundles, xylem and phloem, cortex and
B3.2.11—Release and epidermis.
Tissue fluid is formed by pressure filtration of HL only 6 Human physiology 6.2 The blood system Understanding: Blood flows through tissues in SL and HL
reuptake of tissue fluid in plasma in capillaries. This is promoted by the capillaries. Capillaries have permeable walls that
capillaries higher pressure allow exchange of materials between cells in the
of blood from arterioles. Lower pressure in tissue and the blood in the capillary.
venules allows tissue fluid to drain back into
capillaries.
B3.2.12—Exchange of Discuss the composition of plasma and tissue HL only NEW CONTENT
substances between fluid.
tissue fluid and cells in
tissues
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B3.2.13—Drainage of Limit to the presence of valves and thin walls with HL only NEW CONTENT
excess tissue fluid into gaps in lymph ducts and return of lymph to the
lymph ducts blood
circulation.
B3.2.14—Differences Simple circuit diagrams are sufficient to show the HL only 6 Human physiology 6.2 The blood system Understanding: There is a separate circulation for SL and HL SOME NEW CONTENT
between the single sequence of organs through which blood passes. the lungs.
circulation of bony fish
and the double circulation
of mammals
B3.2.15—Adaptations of Include form–function adaptations of these HL only 6 Human physiology 6.2 The blood system Understanding: Valves in veins and the heart SL and HL
the mammalian heart for structures: cardiac muscle, pacemaker, atria, ensure circulation of blood by preventing
delivering pressurized ventricles, backflow.
blood to the arteries atrioventricular and semilunar valves, septum and Understanding: There is a separate circulation for
coronary vessels. Students should be able to the lungs.
identify Skill: Recognition of the chambers and valves of
these features on a diagram of the heart in the the heart and the blood vessels connected to it in
frontal plane and trace the unidirectional flow of dissected hearts or in diagrams of heart structure.
blood Aim 6: A heart dissection is suggested as a means
from named veins to arteries. of studying heart structure.

B3.2.16—Stages in the Application of skills: Students should HL only 6 Human physiology 6.2 The blood system Understanding: The heart beat is initiated by a SL and HL
cardiac cycle understand the sequence of events in the left side group of specialized muscle cells in the right
of the heart that atrium called the sinoatrial node.
follow the initiation of the heartbeat by the Understanding: The sinoatrial node acts as a
sinoatrial node (the “pacemaker”). Students pacemaker.
should be able to Understanding: The sinoatrial node sends out an
interpret systolic and diastolic blood pressure electrical signal that stimulates contraction as it is
measurements from data and graphs. propagated through the walls of the atria and
then the walls of the ventricles.
Understanding: The heart rate can be increased
or decreased by impulses brought to the heart
through two nerves from the medulla of the
brain.
Application: Pressure changes in the left atrium,
left ventricle and aorta during the cardiac cycle.
B3.2.17—Generation of Root pressure is positive pressure potential, HL only 9 Plant biology 9.1 Transport in the Xylem Understanding: Active uptake of mineral ions in HL only NEW CONTENT
root pressure in xylem generated to cause water movement in roots and of Plants the roots causes absorption of water by osmosis.
vessels by active transport stems when transport in xylem due to
of mineral ions transpiration is insufficient, for example when
high humidity prevents transpiration or in spring,
before leaves on deciduous plants have opened.
B3.2.18—Adaptations of Include sieve plates, reduced cytoplasm and HL only 9 Plant biology 9.2 Transport in the Essential idea: Structure and function are HL only
phloem sieve tubes and organelles, no nucleus for sieve tube elements phloem of plants correlated in the phloem of plants.
companion cells for and presence of many mitochondria for Understanding: Plants transport organic
translocation of sap companion cells and plasmodesmata between compounds from sources to sinks.
them. Students should Understanding: Incompressibility of water allows
appreciate how these adaptations ease the flow transport along hydrostatic pressure gradients.
of sap and enhance loading of carbon compounds Understanding: Active transport is used to load
into organic compounds into phloem sieve tubes at
phloem sieve tubes at sources and unloading of the source.
them at sinks. Understanding: High concentrations of solutes in
the phloem at the source lead to water uptake by
osmosis.
Understanding: Raised hydrostatic pressure
causes the contents of the phloem to flow
towards sinks.
Application: Structure–function relationships of
phloem sieve tubes.
B3.3 Muscle and motility B3.3.1—Adaptations for Students should explore the concept of HL only NEW CONTENT
movement as a universal movement by considering a range of organisms
feature of living including one
organisms motile and one sessile species.
 B3.3 Muscle and motility
New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B3.3.2—Sliding filament Students should understand how a sarcomere HL only 11 Animal physiology 11.2 Movement Understanding: Skeletal muscle fibres are HL only
model of muscle contracts by the sliding of actin and myosin multinucleate and contain specialized
contraction filaments. endoplasmic reticulum.
Understanding: Muscle fibres contain many
myofibrils.
Understanding: Each myofibril is made up of
contractile sarcomeres.
Understanding: The contraction of the skeletal
muscle is achieved by the sliding of actin and
myosin filaments.
Understanding: ATP hydrolysis and cross bridge
formation are necessary for the filaments to slide.
Understanding: Calcium ions and the proteins
tropomyosin and troponin control muscle
contractions.
Skill: Drawing labelled diagrams of the structure
of a sarcomere.
Guidance: Drawing labelled diagrams of the
structure of a sarcomere should include Z lines,
actin filaments, myosin filaments with heads, and
the resultant light and dark bands.
Skill: Analysis of electron micrographs to find the
state of contraction of muscle fibres.
Guidance: Measurement of the length of
sarcomeres will require calibration of the
eyepiece scale of the microscope.
Aim 7: Use of animations to visualize contraction.
B3.3.3—Role of the The immense protein titin helps sarcomeres to HL only 11 Animal physiology 11.2 Movement Understanding: Movement of the body requires HL only SOME NEW CONTENT
protein titin and recoil after stretching and also prevents muscles to work in antagonistic pairs.
antagonistic muscles in overstretching.
muscle relaxation Antagonistic muscles are needed because muscle
tissue can only exert force when it contracts.
B3.3.4—Structure and Include the motor neuron, muscle fibres and the HL only 11 Animal physiology 11.2 Movement Understanding: Muscle fibres contain many HL only
function of motor units in neuromuscular junctions that connect them. myofibrils.
skeletal muscle
B3.3.5—Roles of skeletons Students should appreciate that arthropods have HL only 11 Animal physiology 11.2 Movement Understanding: Bones and exoskeletons provide HL only
as anchorage for muscles exoskeletons and vertebrates have anchorage for muscles and act as levers.
and as levers endoskeletons. Application: Antagonistic pairs of muscles in an
insect leg.
B3.3.6—Movement at a Include the roles of bones, cartilage, synovial fluid, HL only 11 Animal physiology 11.2 Movement Understanding: Synovial joints allow certain HL only SOME NEW CONTENT
synovial joint ligaments, muscles and tendons. Use the human movements but not others.
hip joint as an example. Students are not required Skill: Annotation of a diagram of the human
to name muscles and ligaments, but they should elbow.
be able to name the femur and pelvis. Guidance: Elbow diagram should include cartilage,
synovial fluid, joint capsule, named bones and
named antagonistic muscles.
B3.3.7—Range of motion Application of skills: Students should compare HL only NEW CONTENT
of a joint the range of motion of a joint in a number of
dimensions.
Students should measure joint angles using
computer analysis of images or a goniometer.
B3.3.8—Internal and Students should appreciate that the different HL only 6 Human physiology 6.4 Gas exchange Application: External and internal intercostal SL and HL SOME NEW CONTENT
external intercostal orientations of muscle fibres in the internal and muscles, and diaphragm and abdominal muscles
muscles as an example of external layers of intercostal muscles mean that as examples of antagonistic muscle action.
antagonistic muscle they move the ribcage in opposite directions and
action to facilitate internal that, when one of these layers contracts, it
body movements stretches the other, storing potential energy in
the sarcomere protein titin.
B3.3.9—Reasons for Include foraging for food, escaping from danger, HL only NEW CONTENT
locomotion searching for a mate and migration, with at least
one example of each.
B3.3.10—Adaptations for Include streamlining, adaptation of limbs to form HL only NEW CONTENT
swimming in marine flippers and of the tail to form a fluke with up-
mammals and-down movement, and changes to the airways
to allow periodic breathing between dives.
4. Ecosytems B4.1 Adaptation to B4.1.1—Habitat as the A description of the habitat of a species can SL and HL NEW CONTENT
environment place in which a include both geographical and physical locations,
community, species, and the type of ecosystem.
population or organism
lives
 4. Ecosytems B4.1 Adaptation to
environment
New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B4.1.2—Adaptations of Include a grass species adapted to sand dunes SL and HL NEW CONTENT
organisms to the abiotic and a tree species adapted to mangrove swamps.
environment of their
habitat
B4.1.3—Abiotic variables Include examples of abiotic variables for both SL and HL C: Ecology and 4.1 Species, communities Understanding: A community forms an ecosystem SL and HL
affecting species plants and animals. Students should understand conservation & ecosystems. C1 by its interactions with the abiotic environment.
distribution that the Species & Communities Skill: Use of a transect to correlate the
adaptations of a species give it a range of distribution of plant or animal species with an
tolerance. abiotic variable.
B4.1.4—Range of Application of skills: Students should use SL and HL C: Ecology and C1 Species & Understanding: Each species plays a unique role SL and HL
tolerance of a limiting transect data to correlate the distribution of plant conservation Communities within a community because of the unique
factor or animal combination of its spatial habitat and interactions
species with an abiotic variable. Students should with other species.
collect this data themselves from a natural or NOS: Use models as representations of the real
seminatural world—zones of stress and limits of tolerance
habitat. Semi-natural habitats have been graphs are models of the real world that have
influenced by humans but are dominated by wild predictive power and explain community
rather structure Skill: Use of a transect to
than cultivated species. Sensors could be used to correlate the distribution of plant or animal
measure abiotic variables such as temperature, species with an abiotic variable.
light
intensity and soil pH.
B4.1.5—Conditions Coral reefs are used here as an example of a SL and HL C: Ecology and C1 Species & Application: The symbiotic relationship between SL and HL SOME NEW CONTENT
required for coral reef marine ecosystem. Factors should include water conservation & 4 Ecology Communities & 4.4 Zooxanthellae and reef-building coral reef
formation depth, pH, salinity, clarity and temperature. Climate Change species. Application: Threats to coral reefs from
increasing concentrations of dissolved carbon
B4.1.6—Abiotic factors as Students should understand that, for any given SL and HL C: Ecology and C2 Communities & dioxide.
Skill: Analysis of a climograph showing the SL and HL
the determinants of temperature and rainfall pattern, one natural conservation Ecosystems relationship between temperature, rainfall and
terrestrial biome ecosystem type is likely to develop. Illustrate this the type of ecosystem.
distribution using a graph showing the distribution of biomes Skill: Construction of climograph diagrams to
with these two climatic variables on the horizontal show the inter-relationships between nutrient
and vertical axes. stores and flows between taiga, desert and
tropical rainforest.
B4.1.7—Biomes as groups Students should be familiar with the climate SL and HL C: Ecology and C2 Communities & Skill: Construction of climograph diagrams to SL and HL SOME NEW CONTENT
of ecosystems with similar conditions that characterize the tropical forest, conservation Ecosystems show the inter-relationships between nutrient
communities due to temperate forest, taiga, grassland, tundra and hot stores and flows between taiga, desert and
similar abiotic conditions desert biomes. tropical rainforest.
and convergent evolution

B4.1.8—Adaptations to Include examples of adaptations in named SL and HL 9 Plant biology & 11 9.1 Transport in the Xylem Application: Adaptations of plants in deserts and HL only NEW CONTENT
life in hot deserts and species of plants and animals. Animal physiology of Plants & 11.3 The for water conservation.
tropical rainforest kidney & osmoregulation Essential idea: All animals excrete nitrogenous
waste products and some animals also balance
water and solute concentrations.
NoS: Curiosity about particular phenomena—
investigations were carried out to determine how
desert animals prevent water loss in their wastes.
Understanding: The length of the loop of Henle is
positively correlated with the need for water
conservation in animals.
Understanding: The type of nitrogenous waste in
animals is correlated with evolutionary history
and habitat.

B4.2 Ecological niches B4.2.1—Ecological niche Include the biotic and abiotic interactions that SL and HL C: Ecology and C1 Species & Understanding: Each species plays a unique role SL and HL
as the role of a species in influence growth, survival and reproduction, conservation Communities within a community because of the unique
an ecosystem including how a species obtains food. combination of its spatial habitat and interactions
with other species.

B4.2.2—Differences Limit to the tolerance of these groups of SL and HL NEW CONTENT

between organisms that organisms to the presence or absence of oxygen
are obligate anaerobes, gas in their
facultative anaerobes and environment.
obligate aerobes

B4.2.3—Photosynthesis as Details of different types of photosynthesis in SL and HL 4 Ecology 4.1 Species, communities Understanding: Species have either an SL and HL
the mode of nutrition in prokaryotes are not required. & ecosystems autotrophic or heterotrophic method of nutrition
plants, algae and several (a few species have both methods).
groups of photosynthetic Understanding: Autotrophs obtain inorganic
prokaryotes nutrients from the abiotic environment.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B4.2.4—Holozoic nutrition Students should understand that all animals are SL and HL 4 Ecology 4.1 Species, communities Understanding: Species have either an SL and HL
in animals heterotrophic. In holozoic nutrition food is & ecosystems autotrophic or heterotrophic method of nutrition
ingested, (a few species have both methods).
digested internally, absorbed and assimilated. Understanding: Consumers are heterotrophs that
feed on living organisms by ingestion.
B4.2.5—Mixotrophic Euglena is a well-known freshwater example of a SL and HL NEW CONTENT
nutrition in some protists protist that is both autotrophic and heterotrophic,
but many other mixotrophic species are part of
oceanic plankton. Students should understand
that some mixotrophs are obligate and others are
facultative.
B4.2.6—Saprotrophic Fungi and bacteria with this mode of SL and HL 4 Ecology 4.1 Species, communities Understanding: Species have either an SL and HL
nutrition in some fungi heterotrophic nutrition can be referred to as & ecosystems autotrophic or heterotrophic method of nutrition
and bacteria decomposers. (a few species have both methods).
Understanding: Saprotrophs are heterotrophs
that obtain organic nutrients from dead
organisms by external digestion.
B4.2.7—Diversity of Students should understand that archaea are one SL and HL 5 Evolution and 5.3 Classification of Guidance: Archaea, eubacteria and eukaryote SL and HL
nutrition in archaea of the three domains of life and appreciate that biodiversity biodiversity should be used for the three domains.
they are metabolically very diverse. Archaea
species use either light, oxidation of inorganic
chemicals or oxidation of carbon compounds to
provide energy for ATP production. Students are
not required to name examples.
B4.2.8—Relationship Application of skills: Students should examine SL and HL NEW CONTENT
between dentition and models or digital collections of skulls to infer diet
the diet of omnivorous from the
and herbivorous anatomical features. Examples may include Homo
representative sapiens (humans), Homo floresiensis and
members of the family Paranthropus
Hominidae robustus.

NOS: Deductions can be made from theories. In

this example, observation of living mammals led
to
theories relating dentition to herbivorous or
carnivorous diets. These theories allowed the diet
of extinct organisms to be deduced.
B4.2.9—Adaptations of For herbivore adaptations, include piercing and SL and HL NEW CONTENT
herbivores for feeding on chewing mouthparts of leaf-eating insects. Plants
plants and of plants for resist
resisting herbivory herbivory using thorns and other physical
structures. Plants also produce toxic secondary
compounds in
seeds and leaves. Some animals have metabolic
adaptations for detoxifying these toxins.

B4.2.10—Adaptations of Students should be aware of chemical, physical SL and HL NEW CONTENT

predators for finding, and behavioural adaptations in predators and
catching and killing prey prey.
and of prey animals for
resisting predation

B4.2.11—Adaptations of Include examples from forest ecosystems to SL and HL NEW CONTENT

plant form for harvesting illustrate how plants in forests use different
light strategies to reach light sources, including trees
that reach the canopy, lianas, epiphytes growing
on branches of trees, strangler epiphytes, shade-
tolerant shrubs and herbs growing on the forest
floor.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
B4.2.12—Fundamental Students should appreciate that fundamental SL and HL C: Ecology and C1 Species & Understanding: The distribution of species is SL and HL
and realized niches niche is the potential of a species based on conservation Communities affected by limiting factors.
adaptations and Understanding: Each species plays a unique role
tolerance limits and that realized niche is the within a community because of the unique
actual extent of a species niche when in combination of its spatial habitat and interactions
competition with with other species.
other species. Skill: Analysis of a data set that illustrates the
distinction between fundamental and realized
niche.
Application: Distribution of one animal and one
plant species to illustrate limits of tolerance and
zones of stress.

B4.2.13—Competitive Include elimination of one of the competing SL and HL C: Ecology and C1 Species & Understanding: Each species plays a unique role SL and HL
exclusion and the species or the restriction of both to a part of their conservation Communities within a community because of the unique
uniqueness of ecological fundamental niche as possible outcomes of combination of its spatial habitat and interactions
niches competition between two species. with other species.
Understanding: Two species cannot survive
indefinitely in the same habitat if their niches are
identical
C Interaction 1. Molecules C1.1 Enzymes and C1.1.1—Enzymes as Students should understand the benefit of SL and HL NEW CONTENT
and metabolism catalysts increasing rates of reaction in cells.
interdepend C1.1.2—Role of enzymes Students should understand that metabolism is SL and HL 2 Molecular biology 2.1 Molecules to Understanding: Metabolism is the web of all the SL and HL
ence in metabolism the complex network of interdependent and Metabolism enzyme-catalysed reactions in a cell or organism.
interacting chemical reactions occurring in living
organisms. Because of enzyme specificity, many
different enzymes are required by living
organisms, and control over metabolism can be
exerted through these enzymes.
C1.1.3—Anabolic and Examples of anabolism should include the SL and HL 2 Molecular biology 2.1 Molecules to Understanding: Anabolism is the synthesis of SL and HL
catabolic reactions formation of macromolecules from monomers by Metabolism complex molecules from simpler molecules
condensation including the formation of macromolecules from
reactions including protein synthesis, glycogen monomers by condensation reactions.
formation and photosynthesis. Examples of Understanding: Catabolism is the breakdown of
catabolism complex molecules into simpler molecules
should include hydrolysis of macromolecules into including the hydrolysis of macromolecules into
monomers in digestion and oxidation of monomers.
substrates in
respiration.

C1.1.4—Enzymes as Include that the active site is composed of a few SL and HL 2 Molecular biology 2.5 Enzymes Understanding: Enzymes have an active site to SL and HL
globular proteins with an amino acids only, but interactions between amino which specific substrates bind.
active site for catalysis acids
within the overall three-dimensional structure of
the enzyme ensure that the active site has the
necessary
properties for catalysis.
C1.1.5—Interactions Students should recognize that both substrate SL and HL NEW CONTENT
between substrate and and enzymes change shape when binding occurs.
active site to allow
induced-fit binding
C1.1.6—Role of molecular Movement is needed for a substrate molecule SL and HL 2 Molecular biology 2.5 Enzymes Understanding: Enzyme catalysis involves SL and HL
motion and substrate- and an active site to come together. Sometimes molecular motion and the collision of substrates
active site collisions in large substrate molecules are immobilized while with the active site. Understanding:
enzyme catalysis sometimes enzymes can be immobilized by being Immobilized enzymes are widely used in industry.
embedded in membranes. Guidance: Lactase can be immobilized in
alginate beads and experiments can then be
carried out in which the lactose in milk is
hydrolysed.
Understanding: Enzymes have an active site to
C1.1.7—Relationships Students should be able to explain these SL and HL 2 Molecular biology 2.5 Enzymes SL and HL
which specific substrates bind.
between the structure of relationships.
Understanding: Enzyme catalysis involves
the active site, enzyme–
molecular motion and the collision of substrates
substrate specificity and
with the active site.
denaturation
Understanding: Temperature, pH and substrate
concentration affect the rate of activity of
enzymes.
Understanding: Enzymes can be denatured.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C1.1.8—Effects of The effects should be explained with reference to SL and HL 2 Molecular biology 2.5 Enzymes Understanding: Temperature, pH and substrate SL and HL
temperature, pH and collision theory and denaturation. concentration affect the rate of activity of
substrate concentration enzymes.
on the rate of enzyme Application of skills: Students should be able to Understanding: Enzymes can be denatured.
activity interpret graphs showing the effects. Skill: Design of experiments to test the effect of
temperature, pH and substrate concentration on
NOS: Students should be able to describe the the activity of enzymes.
relationship between variables as shown in Skill: Experimental investigation of a factor
graphs. They should recognize that generalized affecting enzyme activity. (Practical 3)
sketches of relationships are examples of models Guidance: Students should be able to sketch
in biology. Models in the form of sketch graphs graphs to show the expected effects of
can be evaluated using results from enzyme temperature, pH and substrate concentration on
experiments. the activity of enzymes.
Guidance: They should be able to explain the
patterns or trends apparent in these graphs.
C1.1.9—Measurements in Application of skills: Students should determine SL and HL 2 Molecular biology 2.5 Enzymes Skill: Design of experiments to test the effect of SL and HL
enzyme-catalysed reaction rates through experimentation and using temperature, pH and substrate concentration on
reactions secondary data. the activity of enzymes.
Skill: Experimental investigation of a factor
affecting enzyme activity. (Practical 3)
Skill: Calculating and plotting rates of reaction
from raw experimental results.
C1.1.10—Effect of Application of skills: Students should appreciate SL and HL 8 Metabolism, cell 8.1 Metabolism Understanding: Enzymes lower the activation HL only SOME NEW CONTENT
enzymes on activation that energy is required to break bonds within the respiration and energy of the chemical reactions that they
energy substrate and that there is an energy yield when photosynthesis catalyse.
bonds are made to form the products of an
enzymecatalysed reaction. Students should be
able to interpret graphs showing this effect.
C1.1.11—Intracellular and Include glycolysis and the Krebs cycle as HL only NEW CONTENT
extracellular enzyme- intracellular examples and chemical digestion in
catalysed reactions the gut as an extracellular example.
C1.1.12—Generation of Include the idea that heat generation is inevitable HL only 4 Ecology 4.2 Energy Flow Understanding: Energy released from carbon SL and HL SOME NEW CONTENT
heat energy by the because metabolic reactions are not 100% compounds by respiration is used in living
reactions of metabolism efficient in energy transfer. Mammals, birds and organisms and converted to heat.
some other animals depend on this heat
production for maintenance of constant body
C1.1.13—Cyclical and temperature.
Use glycolysis, the Krebs cycle and the Calvin cycle HL only 8 Metabolism, cell 8.1 Metabolism Understanding: Energy released from carbon HL only
linear pathways in as examples. respiration and compounds by respiration is used in living
metabolism photosynthesis organisms and converted to heat.
C1.1.14—Allosteric sites Students should appreciate that only specific HL only 8 Metabolism, cell 8.1 Metabolism Understanding: Enzyme inhibitors can be HL only
and non-competitive substances can bind to an allosteric site. Binding respiration and competitive or non-competitive.
inhibition causes interactions within an enzyme that lead to photosynthesis Guidance: Enzyme inhibition should be studied
conformational changes, which alter the active using one specific example for competitive and
site enough to prevent catalysis. Binding is non-competitive inhibition.
C1.1.15—Competitive reversible.
Use statins as an example of competitive HL only 8 Metabolism, cell 8.1 Metabolism Understanding: Enzyme inhibitors can be HL only
inhibition as a inhibitors. Include the difference between respiration and competitive or non-competitive.
consequence of an competitive and noncompetitive inhibition in the photosynthesis Guidance: Enzyme inhibition should be studied
inhibitor binding interactions between substrate and inhibitor and using one specific example for competitive and
reversibly to an active site therefore in the effect of substrate concentration. non-competitive inhibition. Skill:
Distinguishing different types of inhibition from
graphs at specified substrate concentration.
C1.1.16—Regulation of Use the pathway that produces isoleucine as an HL only 8 Metabolism, cell 8.1 Metabolism Understanding: Metabolic pathways can be HL only
metabolic pathways by example of an end product acting as an inhibitor. respiration and controlled by end-product inhibition.
feedback inhibition photosynthesis Application: End-product inhibition of the
pathway that converts threonine to isoleucine.
C1.1.17—Mechanism- Use penicillin as an example. Include the change HL only NEW CONTENT
based inhibition as a to transpeptidases that confers resistance to
consequence of chemical penicillin.
changes to the active site
caused by the irreversible
binding of an inhibitor

C1.2 Cell respiration C1.2.1—ATP as the Include the full name of ATP (adenosine SL and HL 2 Molecular biology 2.8 Cell Respiration Understanding: Cell respiration is the controlled SL and HL SOME NEW CONTENT
molecule that distributes triphosphate) and that it is a nucleotide. Students release of energy from organic compounds to
energy within cells should appreciate the properties of ATP that produce ATP.
make it suitable for use as the energy currency Understanding: ATP from cell respiration is
within cells. immediately available as a source of energy in the
cell.
 C1.2 Cell respiration

New syllabus Current syllabus Comments

Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C1.2.2—Life processes Include active transport across membranes, SL and HL 2 Molecular biology 2.8 Cell Respiration Essential idea: Cell respiration supplies energy for SL and HL NEW CONTENT
within cells that ATP synthesis of macromolecules (anabolism), the functions of life.
supplies with energy movement of the
whole cell or cell components such as
chromosomes.
C1.2.3—Energy transfers Students should know that energy is released by SL and HL 2 Molecular biology 2.8 Cell Respiration Understanding: Cell respiration is the controlled SL and HL SOME NEW CONTENT
during interconversions hydrolysis of ATP (adenosine triphosphate) to ADP release of energy from organic compounds to
between ATP and ADP (adenosine diphosphate) and phosphate, but produce ATP.
energy is required to synthesize ATP from ADP Understanding: ATP from cell respiration is
and phosphate. Students are not required to immediately available as a source of energy in the
know the quantity of energy in kilojoules, but cell.
students should
appreciate that it is sufficient for many tasks in
the cell.

C1.2.4—Cell respiration as Students should appreciate that glucose and fatty SL and HL 2 Molecular biology 2.8 Cell Respiration Understanding: Cell respiration is the controlled SL and HL NEW CONTENT
a system for producing acids are the principal substrates for cell release of energy from organic compounds to
ATP within the cell using respiration but that a wide range of produce ATP.
energy released from carbon/organic compounds can be used. Students
carbon compounds should be able to distinguish between the
processes of cell respiration and gas exchange.
C1.2.5—Differences Include which respiratory substrates can be used, SL and HL 2 Molecular biology 2.8 Cell Respiration Understanding: Anaerobic cell respiration gives a SL and HL
between anaerobic and whether oxygen is required, relative yields of ATP, small yield of ATP from glucose.
aerobic cell respiration in types of waste product and where the reactions Understanding: Aerobic cell respiration requires
humans occur in a cell. Students should be able to write oxygen and gives a large yield of ATP from
simple word equations for both types of glucose.
respiration, with glucose as the substrate. Application: Lactate production in humans when
Students should appreciate that anaerobic respiration is used to maximize the
mitochondria are required for aerobic, but not power of muscle contractions.
anaerobic, respiration. Guidance: Details of the metabolic pathways of
cell respiration are not needed but the substrates
and final waste products should be known.
C1.2.6—Variables Application of skills: Students should make SL and HL 2 Molecular biology 2.8 Cell Respiration Skill: Analysis of results from experiments SL and HL
affecting the rate of cell measurements allowing for the determination of involving measurement of respiration rates in
respiration the rate of cell respiration. Students should also germinating seeds or invertebrates using a
be able to calculate the rate of cellular respiration respirometer.
from raw data that they have generated Guidance: There are many simple respirometers
experimentally or from secondary data. which could be used. Students are expected to
know that an alkali is used to absorb CO2, so
reductions in volume are due to oxygen use.
Temperature should be kept constant to avoid
volume changes due to temperature fluctuations.
Aim 8: The ethics of the use of animals in
experiments could be discussed in relation to
respirometer experiments. Large-scale use of
food plants for biofuels and the resulting impact
on food prices has ethical implications. Nature
of science: Assessing the ethics of scientific
research—the use of invertebrates in
respirometer experiments has ethical
implications.
C1.2.7—Role of NAD as a Students should understand that oxidation is a HL only 8 Metabolism, cell 8.2 Cell respiration Understanding: Cell respiration involves the HL only
carrier of hydrogen and process of electron loss, so when hydrogen with respiration and oxidation and reduction of electron carriers.
oxidation by removal of an electron is removed from a substrate photosynthesis
hydrogen during cell (dehydrogenation) the substrate has been
respiration oxidized. They should appreciate that redox
reactions involve both oxidation and reduction,
and that NAD is reduced when it accepts
hydrogen.
C1.2.8—Conversion of Include phosphorylation, lysis, oxidation and ATP HL only 8 Metabolism, cell 8.2 Cell respiration Understanding: In glycolysis, glucose is converted HL only
glucose to pyruvate by formation. Students are not required to know the respiration and to pyruvate in the cytoplasm.
stepwise reactions in names of the intermediates, but students should photosynthesis Understanding: Glycolysis gives a small net gain of
glycolysis with a net yield know that each step in the pathway is catalysed ATP without the use of oxygen. Guidance:
of ATP and reduced NAD by a different enzyme. The names of the intermediate compounds in
gylcolysis and the Krebs cycle are not required.
Understanding: Phosphorylation of molecules
makes them less stable.

C1.2.9—Conversion of Regeneration of NAD allows glycolysis to HL only NEW CONTENT

pyruvate to lactate as a continue, with a net yield of two ATP molecules
means of regenerating per molecule of glucose.
NAD in anaerobic cell
respiration
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C1.2.10—Anaerobic cell Students should understand that the pathways of HL only 8 Metabolism, cell 2.8 Cell Respiration Application: Use of anaerobic cell respiration in SL and HL
respiration in yeast and its anaerobic respiration are the same in humans respiration and yeasts to produce ethanol and carbon dioxide in
use in brewing and baking and yeasts apart from the regeneration of NAD photosynthesis baking.
using pyruvate and therefore the final products.
C1.2.11—Oxidation and Students should understand that lipids and HL only 8 Metabolism, cell 8.2 Cell respiration Understanding: In aerobic cell respiration HL only
decarboxylation of carbohydrates are metabolized to form acetyl respiration and pyruvate is decarboxylated and oxidized, and
pyruvate as a link reaction groups (2C), which are transferred by coenzyme A photosynthesis converted into acetyl compound and attached to
in aerobic cell respiration to the Krebs cycle. coenzyme A to form acetyl coenzyme A in the link
C1.2.12—Oxidation and Students are required to name only the HL only 8 Metabolism, cell 8.2 Cell respiration reaction.
Understanding: In the Krebs cycle, the oxidation HL only SOME NEW CONTENT In
decarboxylation of acetylintermediates citrate (6C) and oxaloacetate (4C). respiration and of acetyl groups is coupled to the reduction of the old syllabus, naming of the
groups in the Krebs cycleStudents should photosynthesis hydrogen carriers, liberating carbon dioxide. intermediate compounds was not required,
with a yield of ATP and appreciate that citrate is produced by transfer of Skill: Analysis of diagrams of the pathways of but now there are requirementes to name
reduced NAD an acetyl group to oxaloacetate and that aerobic respiration to deduce where two of them
oxaloacetate is decarboxylation and oxidation reactions occur.
regenerated by the reactions of the Krebs cycle, Guidance: The names of the intermediate
including four oxidations and two compounds in gylcolysis and the Krebs cycle are
decarboxylations. They should also appreciate not required.
that the oxidations are dehydrogenation
reactions.
C1.2.13—Transfer of Energy is transferred when a pair of electrons is HL only 8 Metabolism, cell 8.2 Cell respiration Understanding: Energy released by oxidation HL only
energy by reduced NAD to passed to the first carrier in the chain, converting respiration and reactions is carried to the cristae of the
the electron transport reduced photosynthesis mitochondria by reduced NAD and FAD.
chain in the NAD back to NAD. Students should understand
mitochondrion that reduced NAD comes from glycolysis, the link
reaction
and the Krebs cycle.

C1.2.14—Generation of a Students are not required to know the names of HL only 8 Metabolism, cell 8.2 Cell respiration Understanding: Transfer of electrons between HL only
proton gradient by flow of protein complexes. respiration and carriers in the electron transport chain in the
electrons along the photosynthesis membrane of the cristae is coupled to proton
electron transport chain pumping.
C1.2.15—Chemiosmosis Students should understand how ATP synthase HL only 8 Metabolism, cell 8.2 Cell respiration Understanding: In chemiosmosis protons HL only
and the synthesis of ATP couples release of energy from the proton respiration and diffuse through ATP synthase to generate
in the mitochondrion gradient with phosphorylation of ADP. photosynthesis ATP.
C1.2.16—Role of oxygen Oxygen accepts electrons from the electron HL only 8 Metabolism, cell 8.2 Cell respiration Understanding: Oxygen is needed to bind with HL only
as terminal electron transport chain and protons from the matrix of respiration and the free protons to maintain the hydrogen
acceptor in aerobic cell the mitochondrion, producing metabolic water photosynthesis gradient, resulting in the formation of water.
respiration and allowing continued flow of electrons along
the chain.
C.1.2.17—Differences Include the higher yield of energy per gram of HL only 2 Molecular biology 2.3 Carbohydrates & Application: Lipids are more suitable for long-term SL and HL NEW CONTENT
between lipids and lipids, due to less oxygen and more oxidizable Lipids energy storage in humans than carbohydrates.
carbohydrates as hydrogen and carbon. Also include glycolysis and
respiratory substrates anaerobic respiration occurring only if
carbohydrate is the substrate, with 2C acetyl
groups from the breakdown of fatty acids
entering the pathway via acetyl-CoA
(acetyl coenzyme A).

C1.3 Photosynthesis This energy transformation supplies most of the SL and HL 2 Molecular biology & 8 2.9 Photosynthesis &4.2 Understanding: Energy is needed to produce SL and HL;
chemical energy needed for life processes in Metabolism, cell Energy Flow 8.3 carbohydrates and other carbon compounds from HL only
C1.3.1—Transformation of ecosystems. respiration and Photosynthesis carbon dioxide. Understanding: Light energy is
light energy to chemical photosynthesis converted to chemical energy in carbon
energy when carbon compounds by photosynthesis.
compounds are produced Essential idea: Light energy is converted into
in photosynthesis chemical energy.
C1.3.2—Conversion of Students should be able to write a simple word SL and HL 2 Molecular biology 2.9 Photosynthesis Essential idea: Photosynthesis uses the energy in SL and HL
carbon dioxide to glucose equation for photosynthesis, with glucose as the sunlight to produce the chemical energy needed
in photosynthesis using product. for life.
hydrogen obtained by Understanding: Photosynthesis is the production
splitting water of carbon compounds in cells using light energy.
C1.3.3—Oxygen as a by- Students should know the simple word equation SL and HL 2 Molecular biology 2.9 Photosynthesis Understanding: Oxygen is produced in SL and HL
product of photosynthesis for photosynthesis. They should know that the photosynthesis from the photolysis of water.
in plants, algae and oxygen
cyanobacteria produced by photosynthesis comes from the
splitting of water.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C1.3.4—Separation and Application of skills: Students should be able to SL and HL 2 Molecular biology 2.9 Photosynthesis Skill: Separation of photosynthetic pigments by SL and HL
identification of calculate Rf values from the results of chromatograph. (Practical 4) Guidance:
photosynthetic pigments chromatographic Paper chromatography can be used to separate
by chromatography separation of photosynthetic pigments and photosynthetic pigments but thin layer
identify them by colour and by values. Thin-layer chromatography gives better results.
chromatography or paper chromatography can be
used.
C1.3.5—Absorption of Include excitation of electrons within a pigment SL and HL 2 Molecular biology 2.9 Photosynthesis Understanding: Chlorophyll absorbs red and blue SL and HL
specific wavelengths of molecule, transformation of light energy to light most effectively and reflects green light more
light by photosynthetic chemical than other colours. Skill: Drawing an absorption
pigments energy and the reason that only some spectrum for chlorophyll and an action spectrum
wavelengths are absorbed. Students should be for photosynthesis. Guidance: Students should
familiar with absorption spectra. Include both know that visible light has wavelengths between
wavelengths and colours of light in the horizontal 400 and 700 nanometres, but they are not
axis of absorption spectra. expected to recall the wavelengths of specific
colours of light.

C1.3.6—Similarities and Application of skills: Students should be able to SL and HL 2 Molecular biology 2.9 Photosynthesis Understanding: Chlorophyll absorbs red and blue SL and HL
differences of absorption determine rates of photosynthesis from data for light most effectively and reflects green light more
and action spectra oxygen production and carbon dioxide than other colours. Skill: Drawing an absorption
consumption for varying wavelengths. They spectrum for chlorophyll and an action spectrum
should also be able to plot this data to make an for photosynthesis.
action spectrum.
C1.3.7—Techniques for Application of skills: Students should be able to SL and HL 2 Molecular biology 2.9 Photosynthesis Nature of science: Experimental design— SL and HL
varying concentrations of suggest hypotheses for the effects of these controlling relevant variables in photosynthesis
carbon dioxide, light limiting experiments is essential. Understanding:
intensity or temperature factors and to test these through Temperature, light intensity and carbon dioxide
experimentally to experimentation. concentration are possible limiting factors on the
investigate the effects of rate of photosynthesis.
limiting factors on the NOS: Hypotheses are provisional explanations
rate of photosynthesis that require repeated testing. During scientific
research,
hypotheses can either be based on theories and
then tested in an experiment or be based on
evidence
from an experiment already carried out. Students
can decide in this case whether to suggest
hypotheses
for the effects of limiting factors on
photosynthesis before or after performing their
experiments. Students
should be able to identify the dependent and
independent variable in an experiment.
C1.3.8—Carbon dioxide Include enclosed greenhouse experiments and SL and HL 2 Molecular biology 2.9 Photosynthesis Skill: Design of experiments to investigate the SL and HL
enrichment experiments free-air carbon dioxide enrichment experiments effect of limiting factors on photosynthesis.
as a means of predicting (FACE).
future rates of
photosynthesis NOS: Finding methods for careful control of
and plant growth variables is part of experimental design. This may
be easier in
the laboratory but some experiments can only be
done in the field. Field experiments include those
performed in natural ecosystems. Students
should be able to identify a controlled variable in
an
experiment.
C1.3.9—Photosystems as Students should know that photosystems are HL only 8 Metabolism, cell 8.3 Photosynthesis Understanding: Absorption of light by HL only NEW CONTENT
arrays of pigment always located in membranes and that they occur respiration and photosystems generates excited electrons.
molecules that can in cyanobacteria and in the chloroplasts of photosynthesis
generate and emit excited photosynthetic eukaryotes. Photosystems should
electrons be described as molecular arrays of chlorophyll
and accessory pigments with a special chlorophyll
as the reaction centre from which an excited
electron is emitted.

C1.3.10—Advantages of Students should appreciate that a single molecule HL only NEW CONTENT
the structured array of of chlorophyll or any other pigment would not be
different types of pigment able
molecules in a to perform any part of photosynthesis.
photosystem
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C1.3.11—Generation of Emphasize that the protons and electrons HL only 8 Metabolism, cell 2.9 Photosynthesis & 8.3 Understanding: Oxygen is produced in SL and HL;
oxygen by the photolysis generated by photolysis are used in respiration and Photosynthesis photosynthesis from the photolysis of water. HL only
of water in photosystem II photosynthesis but oxygen photosynthesis Application: Changes to the Earth’s atmosphere,
is a waste product. The advent of oxygen oceans and rock deposition due to
generation by photolysis had immense photosynthesis.
consequences for living Understanding: Photolysis of water generates
organisms and geological processes on Earth. electrons for use in the light-dependent reactions.
C1.3.12—ATP production Include the proton gradient, ATP synthase, and HL only 8 Metabolism, cell 8.3 Photosynthesis Understanding: Transfer of excited electrons HL only
by chemiosmosis in proton pumping by the chain of electron carriers. respiration and occurs between carriers in thylakoid membranes.
thylakoids Students photosynthesis Understanding: Excited electrons from
should know that electrons are sourced, either Photosystem II are used to contribute to generate
from photosystem I in cyclic a proton gradient.
photophosphorylation or from Understanding: ATP synthase in thylakoids
photosystem II in non-cyclic generates ATP using the proton gradient.
photophosphorylation, and then used in ATP
production.

C1.3.13—Reduction of Students should appreciate that NADP is reduced HL only 8 Metabolism, cell 8.3 Photosynthesis Understanding: Excited electrons from HL only
NADP by photosystem I by accepting two electrons that have come from respiration and Photosystem I are used to reduce NADP.
photosystem I. It also accepts a hydrogen ion that photosynthesis
has come from the stroma. The paired terms
“NADP and reduced NADP” or “NADP+ and
NADPH” should be paired consistently.
C1.3.14—Thylakoids as Students should appreciate where photolysis of HL only 8 Metabolism, cell 8.3 Photosynthesis Understanding: Reduced NADP and ATP are HL only
systems for performing water, synthesis of ATP by chemiosmosis and respiration and produced in the light-dependent reactions.
the light-dependent reduction of photosynthesis Understanding: Light-dependent reactions take
reactions of NADP occur in a thylakoid. place in the intermembrane space of the
photosynthesis thylakoids.
C1.3.15—Carbon fixation Students should know the names of the HL only 8 Metabolism, cell 8.3 Photosynthesis & 2.4 Understanding: In the light-independent reactions HL only; SL SOME NEW CONTENT
by Rubisco substrates RuBP and CO 2 and the product respiration and Proteins a carboxylase catalyses the carboxylation of and HL
glycerate 3-phosphate. photosynthesis ribulose bisphosphate.
They should also know that Rubisco is the most Application: Rubisco, insulin, immunoglobulins,
abundant enzyme on Earth and that high rhodopsin, collagen and spider silk as examples of
concentrations of it are needed in the stroma of the range of protein functions.
chloroplasts because it works relatively slowly and
is not effective in low carbon dioxide
concentrations.

C1.3.16—Synthesis of Students should know that glycerate-3-phosphate HL only 8 Metabolism, cell 8.3 Photosynthesis Understanding: Glycerate 3-phosphate is reduced HL only
triose phosphate using (GP) is converted into triose phosphate (TP) using respiration and to triose phosphate using reduced NADP and ATP.
reduced NADP and ATP NADPH and ATP. photosynthesis
C1.3.17—Regeneration of Students are not required to know details of the HL only 8 Metabolism, cell 8.3 Photosynthesis Understanding: Triose phosphate is used to HL only
RuBP in the Calvin cycle individual reactions, but students should respiration and regenerate RuBP and produce carbohydrates.
using ATP understand that five molecules of triose photosynthesis Understanding: Ribulose bisphosphate is
phosphate are converted to three molecules of reformed using ATP.
RuBP, allowing the Calvin cycle to continue. If
glucose is the product of photosynthesis, five-
sixths of all the triose phosphate produced must
be converted back to RuBP.

C1.3.18—Synthesis of Students are not required to know details of HL only NEW CONTENT
carbohydrates, amino metabolic pathways, but students should
acids and other carbon understand that all
compounds using the of the carbon in compounds in photosynthesizing
products of the organisms is fixed in the Calvin cycle and that
Calvin cycle and mineral carbon
nutrients compounds other than glucose are made by
metabolic pathways that can be traced back to an
intermediate in the cycle.

C1.3.19— Students should understand how a lack of light HL only NEW CONTENT
Interdependence of the stops light-dependent reactions and how a lack of
light-dependent and light- CO2
independent reactions prevents photosystem II from functioning.
2. Cells C2.1 Chemical signalling C2.1.1—Receptors as Students should use the term “ligand” for the HL only D: Human physiology D.5 Hormones & Understanding: Peptide hormones bind to HL only SOME NEW CONTENT
proteins with binding sites signalling chemical. Metabolism (AHL) receptors in the plasma membrane of the target
for specific signalling cell.
chemicals
C.2.1.2—Cell signalling by Include the example of bioluminescence in the HL only NEW CONTENT
bacteria in quorum marine bacterium Vibrio fischeri.
sensing
 2. Cells C2.1 Chemical signalling

New syllabus Current syllabus Comments

Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C2.1.3—Hormones, Students should appreciate the differences HL only 6 Human physiology 6.6 Hormones, Essential idea: Hormones are used when signals SL and HL SOME NEW CONTENT
neurotransmitters, between these categories. homeostasis & need to be widely distributed. Understanding:
cytokines and calcium reproduction & 6.5 When presynaptic neurons are depolarized they
ions as examples of Neurons & synapses release a neurotransmitter into the synapse.
functional categories of Application: Secretion and reabsorption of
signalling chemicals in acetylcholine by neurons at synapses.
animals
C2.1.4—Chemical diversity Consider reasons for a wide range of chemical HL only A: Neurobiology and A.5 Neuropharmacology Understanding: Some neurotransmitters excite HL only SOME NEW CONTENT
of hormones and substances being used as signalling chemicals. behaviour (AHL) nerve impulses in postsynaptic neurons and
neurotransmitters Include amines, proteins and steroids as chemical others inhibit them.
groups of hormones. A range of substances can
serve as neurotransmitters including amino acids,
peptides, amines and nitrous oxide.
C2.1.5—Localized and Contrasts can be drawn between hormones HL only 6 Human physiology 6.6 Hormones, Essential idea: Hormones are used when signals SL and HL
distant effects of transported by the blood system and homeostasis & need to be widely distributed. Essential idea:
signalling molecules neurotransmitters that diffuse across a synaptic reproduction & 6.5 Neurons transmit the message, synapses
gap. Neurons & synapses modulate the message.
C2.1.6—Differences Include distribution of hydrophilic or hydrophobic HL only D: Human physiology D.5 Hormones & Understanding: Steroid hormones bind to HL only SOME NEW CONTENT
between transmembrane amino acids in the receptor and whether the Metabolism (AHL) receptor proteins in the cytoplasm of the target
receptors in a plasma signalling cell to form a receptor–hormone complex.
membrane and chemical penetrates the cell or remains outside. Understanding: Peptide hormones bind to
intracellular receptors receptors in the plasma membrane of the target
in the cytoplasm or cell.
nucleus
C2.1.7—Initiation of signal Students should understand that the binding of a HL only D: Human physiology D.5 Hormones & Understanding: The receptor–hormone complex HL only
transduction pathways by signalling chemical to a receptor sets off a Metabolism (AHL) promotes the transcription of specific genes.
receptors sequence of Understanding: Binding of hormones to
responses within the cell. membrane receptors activates a cascade
mediated by a second messenger inside the cell.
C2.1.8—Transmembrane Use the acetylcholine receptor as an example. HL only 6 Human physiology 6.5 Neurons & synapses Application: Secretion and reabsorption of SL and HL SOME NEW CONTENT
receptors for Binding to a receptor causes the opening of an acetylcholine by neurons at synapses.
neurotransmitters and ion channel
changes to membrane in the receptor that allows positively charged ions
potential to diffuse into the cell. This changes the voltage
across
the plasma membrane, which may cause other
changes.

C2.1.9—Transmembrane Students should understand how G protein- HL only NEW CONTENT

receptors that activate G coupled receptors convey a signal into cells. They
proteins should
appreciate that there are many such receptors in
humans.
C2.1.10—Mechanism of Include the roles of a G protein and cyclic AMP HL only NEW CONTENT
action of epinephrine (cAMP) as the second messenger.
(adrenaline) receptors
NOS: Students should be aware that naming
conventions are an example of international
cooperation in science for mutual benefit. Both
“adrenaline” and “epinephrine” were coined by
researchers and are based on production of the
hormone by the adrenal gland; “adrenaline”
comes from Latin ad = at and ren = kidney and
“epinephrine” comes from old Greek epi = above
and nephros = kidney, respectively. Unusually,
these two terms persist in common use in
different parts of the world.

C2.1.11—Transmembrane Use the protein hormone insulin as an example. HL only NEW CONTENT
receptors with tyrosine Limit this to binding of insulin to a receptor in the
kinase activity plasma membrane, causing phosphorylation of
tyrosine inside a cell. This leads to a sequence of
reactions ending with movement of vesicles
containing glucose transporters to the plasma
membrane.
C2.1.12—Intracellular Use the steroid hormones oestradiol, HL only D: Human physiology D.5 Hormones & Understanding: The receptor–hormone complex HL only SOME NEW CONTENT
receptors that affect gene progesterone and testosterone as examples. Metabolism (AHL) promotes the transcription of specific genes.
expression Students should understand that the signalling
chemical binds to a site on a receptor, activating
it. The activated receptor binds to specific DNA
sequences to promote gene transcription.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C2.1.13—Effects of the For oestradiol, limit to cells in the hypothalamus HL only 6 Human physiology 6.6 Hormones, Guidance: The roles of FSH, LH, estrogen and SL and HL SOME NEW CONTENT
hormones oestradiol and that secrete gonadotropin-releasing hormone. For homeostasis & progesterone in the menstrual cycle are expected.
progesterone on target progesterone, limit to cells in the endometrium. reproduction
cells
C2.1.14—Regulation of Limit to an understanding of the difference HL only 6 Human physiology 6.6 Hormones, Understanding: The menstrual cycle is controlled SL and HL SOME NEW CONTENT
cell signalling pathways by between these two forms of regulation and a brief homeostasis & by negative and positive feedback
positive and negative outline of one example of each. reproduction
feedback
C2.2 Neural signalling C2.2.1—Neurons as cells Students should understand that cytoplasm and a SL and HL 6 Human physiology 6.5 Neurons & synapses Understanding: Neurons transmit electrical SL and HL
within the nervous system nucleus form the cell body of a neuron, with impulses.
that carry electrical elongated nerve fibres of varying length Guidance: The details of structure of different
impulses projecting from it. An axon is a long single fibre. types of neuron are not needed.
Dendrites are multiple shorter fibres. Electrical
impulses are conducted along these fibres.
C2.2.2—Generation of the Students should understand how energy from SL and HL 6 Human physiology 6.5 Neurons & synapses Understanding: Neurons pump sodium and SL and HL
resting potential by ATP drives the pumping of sodium and potassium potassium ions across their membranes to
pumping to establish and ions in generate a resting potential.
maintain concentration opposite directions across the plasma membrane
gradients of sodium and of neurons. They should understand the concept
potassium ions of a
membrane polarization and a membrane
potential and also reasons that the resting
potential is negative.

C2.2.3—Nerve impulses Students should appreciate that a nerve impulse SL and HL 6 Human physiology 6.5 Neurons & synapses Understanding: An action potential consists of SL and HL
as action potentials that is electrical because it involves movement of depolarization and repolarization of the neuron.
are propagated along positively Understanding: Nerve impulses are action
nerve fibres charged ions. potentials propagated along the axons of
neurons.
Understanding: Propagation of nerve impulses is
the result of local currents that cause each
successive part of the axon to reach the threshold
potential.
C2.2.4—Variation in the Compare the speed of transmission in giant axons SL and HL 6 Human physiology 6.5 Neurons & synapses Understanding: The myelination of nerve fibres SL and HL SOME NEW CONTENT
speed of nerve impulses of squid and smaller non-myelinated nerve fibres. allows for saltatory conduction.
Also
compare the speed in myelinated and non-
myelinated fibres.
Application of skills: Students should be able to
describe negative and positive correlations and
apply
correlation coefficients as a mathematical tool to
determine the strength of these correlations.
Students
should also be able to apply the coefficient of
determination (R 2) to evaluate the degree to
which variation in the independent variable
explains the variation in the dependent variable.
For example, conduction speed of nerve impulses
is negatively correlated with animal size, but
positively correlated with axon diameter.

C2.2.5—Synapses as Limit to chemical synapses, not electrical, and SL and HL 6 Human physiology 6.5 Neurons & synapses Understanding: Synapses are junctions between SL and HL
junctions between these can simply be referred to as synapses. neurons and between neurons and receptor or
neurons and between Students should understand that a signal can only effector cells.
neurons and effector cells pass in one direction across a typical synapse. Guidance: Only chemical synapses are required,
not electrical, and they can simply be referred to
as synapses.
C2.2.6—Release of Include uptake of calcium in response to SL and HL 6 Human physiology 6.5 Neurons & synapses Understanding: When presynaptic neurons are SL and HL
neurotransmitters from a depolarization of a presynaptic membrane and its depolarized they release a neurotransmitter into
presynaptic membrane action as a the synapse.
signalling chemical inside a neuron.
C2.2.7—Generation of an Include diffusion of neurotransmitters across the SL and HL 6 Human physiology 6.5 Neurons & synapses Application: Secretion and reabsorption of SL and HL
excitatory postsynaptic synaptic cleft and binding to transmembrane acetylcholine by neurons at synapses.
potential receptors. Understanding: A nerve impulse is only initiated if
Use acetylcholine as an example. Students should the threshold potential is reached.
appreciate that this neurotransmitter exists in
many
types of synapse including neuromuscular
junctions.

C2.2.8—Depolarization Include the action of voltage-gated sodium and HL only 6 Human physiology 6.5 Neurons & synapses Understanding: A nerve impulse is only initiated if SL and HL
and repolarization during potassium channels and the need for a threshold the threshold potential is reached.
action potentials potential to be reached for sodium channels to
open.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C2.2.9—Propagation of an Students should understand how diffusion of HL only 6 Human physiology 6.5 Neurons & synapses Understanding: Propagation of nerve impulses is SL and HL
action potential along a sodium ions both inside and outside an axon can the result of local currents that cause each
nerve fibre/axon as a cause the successive part of the axon to reach the threshold
result of local currents threshold potential to be reached. potential.
C2.2.10—Oscilloscope Application of skills: Students should interpret HL only 6 Human physiology 6.5 Neurons & synapses Skill: Analysis of oscilloscope traces showing SL and HL
traces showing resting the oscilloscope trace in relation to cellular resting potentials and action potentials.
potentials and action events. The
potentials number of impulses per second can be measured.
C2.2.11—Saltatory Students should understand that ion pumps and HL only 6 Human physiology 6.5 Neurons & synapses Understanding: The myelination of nerve fibres SL and HL
conduction in myelinated channels are clustered at nodes of Ranvier and allows for saltatory conduction.
fibres to achieve faster that an
impulses action potential is propagated from node to node.
C2.2.12—Effects of Use neonicotinoids as an example of a pesticide HL only 6 Human physiology 6.5 Neurons & synapses Application: Blocking of synaptic transmission at SL and HL SOME NEW CONTENT
exogenous chemicals on that blocks synaptic transmission, and cocaine as cholinergic synapses in insects by binding of
synaptic transmission an neonicotinoid pesticides to acetylcholine
example of a drug that blocks reuptake of the receptors.
neurotransmitter.
C2.2.13—Inhibitory Students should know that the postsynaptic HL only NEW CONTENT
neurotransmitters and membrane becomes hyperpolarized.
generation of inhibitory
postsynaptic potentials
C2.2.14—Summation of Multiple presynaptic neurons interact with all-or- HL only 6 Human physiology 6.5 Neurons & synapses Understanding: A nerve impulse is only initiated if SL and HL NEW CONTENT
the effects of excitatory nothing consequences in terms of postsynaptic the threshold potential is reached.
and inhibitory depolarization.
neurotransmitters in a
postsynaptic neuron
C2.2.15—Perception of Students should know that these nerve endings HL only NEW CONTENT
pain by neurons with free have channels for positively charged ions, which
nerve endings in the skin open in response to a stimulus such as high
temperature, acid, or certain chemicals such as
capsaicin in chilli peppers. Entry of positively
charged ions causes the threshold potential to be
reached and nerve impulses then pass through
the neurons to the brain, where pain is perceived.

C2.2.16—Consciousness Emergent properties such as consciousness are HL only NEW CONTENT

as a property that another example of the consequences of
emerges from the interaction.
interaction of individual
neurons in the brain
3. Organisms C3.1 Integration of body C3.1.1—System This is a necessary process in living systems. SL and HL NEW CONTENT
systems integration Coordination is needed for component parts of a
system to collectively perform an overall function.
C3.1.2—Cells, tissues, Students should appreciate that this integration is SL and HL 1 Cell Biology 1.1Introduction to Cell Understanding: Multicellular organisms have SL and HL SOME NEW CONTENT
organs and body systems responsible for emergent properties. For properties that emerge from the interaction of
as a hierarchy of example, a their cellular components.
subsystems that are cheetah becomes an effective predator by
integrated in a integration of its body systems.
multicellular living
organism
C3.1.3—Integration of Distinguish between the roles of the nervous SL and HL 6 Human physiology & D: 6.5 Neurons & synapses Essential idea: Neurons transmit the message, SL and HL; SOME NEW CONTENT
organs in animal bodies system and endocrine system in sending Human physiology 6.6 Hormones, synapses modulate the message. HL only
by hormonal and nervous messages. Using homeostasis & Essential idea: Hormones are used when signals
signalling and by examples, emphasize the role of the blood system reproduction D.5 need to be widely distributed.
transport of materials and in transporting materials between organs. Hormones & Metabolism Understanding: Endocrine glands secrete
energy (AHL) hormones directly into the bloodstream.
C3.1.4—The brain as a Limit to the role of the brain in processing SL and HL A: Neurobiology and A.4 Innate and learned Understanding: Learning is the acquisition of skill HL only
central information information combined from several inputs and in behaviour behaviour (AHL) or knowledge.
integration organ learning and Understanding: Memory is the process of
memory. Students are not required to know encoding, storing and accessing information.
details such as the role of slow-acting
neurotransmitters.
C3.1.5—The spinal cord as Students should understand the difference SL and HL A: Neurobiology and A.2 The human brain Understanding: The autonomic nervous system SL and HL SOME NEW CONTENT
an integrating centre for between conscious and unconscious processes. behaviour controls involuntary processes in the body using
unconscious processes centres located mainly in the brain stem.
Understanding: The cerebral hemispheres are
responsible for higher order functions.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C3.1.6—Input to the Students should understand that sensory SL and HL A: Neurobiology and A.4 Innate and learned Guidance: Drawing of reflex arc should include HL only; SL SOME NEW CONTENT
spinal cord and cerebral neurons convey messages from receptor cells to behaviour behaviour (AHL) & A.2 The the receptor cell, sensory neuron, relay neuron, and HL
hemispheres through the central nervous system. human brain motor neuron and effector.
sensory neurons Understanding: The left cerebral hemisphere
receives sensory input from sensory receptors in
the right side of the body and the right side of the
visual field in both eyes and vice versa for the
right hemisphere.

C3.1.7—Output from the Students should understand that muscles are SL and HL A: Neurobiology and A.4 Innate and learned Guidance: Drawing of reflex arc should include SOME NEW CONTENT
cerebral hemispheres to stimulated to contract. behaviour behaviour (AHL) the receptor cell, sensory neuron, relay neuron,
muscles through motor motor neuron and effector.
neurons
C3.1.8—Nerves as Use a transverse section of a nerve to show the SL and HL NEW CONTENT
bundles of nerve fibres of protective sheath, and myelinated and
both sensory and motor unmyelinated nerve fibres.
neurons
C3.1.9—Pain reflex arcs as Use the example of a reflex arc with a single SL and HL A: Neurobiology and A.4 Innate and learned Understanding: Autonomic and involuntary HL only SOME NEW CONTENT
an example of involuntary interneuron in the grey matter of the spinal cord behaviour behaviour (AHL) responses are referred to as reflexes.
responses with skeletal and a free sensory nerve ending in a sensory Understanding: Reflex arcs comprise the neurons
muscle as the effector neuron as a pain receptor in the hand. that mediate reflexes.
Application: Withdrawal reflex of the hand from a
painful stimulus.
Skill: Drawing and labelling a diagram of a reflex
arc for a pain withdrawal reflex.
Guidance: Drawing of reflex arc should include
the receptor cell, sensory neuron, relay neuron,
motor neuron and effector.

C3.1.10—Role of the Limit to a general understanding of the role of the SL and HL A: Neurobiology and A.2 The human brain Understanding: The cerebral hemispheres are SL and HL
cerebellum in cerebellum in the overall control of movements of behaviour responsible for higher order functions.
coordinating skeletal the body. Understanding: The left cerebral hemisphere
muscle contraction and controls muscle contraction in the right side of
balance the body and vice versa for the right hemisphere.
C3.1.11—Modulation of Students should understand the diurnal pattern SL and HL 6 Human physiology 6.6 Hormones, Understanding: Melatonin is secreted by the SL and HL
sleep patterns by of melatonin secretion by the pineal gland and homeostasis & pineal gland to control circadian rhythms.
melatonin secretion as a how it reproduction Application: Causes of jet lag and use of
part of circadian rhythms helps to establish a cycle of sleeping and waking. melatonin to alleviate it.
C3.1.12—Epinephrine Consider the widespread effects of epinephrine in SL and HL 6 Human physiology 6.2 The blood system Understanding: Epinephrine increases the heart SL and HL SOME NEW CONTENT
(adrenaline) secretion by the body and how these effects facilitate intense rate to prepare for vigorous physical activity.
the adrenal glands to muscle contraction.
prepare the body for
vigorous activity
C3.1.13—Control of the Students should have a general understanding, SL and HL D: Human physiology D.5 Hormones & Understanding: The hypothalamus controls HL only
endocrine system by the but are not required to know differences between Metabolism (AHL) hormone secretion by the anterior and posterior
hypothalamus and mechanisms used in the anterior and posterior lobes of the pituitary gland.
pituitary gland pituitary. Understanding: Hormones secreted by the
pituitary control growth, developmental changes,
reproduction and homeostasis.
C3.1.14—Feedback Include the location of baroreceptors and SL and HL 6 Human physiology & A: 6.2 The blood system Understanding: The heart rate can be increased SL and HL SOME NEW CONTENT
control of heart rate chemoreceptors. Neurobiology and A.3 Perception of or decreased by impulses brought to the heart
following sensory input behaviour stimuli A.2 through two nerves from the medulla of the
from baroreceptors and Baroreceptors monitor blood pressure. The human brain brain. Understanding:
chemoreceptors Chemoreceptors monitor blood pH and Receptors detect changes in the environment.
concentrations of oxygen and carbon dioxide. Guidance: Humans’ sensory receptors should
Students should understand the role of the include mechanoreceptors, chemoreceptors,
medulla in coordinating responses and sending thermoreceptors and photoreceptors.
nerve impulses to the heart to change the heart’s Application: Swallowing, breathing and heart
stroke volume and heart rate. rate as examples of activities coordinated by the
medulla.

C3.1.15—Feedback Students should understand the causes of pH SL and HL D: Human physiology D.6 Transport of Understanding: Chemoreceptors are sensitive to HL only
control of ventilation rate changes in the blood. These changes are respiratory gases (AHL) changes in blood pH.
following sensory input monitored by chemoreceptors in the brainstem Understanding: The rate of ventilation is
from chemoreceptors and lead to the control of ventilation rate using controlled by the respiratory control centre in the
signals to the diaphragm and intercostal muscles. medulla oblongata.
Understanding: During exercise the rate of
ventilation changes in response to the amount of
CO2 in the blood.
Application: pH of blood is regulated to stay
within the narrow range of 7.35 to 7.45.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C3.1.16—Control of Limit to initiation of swallowing of food and SL and HL 6 Human physiology 6.1 Digestion & Understanding: The contraction of circular and SL and HL SOME NEW CONTENT
peristalsis in the digestive egestion of faeces being under voluntary control Absorption longitudinal muscle of the small intestine mixes
system by the central by the the food with enzymes and moves it along the
nervous system and central nervous system (CNS) but peristalsis gut.
enteric nervous between these points in the digestive system
system being under
involuntary control by the enteric nervous system
(ENS). The action of the ENS ensures passage of
material through the gut is coordinated.

C3.1.17—Observations of Application of skills: Students should gather HL only 9 Plant biology 9.3 Growth in plants Understanding: Plant shoots respond to the HL only SOME NEW CONTENT
tropic responses in qualitative data, using diagrams to record their environment by tropisms.
seedlings observations
of seedlings illustrating tropic responses. They
could also collect quantitative data by measuring
the angle
of curvature of seedlings.

NOS: Students should be able to distinguish

between qualitative and quantitative observations
and understand factors that limit the precision of
measurements and their accuracy. Strategies for
increasing the precision, accuracy and reliability of
measurements in tropism experiments could be
considered.

C3.1.18—Positive Students are not required to know specific HL only 9 Plant biology 9.3 Growth in plants Understanding: Plant shoots respond to the HL only
phototropism as a examples of other tropisms. environment by tropisms. Aim 6:
directional growth Investigations into tropisms could be carried out.
response to lateral light in
plant shoots
C3.1.19—Phytohormones Students should appreciate that a variety of HL only 9 Plant biology 9.3 Growth in plants Understanding: Mitosis & cell division in the shoot HL only
as signalling chemicals chemicals are used as phytohormones in plants. apex provide cells needed for extension of the
controlling growth, stem & development of leaves.
development and Understanding: Plant hormones control growth in
response to the shoot apex.
stimuli in plants Understanding: Plant shoots respond to the
environment by tropisms. NOS:
Developments in scientific research follow
improvements in analysis and deduction—
improvements in analytical techniques allowing
the detection of trace amounts of substances has
led to advances in the understanding of plant
hormones and their effect on gene expression.

C3.1.20—Auxin efflux Auxin can diffuse freely into plant cells but not HL only 9 Plant biology 9.3 Growth in plants Understanding: Auxin efflux pumps can set up HL only
carriers as an example of out of them. Auxin efflux carriers can be concentration gradients of auxin in plant
maintaining concentration positioned in a cell tissue. Guidance: Auxin is the only named
gradients of membrane on one side of the cell. If all cells hormone that is expected.
phytohormones coordinate to concentrate these carriers on the
same side, auxin is actively transported from cell
to cell through the plant tissue and becomes
concentrated in part of the plant.

C3.1.21—Promotion of Include auxin’s promotion of hydrogen ion HL only 9 Plant biology 9.3 Growth in plants Understanding: Auxin influences cell growth HL only SOME NEW CONTENT
cell growth by auxin secretion into the apoplast, acidifying the cell wall rates by changing the pattern of gene
and thus expression.
loosening cross links between cellulose molecules
and facilitating cell elongation. Concentration
gradients
of auxin cause the differences in growth rate
needed for phototropism.

C3.1.22—Interactions Students should understand that root tips HL only NEW CONTENT
between auxin and produce cytokinin, which is transported to shoots,
cytokinin as a means of and shoot tips produce auxin, which is
regulating root and shoot transported to roots. Interactions between these
growth phytohormones help to ensure that root and
shoot growth are integrated.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C3.1.23—Positive Ethylene (IUPAC name: ethene) stimulates the HL only NEW CONTENT
feedback in fruit ripening changes in fruits that occur during ripening, and
and ethylene production ripening
also stimulates increased production of ethylene.
Students should understand the benefit of this
positive
feedback mechanism in ensuring that fruit
ripening is rapid and synchronized.

C3.2 Defence against C3.2.1—Pathogens as the Students should understand that a broad range of SL and HL 6 Human physiology 6.3 Defence against Essential idea: The human body has structures SL and HL SOME NEW CONTENT
disease cause of infectious disease-causing organisms can infect humans. A infectious disease and processes that resist the continuous threat of
diseases disease-causing organism is known as a invasion by pathogens.
pathogen, although typically the term is reserved
for viruses, bacteria, fungi and protists. Archaea
are not known to cause any diseases in humans.

NOS: Students should be aware that careful

observation can lead to important progress. For
example, careful observations during 19th-
century epidemics of childbed fever (due to an
infection after childbirth) in Vienna and cholera in
London led to breakthroughs in the control of
infectious disease.

C3.2.2—Skin and mucous The skin acts as both a physical and chemical SL and HL 6 Human physiology 6.3 Defence against Essential idea: The human body has structures SL and HL
membranes as a primary barrier to pathogens. Students are not required to infectious disease and processes that resist the continuous threat of
defence draw or invasion by pathogens.
label diagrams of skin. Understanding: The skin and mucous membranes
form a primary defence against pathogens that
cause infectious disease.
C3.2.3—Sealing of cuts in Include release of clotting factors from platelets SL and HL 6 Human physiology 6.3 Defence against Understanding: Cuts in the skin are sealed by SL and HL
skin by blood clotting and the subsequent cascade pathway that results infectious disease blood clotting.
in rapid Guidance: Diagrams of skin are not required.
conversion of fibrinogen to fibrin by thrombin and Understanding: Clotting factors are released from
trapping of erythrocytes to form a clot. No further platelets.
details are required. Understanding: The cascade results in the rapid
conversion of fibrinogen to fibrin by thrombin.
C3.2.4—Differences Include the idea that the innate system responds SL and HL 6 Human physiology 6.3 Defence against Understanding: Ingestion of pathogens by SL and HL SOME NEW CONTENT The terms innate and
between the innate to broad categories of pathogen and does not infectious disease phagocytic white blood cells gives non-specific adaptive as sepcific requirements is new
immune system and the change immunity to diseases.
adaptive immune system during an organism’s life whereas the adaptive Understanding: Production of antibodies by
system responds in a specific way to particular lymphocytes in response to particular pathogens
pathogens gives specific immunity.
and builds up a memory of pathogens
encountered, so the immune response becomes
more effective.
Students are not required to know any
components of the innate immune system other
than phagocytes.

C3.2.5—Infection control Include amoeboid movement from blood to sites SL and HL 6 Human physiology 6.3 Defence against Understanding: Ingestion of pathogens by SL and HL
by phagocytes of infection, where phagocytes recognize infectious disease phagocytic white blood cells gives non-specific
pathogens, engulf them by endocytosis and digest immunity to diseases.
them using enzymes from lysosomes.
C3.2.6—Lymphocytes as Students should understand that lymphocytes SL and HL 6 Human physiology 6.3 Defence against Understanding: Production of antibodies by SL and HL
cells in the adaptive both circulate in the blood and are contained in infectious disease lymphocytes in response to particular pathogens
immune system that lymph gives specific immunity.
cooperate to produce nodes. They should appreciate that an individual Guidance: Subgroups of phagocyte and
antibodies has a very large number of B-lymphocytes that lymphocyte are not required but students should
each be aware that some lymphocytes act as memory
make a specific type of antibody. cells and can quickly reproduce to form a clone of
plasma cells if a pathogen carrying a specific
antigen is re-encountered.

C3.2.7—Antigens as Students should appreciate that most antigens SL and HL 11 Animal physiology 11.1 Antibody production Understanding: Every organism has unique HL only
recognition molecules are glycoproteins or other proteins and that they & Vaccination molecules on the surface of its cells.
that trigger antibody are Understanding: Plasma cells secrete antibodies.
production usually located on the outer surfaces of Understanding: Antibodies aid the destruction of
pathogens. Antigens on the surface of pathogens.
erythrocytes may stimulate antibody production if Application: Antigens on the surface of red blood
transfused into a person with a different blood cells stimulate antibody production in a person
group. with a different blood group.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C3.2.8—Activation of B- Students should understand that there are SL and HL 11 Animal physiology 11.1 Antibody production Understanding: B lymphocytes are activated by T HL only
lymphocytes by helper T- antigen-specific B-cells and helper T-cells. B-cells & Vaccination lymphocytes in mammals.
lymphocytes produce
antibodies and become memory cells only when
they have been activated. Activation requires both
direct
interaction with the specific antigen and contact
with a helper T-cell that has also become
activated by the
same type of antigen.

C3.2.9—Multiplication of There are relatively small numbers of B-cells that SL and HL 11 Animal physiology 11.1 Antibody production Understanding: Activated B cells multiply to form HL only
activated B-lymphocytes respond to a specific antigen. To produce & Vaccination clones of plasma cells and memory cells.
to form clones of sufficient
antibody-secreting plasma quantities of antibody, activated B-cells first divide
cells by mitosis to produce large numbers of plasma B-
cells
that are capable of producing the same type of
antibody.
C3.2.10—Immunity as a Students should understand that immunity is the SL and HL 11 Animal physiology 11.1 Antibody production Understanding: Immunity depends upon the HL only
consequence of retaining ability to eliminate an infectious disease from the & Vaccination persistence of memory cells.
memory cells body. It is due to the long-term survival of
lymphocytes that are capable of making the
specific antibodies
needed to fight the infection. These are memory
cells.
C3.2.11—Transmission of Include examples of the mechanisms of HIV SL and HL 6 Human physiology 6.3 Defence against Application: Effects of HIV on the immune system SL and HL
HIV in body fluids (human immunodeficiency virus) transmission. infectious disease and methods of transmission.
C3.2.12—Infection of Students should understand that only certain SL and HL 6 Human physiology 6.3 Defence against Application: Effects of HIV on the immune system SL and HL
lymphocytes by HIV with types of lymphocyte are infected and killed, but infectious disease and methods of transmission.
AIDS as a consequence that a Guidance: The effects of HIV on the immune
reduction in these lymphocytes limits the ability system should be limited to a reduction in the
to produce antibodies and fight opportunistic number of active lymphocytes and a loss of the
infections. ability to produce antibodies, leading to the
development of AIDS.
C3.2.13—Antibiotics as Include reasons that antibiotics fail to control SL and HL 6 Human physiology 6.3 Defence against Understanding: Antibiotics block processes that SL and HL
chemicals that block infection with viruses. infectious disease occur in prokaryotic cells but not in eukaryotic
processes occurring in cells.
bacteria but not in Understanding: Viruses lack a metabolism and
eukaryotic cells cannot therefore be treated with antibiotics.
C3.2.14—Evolution of Students should understand that careful use of SL and HL 5 Evolution and 5.2 Natural Selection & 6.3 Nature of science: Use theories to explain natural SL and HL SOME NEW CONTENT
resistance to several antibiotics is necessary to slow the emergence of biodiversity & 6 Human Defence against infectious phenomena—the theory of evolution by natural
antibiotics in strains of multiresistant bacteria. physiology disease selection can explain the development of
pathogenic bacteria antibiotic resistance in bacteria.
NOS: Students should recognize that the Application: Evolution of antibiotic resistance in
development of new techniques can lead to new bacteria. Understanding: Some strains of
avenues of research; for example, the recent bacteria have evolved with genes that confer
technique of searching chemical libraries is resistance to antibiotics and some strains of
yielding new antibiotics. bacteria have multiple resistance.
Aim 9: Science has limited means in the fight
against pathogens, as shown by the spread of
new diseases and antibiotic-resistant bacteria.

C3.2.15—Zoonoses as Illustrate the prevalence of zoonoses as infectious SL and HL 11 Animal physiology 11.1 Antibody production Understanding: Pathogens can be species-specific HL only SOME NEW CONTENT
infectious diseases that diseases in humans and their varied modes of & Vaccination although others can cross species barriers.
can transfer from other infection with several examples including
species to humans tuberculosis, rabies and Japanese encephalitis.
Include COVID-19 as an infectious disease that
has recently transferred from another species,
with profound consequences for
humans.

C3.2.16—Vaccines and Students should understand that vaccines contain SL and HL 11 Animal physiology 11.1 Antibody production Understanding: Vaccines contain antigens that HL only
immunization antigens, or nucleic acids (DNA or RNA) with & Vaccination & 6.3 trigger immunity but do not cause the disease.
sequences that code for antigens, and that they Defence against infectious Utilization: An understanding of immunity has led
stimulate the development of immunity to a disease to the development of vaccinations.
specific pathogen without causing the disease.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C3.2.17—Herd immunity Students should understand how members of a SL and HL 11 Animal physiology 11.1 Antibody production Skill: Analysis of epidemiological data related to HL only SOME NEW CONTENT
and the prevention of population are interdependent in building herd & Vaccination vaccination programmes.
epidemics immunity. If a sufficient percentage of a
population is immune to a disease, transmission
is greatly impeded.

NOS: Scientists publish their research so that

other scientists can evaluate it. The media often
report on the research while evaluation is still
happening, and consumers need to be aware of
this. Vaccines are tested rigorously and the risks
of side effects are minimal but not nil. The
distinction between pragmatic truths and
certainty is poorly understood.

C3.2.18—Evaluation of Application of skills: Students should have the SL and HL NEW CONTENT
data related to the COVID- opportunity to calculate both percentage
19 pandemic difference and percentage change.
4. Ecosytems C4.1 Populations and C4.1.1—Populations as Students should understand that members of a SL and HL 4 Ecology 4.1 Species, communities Understanding: Species are groups of organisms SL and HL
communities interacting groups of population normally breed and that reproductive & ecosystems that can potentially interbreed to produce fertile
organisms of the same isolation is used to distinguish one population of a offspring.
species living in an area species from another. Members of a species may be reproductively
isolated in separate populations.
C4.1.2—Estimation of Students should understand reasons for SL and HL 4 Ecology 4.1 Species, communities Skill: Testing for association between two species SL and HL
population size by estimating population size, rather than counting & ecosystems using the chi-squared test with data obtained by
random sampling every individual, and the need for randomness in quadrat sampling.
sampling procedures.
NOS: Students should be aware that random
sampling, instead of measuring an entire
population, inevitably results in sampling error. In
this case the difference between the estimate of
population size and the true size of the whole
population is the sampling error.

C4.1.3—Random quadrat Both sessile animals and plants, where the SL and HL 4 Ecology 4.1 Species, communities Skill: Testing for association between two species SL and HL;
sampling to estimate numbers of individuals can be counted, are & ecosystems & C5 using the chi-squared test with data obtained by HL only
population size for sessile suitable. Population Ecology (AHL) quadrat sampling.
organisms Skill: Recognizing and interpreting statistical
Application of skills: Students should significance.
understand what is indicated by the standard Guidance: To obtain data for the chi-squared test,
deviation of a mean. an ecosystem should be chosen in which one or
Students do not need to memorize the formula more factors affecting the distribution of the
used to calculate this. In this example, the chosen species varies. Sampling should be based
standard on random numbers. In each quadrat the
deviation of the mean number of individuals per presence or absence of the chosen species should
quadrat could be determined using a calculator to be recorded.
give a measure of the variation and how evenly Aim 6: It would be best for students to obtain data
the population is spread. for the chi-squared test themselves, to give first-
hand experience of field work techniques.
NOS: Avoiding bias—a random number
generator helps to ensure population sampling is
free from bias.
Understanding: Sampling techniques are used to
estimate population size.

C4.1.4—Capture–mark– Application of skills: Students should use the SL and HL C: Ecology and C5 Population Ecology Application: Use of the capture-mark-release- HL only
release–recapture and the Lincoln index to estimate population size. conservation (AHL) recapture method to estimate the population size
Lincoln index to estimate of an animal species.
population size for motile Population size estimate = M × N/R, where M is the
organisms number of individuals caught and marked initially,
N is
the total number of individuals recaptured and R
is the number of marked individuals recaptured.
Students should understand the assumptions
made when using this method.

C4.1.5—Carrying capacity A simple definition of carrying capacity is SL and HL C: Ecology and C5 Population Ecology Understanding: Population growth slows as a HL only
and competition for sufficient, with some examples of resources that conservation (AHL) population reaches the carrying capacity of the
limited resources may limit carrying capacity. environment.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C4.1.6—Negative Numbers of individuals in a population may SL and HL C: Ecology and C5 Population Ecology Essential idea: Dynamic biological processes HL only
feedback control of fluctuate due to density-independent factors, but conservation (AHL) impact population density and population growth.
population size by densitydependent factors tend to push the Understanding: Limiting factors can be top down
density-dependent factors population back towards the carrying capacity. In or bottom up.
addition to competition for limited resources, Application: Discussion of the effect of natality,
include the increased risk of predation and the mortality, immigration and emigration on
transfer of pathogens or pests in dense population size.
populations.

C4.1.7—Population Students should study at least one case study in SL and HL C: Ecology and C5 Population Ecology Understanding: The exponential growth pattern HL only
growth curves an ecosystem. Students should understand conservation (AHL) occurs in an ideal, unlimited environment.
reasons for exponential growth in the initial
phases. A lag phase is not expected as a part of Understanding: Population growth slows as a
sigmoid population growth. population reaches the carrying capacity of the
environment.
NOS: The curve represents an idealized graphical Understanding: The phases shown in the sigmoid
model. Students should recognize that models are curve can be explained by relative rates of
oftensimplifications of complex systems. natality, mortality, immigration and emigration.

Application of skills: Students should test the

growth of a population against the model of
exponential
growth using a graph with a logarithmic scale for
size of population on the vertical axis and a
nonlogarithmic
scale for time on the horizontal axis.

C4.1.8—Modelling of the Application of skills: Students should collect SL and HL C: Ecology and C5 Population Ecology Skill: Modelling the growth curve using a simple HL only
sigmoid population data regarding population growth. Yeast and conservation (AHL) organism such as yeast or species of Lemna.
growth curve duckweed are
recommended but other organisms that
proliferate under experimental conditions could
be used.
C4.1.9—Competition Include reasons for intraspecific competition SL and HL NEW CONTENT
versus cooperation in within a population. Also include a range of real
intraspecific relationships examples of
competition and cooperation.
C4.1.10—A community as Communities comprise all the populations in an SL and HL 4 Ecology 4.1 Species, communities Understanding: A community is formed by SL and HL
all of the interacting area including plants, animals, fungi and bacteria. & ecosystems populations of different species living together
organisms in an and interacting with each other.
ecosystem Understanding: A community forms an ecosystem
by its interactions with the abiotic environment.
C4.1.11—Herbivory, Include each type of ecological interaction using SL and HL NEW CONTENT
predation, interspecific at least one example.
competition, mutualism,
parasitism and
pathogenicity as
categories of interspecific
relationship within
communities

C4.1.12—Mutualism as an Include these examples: root nodules in Fabaceae SL and HL NEW CONTENT
interspecific relationship (legume family), mycorrhizae in Orchidaceae
that benefits both species (orchid
family) and zooxanthellae in hard corals. In each
case include the benefits to both organisms.

Note: When students are referring to organisms in an

examination, either the common name or the
scientific
name is acceptable.
C4.1.13—Resource Choose one local example to illustrate SL and HL C: Ecology and C3 Impacts of Humans on Understanding: Introduced alien species can SL and HL
competition between competitive advantage over endemic species in conservation Ecosystems escape into local ecosystems and become
endemic and invasive resource acquisition as the basis for an invasive.
species introduced species becoming invasive. Understanding: Competitive exclusion and the
absence of predators can lead to reduction in the
numbers of endemic species when alien species
become invasive.
Application: Study of the introduction of cane
toads in Australia and one other local example of
the introduction of an alien species.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C4.1.14—Tests for Interspecific competition is indicated but not SL and HL NEW CONTENT
interspecific competition proven if one species is more successful in the
absence of another. Students should appreciate
the range of possible approaches to research:
laboratory experiments, field observations by
random sampling and field manipulation by
removal of one species.

NOS: Students should recognize that hypotheses

can be tested by both experiments and
observations
and should understand the difference between
them.

C4.1.15—Use of the chi- Application of skills: Students should be able to SL and HL 4 Ecology 4.1 Species, communities Skill: Testing for association between two species SL and HL
squared test for apply chi-squared tests on the presence/absence & ecosystems using the chi-squared test with data obtained by
association between two of two quadrat sampling.
species species in several sampling sites, exploring the Skill: Recognizing and interpreting statistical
differences or similarities in distribution. This may significance.
provide evidence for interspecific competition. Guidance: To obtain data for the chi-squared test,
an ecosystem should be chosen in which one or
more factors affecting the distribution of the
chosen species varies. Sampling should be based
on random numbers. In each quadrat the
presence or absence of the chosen species should
be recorded.
Aim 6: It would be best for students to obtain data
for the chi-squared test themselves, to give first-
hand experience of field work techniques.

C4.1.16—Predator–prey Include a real case study. SL and HL NEW CONTENT

relationships as an
example of density-
dependent control of
animal populations
C4.1.17—Top-down and Students should understand that both of these SL and HL C: Ecology and C5 Population Ecology Understanding: Limiting factors can be top down HL only SOME NEW CONTENT
bottom-up control of types of control are possible, but one or the other conservation (AHL) or bottom up.
populations in is likely to be dominant in a community. Application: Bottom-up control of algal blooms by
communities shortage of nutrients and top-down control by
herbivory.
C4.1.18—Allelopathy and These two processes are similar in that a chemical SL and HL NEW CONTENT
secretion of antibiotics substance is released into the environment to
deter potential competitors. Include one specific
example of each—where possible, choose a local
example.
C4.2 Transfers of energy C4.2.1—Ecosystems as Students should know that in closed systems only SL and HL C: Ecology and C2 Communities & Understanding: In closed ecosystems energy but SL and HL
and matter open systems in which energy is able to pass in and out. conservation Ecosystems not matter is exchanged with the surroundings.
both energy and matter
can enter and exit
C4.2.2—Sunlight as the Include exceptions such as ecosystems in caves SL and HL C: Ecology and C2 Communities & Understanding: Most ecosystems rely on a supply SL and HL SOME NEW CONTENT
principal source of energy and below the levels of light penetration in conservation Ecosystems of energy from sunlight.
that sustains most oceans. Understanding: Light energy is converted to
ecosystems chemical energy in carbon compounds by
NOS: Laws in science are generalized principles, photosynthesis.
or rules of thumb, formulated to describe
patterns
observed in nature. Unlike theories, they do not
offer explanations, but describe phenomena. Like
theories, they can be used to make predictions.
Students should be able to outline the features of
C4.2.3—Flow of chemical Students should appreciate that chemical energy SL and HL 4 Ecology 4.2 Energy Flow Understanding: Chemical energy in carbon SL and HL
energy through food passes to a consumer as it feeds on an organism compounds flows through food chains by means
chains that is the previous stage in a food chain. of feeding.
C4.2.4—Construction of Represent relationships in a local community if SL and HL 4 Ecology C2 Communities & Understanding: Most species occupy different SL and HL
food chains and food possible. Arrows indicate the direction of transfer Ecosystems trophic levels in multiple food chains.
webs to represent feeding of energy and biomass. Understanding: A food web shows all the possible
relationships in a food chains in a community.
community
C4.2.5—Supply of energy Include faeces, dead parts of organisms and dead SL and HL 4 Ecology 4.1 Species, communities Understanding: Detritivores are heterotrophs that SL and HL SOME NEW CONTENT
to decomposers as carbon whole organisms. & ecosystems obtain organic nutrients from detritus by internal
compounds in organic digestion.
matter coming from dead Understanding: Saprotrophs are heterotrophs
organisms that obtain organic nutrients from dead
organisms by external digestion.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C4.2.6—Autotrophs as Students should understand that energy is SL and HL 4 Ecology 4.1 Species, communities Understanding: Autotrophs obtain inorganic SL and HL SOME NEW CONTENT
organisms that use required for carbon fixation and for the anabolic & ecosystems & 4.3 nutrients from the abiotic environment.
external energy sources reactions that build macromolecules. Carbon cycling Understanding: Autotrophs convert carbon
to synthesize carbon dioxide into carbohydrates and other carbon
compounds from compounds.
simple inorganic
substances
C4.2.7—Use of light as the Students should understand that oxidation SL and HL NEW CONTENT
external energy source in reactions release energy, so they are useful in
photoautotrophs and living organisms.
oxidation reactions as the Include iron-oxidizing bacteria as an example of a
energy source in chemoautotroph.
chemoautotrophs
C4.2.8—Heterotrophs as Students should appreciate that complex carbon SL and HL 4 Ecology 4.1 Species, communities Understanding: Species have either an SL and HL
organisms that use compounds such as proteins and nucleic acids are & ecosystems autotrophic or heterotrophic method of nutrition
carbon compounds digested either externally or internally and are (a few species have both methods).
obtained from other then assimilated by constructing the carbon Understanding: Consumers are heterotrophs that
organisms to compounds that are required. feed on living organisms by ingestion.
synthesize the carbon Understanding: Detritivores are heterotrophs that
compounds that they obtain organic nutrients from detritus by internal
require digestion.
Understanding: Saprotrophs are heterotrophs
that obtain organic nutrients from dead
organisms by external digestion.

C4.2.9—Release of energy Students are not required to be familiar with SL and HL 4 Ecology 4.2 Energy Flow Understanding: Energy released from carbon SL and HL
in both autotrophs and photoheterotrophs. compounds by respiration is used in living
heterotrophs by oxidation organisms and converted to heat.
of carbon compounds in
cell respiration

C4.2.10—Classification of Use the terms “producer”, “primary consumer”, SL and HL 4 Ecology 4.2 Energy Flow Guidance: Pyramids of energy should be drawn to SL and HL
organisms into trophic “secondary consumer” and “tertiary consumer”. scale and should be stepped, not triangular. The
levels Students should appreciate that many organisms terms producer, first consumer and second
have a varied diet and occupy different trophic consumer and so on should be used, rather than
levels in different food chains. first trophic level, second trophic level and so on.
C4.2.11—Construction of Application of skills: Students should use research SL and HL 4 Ecology 4.2 Energy Flow Skill: Quantitative representations of energy flow SL and HL
energy pyramids data from specific ecosystems to represent using pyramids of energy.
energy transfer and energy losses between Guidance: Pyramids of energy should be drawn to
trophic levels in food chains. scale and should be stepped, not triangular. The
terms producer, first consumer and second
consumer and so on should be used, rather than
first trophic level, second trophic level and so on.
C4.2.12—Reductions in C4.2.12—Reductions in energy availability at each SL and HL 4 Ecology 4.2 Energy Flow Essential idea: Ecosystems require a continuous SL and HL
energy availability at each successive stage in food chains due to large supply of energy to fuel life processes and to
successive stage in food energy replace energy lost as heat.
chains due to large energy losses between trophic levels Nature of science: Use theories to explain natural
losses between trophic phenomena—the concept of energy flow explains
levels the limited length of food chains.
Guidance: Pyramids of number and biomass are
not required. Students should be clear that
biomass in terrestrial ecosystems diminishes with
energy along food chains due to loss of carbon
dioxide, water and other waste products, such as
urea.

C4.2.13—Heat loss to the Include the idea that energy transfers are not SL and HL 4 Ecology 4.2 Energy Flow SL and HL
environment in both 100% efficient so heat is produced both when ATP Understanding: Energy released from carbon
autotrophs and is produced in cell respiration and when it is used compounds by respiration is used in living
heterotrophs due to in cells. organisms and converted to heat.
conversion of Understanding: Living organisms cannot convert
chemical energy to heat in heat to other forms of energy.
cell respiration Understanding: Heat is lost from ecosystems.
C4.2.14—Restrictions on At each successive stage in food chains there are SL and HL 4 Ecology 4.2 Energy Flow Understanding: Energy losses between trophic SL and HL
the number of trophic fewer organisms or smaller organisms. There is levels restrict the length of food chains and the
levels in ecosystems due therefore biomass of higher trophic levels.
to energy losses less biomass, but the energy content per unit
mass is not reduced.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
C4.2.15—Primary The units should be mass (of carbon) per unit SL and HL 4 Ecology 4.3 Carbon cycling & C2 Application: Estimation of carbon fluxes due to SL and HL
production as area per unit time and are usually g m−2 yr−1. Communities & processes in the carbon cycle. Skill:
accumulation of carbon Students should understand that biomes vary in Ecosystems Construction of climograph diagrams to show the
compounds in biomass by their capacity to accumulate biomass. Biomass inter-relationships between nutrient stores and
autotrophs accumulates when autotrophs and heterotrophs flows between taiga, desert and tropical
grow or reproduce. rainforest.
C4.2.16—Secondary Students should understand that, due to loss of SL and HL 4 Ecology 4.3 Carbon cycling Application: Estimation of carbon fluxes due to SL and HL
production as biomass when carbon compounds are converted processes in the carbon cycle.
accumulation of carbon to carbon dioxide and water in cell respiration,
compounds in biomass by secondary production is lower than primary
heterotrophs production in an ecosystem.
C4.2.17—Constructing Students should illustrate with a diagram how SL and HL 4 Ecology 4.3 Carbon cycling Skill: Construct a diagram of the carbon cycle. SL and HL
carbon cycle diagrams carbon is recycled in ecosystems by
photosynthesis, feeding and respiration.
C4.2.18—Ecosystems as If photosynthesis exceeds respiration there is a SL and HL NEW CONTENT
carbon sinks and carbon net uptake of carbon dioxide and if respiration
sources exceeds photosynthesis there is a net release of
carbon dioxide.
C4.2.19—Release of Students should appreciate that these carbon SL and HL 4 Ecology 4.3 Carbon cycling Understanding: Carbon dioxide is produced by SL and HL
carbon dioxide into the sinks vary in date of formation and that the combustion of biomass and fossilized organic
atmosphere during combustion matter.
combustion of biomass, following lightning strikes sometimes happens
peat, coal, oil and naturally but that human activities have greatly
natural gas increased combustion rates.
C4.2.20—Analysis of the Include analysis of both the annual fluctuations SL and HL NEW CONTENT
Keeling Curve in terms of and the long-term trend.
photosynthesis,
respiration and
combustion
C4.2.21—Dependence of The fluxes involved per year are huge, so this is a SL and HL 4 Ecology 4.3 Carbon cycling Understanding: Carbon dioxide diffuses from the SL and HL
aerobic respiration on major interaction between autotrophs and atmosphere or water into autotrophs.
atmospheric oxygen heterotrophs. Understanding: Carbon dioxide is produced by
produced by respiration and diffuses out of organisms into
photosynthesis, and of water or the atmosphere.
photosynthesis on Application: Estimation of carbon fluxes due to
atmospheric carbon processes in the carbon cycle.
dioxide produced by
respiration

C4.2.22—Recycling of all Students should appreciate that all elements used SL and HL 4 Ecology 4.1 Species, communities Understanding: The supply of inorganic nutrients SL and HL SOME NEW CONTENT
chemical elements by living organisms, not just carbon, are recycled & ecosystems is maintained by nutrient cycling.
required by living and that decomposers play a key role. Students
organisms in ecosystems are not required to know details of the nitrogen
cycle and other nutrient cycles.
D Continuity 1. Molecules D1.1 DNA replication D1.1.1—DNA replication Students should appreciate that DNA replication SL and HL 2 Molecular biology 2.7 DNA replication, Essential Idea: Genetic information in DNA can be SL and HL
and change as production of exact is required for reproduction and for growth and transcription & translation accurately copied
copies of DNA with tissue replacement in multicellular organisms.
identical base sequences
D1.1.2—Semi- Students should understand how these processes SL and HL 2 Molecular biology 2.7 DNA replication, Understanding: The replication of DNA is semi- SL and HL
conservative nature of allow a high degree of accuracy in copying base transcription & translation conservative and depends on complementary
DNA replication and role sequences. base pairing.
of complementary base
pairing
D1.1.3—Role of helicase Limit to the role of helicase in unwinding and SL and HL 2 Molecular biology 2.7 DNA replication, Understanding: Helicase unwinds the double helix SL and HL
and DNA polymerase in breaking hydrogen bonds between DNA strands transcription & translation and separates the two strands by breaking
DNA replication and the hydrogen bonds.
general role of DNA polymerase. Understanding: DNA polymerase links nucleotides
together to form a new strand, using the pre-
existing strand as a template.
D1.1.4—Polymerase chain Students should understand the use of primers, SL and HL 2 Molecular biology & 3 2.7 DNA replication, Application: Use of Taq DNA polymerase to SL and HL
reaction and gel temperature changes and Taq polymerase in the Genetics transcription & translation produce multiple copies of DNA rapidly by the
electrophoresis as tools polymerase chain reaction (PCR) and the basis of & 3.5 Genetic Modification polymerase chain reaction (PCR).
for amplifying and separation of DNA fragments in gel & Biotechnology Understanding: Gel electrophoresis is used to
separating DNA electrophoresis. separate proteins or fragments of DNA according
to size.
Understanding: PCR can be used to amplify small
amounts of DNA.
Understanding: DNA profiling involves
comparison of DNA.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D1.1.5—Applications of Students should appreciate the broad range of SL and HL 3 Genetics 3.5 Genetic Modification & Application: Use of DNA profiling in paternity and SL and HL SOME NEW CONTENT
polymerase chain reaction applications, including DNA profiling for paternity Biotechnology forensic investigations.
and gel electrophoresis and forensic investigations. Skill: Analysis of examples of DNA profiles.
Guidance: Students should be able to deduce
NOS: Reliability is enhanced by increasing the whether or not a man could be the father of a
number of measurements in an experiment or child from the pattern of bands on a DNA profile.
test. In DNA
profiling, increasing the number of markers used
reduces the probability of a false match.

D1.1.6—Directionality of Students should understand the difference HL only 7 Nucleic acids 7.1 DNA structure & Understanding: DNA polymerases can only add HL only
DNA polymerases between the 5' and 3' terminals of strands of replication nucleotides to the 3’ end of a primer.
nucleotides and that DNA polymerases add the 5'
of a DNA nucleotide to the 3' end of a strand of
nucleotides.
D1.1.7—Differences Include the terms “continuous”, “discontinuous” HL only 7 Nucleic acids 7.1 DNA structure & Understanding: DNA replication is continuous on HL only
between replication on and “Okazaki fragments”. Students should know replication the leading strand and discontinuous on the
the leading strand and the that replication has to be initiated with RNA lagging strand.
lagging strand primer only once on the leading strand but
repeatedly on the lagging strand.
D1.1.8—Functions of DNA Limit to the prokaryotic system. HL only 7 Nucleic acids 7.1 DNA structure & Understanding: DNA replication is carried out by a HL only
primase, DNA polymerase replication complex system of enzymes.
I, DNA polymerase III and Guidance: Details of DNA replication differ
DNA ligase in replication between prokaryotes and eukaryotes. Only the
prokaryotic system is expected.
Guidance: The proteins and enzymes involved in
DNA replication should include helicase, DNA
gyrase, single strand binding proteins, DNA
primase and DNA polymerases I and III.

D1.1.9—DNA Limit to the action of DNA polymerase III in HL only 7 Nucleic acids 7.1 DNA structure & Guidance: The proteins and enzymes involved in HL only
proofreading removing any nucleotide from the 3' terminal with replication DNA replication should include DNA polymerases
a III.
mismatched base, followed by replacement with a
correctly matched nucleotide.
D1.2 Protein synthesis D1.2.1—Transcription as Students should understand the roles of RNA SL and HL 2 Molecular biology 2.7 DNA replication, Understanding: Transcription is the synthesis of SL and HL
the synthesis of RNA polymerase in this process. transcription & translation mRNA copied from the DNA base sequences by
using a DNA template RNA polymerase.
D1.2.2—Role of hydrogen Include the pairing of adenine (A) on the DNA SL and HL 2 Molecular biology 2.7 DNA replication, Skill: Deducing the DNA base sequence for the SL and HL
bonding and template strand with uracil (U) on the RNA strand. transcription & translation mRNA strand. Understanding: Transcription is
complementary base the synthesis of mRNA copied from the DNA base
pairing in transcription sequences by RNA polymerase.
D1.2.3—Stability of DNA Single DNA strands can be used as a template for SL and HL NEW CONTENT
templates transcribing a base sequence, without the DNA
base sequence changing. In somatic cells that do
not divide, such sequences must be conserved
throughout
the life of a cell.
D1.2.4—Transcription as a Limit to understanding that not all genes in a cell SL and HL 7 Nucleic acids 7.2 Transcription & gene Understanding: Gene expression is regulated by HL only
process required for the are expressed at any given time and that expression proteins that bind to specific base sequences in
expression of genes transcription, being the first stage of gene DNA.
expression, is a key stage at which expression of a
gene can be switched on and off.
D1.2.5—Translation as the The base sequence of mRNA is translated into the SL and HL 2 Molecular biology 2.7 DNA replication, Understanding: Translation is the synthesis of SL and HL
synthesis of polypeptides amino acid sequence of a polypeptide. transcription & translation polypeptides on ribosomes.
from mRNA
D1.2.6—Roles of mRNA, Students should know that mRNA binds to the SL and HL 2 Molecular biology 2.7 DNA replication, Understanding: Translation depends on SL and HL
ribosomes and tRNA in small subunit of the ribosome and that two tRNAs transcription & translation complementary base pairing between codons on
translation can bind mRNA and anticodons on tRNA.
simultaneously to the large subunit.
D1.2.7—Complementary Include the terms “codon” and “anticodon”. SL and HL 7 Nucleic acids 2.7 DNA replication, Understanding: Translation depends on SL and HL;
base pairing between transcription & translation complementary base pairing between codons on HL only
tRNA and mRNA & 7.3 Translation mRNA and anticodons on tRNA.
Understanding: Initiation of translation involves
assembly of the components that carry out the
process.
D1.2.8—Features of the Students should understand the reasons for a SL and HL 2 Molecular biology 2.7 DNA replication, Understanding: The amino acid sequence of SL and HL SOME NEW CONTENT
genetic code triplet code. Students should use and understand transcription & translation polypeptides is determined by mRNA according to
the terms the genetic code.
“degeneracy” and “universality”. Understanding: Codons of three bases on mRNA
correspond to one amino acid in a polypeptide.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D1.2.9—Using the genetic Students should be able to deduce the sequence SL and HL 2 Molecular biology 2.7 DNA replication, Skill: Use a table of the genetic code to deduce SL and HL
code expressed as a table of amino acids coded by an mRNA strand. transcription & translation which codon(s) corresponds to which amino acid.
of mRNA codons Skill: Use a table of mRNA codons and their
corresponding amino acids to deduce the
sequence of amino acids coded by a short mRNA
strand of known base sequence.
D1.2.10—Stepwise Focus on elongation of the polypeptide, rather SL and HL 7 Nucleic acids 7.3 Translation Understanding: Synthesis of the polypeptide HL only
movement of the than on initiation and termination. involves a repeated cycle of events.
ribosome along mRNA
and linkage of amino
acids by peptide bonding
to the growing
polypeptide chain
D1.2.11—Mutations that Include an example of a point mutation affecting SL and HL 3 Genetics 3.1 Genes Application: The causes of sickle cell anemia, SL and HL
change protein structure protein structure. including a base substitution mutation, a change
to the base sequence of mRNA transcribed from it
and a change to the sequence of a polypeptide in
hemoglobin.
D1.2.12—Directionality of Students should understand what is meant by 5' HL only 7 Nucleic acids 7.2 Transcription & gene Understanding: Transcription occurs in a 5’ to 3’ HL only SOME NEW CONTENT
transcription and to 3' transcription and 5' to 3' translation. expression direction.
translation Guidance: RNA polymerase adds the 5/ end of the
free RNA nucleotide to the 3/ end of the growing
mRNA molecule.
D1.2.13—Initiation of Consider transcription factors that bind to the HL only 7 Nucleic acids 7.2 Transcription & gene Understanding: Gene expression is regulated by HL only
transcription at the promoter as an example. However, students are expression proteins that bind to specific base sequences in
promoter not required to name the transcription factors. DNA.
D1.2.14—Non-coding Limit examples to regulators of gene expression, HL only 7 Nucleic acids 7.1 DNA structure & Understanding: Some regions of DNA do not code HL only SOME NEW CONTENT
sequences in DNA do not introns, telomeres and genes for rRNAs and replication for proteins but have other important functions.
code for polypeptides tRNAs in Guidance: The regions of DNA that do not
eukaryotes. code for proteins should be limited to regulators
of gene expression, introns, telomeres and genes
for tRNAs.
D1.2.15—Post- Include removal of introns and splicing together HL only 7 Nucleic acids 7.2 Transcription & gene Understanding: Eukaryotic cells modify mRNA HL only
transcriptional of exons to form mature mRNA and also the expression after transcription.
modification in eukaryotic addition of 5'
cells caps and 3' polyA tails to stabilize mRNA
transcripts.
D1.2.16—Alternative Students are only expected to understand that HL only 7 Nucleic acids 7.2 Transcription & gene Understanding: Splicing of mRNA increases the HL only
splicing of exons to splicing together different combinations of exons expression number of different proteins an organism can
produce variants of a allows produce.
protein from a single gene one gene to code for different polypeptides.
Specific examples are not required.
D1.2.17—Initiation of Include attachment of the small ribosome subunit HL only 7 Nucleic acids 7.3 Translation Understanding: Initiation of translation involves HL only
translation to the 5' terminal of mRNA, movement to the start assembly of the components that carry out the
codon, the initiator tRNA and another tRNA, and process. Guidance: Names of the tRNA binding
attachment of the large subunit. Students should sites are expected as well as their roles.
understand the roles of the three binding sites for
tRNA on the ribosome (A, P and E) during
elongation.
D1.2.18—Modification of Students should appreciate that many HL only NEW CONTENT
polypeptides into their polypeptides must be modified before they can
functional state function. The examples chosen should include the
two-stage modification of pre-proinsulin to
D1.2.19—Recycling of insulin.
Limit to the understanding that sustaining a HL only 3 Genetics 2.4 Proteins Understanding: Every individual has a unique SL and HL SOME NEW CONTENT
amino acids by functional proteome requires constant protein proteome.
proteasomes breakdown
and synthesis.
D1.3 Mutation and gene D1.3.1—Gene mutations Distinguish between substitutions, insertions and SL and HL 3 Genetics 3.1 Genes Understanding: New alleles are formed by SL and HL SOME NEW CONTENT
editing as structural changes to deletions. mutation.
genes at the molecular Guidance: Students should be able to recall one
level specific base substitution that causes glutamic
acid to be substituted by valine as the sixth amino
acid in the hemoglobin polypeptide.
Guidance: Deletions, insertions and frame shift
mutations do not need to be included.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D1.3 Mutation and gene D1.3.2—Consequences of Students should understand that single- SL and HL 3 Genetics 3.1 Genes International-mindedness: Sequencing of the SL and HL SOME NEW CONTENT
editing base substitutions nucleotide polymorphisms (SNPs) are the result of human genome shows that all humans share the
base vast majority of their base sequences but also
substitution mutations and that because of the that there are many single nucleotide
degeneracy of the genetic code they may or may polymorphisms that contribute to human
not diversity.
change a single amino acid in a polypeptide.
D1.3.3—Consequences of Include the likelihood of polypeptides ceasing to SL and HL NEW CONTENT
insertions and deletions function, either through frameshift changes or
through
major insertions or deletions. Specific examples
are not required.
D1.3.4—Causes of gene Students should understand that gene mutation SL and HL 3 Genetics 3.4 Inheritance Understanding: Radiation and mutagenic SL and HL SOME NEW CONTENT
mutation can be caused by mutagens and by errors in DNA chemicals increase the mutation rate and can
replication or repair. Include examples of cause genetic diseases and cancer.
chemical mutagens and mutagenic forms of
D1.3.5—Randomness in radiation.
Students should understand that mutations can SL and HL NEW CONTENT
mutation occur anywhere in the base sequences of a
genome, although some bases have a higher
probability of mutating than others. They should
also understand that no natural mechanism is
known for making a deliberate change to a
particular base with the purpose of changing a
trait.

D1.3.6—Consequences of Include inheritance of mutated genes in germ SL and HL 3 Genetics 3.4 Inheritance Understanding: Radiation and mutagenic SL and HL SOME NEW CONTENT
mutation in germ cells cells and cancer in somatic cells. chemicals increase the mutation rate and can
and somatic cells cause genetic diseases and cancer.
D1.3.7—Mutation as a Students should appreciate that gene mutation is SL and HL 3 Genetics 3.1 Genes & 3.4 Understanding: New alleles are formed by SL and HL SOME NEW CONTENT
source of genetic variation the original source of all genetic variation. Inheritance mutation. Aim 8: Social implications of
Although most mutations are either harmful or diagnosis of mutations, including the effects on
neutral for an individual organism, in a species the family and stigmatization.
they are in the long term essential for evolution
by natural selection.

NOS: Commercial genetic tests can yield

information about potential future health and
disease risk. One possible impact is that, without
expert interpretation, this information could be
problematic.

D1.3.8—Gene knockout as Students are not required to know details of HL only NEW CONTENT
a technique for techniques. Students should appreciate that a
investigating the function library of
of a gene by changing it to knockout organisms is available for some species
make it inoperative used as models in research.
D1.3.9—Use of the CRISPR Students are not required to know the role of the HL only NEW CONTENT
sequences and the CRISPR–Cas system in prokaryotes. However,
enzyme Cas9 in gene students
editing should be familiar with an example of the
successful use of this technology.

NOS: Certain potential uses of CRISPR raise

ethical issues that must be addressed before
implementation.
Students should understand that scientists across
the world are subject to different regulatory
systems.
For this reason, there is an international effort to
harmonize regulation of the application of
genome
editing technologies such as CRISPR.
D1.3.10—Hypotheses to Conserved sequences are identical or similar HL only NEW CONTENT
account for conserved or across a species or a group of species; highly
highly conserved conserved sequences are identical or similar over
sequences in genes long periods of evolution. One hypothesis for the
mechanism is the functional requirements for the
gene products and another hypothesis is slower
rates of mutation.
2. Cells D2.1 Cell and nuclear D2.1.1—Generation of In all living organisms, a parent cell—often SL and HL 1 Cell Biology 1.2 Ultrastructure of Cells Understanding: Mitosis is division of the nucleus SL and HL
division new cells in living referred to as a mother cell—divides to produce & 1.6 Cell division into two genetically identical daughter nuclei.
organisms by cell division two daughter Application: Prokaryotes divide by binary fission.
cells.
 2. Cells D2.1 Cell and nuclear
New syllabus Current syllabus Comments
division
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D2.1.2—Cytokinesis as Students should appreciate that in an animal cell SL and HL 1 Cell Biology 1.6 Cell division Understanding: Cytokinesis occurs after mitosis SL and HL SOME NEW CONTENT
splitting of cytoplasm in a a ring of contractile actin and myosin proteins and is different in plant and animal cells.
parent cell between pinches a
daughter cells cell membrane together to split the cytoplasm,
whereas in a plant cell vesicles assemble sections
of
membrane and cell wall to achieve splitting.
D2.1.3—Equal and Include the idea that division of cytoplasm is SL and HL 11 Animal physiology 11.4 Sexual reproduction Understandings: Processes in spermatogenesis SOME NEW CONTENT
unequal cytokinesis usually, but not in all cases, equal and that both and oogenesis result in different numbers of
daughter cells must receive at least one gametes with different amounts of cytoplasm.
mitochondrion and any other organelle that can
only be made by dividing a pre-existing structure.
Include oogenesis in humans and budding in
yeast as examples of unequal cytokinesis.
D2.1.4—Roles of mitosis Emphasize that nuclear division is needed before SL and HL 1 Cell Biology & 3 Genetics 1.6 Cell division & 3.3 Understanding: Mitosis is division of the nucleus SL and HL SOME NEW CONTENT
and meiosis in eukaryotes cell division to avoid production of anucleate cells. Meiosis into two genetically identical daughter nuclei.
Mitosis maintains the chromosome number and Understanding: One diploid nucleus divides by
genome of cells, whereas meiosis halves the meiosis to produce four haploid nuclei.
chromosome number and generates genetic
diversity.
D2.1.5—DNA replication Students should understand that, after SL and HL 1 Cell Biology & 3 Genetics 1.6 Cell division & 3.3 Understanding: Chromosomes condense by SL and HL
as a prerequisite for both replication, each chromosome consists of two Meiosis supercoiling during mitosis. Guidance: To
mitosis and meiosis elongated DNA avoid confusion in terminology, teachers are
molecules (chromatids) held together until encouraged to refer to the two parts of a
anaphase.
chromosome as sister chromatids, while they
are attached to each other by a centromere in
the early stages of mitosis. From anaphase
onwards, when sister chromatids have
separated to form individual structures, they
should be referred to as chromosomes.
Understanding: DNA is replicated before meiosis
so that all chromosomes consist of two sister
chromatids.

D2.1.6—Condensation Include the role of histones in the condensation SL and HL 7 Nucleic acids 7.1 DNA structure & Understanding: Nucleosomes help to supercoil HL only SOME NEW CONTENT
and movement of of DNA by supercoiling and the use of replication the DNA.
chromosomes as shared microtubules and
features of mitosis and microtubule motors to move chromosomes.
meiosis
D2.1.7—Phases of mitosis Students should know the names of the phases SL and HL 1 Cell Biology 1.6 Cell division Guidance: The sequence of events in the four SL and HL
and how the process as a whole produces two phases of mitosis should be known.
genetically identical daughter cells.
D2.1.8—Identification of Application of skills: Students should do this using SL and HL 1 Cell Biology 1.6 Cell division Skill: Identification of phases of mitosis in cells SL and HL
phases of mitosis diagrams as well as with cells viewed with a viewed with a microscope or in a micrograph.
microscope or in a micrograph. Guidance: Preparation of temporary mounts of
root squashes is recommended but phases in
mitosis can also be viewed using permanent
D2.1.9—Meiosis as a Students should understand the terms “diploid” SL and HL 3 Genetics & 10 Genetics 3.2 Chromosomes & 3.3 slides.
Understanding: Diploid nuclei have pairs of SL and HL;
reduction division and “haploid” and how the two divisions of and evolution Meiosis & 10.1 Meiosis homologous chromosomes. HL only
meiosis produce four haploid nuclei from one Understanding: Haploid nuclei have one
diploid nucleus. They should also understand the chromosome of each pair.
need for meiosis in a sexual life cycle. Students Understandings: One diploid nucleus divides by
should be able to outline the two rounds of meiosis to produce four haploid nuclei.
segregation in meiosis. The halving of the chromosome number allows a
sexual life cycle with fusion of gametes.
The early stages of meiosis involve pairing of
homologous chromosomes and crossing over
followed by condensation.
Orientation of pairs of homologous chromosomes
prior to separation is random.
Separation of pairs of homologous chromosomes
in the first division of meiosis halves the
chromosome number. Understanding:
Homologous chromosomes separate in meiosis I.
Understanding: Sister chromatids separate in
meiosis II.

D2.1.10—Down syndrome Use Down syndrome as an example of an error in SL and HL 3 Genetics 3.3 Meiosis Application: Non-disjunction can cause Down SL and HL
and non-disjunction meiosis. syndrome and other chromosome abnormalities.
D2.1.11—Meiosis as a Students should understand how meiosis SL and HL 3 Genetics 3.3 Meiosis Understanding: Crossing over and random SL and HL
source of variation generates genetic diversity by random orientation orientation promotes genetic variation.
of bivalents
and by crossing over.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D2.1.12—Cell proliferation Include proliferation for growth within plant HL only 9 Plant biology 9.3 Growth in plants Understanding: Undifferentiated cells in the HL only SOME NEW CONTENT
for growth, cell meristems and early-stage animal embryos as meristems of plants allow indeterminate growth.
replacement and tissue examples. Include skin as an example of cell
repair proliferation during routine cell replacement and
during wound healing. Students are not required
to know details of the structure of skin.
D2.1.13—Phases of the Students should understand that cell proliferation HL only 1 Cell Biology 1.6 Cell division Understanding: Interphase is a very active phase SL and HL SOME NEW CONTENT
cell cycle is achieved using the cell cycle. Students should of the cell cycle with many processes occurring in
understand the sequence of events including G1, the nucleus and cytoplasm.
S and G2 as the stages of interphase, followed by Understanding: Cyclins are involved in the control
mitosis and then cytokinesis. of the cell cycle.
D2.1.14—Cell growth Students should appreciate that interphase is a HL only 1 Cell Biology 1.6 Cell division Understanding: Interphase is a very active phase SL and HL
during interphase metabolically active period and that growth of the cell cycle with many processes occurring in
involves biosynthesis of cell components including the nucleus and cytoplasm.
proteins and DNA. Numbers of mitochondria and
chloroplasts are increased by growth and division
of these organelles.
D2.1.15—Control of the Limit to the concentration of different cyclins HL only 1 Cell Biology & 10 1.6 Cell division & 10.1 Understanding: Cyclins are involved in the SL and HL;
cell cycle using cyclins increasing and decreasing during the cell cycle Genetics and evolution Meiosis control of the cell cycle. Understanding: HL only
and a threshold level of a specific cyclin required Chromosomes replicate in interphase before
to pass each checkpoint in the cycle. Students are meiosis.
not required to know details of the roles of
specific cyclins.
D2.1.16—Consequences Include mutations in proto-oncogenes that HL only 1 Cell Biology 1.6 Cell division Understanding: Mutagens, oncogenes and SL and HL
of mutations in genes that convert them to oncogenes and mutations in metastasis are involved in the development of
control the cell cycle tumour suppressor genes, resulting in primary and secondary tumours.
uncontrolled cell division.
D2.1.17—Differences Include the terms “benign”, “malignant”, “primary HL only 1 Cell Biology 1.6 Cell division Skill: Determination of a mitotic index from a SL and HL SOME NEW CONTENT
between tumours in rates tumour” and “secondary tumour”, and distinguish micrograph.
of cell division and growth between tumours that do and do not cause Understanding: Mutagens, oncogenes and
and in the capacity for cancer. metastasis are involved in the development of
metastasis and invasion primary and secondary tumours. Utilization:
of neighbouring tissue Application of skills: Students should observe The mitotic index is an important prognostic tool
populations of cells to determine the mitotic for predicting the response of cancer cells to
index. chemotherapy.

D2.2 Gene expression D2.2.1—Gene expression Students should appreciate that the most HL only NEW CONTENT
as the mechanism by common stages in this process are transcription,
which information in translation and the function of a protein product,
genes has effects on the such as an enzyme.
phenotype
D2.2.2—Regulation of Include the role of promoters, enhancers and HL only 7 Nucleic acids 7.2 Transcription & gene Understanding: Gene expression is regulated by HL only
transcription by proteins transcription factors. expression proteins that bind to specific base sequences in
that bind to specific base DNA.
sequences in DNA
D2.2.3—Control of the In human cells, mRNA may persist for time HL only NEW CONTENT
degradation of mRNA as a periods from minutes up to days, before being
means of regulating broken down by
translation nucleases.
D2.2.4—Epigenesis as the Emphasize that DNA base sequences are not HL only 7 Nucleic acids 7.2 Transcription & gene Nature of science: Looking for patterns, trends HL only
development of patterns altered by epigenetic changes, so phenotype but expression and discrepancies—there is mounting evidence
of differentiation in the not genotype is altered. that the environment can trigger heritable
cells of a multicellular changes in epigenetic factors.
organism
D2.2.5—Differences No cell expresses all of its genes. The pattern of HL only NEW CONTENT
between the genome, gene expression in a cell determines how it
transcriptome and differentiates.
proteome of individual
cells
D2.2.6—Methylation of Methylation of cytosine in the DNA of a promoter HL only 7 Nucleic acids 7.2 Transcription & gene HL only
the promoter and represses transcription and therefore expression expression Application: The promoter as an example of non-
histones in nucleosomes of the gene downstream. coding DNA with a function.
as examples of epigenetic Methylation of amino acids in histones can cause Understanding: The environment of a cell and of
tags transcription to be repressed or activated. an organism has an impact on gene expression.
Students are not required to know details of how Understanding: Nucleosomes help to regulate
this is achieved. transcription in eukaryotes.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D2.2.7—Epigenetic Limit to the possibility of phenotypic changes in a HL only 7 Nucleic acids 7.2 Transcription & gene Understanding: The environment of a cell and of HL only
inheritance through cell or organism being passed on to daughter cells expression an organism has an impact on gene expression.
heritable changes to gene or offspring without changes in the nucleotide Nature of science: Looking for
expression sequence of DNA. This can happen if epigenetic patterns, trends and discrepancies—there is
tags, such as DNA methylation or histone mounting evidence that the environment can
modification, remain in place during mitosis or trigger heritable changes in epigenetic factors.
meiosis. Skill: Analysis of changes in the DNA methylation
patterns.

D2.2.8—Examples of Include alteration of methyl tags on DNA in HL only NEW CONTENT

environmental effects on response to air pollution as an example.
gene expression in cells
and organisms
D2.2.9—Consequences of Students can show this by outlining the epigenetic HL only NEW CONTENT
removal of most but not origins of phenotypic differences in tigons and
all epigenetic tags from ligers (lion–tiger hybrids).
the ovum and sperm
D2.2.10—Monozygotic Limit to investigating the effects of the HL only NEW CONTENT
twin studies environment on gene expression.
D2.2.11—External factors Limit to one example of a hormone and one HL only 7 Nucleic Acids & D 7.2 Transcription & gene Understanding: Gene expression is regulated by SOME NEW CONTENT
impacting the pattern of example of a biochemical such as lactose or Human Physiology expression & D.5 proteins that bind to specific base sequences in
gene expression tryptophan in bacteria. Hormones & Metabolism DNA.
Understanding: Steroid hormones bind to
receptor proteins in the cytoplasm of the target
cell to form a receptor–hormone complex
Understanding: The receptor–hormone complex
promotes the transcription of specific genes.

D2.3 Water potential D2.3.1—Solvation with Include hydrogen bond formation between solute SL and HL 2 Molecular biology 2.2 Water Understanding: Water molecules are polar and SL and HL
water as the solvent and water molecules, and attractions between hydrogen bonds form between them.
both positively and negatively charged ions and Understanding: Hydrogen bonding and dipolarity
polar water molecules. explain the cohesive, adhesive, thermal and
solvent properties of water.
D2.3.2—Water movement Students should express the direction of SL and HL 1 Cell Biology 1.4 Membrane Transport SL and HL
from less concentrated to movement in terms of solute concentration, not Understanding: Particles move across membranes
more concentrated water by simple diffusion, facilitated diffusion, osmosis
solutions concentration. Students should use the terms and active transport.
“hypertonic”, “hypotonic” and “isotonic” to Skill: Estimation of osmolarity in tissues by
compare bathing samples in hypotonic & hypertonic
concentration of solutions. solutions. (Practical 2)
D2.3.3—Water movement Students should be able to predict the direction of SL and HL 1 Cell Biology 1.4 Membrane Transport Understanding: Particles move across membranes SL and HL
by osmosis into or out of net movement of water if the environment of a by simple diffusion, facilitated diffusion, osmosis
cells cell is and active transport.
hypotonic or hypertonic. They should understand Skill: Estimation of osmolarity in tissues by
that in an isotonic environment there is dynamic bathing samples in hypotonic & hypertonic
equilibrium rather than no movement of water. solutions. (Practical 2)
D2.3.4—Changes due to Application of skills: Students should be able to SL and HL 1 Cell Biology 1.4 Membrane Transport Skill: Estimation of osmolarity in tissues by SL and HL
water movement in plant measure changes in tissue length and mass, and bathing samples in hypotonic & hypertonic
tissue bathed in hypotonic analyse data to deduce isotonic solute solutions. (Practical 2)
and those bathed in concentration. Students should also be able to Guidance: Osmosis experiments are a useful
hypertonic solutions use standard deviation and standard error to help opportunity to stress the need for accurate mass
in the analysis of data. Students are not required and volume measurements in scientific
to memorize formulae for calculating these experiments.
statistics. Standard deviation and standard error Nature of science: Experimental design—accurate
could be determined for the results of this quantitative measurement in osmosis
experiment if there are repeats for each experiments are essential.
concentration. This would allow the reliability of
length and mass measurements to be compared.
Standard error could be shown graphically as
error bars.
D2.3.5—Effects of water Include swelling and bursting in a hypotonic SL and HL 11 Animal physiology 11.3 The kidney & Understanding: Animals are either HL only SOME NEW CONTENT
movement on cells that medium, and shrinkage and crenation in a osmoregulation osmoregulators or osmoconformers.
lack a cell wall hypertonic
medium. Also include the need for removal of
water by contractile vacuoles in freshwater
unicellular
organisms and the need to maintain isotonic
tissue fluid in multicellular organisms to prevent
harmful
changes.

D2.3.6—Effects of water Include the development of turgor pressure in a SL and HL 1 Cell Biology 1.4 Membrane Transport Understanding: Particles move across membranes SL and HL NEW CONTENT
movement on cells with a hypotonic medium and plasmolysis in a by simple diffusion, facilitated diffusion, osmosis
cell wall hypertonic and active transport.
medium.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D2.3.7—Medical Include intravenous fluids given as part of medical SL and HL 1 Cell Biology 1.4 Membrane Transport Application: Tissues or organs to be used in SL and HL
applications of isotonic treatment and bathing of organs ready for medical procedures must be bathed in a solution
solutions transplantation as examples. with the same osmolarity as the cytoplasm to
prevent osmosis.
D2.3.8—Water potential Students should understand that it is impossible HL only NEW CONTENT
as the potential energy of to measure the absolute quantity of the potential
water per unit volume energy
of water, so values relative to pure water at
atmospheric pressure and 20°C are used. The
units are usually kilopascals (kPa).
D2.3.9—Movement of Students should appreciate the reasons for this HL only NEW CONTENT
water from higher to movement in terms of potential energy.
lower water potential
D2.3.10—Contributions of Use the equation ψw = ψs + ψp. Students should HL only NEW CONTENT
solute potential and appreciate that solute potentials can range from
pressure potential to the zero
water potential of cells downwards and that pressure potentials are
with walls generally positive inside cells, although negative
pressure
potentials occur in xylem vessels where sap is
being transported under tension.

D2.3.11—Water potential Students should be able to explain in terms of HL only NEW CONTENT
and water movements in solute and pressure potentials the changes that
plant tissue occur when
plant tissue is bathed in either a hypotonic or
hypertonic solution.
3. Organisms D3.1 Reproduction D3.1.1—Differences Include these relative advantages: asexual SL and HL NEW CONTENT
between sexual and reproduction to produce genetically identical
asexual reproduction offspring by individuals that are adapted to an
existing environment, sexual reproduction to
produce offspring with new gene combinations
and thus variation needed for adaptation to a
changed environment.
D3.1.2—Role of meiosis Students should appreciate that meiosis breaks SL and HL 3 Genetics & 10 Genetics 3.3 Meiosis & 10.1 Meiosis Understanding: The halving of the chromosome HL only
and fusion of gametes in up parental combinations of alleles, and fusion of and evolution number allows a sexual life cycle with fusion of
the sexual life cycle gametes produces new combinations. Fusion of gametes. Essential idea: Alleles segregate
gametes is also known as fertilization. during meiosis allowing new combinations to be
formed by the fusion of gametes.
Understanding: Fusion of gametes from different
parents promotes genetic variation.
Essential idea: Meiosis leads to independent
assortment of chromosomes and unique
composition of alleles in daughter cells.

D3.1.3—Differences Include the prime difference that the male SL and HL

between male and female gamete travels to the female gamete, so it is
sexes in sexual smaller, with less food reserves than the egg.
reproduction From this follow differences in the numbers of
gametes and the reproductive strategies of males
D3.1.4—Anatomy of the and females.
Students should be able to draw diagrams of the SL and HL 6 Human physiology 6.6 Hormones, Skill: Annotate diagrams of the male and female SL and HL
human male and female male-typical and female-typical systems and homeostasis & reproductive system to show names of structures
reproductive systems annotate reproduction and their functions.
them with names of structures and functions.
D3.1.5—Changes during Include the roles of oestradiol, progesterone, SL and HL 6 Human physiology 6.6 Hormones, Understanding: The menstrual cycle is controlled SL and HL
the ovarian and uterine luteinizing hormone (LH), follicle-stimulating homeostasis & by negative and positive feedback mechanisms
cycles and their hormonal hormone (FSH) and both positive and negative reproduction involving ovarian and pituitary hormones.
regulation feedback. The ovarian and uterine cycles together Guidance: The roles of FSH, LH, estrogen and
constitute the progesterone in the menstrual cycle are expected.
menstrual cycle.
D3.1.6—Fertilization in Include the fusion of a sperm’s cell membrane SL and HL 11 Animal physiology 11.4 Sexual reproduction Guidance: Fertilization involves the acrosome HL only SOME NEW CONTENT
humans with an egg cell membrane, entry to the egg of reaction, fusion of the plasma membrane of the
the sperm egg and sperm and the cortical reaction.
nucleus but destruction of the tail and
mitochondria. Also include dissolution of nuclear
membranes of
sperm and egg nuclei and participation of all the
condensed chromosomes in a joint mitosis to
produce
two diploid nuclei.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D3.1.7—Use of hormones The normal secretion of hormones is suspended, SL and HL 6 Human physiology 6.6 Hormones, Application: The use in IVF of drugs to suspend SL and HL
in in vitro fertilization (IVF) and artificial doses of hormones induce homeostasis & the normal secretion of hormones, followed by
treatment superovulation. reproduction the use of artificial doses of hormones to induce
superovulation and establish a pregnancy.
D3.1.8—Sexual Include production of gametes inside ovules and SL and HL 9 Plant biology 9.4 Reproduction in plants Understanding: Success in plant reproduction HL only
reproduction in flowering pollen grains, pollination, pollen development and depends on pollination, fertilization and seed
plants fertilization to produce an embryo. Students dispersal.
should understand that reproduction in flowering Guidance: Students should understand the
plants is differences between pollination, fertilization and
sexual, even if a plant species is hermaphroditic. seed dispersal but are not required to know the
details of each process.
D3.1.9—Features of an Students should draw diagrams annotated with SL and HL 9 Plant biology 9.4 Reproduction in plants Skill: Drawing of half-views of animal-pollinated HL only
insect-pollinated flower names of structures and their functions. flowers.
D3.1.10—Methods of Include different maturation times for pollen and SL and HL 9 Plant biology 9.4 Reproduction in plants Understanding: Most flowering plants use HL only SOME NEW CONTENT
promoting cross- stigma, separate male and female flowers or male mutualistic relationships with pollinators in sexual
pollination and reproduction.
female plants. Also include the role of animals or
wind in transferring pollen between plants.
D3.1.11—Self- Students should understand that self-pollination SL and HL NEW CONTENT
incompatibility leads to inbreeding, which decreases genetic
mechanisms to increase diversity
genetic variation within a and vigour. They should also understand that
species genetic mechanisms in many plant species ensure
male and
female gametes fusing during fertilization are
from different plants.

D3.1.12—Dispersal and Distinguish seed dispersal from pollination. SL and HL 9 Plant biology 9.4 Reproduction in plants Guidance: Students should understand the HL only
germination of seeds Include the growth and development of the differences between pollination, fertilization and
embryo and the seed dispersal but are not required to know the
mobilization of food reserves. details of each process.
Skill: Design of experiments to test hypotheses
about factors affecting germination. Skill:
Drawing internal structure of seeds.
D3.1.13—Control of the Limit to the increased release of gonadotropin- HL only 6 Human physiology 6.6 Hormones, Understanding: Testosterone causes pre-natal SL and HL
developmental changes of releasing hormone (GnRH) by the hypothalamus homeostasis & development of male genitalia and both sperm
puberty by gonadotropin- in reproduction production and development of male secondary
releasing hormone and childhood triggering the onset of increased sexual characteristics during puberty.
steroid sex hormones luteinizing hormone (LH) and follicle-stimulating Understanding: Estrogen and progesterone cause
hormone pre-natal development of female reproductive
(FSH) release. Ultimately the increased sex organs and female secondary sexual
hormone production leads to the changes characteristics during puberty.
associated with
puberty.
D3.1.14— Include mitosis, cell growth, two divisions of HL only 11 Animal physiology 11.4 Sexual reproduction Understanding: Spermatogenesis and oogenesis HL only
Spermatogenesis and meiosis and differentiation. Students should both involve mitosis, cell growth, two divisions of
oogenesis in humans understand how meiosis and differentiation.
gametogenesis, in typical male and female bodies, Understanding: Processes in spermatogenesis
results in different numbers of sperm and eggs, and oogenesis result in different numbers of
and gametes with different amounts of cytoplasm.
different amounts of cytoplasm.
D3.1.15—Mechanisms to The acrosome reaction allows a sperm to HL only 11 Animal physiology 11.4 Sexual reproduction Understanding: Fertilization involves mechanisms HL only
prevent polyspermy penetrate the zona pellucida and the cortical that prevent polyspermy.
reaction prevents Guidance: Fertilization involves the acrosome
other sperm from passing through. reaction, fusion of the plasma membrane of the
egg and sperm and the cortical reaction.
D3.1.16—Development of Students are not required to know the names of HL only 11 Animal physiology 11.4 Sexual reproduction Understanding: Implantation of the blastocyst in HL only
a blastocyst and other stages in embryo development. the endometrium is essential for the continuation
implantation in the of pregnancy.
endometrium
D3.1.17—Pregnancy Include the production of human chorionic HL only 11 Animal physiology 11.4 Sexual reproduction Understanding: HCG stimulates the ovary to HL only
testing by detection of gonadotropin (hCG) in the embryo or developing & 11.1 Antibody secrete progesterone during early pregnancy.
human chorionic placenta and the use of monoclonal antibodies production & Vaccination Application: Monoclonal antibodies to HCG are
gonadotropin secretion that bind to hCG. used in pregnancy test kits.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D3.1.18—Role of the Students are not required to know details of HL only 11 Animal physiology 11.4 Sexual reproduction Understanding: The placenta facilitates the HL only
placenta in foetal placental structure apart from the large surface exchange of materials between the mother and
development inside the area of the fetus.
uterus placental villi. Students should understand which
exchange processes occur in the placenta and
that it
allows the foetus to be retained in the uterus to a
later stage of development than in mammals that
do not
develop a placenta.

D3.1.19—Hormonal Emphasize that the continuity of pregnancy is HL only 11 Animal physiology 11.4 Sexual reproduction Understanding: HCG stimulates the ovary to HL only
control of pregnancy and maintained by progesterone secretion initially secrete progesterone during early pregnancy.
childbirth from the corpus luteum and then from the Understanding: Estrogen and progesterone are
placenta, whereas the changes during childbirth secreted by the placenta once it has formed.
are triggered by a decrease in progesterone Understanding: Birth is mediated by positive
levels, allowing increases in oxytocin secretion feedback involving estrogen and oxytocin.
due to positive feedback.
D3.1.20—Hormone NOS: In early epidemiological studies, it was HL only 6 Human physiology 6.6 Hormones, Utilization: Hormones are used in a variety of SL and HL SOME NEW CONTENT
replacement therapy and argued that women undergoing hormone homeostasis & therapies such as replacement therapies. Aim
the risk of coronary heart replacement therapy (HRT) had reduced incidence reproduction 8: Scientists are aware that the drugs women take
disease of coronary heart disease (CHD) and this was in fertility treatment pose potential risks to health.
deemed to be a causeand-effect relationship. Should scientific knowledge override
Later randomized controlled trials showed that compassionate considerations in treating infertile
use of HRT led to a small increase couples?
in the risk of CHD. The correlation between HRT
and decreased incidence of CHD is not actually a
cause-and-effect relationship. HRT patients have a
higher socioeconomic status, and this status has a
causal relationship with lower risk of CHD.

D3.2 Inheritance D3.2.1—Production of Students should understand that this pattern of SL and HL 3 Genetics & 10 Genetics 3.4 Inheritance & 10.2 Understanding: A gene is a heritable factor that SL and HL;
haploid gametes in inheritance is common to all eukaryotes with a and evolution Inheritance & 3.1 Genes consists of a length of DNA and influences a HL only
parents and their fusion sexual life cycle. They should also understand that specific characteristic.
to form a diploid zygote a diploid cell has two copies of each autosomal Understanding: A gene occupies a specific
as the means of gene. position on a chromosome.
inheritance Understanding: Gametes are haploid so contain
only one allele of each gene.
Understanding: The two alleles of each gene
separate into different haploid daughter nuclei
during meiosis.
Understanding: Fusion of gametes results in
diploid zygotes with two alleles of each gene that
may be the same allele or different alleles.

D3.2.2—Methods for Use the terms “P generation”, “F1 generation”, “F2 SL and HL 3 Genetics & 10 Genetics 3.4 Inheritance & 10.2 Nature of science: Making quantitative SL and HL; SOME NEW CONTENT
conducting genetic generation” and “Punnett grid”. Students should and evolution Inheritance measurements with replicates to ensure HL only
crosses in flowering understand that pollen contains male gametes reliability. Mendel’s genetic crosses with pea
plants and that female gametes are located in the ovary, plants generated numerical data.
so pollination is needed to carry out a cross. They Understanding: Mendel discovered the principles
should also understand that plants such as peas of inheritance with experiments in which large
produce both male and female gametes on the numbers of pea plants were crossed.
same plant, allowing self-pollination and Skill: Construction of Punnett grids for predicting
therefore self-fertilization. Mention that genetic the outcomes of monohybrid genetic crosses.
crosses are widely used to breed new varieties of Utilization: An understanding
crop or ornamental plants. of inheritance allowed farmers to selectively
breed their livestock for specific characteristics.

D3.2.3—Genotype as the Students should use and understand the terms SL and HL 3 Genetics 3.1 Genes Understanding: The various specific forms of a SL and HL SOME NEW CONTENT
combination of alleles “homozygous” and “heterozygous”, and gene are alleles.
inherited by an organism appreciate the distinction between genes and
D3.2.4—Phenotype as the alleles.
Students should be able to suggest examples of SL and HL 10 Genetics and evolution 10.2 Inheritance Understanding: The phenotypes of polygenic HL only SOME NEW CONTENT
observable traits of an traits in humans due to genotype only and due to characteristics tend to show continuous variation.
organism resulting from environment only, and also traits due to Application: Polygenic traits such as human height
genotype and interaction between genotype and environment. may also be influenced by environmental factors.
environmental factors
D3.2.5—Effects of Students should understand the reasons that SL and HL 3 Genetics 3.4 Inheritance Understanding: Dominant alleles mask the effects SL and HL
dominant and recessive both a homozygous-dominant genotype and a of recessive alleles
alleles on phenotype heterozygous genotype for a particular trait will
produce the same phenotype.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D3.2.6—Phenotypic Phenotypic plasticity is not due to changes in SL and HL NEW CONTENT
plasticity as the capacity genotype, and the changes in traits may be
to develop traits suited to reversible during the lifetime of an individual.
the environment
experienced by an
organism, by varying
patterns of gene
expression

D3.2.7—Phenylketonuria Phenylketonuria (PKU) is a recessive genetic SL and HL D Human Physiology D1 Human nutrition Application: Cause and treatment of SL and HL
as an example of a condition caused by mutation in an autosomal phenylketonuria (PKU)
human disease due to a gene that codes for the enzyme needed to
recessive allele convert phenylalanine to tyrosine.
D3.2.8—Single-nucleotide Students should understand that any number of SL and HL 10 Genetics and evolution 10.3 Gene pools & Understanding: A gene pool consists of all the HL only
polymorphisms and alleles of a gene can exist in the gene pool but an Speciation genes and their different alleles, present in an
multiple alleles in gene individual only inherits two. interbreeding population.
pools
D3.2.9—ABO blood Use IA, IB and i to denote the alleles. SL and HL 3 Genetics 3.4 Inheritance Application: Inheritance of ABO blood groups. SL and HL
groups as an example of Guidance: The expected notation for ABO blood
multiple alleles group alleles is: SEE OLD SPEC PAGE 56

D3.2.10—Incomplete Students should understand the differences SL and HL 3 Genetics 3.4 Inheritance Understanding: Dominant alleles mask the effects SL and HL SOME NEW CONTENT
dominance and between these patterns of inheritance at the of recessive alleles but co-dominant alleles have
codominance phenotypic joint effects.
level. In codominance, heterozygotes have a dual
phenotype. Include the AB blood type (IAIB) as an
example. In incomplete dominance,
heterozygotes have an intermediate phenotype.
Include four o'clock
flower or marvel of Peru (Mirabilis jalapa) as an
example.

Note: When students are referring to organisms in an

examination, either the common name or the
scientific
name is acceptable.
D3.2.11—Sex Students should understand that the sex SL and HL 6 Human physiology 6.6 Hormones, Understanding: A gene on the Y chromosome SL and HL
determination in humans chromosome in sperm determines whether a homeostasis & causes embryonic gonads to develop as testes
and inheritance of genes zygote develops certain male-typical or female- reproduction and secrete testosterone.
on sex chromosomes typical physical characteristics and that far more
genes are carried by the X chromosome than the
Y chromosome.
D3.2.12—Haemophilia as Show alleles carried on X chromosomes as SL and HL 3 Genetics 3.4 Inheritance Understanding: Some genetic diseases are sex- SL and HL Red in column 'I' indicates part of the old
an example of a sex- superscript letters on an uppercase X. linked. The pattern of inheritance is different with specification that is no longer in the new
linked genetic disorder sex-linked genes due to their location on sex specification
chromosomes.
Application: Red-green colour blindness and
hemophilia as examples of sex-linked inheritance.
Guidance: Alleles carried on X chromosomes
should be shown as superscript letters on an
upper-case X, such as Xh.

D3.2.13—Pedigree charts Students should understand the genetic basis for SL and HL 3 Genetics 3.4 Inheritance Skill: Analysis of pedigree charts to deduce the SL and HL SOME NEW CONTENT
to deduce patterns of the prohibition of marriage between close pattern of inheritance of genetic diseases
inheritance of genetic relatives in
disorders many societies.

NOS: Scientists draw general conclusions by

inductive reasoning when they base a theory on
observations
of some but not all cases. A pattern of inheritance
may be deduced from parts of a pedigree chart
and this
theory may then allow genotypes of specific
individuals in the pedigree to be deduced.
Students should be able to distinguish between
inductive and deductive reasoning.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D3.2.14—Continuous Use skin colour in humans as an example. SL and HL 10 Genetics and evolution 10.2 Inheritance Understanding: The phenotypes of polygenic HL only
variation due to polygenic Application of skills: Students should characteristics tend to show continuous variation.
inheritance and/or understand the distinction between continuous Application: Polygenic traits such as human height
environmental factors variables such as may also be influenced by environmental factors.
skin colour and discrete variables such as ABO Understanding: Variation can be discrete
blood group. They should also be able to apply or continuous.
measures of
central tendency such as mean, median and
mode.
D3.2.15—Box-and- Application of skills: Students should use a box- SL and HL NEW CONTENT
whisker plots to represent and-whisker plot to display six aspects of data:
data for a continuous outliers, minimum, first quartile, median, third
variable such as student quartile and maximum. A data point is
height categorized as an outlier if it is more than 1.5 ×
IQR (interquartile range) above the third quartile
or below the first quartile.

D3.2.16—Segregation and Students should understand the link between the HL only 10 Genetics and evolution 10.2 Inheritance Essential idea: Genes may be linked or unlinked HL only
independent assortment movements of chromosomes in meiosis and the and are inherited accordingly.
of unlinked genes in outcome of dihybrid crosses involving pairs of Understanding: Gene loci are said to be linked if
meiosis unlinked genes. on the same chromosome.
Understanding: Unlinked genes segregate
independently as a result of meiosis.
D3.2.17—Punnett grids Students should understand how the 9:3:3:1 and HL only 10 Genetics and evolution 10.2 Inheritance Application: Completion and analysis of Punnett HL only
for predicting genotypic 1:1:1:1 ratios are derived. squares for dihybrid traits.
and phenotypic ratios in
dihybrid crosses involving NOS: 9:3:3:1 and 1:1:1:1 ratios for dihybrid
pairs of unlinked crosses are based on what has been called
autosomal genes Mendel’s second law.
This law only applies if genes are on different
chromosomes or are far apart enough on one
chromosome for recombination rates to reach
50%. Students should recognize that there are
exceptions to all biological “laws” under certain
conditions.

D3.2.18—Loci of human Application of skills: Students should explore HL only 3 Genetics 3.1 Genes & 3.2 Understanding: In a eukaryote species there are SL and HL SOME NEW CONTENT
genes and their genes and their polypeptide products in Chromosomes different chromosomes that carry different genes.
polypeptide products databases. They should find pairs of genes with Understanding: Homologous chromosomes carry
loci on different chromosomes and also in close the same sequence of genes but not necessarily
proximity on the same chromosome. the same alleles of those genes. Skill:
Use of databases to identify the locus of a human
gene and its polypeptide product. Aim 7: The use
of a database to compare DNA base sequences.

D3.2.19—Autosomal gene In crosses involving linkage, the symbols used to HL only 10 Genetics and evolution 10.2 Inheritance Skill: Calculation of the predicted genotypic and HL only
linkage denote alleles should be shown alongside vertical phenotypic ratio of offspring of dihybrid crosses
lines involving unlinked autosomal genes.
representing homologous chromosomes. Guidance: Alleles are usually shown side by side
Students should understand the reason that in dihybrid crosses, for example, TtBb. In
alleles of linked representing crosses involving linkage, it is more
genes can fail to assort independently. common to show them as vertical pairs, for
example: SEE OLD SPEC PAGE 98

D3.2.20—Recombinants Students should understand how to determine HL only 10 Genetics and evolution 10.2 Inheritance Skill: Identification of recombinants in crosses HL only
in crosses involving two the outcomes of crosses between an individual involving two linked genes.
linked or unlinked genes heterozygous for both genes and an individual
homozygous recessive for both genes. Identify
recombinants in gametes, in genotypes of
offspring and in phenotypes of offspring.
D3.2.21—Use of a chi- Students should understand the concept of HL only 10 Genetics and evolution 10.2 Inheritance Understanding: Chi-squared tests are used to HL only
squared test on data from statistical significance, the p = 0.05 level, determine whether the difference between an
dihybrid crosses null/alternative observed and expected frequency distribution is
hypothesis and the idea of observed versus statistically significant.
expected results. Skill: Use of a chi-squared test on data from
dihybrid crosses
NOS: Students should recognize that statistical
testing often involves using a sample to represent
a
population. In this case the sample is the F2
generation. In many experiments the sample is
the replicated
or repeated measurements.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D3.3 Homeostasis D3.3.1—Homeostasis as Variables are kept within preset limits, despite SL and HL 1 Cell Biology 1.1Introduction to Cell Guidance: Students are expected to be able to SL and HL SOME NEW CONTENT
maintenance of the fluctuations in external environment. Include name and briefly explain these functions of life:
internal environment of body temperature, blood pH, blood glucose homeostasis
an organism concentration and blood osmotic concentration
as homeostatic variables in humans.
D3.3.2—Negative Students should understand the reason for use of SL and HL 6 Human physiology 6.6 Hormones, SL and HL NEW CONTENT
feedback loops in negative rather than positive feedback control in homeostasis &
homeostasis homeostasis and also that negative feedback reproduction
returns homeostatic variables to the set point
from values
above and below the set point.
D3.3.3—Regulation of Include control of secretion of insulin and SL and HL 6 Human physiology 6.6 Hormones, Understanding: Insulin and glucagon are secreted SL and HL
blood glucose as an glucagon by pancreatic endocrine cells, transport homeostasis & by β and α cells of the pancreas respectively to
example of the role of in blood and reproduction control blood glucose concentration.
hormones in homeostasis the effects on target cells.
D3.3.4—Physiological Students should understand the physiological SL and HL 6 Human physiology 6.6 Hormones, Application: Causes and treatment of Type I and SL and HL
changes that form the changes, together with risk factors and methods homeostasis & Type II diabetes.
basis of type 1 and type 2 of reproduction
diabetes prevention and treatment.
D3.3.5— Include the roles of peripheral thermoreceptors, SL and HL NEW CONTENT
Thermoregulation as an the hypothalamus and pituitary gland, thyroxin
example of negative and also
feedback control examples of muscle and adipose tissue that act as
effectors of temperature change.
D3.3.6— Students should appreciate that birds and SL and HL NEW CONTENT
Thermoregulation mammals regulate their body temperature by
mechanisms in humans physiological and
behavioural means. Students are only required to
understand the details of thermoregulation for
humans. Include vasodilation, vasoconstriction,
shivering, sweating, uncoupled respiration in
brown adipose tissue and hair erection.

D3.3.7—Role of the Students should understand the distinction HL only 11 Animal physiology 11.3 The kidney & HL only SOME NEW CONTENT
kidney in osmoregulation between excretion and osmoregulation. osmoregulation
and excretion Osmoregulation is regulation of osmotic
concentration. The units for osmotic
concentration are osmoles per litre (osmol L−1).
D3.3.8—Role of the Students should appreciate how ultrafiltration HL only 11 Animal physiology 11.3 The kidney & Understanding: The composition of blood in the HL only
glomerulus, Bowman’s remove solutes from blood plasma and how osmoregulation renal artery is different from that in the renal
capsule and proximal useful substances are then reabsorbed, to leave vein.
convoluted tubule in toxins and other unwanted solutes in the filtrate, Understanding: The ultrastructure of the
excretion which are excreted in urine. glomerulus and Bowman’s capsule facilitate
ultrafiltration.
Understanding: The proximal convoluted tubule
selectively reabsorbs useful substances by active
transport.
Understanding: The loop of Henle maintains
hypertonic conditions in the medulla.
Guidance: The diagram of the nephron should
include glomerulus, Bowman’s capsule, proximal
convoluted tubule, loop of Henle, distal
convoluted tubule; the relationship between the
nephron and the collecting duct should be
included.
Students should Limit to active transport of sodium ions in the HL only 11 Animal physiology 11.3 The kidney & Understanding: The composition of blood in the HL only
appreciate how ascending limb to maintain high osmotic osmoregulation renal artery is different from that in the renal
ultrafiltration remove concentrations in the medulla, facilitating water vein.
solutes from blood reabsorption in the collecting ducts.
plasma and how useful
substances are then
reabsorbed, to leave
toxins and other
unwanted solutes in the
filtrate, which are
excreted in urine.

D3.3.10—Osmoregulation Include the roles of osmoreceptors in the HL only 11 Animal physiology 11.3 The kidney & Understanding: ADH controls reabsorption of HL only
by water reabsorption in hypothalamus, changes to the rate of antidiuretic osmoregulation water in the collecting duct.
the collecting ducts hormone secretion by the pituitary gland and the Guidance: ADH will be used in preference to
resultant switches in location of aquaporins vasopressin.
between cell membranes and intracellular
vesicles in cells of the collecting ducts.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D3.3.11—Changes in As examples, use the pattern of blood supply to HL only NEW CONTENT
blood supply to organs in the skeletal muscles, gut, brain and kidneys
response to changes in during sleep,
activity vigorous physical activity and wakeful rest.
4. Ecosytems D4.1 Natural selection D4.1.1—Natural selection Students should appreciate that natural selection SL and HL 5 Evolution and 5.2 Natural Selection Essential idea: The diversity of life has evolved SL and HL SOME NEW CONTENT
as the mechanism driving operates continuously and over billions of years, biodiversity and continues to evolve by natural selection.
evolutionary change resulting in the biodiversity of life on Earth.

NOS: In Darwin’s time it was widely understood

that species evolved, but the mechanism was not
clear.
Darwin’s theory provided a convincing mechanism
and replaced Lamarckism. This is an example of a
paradigm shift. Students should understand the
meaning of the term “paradigm shift”.

D4.1.2—Roles of mutation Mutation generates new alleles and sexual SL and HL 5 Evolution and 5.2 Natural Selection Understanding: Natural selection can only occur if SL and HL
and sexual reproduction reproduction generates new combinations of biodiversity there is variation among members of the same
in generating the variation alleles. species.
on which natural selection Understanding: Mutation, meiosis and sexual
acts reproduction cause variation between individuals
in a species.
D4.1.3—Overproduction Include examples of food and other resources SL and HL 5 Evolution and 5.2 Natural Selection Understanding: Species tend to produce more SL and HL
of offspring and that may limit carrying capacity. biodiversity offspring than the environment can support.
competition for resources
as factors that promote
natural
selection
D4.1.4—Abiotic factors as Include examples of density-independent factors SL and HL NEW CONTENT
selection pressures such as high or low temperatures that may affect
survival of individuals in a population.
D4.1.5—Differences Students are required to study natural selection SL and HL 5 Evolution and 5.2 Natural Selection Understanding: Adaptations are characteristics SL and HL
between individuals in due to intraspecific competition, including the biodiversity that make an individual suited to its environment
adaptation, survival and concept of and way of life.
reproduction as the basis fitness when discussing the survival value and Understanding: Individuals that are better
for natural selection reproductive potential of a genotype. adapted tend to survive and produce more
offspring while the less well adapted tend to die
or produce fewer offspring.
Understanding: Individuals that reproduce pass
on characteristics to their offspring.
Understanding: Natural selection increases the
frequency of characteristics that make individuals
better adapted and decreases the frequency of
other characteristics leading to changes within the
species.

D4.1.6—Requirement that Students should understand that characteristics SL and HL 5 Evolution and 5.2 Natural Selection Guidance: Students should be clear that SL and HL
traits are heritable for acquired during an individual’s life due to biodiversity characteristics acquired during the lifetime of an
evolutionary change to environmental factors are not encoded in the individual are not heritable. The term Lamarckism
occur base sequence of genes and so are not heritable. is not required.
D4.1.7—Sexual selection Differences in physical and behavioural traits, SL and HL NEW CONTENT
as a selection pressure in which can be used as signs of overall fitness, can
animal species affect success in attracting a mate and so drive
the evolution of an animal population. Illustrate
this using suitable examples such as the evolution
of the plumage of birds of paradise.
D4.1.8—Modelling of Application of skills: Students should interpret SL and HL NEW CONTENT
sexual and natural data from John Endler’s experiments with
selection based on guppies.
experimental control of
selection pressures
D4.1.9—Concept of the A gene pool consists of all the genes and their HL only 10 Genetics and evolution 10.3 Gene pools & Understanding: A gene pool consists of all the HL only
gene pool different alleles, present in a population. Speciation genes and their different alleles, present in an
interbreeding population.
D4.1.10—Allele Application of skills: Students should use HL only 10 Genetics and evolution 10.3 Gene pools & Skill: Comparison of allele frequencies of HL only SOME NEW CONTENT
frequencies of databases to search allele frequencies. Use at Speciation geographically isolated populations.
geographically isolated least one human example.
populations
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D4.1.11—Changes in Darwin developed the theory of evolution by HL only 10 Genetics & Evolution 10.3 Gene pools & Understanding: Evolution requires that allele HL only SOME NEW CONTENT
allele frequency in the natural selection. Biologists subsequently Speciation frequencies change with time in populations.
gene pool as a integrated genetics with natural selection in what
consequence of natural is now known as neo-Darwinism.
selection between
individuals according to
differences in their
heritable traits
D4.1.12—Differences Students should be aware that all three types HL only 10 Genetics and evolution 10.3 Gene pools & Application: Identifying examples of directional, HL only
between directional, result in a change in allele frequency. Speciation stabilizing and disruptive selection.
disruptive and stabilizing
selection
D4.1.13—Hardy– Use p and q to denote the two allele frequencies. HL only NEW CONTENT
Weinberg equation and Students should understand that p + q = 1 so
calculations of allele orgenotype
genotype frequencies frequencies are predicted by the Hardy–Weinberg
equation: p2 + 2pq + q2 = 1.
If one of the genotype frequencies is known, the
allele frequencies can be calculated using the
same
equations.
D4.1.14—Hardy– Students should understand that if genotype HL only NEW CONTENT
Weinberg conditions that frequencies in a population do not fit the Hardy–
must be maintained for a Weinberg equation, this indicates that one or
population to be in more of the conditions is not being met, for
genetic example mating is nonrandom or survival rates
equilibrium vary between genotypes.
D4.1.15—Artificial Artificial selection is carried out in crop plants and HL only 5 Evolution and 5.1 Evidence for Evolution Understanding: Selective breeding of SL and HL SOME NEW CONTENT
selection by deliberate domesticated animals by choosing individuals for biodiversity domesticated animals shows that artificial
choice of traits breeding that have desirable traits. Unintended selection can cause evolution.
consequences of human actions, such as the
evolution of resistance in bacteria when an
antibiotic is used, are due to natural rather than
artificial selection.
D4.2 Stability and change D4.2.1—Stability as a Illustrate ecosystem stability with evidence of SL and HL 4 Ecology & C: Ecology 4.1 Species, communities Understanding: Ecosystems have the potential to SL and HL SOME NEW CONTENT
property of natural forest, desert or other ecosystems that have and conservation & ecosystems & C2 be sustainable over long periods of time.
ecosystems shown continuity over long periods. There is Communities & Understanding: The type of stable ecosystem
evidence for some ecosystems persisting for Ecosystems that will emerge in an area is predictable based
millions of years. on climate. Skill: Analysis of data
showing primary succession.
D4.2.2—Requirements for Include supply of energy, recycling of nutrients, SL and HL NEW CONTENT
stability in ecosystems genetic diversity and climatic variables remaining
within
tolerance levels.
D4.2.3—Deforestation of Include the need for a large area of rainforest for SL and HL NEW CONTENT
Amazon rainforest as an the generation of atmospheric water vapour by
example of a possible transpiration, with consequent cooling, air flows
tipping point in ecosystem and rainfall. Include uncertainty over the
stability minimum area
of rainforest that is sufficient to maintain these
processes.

Application of skills: Students should be able to

calculate percentage change. In this case the
extent of
deforestation can be assessed by calculating the
percentage change from the original area of
forest.
D4.2.4—Use of a model to Mesocosms can be set up in open tanks but SL and HL 4 Ecology 4.1 Species, communities Skill: Setting up sealed mesocosms to try to SL and HL
investigate the effect of sealed glass vessels are preferable because entry & ecosystems establish sustainability. (Practical 5)
variables on ecosystem and exit of matter can be prevented but energy Guidance: Mesocosms can be set up in open
stability transfer is still possible. Aquatic or microbial tanks, but sealed glass vessels are preferable
ecosystems are likely to because entry and exit of matter can be
be more successful than terrestrial ones. prevented but light can enter and heat can leave.
Aquatic systems are likely to be more successful
NOS: Care and maintenance of the mesocosms than terrestrial ones.
should follow IB experimental guidelines.

D4.2.5—Role of keystone Students should appreciate the disproportionate SL and HL C: Ecology and C1 Species & Understanding: Community structure can be SL and HL
species in the stability of impact on community structure of keystone conservation Communities strongly affected by keystone species.
ecosystems species and
the risk of ecosystem collapse if they are
removed.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D4.2.6—Assessing Sustainability depends on the rate of harvesting SL and HL NEW CONTENT
sustainability of resource being lower than the rate of replacement. Include
harvesting from natural one terrestrial plant species and one species of
ecosystems marine fish as examples of renewable resources
and how sustainability of harvesting can be
assessed.
D4.2.7—Factors affecting Include the need to consider soil erosion, leaching SL and HL NEW CONTENT
the sustainability of of nutrients, supply of fertilizers and other inputs,
agriculture pollution due to agrochemicals, and carbon
footprint.
D4.2.8—Eutrophication of Students should understand the effects of SL and HL C: Ecology and C6 Nitrogen & Understanding: Leaching of mineral nutrients HL only
aquatic and marine eutrophication resulting from leaching of nitrogen conservation Phosphorous cycles (AHL) from agricultural land into rivers causes
ecosystems due to and eutrophication and leads to increased
leaching phosphate fertilizers, including increased biochemical oxygen demand.
biochemical oxygen demand (BOD).
D4.2.9—Biomagnification Students should understand how increased levels SL and HL C: Ecology and C3 Impacts of Humans on Understanding: Pollutants become concentrated SL and HL
of pollutants in natural of toxins accumulate in the tissues of consumers conservation Ecosystems in the tissues of organisms at higher trophic levels
ecosystems in higher trophic levels. Include DDT and mercury by biomagnification.
as examples. Skill: Analysis of data illustrating the causes and
consequences of biomagnification.
D4.2.10—Effects of Students should understand that plastics are SL and HL C: Ecology and C3 Impacts of Humans on Understanding: Macroplastic and microplastic SL and HL
microplastic and persistent in the natural environment due to conservation Ecosystems debris has accumulated in marine environments.
macroplastic pollution of nonbiodegradability. Application: Case study of the impact of marine
the oceans Include examples of the effects of plastic pollution plastic debris on Laysan albatrosses and one
on marine life. other named species.

NOS: Scientists can influence the actions of

citizens if they provide clear information about
their research
findings. Popular media coverage of the effects of
plastic pollution on marine life changed public
perception globally, which has driven measures to
address this problem.

D4.2.11—Restoration of Methods should include reintroduction of apex SL and HL C: Ecology and C4 Conservation of Application: Case study of the captive breeding SL and HL NEW CONTENT
natural processes in predators and other keystone species, re- conservation Biodiversity and reintroduction of an endangered animal
ecosystems by rewilding establishment of connectivity of habitats over species.
large areas, and minimization of human impact Understanding: In situ conservation may require
including by ecological management. Include the active management of nature reserves or national
example of Hinewai Reserve in New Zealand. parks.
Understanding: Ex situ conservation is the
preservation of species outside their natural
habitats.
Understanding: Biogeographic factors affect
species diversity.
Understanding: Richness and evenness are
components of biodiversity.
D4.2.12—Ecological Succession can be triggered by changes in both HL only C: Ecology and C2 Communities & Understanding: The type of stable ecosystem that SL and HL
succession and its causes an abiotic environment and in biotic factors. conservation Ecosystems will emerge in an area is predictable based on
climate.
Understanding: Disturbance influences the
structure and rate of change within ecosystems.
Skill: Analysis of data showing primary succession.
D4.2.13—Changes Use any suitable terrestrial example to illustrate HL only C: Ecology and C2 Communities & Skill: Analysis of data showing primary succession. SL and HL NEW CONTENT
occurring during primary these general principles: increases in size of conservation Ecosystems
succession plants, amount of primary production, species
diversity, complexity of food webs and amount of
nutrient cycling.
D4.2.14—Cyclical Students should appreciate that in some HL only NEW CONTENT
succession in ecosystems ecosystems there is a cycle of communities rather
than a single unchanging climax community.
Students should refer to an example.
D4.2.15—Climax Given any specific environmental conditions, HL only C: Ecology and C2 Communities & Understanding: The type of stable ecosystem that SL and HL SOME NEW CONTENT
communities and arrested ecological succession tends to lead to a particular conservation Ecosystems will emerge in an area is predictable based on
succession type of climate.
climax community, but human influences can
prevent this from developing. Use grazing by farm
livestock
and drainage of wetlands as examples.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D4.3 Climate change D4.3.1—Anthropogenic Limit to anthropogenic increases in atmospheric SL and HL 4 Ecology 4.4 Climate Change Essential idea: Concentrations of gases in the SL and HL Red in column 'I' indicates part of the old
causes of climate change concentrations of carbon dioxide and methane. atmosphere affect climates experienced at the specification that is no longer in the new
Earth’s surface. specification
NOS: Students should be able to distinguish Nature of science: Assessing claims—assessment
between positive and negative correlation and of the claims that human activities are producing
should also distinguish between correlation and climate change.
causation. For example, data from Antarctic ice Understanding: Carbon dioxide and water vapour
cores shows a positive correlation between global are the most significant greenhouse gases.
temperatures and atmospheric carbon dioxide Understanding: Other gases including methane
concentrations over hundreds of thousands of and nitrogen oxides have less impact.
years. This correlation does not prove that carbon Understanding: The impact of a gas depends on
dioxide in the atmosphere increases global its ability to absorb long wave radiation as well as
temperatures, although other evidence confirms on its concentration in the atmosphere.
the causal link. Understanding: The warmed Earth emits longer
wavelength radiation (heat).
Understanding: Longer wave radiation is
absorbed by greenhouse gases that retain the
heat in the atmosphere.
Understanding: Global temperatures and climate
patterns are influenced by concentrations of
greenhouse gases.
Understanding: There is a correlation between
rising atmospheric concentrations of carbon
dioxide since the start of the industrial revolution
200 years ago and average global temperatures.
Understanding: Recent increases in atmospheric
carbon dioxide are largely due to increases in the
D4.3.2—Positive feedback Include release of carbon dioxide from deep SL and HL combustion of fossilized organic matter. NEW CONTENT
cycles in global warming ocean, increases in absorption of solar radiation
due to loss of reflective snow and ice, accelerating
rates of decomposition of peat and previously
undecomposed organic matter in permafrost,
release of methane from melting permafrost and
increases in droughts and forest fires.
D4.3.3—Change from net Include warmer temperatures and decreased SL and HL NEW CONTENT
carbon accumulation to winter snowfall leading to increased incidence of
net loss in boreal forests drought and reductions in primary production in
as an example of a tipping taiga, with forest browning and increases in the
point frequency and intensity of forest fires, which
result in legacy carbon combustion.
D4.3.4—Melting of Include potential loss of breeding grounds of the SL and HL NEW CONTENT
landfast ice and sea ice as emperor penguin (Aptenodytes forsteri) due to
examples of polar habitat early
change breakout of landfast ice in the Antarctic and loss
of sea ice habitat for walruses in the Arctic.

Note: When students are referring to organisms in an

examination, either the common name or the
scientific
name is acceptable.
D4.3.5—Changes in ocean Warmer surface water can prevent nutrient SL and HL NEW CONTENT
currents altering the upwelling to the surface, decreasing ocean
timing and extent of primary production
nutrient upwelling and energy flow through marine food chains.

D4.3.6—Poleward and As evidence-based examples, include upslope SL and HL NEW CONTENT

upslope range shifts of range shifts for tropical-zone montane bird
temperate species species in New
Guinea and range contraction and northward
spread in North American tree species.

D4.3.7—Threats to coral Increased carbon dioxide concentrations are the SL and HL 4 Ecology 4.4 Climate Change Application: Threats to coral reefs from increasing SL and HL
reefs as an example of cause of ocean acidification and suppression of concentrations of dissolved carbon dioxide.
potential ecosystem calcification in corals. Increases in water
collapse temperature are a cause of coral bleaching. Loss
of corals causes the collapse of reef ecosystems.
 New syllabus Current syllabus Comments
Level of Understandings number SL and HL or Topic or option number Sub-topic number and SL and HL or
Theme Topic number and name Understandings content Sub-topic content SME notes
organization and name HL only and name name HL only
D4.3.8—Afforestation, NOS: There is active scientific debate over SL and HL NEW CONTENT
forest regeneration and whether plantations of non-native tree species or
restoration of peat- rewilding with native species offer the best
forming wetlands as approach to carbon sequestration. Peat formation
approaches to carbon naturally occurs in waterlogged soils in temperate
sequestration and boreal zones and also very rapidly in some
tropical ecosystems.

D4.3.9—Phenology as Students should be aware that photoperiod and HL only 9 Plant biology 9.4 Reproduction in plants Understanding: The switch to flowering is a HL only SOME NEW CONTENT
research into the timing temperature patterns are examples of variables response to the length of light and dark periods in
of biological events that influence the timing of biological events such many plants.
as flowering, budburst and bud set in deciduous Application: Methods used to induce short-day
trees, bird migration and nesting. plants to flower out of season.
Guidance: Flowering in so-called short-day plants
such as chrysanthemums, is stimulated by long
nights rather than short days.

D4.3.10—Disruption to Students should recognize that within an HL only NEW CONTENT

the synchrony of ecosystem temperature may act as the cue in one
phenological events by population and photoperiod may be the cue in
climate change another. Include spring growth of the Arctic
mouse-ear chickweed (Cerastium arcticum) and
arrival of migrating reindeer (Rangifer tarandus) as
one example. Also include a suitable local
example or use the breeding of the great tit
(Parus major) and peak biomass of caterpillars in
north European forests as another.

Note: When students are referring to organisms in an

examination, either the common name or the
scientific
name is acceptable.

D4.3.11—Increases to the Use the spruce bark beetle (Ips typographus or HL only NEW CONTENT
number of insect life Dendroctonus micans) as an example.
cycles within a year due to
climate change Note: When students are referring to organisms in an
examination, either the common name or the
scientific
name is acceptable.

D4.3.12—Evolution as a Include changes in the fitness of colour variants of HL only NEW CONTENT
consequence of climate the tawny owl (Strix aluco) as a consequence of
change changes
in snow cover.

Note: When students are referring to organisms in an

examination, either the common name or the
scientific
name is acceptable.
 Sub-topic number and Removed content
Topic or option number and name name Sub-topic content
1 Cell Biology 1.1 Introduction to Cell Application: Investigation of functions of life in Paramecium and one named
photosynthetic unicellular organism.
Guidance: Chlorella or Scenedesmus are suitable photosynthetic unicells,
but Euglena should be avoided as it can feed heterotrophically.
Application: Use of stem cells to treat Stargardt’s disease and one other
named condition.
Application: 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.
Utilization: The use of stem cells in the treatment of disease is mostly at the
experimental stage, with the exception of bone marrow stem cells.
Scientists, however, anticipate the use of stem cell therapies as a standard
method of treating a whole range of diseases in the near future, including
heart disease and diabetes.
NOS: Ethical implications of research—research involving stem cells is
growing in importance and raises ethical issues.
International-mindedness: Stem cell research has depended on the work of
teams of scientists in many countries who share results thereby speeding
up the rate of progress. However, national governments are influenced by
local, cultural and religious traditions that impact on the work of scientists
and the use of stem cells in therapy.
Aim 8: There are ethical issues involved in stem cell research, whether
humans or other animals are used. Use of embryonic stem cells involves
the death of early-stage embryos, but if therapeutic cloning is successfully
developed the suffering of patients with a wide variety of conditions could
be reduced.

1 Cell Biology 1.2 Ultrastructure of Application: Prokaryotes divide by binary fission.

1 Cell Biology Cells
1.3 Membrane Structure NOS: Using models as representations of the real world—there are
1 Cell Biology 1.4 Membrane Transport alternative modelsdialysis
Utilization: Kidney of membrane structure.
artificially mimics the function of the human
1 Cell Biology 1.5 The origin of cells kidney by using
Application: appropriate
Evidence membranes
from Pasteur’s and diffusion
experiments that gradients.
spontaneous
generation of cells and organisms does not now occur on Earth.
1 Cell Biology 1.6 Cell division Application: The correlation between smoking and incidence of cancers.
3 Genetics 3.3 Meiosis Aim 8: The tobacco
Application: Studiesindustry
showingcould age ofbeparents
discussed. Suppression
influences chances of of
the results
of research
nondisjunction. by tobacco companies into the health effects of smoking
10 Genetics and evolution 10.1 Meiosis NOS:
tobaccoMaking careful observations—careful
was unethical. Smoking causes considerable observation andharm,
social recordbut,
keeping
with
2 Molecular biology 2.1 Molecules to turned
Nature up anomalous
of science:
the exception data
Falsification
of laws that
on production Mendel’s
of theories—the law
and supply in of independent
artificial
Bhutan, assortment
synthesis
has never of urea
been
Metabolism could
helped not
to account for. Thomas Hunt Morgan developed the notion of linked
falsify vitalism.
2 Molecular biology 2.3 Carbohydrates & Understanding:
genes to accountUnsaturated fatty acids can be cis or trans isomers.
for the anomalies.
2 Molecular biology Lipids
2.4 Proteins Application:
Application: Scientific evidence
Rubisco, insulin, for health risks of
immunoglobulins, trans fatscollagen
rhodopsin, and saturated
and
fatty
spider acids.
silk as examples of the range of protein functions.
2 Molecular biology 2.5 Enzymes Application: Methods of production of lactose-free milk and its advantages.
8 Metabolism, cell respiration and photosynthesis 8.1 Metabolism Utilization: Enzymesdifferent
Skill: Distinguishing are extensively
types ofused in industry
inhibition from for the production
graphs at specifiedof
items from
substrate fruit juice to washing powder.
2 Molecular biology 2.6 Structure of DNA & Nature of concentration.
science: Using models as representation of the real world—Crick
2 Molecular biology RNADNA replication,
2.7 and Watson
Nature used model
of science: Obtainingmaking to discover
evidence the structure
for scientific of DNA.
theories—Meselson and
7 Nucleic acids transcription & &
7.1 DNA structure Stahl obtained evidence for the semi-conservative
Understanding: DNA structure suggested a mechanism for DNA replication. replication of DNA.
translation
replication Nature of science: Making careful
7 Nucleic acids 7.3 Translation Understanding: Disassembly of theobservations—Rosalind
components follows termination Franklin’s X-ray
of
diffraction
translation. provided crucial evidence that DNA is a double helix.
8 Metabolism, cell respiration and photosynthesis 8.2 Cell respiration Application: Electron tomography used to produce images of active
2 Molecular biology 2.9 Photosynthesis mitochondria.
Understanding: Visible light has a range of wavelengths with violet the
8 Metabolism, cell respiration and photosynthesis 8.3 Photosynthesis shortest wavelength
Understanding: and red the longest.
Light-independent reactions take place in the stroma.
3 Genetics 3.1 Genes Application: Calvin’s experiment
Understanding: Alleles differ from each to elucidate
otherthe carboxylation
by one or only a fewof RuBP.
bases.
3 Genetics 3.2 Chromosomes Understanding: The entire base sequence
Application: Comparison of diploid chromosome numbers of Canisof human genes was sequenced
in the Human
familiaris, OryzaGenome Project.
sativa,genetic
Parascaris equorum.
3 Genetics 3.4 Inheritance Understanding: Many diseases in humans are due to recessive
10 Genetics and evolution 10.2 Inheritance alleles of autosomal
Application: Morgan’s genes, although
discovery some genetic diseases
of non-Mendelian are due to
ratios in Drosophila.
dominant
NOS: Lookingor co-dominant
for patterns, alleles.
trends and discrepancies—Mendel used
3 Genetics 3.5 Genetic modification Essential idea: Biologists have developed techniques for artificial
andSpecies,
biotechnology observations
manipulation of the natural
of species
DNA, cells world to
and organisms.find and explain patterns and trends.
4 Ecology 4.1 Skill:
SinceClassifying
then, scientists haveas consumers, detritivores or
looked for discrepancies saprotrophs
and from a
asked questions
4 Ecology communities &
4.3 Carbon cycling knowledge
Understanding:
based on furtherof their mode of
Inobservations
aquatic nutrition.
ecosystems
to showcarbonexceptionsis present
to theas dissolved
rules. For carbon
ecosystems dioxide and hydrogen carbonate ions.
4 Ecology 4.4 Climate Change Application: Evaluating claims that human activities are not causing climate
5 Evolution and biodiversity 5.1 Evidence for change.
Understanding: The fossil record provides evidence for evolution.
5 Evolution and biodiversity Evolution
5.2 Natural Selection Understanding:
Application: Changes Continuous
in beaks variation
of finchesacross the geographical
on Daphne Major. range of
related populations matches the concept of gradual divergence.
10 Genetics and evolution 10.3 Gene pools & Understanding: Evolution requires that allele frequencies change with time
5 Evolution and biodiversity Speciation
5.3 Classification of in populations.
Application: Classification of one plant and one animal species from domain
6 Human physiology biodiversity
6.1 Digestion & to speciesidea:
Essential level.The structure of the wall of the small intestine allows it to
6 Human physiology Absorption
6.2 The blood system move,
Naturedigest and absorb
of science: Theories food.
are regarded as uncertain—William Harvey
6 Human physiology 6.3 Defence against overturned theories
Application: Florey and developed by the ancient
Chain’s experiments toGreek philosopher
test penicillin Galen on
on bacterial
infectious disease movement
infections inofmice.
blood in the body.
11 Animal physiology 11.1 Antibody Understanding: White cells release histamine in response to allergens.
6 Human physiology production &
6.4 Gas exchange Understanding:
Nature of science: Histamines cause allergic
Obtain evidence symptoms.
for theories—epidemiological studies
Vaccination have contributed to our understanding of the of
causes of lung cancer.and
6 Human physiology 6.5 Neurons & synapses Utilization: An understanding of the workings neurotransmitters
11 Animal physiology 11.2 Movement synapses has led of
Skill: Annotation to athe development
diagram of the humanof numerous
elbow.pharmaceuticals for the
treatment
Aim 7: Use of
of mental
grip disorders.
strength data loggers to assess muscle fatigue.
6 Human physiology 6.6 Hormones, Understanding: Leptin is secreted by cells in adipose tissue and acts on the
homeostasis & hypothalamus of the brain to inhibit appetite.
reproduction
11 Animal physiology 11.4 Sexual reproduction NoS: Assessing risks and benefits associated with scientific research—the
11 Animal physiology 11.3 The kidney & risks to human male
Understanding: fertility were
The Malpighian not adequately
tubule assessed
system in insects andbefore steroids
the kidney
osmoregulation related
carry to progesterone
out osmoregulationof and
andestrogen
removal were released
of nitrogenous into the
wastes. environment
9 Plant biology 9.1 Transport in the Application:
as a result ofAdaptations plants
the use of the female incontraceptive
saline soils for water
pill. conservation.
9 Plant biology Xylem of Plants
9.2 Transport in the Skill: Analysis of data from experiments measuring phloem transport rates
9 Plant biology phloem of plants
9.3 Growth in plants using aphid stylets
Application: and radioactively-labelled
Micropropagation of plants usingcarbon dioxide.
tissue from the shoot apex,
9 Plant biology 9.4 Reproduction in nutrient agar gels and growth hormones.
Understanding: Flowering involves a change in gene expression in the shoot
A: Neurobiology and behaviour plants
A.1 Neural development apex.
Essential idea: Modification of neurons starts in the earliest stages of
A: Neurobiology and behaviour (ALL CONTENTS)
A.2 The human brain embryogenesis
Essential idea: The andparts
continues
of theto the final
brain yearsin
specialize ofdifferent
life. functions.
A: Neurobiology and behaviour A.3 Perception of stimuli Essential idea: Living organisms are able to detect changes in to
Understanding: The anterior part of the neural tube expands theform the
brain.
environment.
A: Neurobiology and behaviour A.4 Innate and learned Essential idea: Behavioural patterns can be inherited or learned.
A: Neurobiology and behaviour behaviour
A.5 Neuropharmacology Essential idea:for
NOS: Looking patterns, trends
Communication and discrepancies—laboratory
between neurons can be altered through
(ALLEthology
CONTENTS) experiments
the manipulation and field investigations
of theselection
release and helped in the
reception understanding
oftypes
chemical of
messengers.
A: Neurobiology and behaviour A.6 (ALL Essential idea: Natural
different types of behaviour and learning. favours specific of behaviour.
B: Biotechnology and bioinformatics CONTENTS)
B.1 Microbiology: NOS: Testing
Essential idea:a Microorganisms
hypothesis—experimentscan be used to test hypotheses
and modified to on the
perform
organisms in industry migratory
industrial behaviour
processes. of blackcaps have been carried out. (1.9)
B: Biotechnology and bioinformatics B.2 Biotechnology in Essential idea: Crops can be modified to increase yields and to obtain novel
(ALL CONTENTS)
agriculture (ALL products.
B: Biotechnology and bioinformatics B.3 Environmental Essential idea: Biotechnology can be used in the prevention and mitigation
CONTENTS)
protection (ALL of contamination from industrial, agricultural anddiagnosis
municipal wastes.
B: Biotechnology and bioinformatics B.4 Medicine (ALL Essential idea: Biotechnology can be used in the and treatment of
CONTENTS)
CONTENTS) disease.
B: Biotechnology and bioinformatics B.5 Bioinformatics (ALL Essential idea: Bioinformatics is the use of computers to analyse sequence
C: Ecology and conservation CONTENTS)
C1 Species & data in biological
Essential research. structure is an emergent property of an
idea: Community
C: Ecology and conservation Communities
C2 Communities & ecosystem.
Essential idea: Changes in community structure affect and are affected by
C: Ecology and conservation Ecosystems organisms.
C3 Impacts of Humans Essential idea: Human activities impact on ecosystem function.
C: Ecology and conservation on Conservation
C4 Ecosystems of Nature
NOS: of science:
Scientists Assessingwith
collaborate risksother
and benefits associated
agencies—the with scientific
preservation of
Biodiversity research—the
species involves use of biologicalcooperation
international control hasthrough
associated risk and requiresand
intergovernmental
C: Ecology and conservation C5 Population Ecology Application:
verification Bottom-up
by tightly control of algal blooms by shortage of nutrients and
controlled
non-governmental
top-down control organizations.
by herbivory.
C: Ecology and conservation C6 Nitrogen & Essential idea: Soil cycles are subject to disruption.
D: Human physiology Phosphorous cycles
D.1 Human nutrition NOS: Assessing
Essential idea: Arisks and benefits
balanced of scientific
diet is essential research—agricultural
to human health.
practices
Nature of can disrupt
science: the phosphorus
Falsification of cycle.
theories with one theory being
D: Human physiology D.2 Digestion Essential idea: Digestion is controlled by nervous and hormonal
superseded by another—scurvy was thought to be specific to humans,
mechanisms.
D: Human physiology D.3 Functions of the liver Essential idea: Theto
because attempts chemical
induce thecomposition
symptomsofinthe blood is regulated
laboratory rats and miceby the
were
D: Human physiology (ALL CONTENTS)
D.4 The heart liver.
Essential idea: Internal and external factors influence heart function.
entirely unsuccessful.
D: Human physiology D.5 Hormones & NOS: Developments
Essential idea: Hormones in scientific
are notresearch
secretedfollowed improvements
at a uniform in their
rate and exert
Metabolism (AHL) apparatus
effect at lowor concentrations.
instrumentation—the invention of the stethoscope led to
D: Human physiology D.6 Transport of NOS:
improvedScientists have aofrole
knowledge theinworkings
informing ofthe
thepublic—scientific
heart. research has
respiratory gases led to a change in public perception of smoking.
SL and HL or HL only