BIOLOGY FOR LIFE
  • Syllabus
    • Core >
      • 1: Cell Biology >
        • 1.1: Introduction to Cells
        • 1.2: Ultrastructure of Cells
        • 1.3: Membrane Structure
        • 1.4: Membrane Transport
        • 1.5: The Origin of Cells
        • 1.6: Cell Division
      • 2: Molecular Biology >
        • 2.1: Molecules to Metabolism
        • 2.2: Water
        • 2.3: Carbohydrates and Lipids
        • 2.4: Proteins
        • 2.5: Enzymes
        • 2.6: DNA and RNA
        • 2.7: DNA Replication, Transcription and Translation
        • 2.8: Cell Respiration
        • 2.9: Photosynthesis
      • 3: Genetics >
        • 3.1: Genes
        • 3.2: Chromosomes
        • 3.3: Meiosis
        • 3.4: Inheritance
        • 3.5: Genetic Modification and Biotechnology
      • 4: Ecology >
        • 4.1: Species, Communities and Ecosystems
        • 4.2: Energy Flow
        • 4.3: Carbon Cycling
        • 4.4: Climate Change
      • 5: Evolution and Biodiversity >
        • 5.1: Evidence for Evolution
        • 5.2: Natural Selection
        • 5.3: Classification and Biodiversity
        • 5.4: Cladistics
      • 6: Human Physiology >
        • 6.1: Digestion and Absorption
        • 6.2: The Blood System
        • 6.3: Defense Against Infectious Disease
        • 6.4: Gas Exchange
        • 6.5: Neurons and Synapses
        • 6.6: Hormones, Homeostasis and Reproduction
    • Higher Level >
      • 7: Nucleic Acids >
        • 7.1: DNA Structure and Replication
        • 7.2: Transcription and Gene Expression
        • 7.3: Translation
      • 8: Metabolism, Cell Respiration & Photosynthesis >
        • 8.1: Metabolism
        • 8.2: Cell Respiration
        • 8.3: Photosynthesis
      • 9: Plant Biology >
        • 9.1: Transport in the Xylem of Plants
        • 9.2: Transport in the Phloem of Plants
        • 9.3: Growth in Plants
        • 9.4: Reproduction in Plants
      • 10: Genetics and Evolution >
        • 10.1: Meiosis
        • 10.2: Inheritance
        • 10.3: Gene Pools and Speciation
      • 11: Animal Physiology >
        • 11.1: Antibody Production and Vaccination
        • 11.2: Movement
        • 11.3: Kidney and Osmoregulation
        • 11.4: Sexual Reproduction
    • Options >
      • D: Human Physiology >
        • D.1: Human Nutrition
        • D.2: Digestion
        • D.3: Functions of the Liver
        • D.4: The Heart
        • D.5: Hormones and Metabolism
        • D.6: Transport of Respiratory Gases
  • IB Requirements
    • Learner Profile
    • Group 4 Project
    • External Exam
    • Internal Assessment >
      • Personal Engagement
      • Exploration
      • Analysis
      • Evaluation
      • Communication
    • Extended Essay
  • Investigation Skills
    • Lab Safety
    • Microscopy
    • Lab Drawings
    • Data Tables
    • Measurement
    • Statistics >
      • Descriptive Statistics >
        • Skew
        • Measures of Central Tendancy
        • Measures of Spread
        • Pearson Correlation
      • Inferential Statistics >
        • T-Test
        • ANOVA
        • Kruskal-Wallis
        • X2 Test for Independence
        • X2 Goodness of Fit
    • Graphing >
      • Graphing with Excel
      • Interpreting Error Bars
    • Error Analysis
  • Course Info
    • Above & Beyond >
      • Biology Club
      • Pumpkin Carving
      • Scavenger Hunt
      • Science News
      • IB Bio Dance
      • Wood Duck Project
      • Invasive Crayfish Project
    • Assessment >
      • Class Grading IB Bio I
      • Class Grading IB Bio II
      • Daily Quizzes
      • Lab Practicals
    • Class Photos
    • Recommendations
    • Supplemental Reading
  • Contact
  • About
    • Philosophy
    • Resume
    • Reflection
    • Site Feedback
    • Favorite Quotes
    • AEF Blog
  • Expeditions
    • Bahamas (2009)
    • Trinidad (2010)
    • Trinidad (2011)
    • Ecuador (2012)
    • Trinidad (2013)
    • Peru (2014)
    • Bahamas (2015)
    • Peru (2016)
    • Costa Rica (2017)
    • Costa Rica (2018)
    • Arizona (2022)
    • Florida (2023)
  • Summer Ecology Research

IB Exam Test Preparation

Quick Study Resources:
  • Objectives and Statements by topic Quizlet
  • ​Objectives and command terms
  • Hints for a better exam
  • Drawings and diagrams in the syllabus
  • Graphs in the syllabus

  • Analysis and experimental skills in the syllabus
  • ​​Named cell types in the syllabus
  • Named molecules in the syllabus
  • Named scientists in the syllabus
  • Named processes in the syllabus
External Assessment Components and Weighting (HL Biology)
Picture

Paper 1:
  • Duration: 1 hour
  • Weighting: 20%
  • Marks: 40
  • 40 multiple-choice questions on core and AHL material
  • The questions on paper 1 test assessment objectives 1, 2 and 3
  • The use of calculators is not permitted
  • Answer every question!  There is no penalty for an incorrect answer.  So, narrow down the answer choices, and if you must... then guess!
​
Tips for Paper 1:
  1. Read the question carefully.  Note important terms.
  2. Cover the answer choices!  Try to answer the question before you read the options.  This prevents you from becoming “muddled” with wrong answers.  
  3. Eliminate - Eliminate - Eliminate
  4. Only change answers if you are ABSOLUTELY SURE the current answer is incorrect.  Don’t second guess yourself!
  5. Avoid patterns (i.e. selecting “C” because there hasn’t been one in a while)
  6. On the actual exam, you’ll be able to write on the test.  Mark it up like crazy!

Paper 2:
  • Duration: 2 1⁄4 hours
  • Weighting: 36%
  • Marks: 72
  • The questions on paper 2 test assessment objectives 1, 2 and 3
  • The use of approved calculators is permitted. 
  • Section A:  Data-based question, short-answer and extended-response questions on core and AHL material
  • Section B:  Choice of two out of three extended response questions  on core and AHL material

Tips for Paper 2:
Rephrase what the question is asking to do... for example:
“Outline the mechanisms used by the ileum epithelial cells to absorb specific food molecules.”

  • OUTLINE:   give a brief account or summary
  • MECHANISMS:   processes or functions of 
  • ILEUM:  small intestine
  • EPITHELIAL CELLS:  cells that line the surface
  • ABSORB:  take in
  • SPECIFIC … MOLECULES:  named example molecules

Tips for Paper 2 Section B:

Read the question options carefully and select which you will answer.  Your "gut instinct" for which questions to answer might not be the best.  Take a few minutes to think of answers to EACH question before selecting the one you feel like you can best respond.  Remember, you want to select the question in which you know the most overall about parts A, B and C. Be sure you know what the question is asking.  For example, don't answer a question about speciation with a response about the limitations of the term species.

Once you have selected which question you will respond to, begin writing an outline to your response to each part.  Play attention to the command terms, so you actually address what the question is asking.  The command term "discuss" is one in which students often mistakenly "explain."  When asked to discuss, be sure you address alternative hypothesis and/or give arguments for and against a claim.  If you are asked to "compare", be sure to include both similarities and differences and to include differences for both items.  For example, if asked to compare spermatogenesis and oogenesis, you would not get a point for saying, "spermatogenesis creates 4 sperm."  You would get a point for saying, "spermatogenesis creates 4 sperm, whereas oogenesis forms only 1 egg."

Each question includes the maximum number of points possible.  As you are drafting your response, predict how points will be awarded on the mark scheme.  The general rule of thumb is that the mark scheme used by the assessors will have 1.5X the number of "point earning" ideas as there are points that the question is worth.  For example, if a question is worth 5 points, aim for AT LEAST 8 ideas. You will not earn more than 5 points but including extra responses is a good idea (just don't contradict yourself).

Use the following as a guide:
  1. Define any key terms in the question.
  2. Where does the process happen?  (In what type of cell?  In what system?  Where in the ecosystem?)
  3. What happens? What is the outcome of the process?
  4. How does the process happen?  Think of drafting a flow chart to show the process.
  5. When does the process happen?  What triggers the event?
  6. Why is this process important?  What is the reason, purpose, and/or benefit?
  7. Give an example.
  8. Draw a labeled diagram.
  9. Are there any pros/cons?  Alternatives?  Limitations?

​Write your final response using your outline as a guide.  Be sure to use legible handwriting that is dark enough to read from a scanned image.  If your response is illegible or not visible, you will not earn points.

Lastly, include a sentence for each prompt (A, B and C) that ties the prompt to the others in the question.  You can earn two "quality of construction" points for a response that connects the parts of the question together.

Paper 3:
  • Duration: 1 1⁄4 hours
  • Weighting: 24%
  • Marks: 45
  • Section A:  answer all questions, two to three short-answer questions based on experimental skills and techniques, analysis and evaluation, using unseen data linked to the course material.
  • Section B: short-answer and extended-response questions from one option.  
  • The questions on paper 3 test assessment objectives 1, 2 and 3
  • The use of approved calculators is permitted. 
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"When we try to pick out anything by itself, we find it hitched to everything else in the Universe." 
 John Muir,   1911
  • Syllabus
    • Core >
      • 1: Cell Biology >
        • 1.1: Introduction to Cells
        • 1.2: Ultrastructure of Cells
        • 1.3: Membrane Structure
        • 1.4: Membrane Transport
        • 1.5: The Origin of Cells
        • 1.6: Cell Division
      • 2: Molecular Biology >
        • 2.1: Molecules to Metabolism
        • 2.2: Water
        • 2.3: Carbohydrates and Lipids
        • 2.4: Proteins
        • 2.5: Enzymes
        • 2.6: DNA and RNA
        • 2.7: DNA Replication, Transcription and Translation
        • 2.8: Cell Respiration
        • 2.9: Photosynthesis
      • 3: Genetics >
        • 3.1: Genes
        • 3.2: Chromosomes
        • 3.3: Meiosis
        • 3.4: Inheritance
        • 3.5: Genetic Modification and Biotechnology
      • 4: Ecology >
        • 4.1: Species, Communities and Ecosystems
        • 4.2: Energy Flow
        • 4.3: Carbon Cycling
        • 4.4: Climate Change
      • 5: Evolution and Biodiversity >
        • 5.1: Evidence for Evolution
        • 5.2: Natural Selection
        • 5.3: Classification and Biodiversity
        • 5.4: Cladistics
      • 6: Human Physiology >
        • 6.1: Digestion and Absorption
        • 6.2: The Blood System
        • 6.3: Defense Against Infectious Disease
        • 6.4: Gas Exchange
        • 6.5: Neurons and Synapses
        • 6.6: Hormones, Homeostasis and Reproduction
    • Higher Level >
      • 7: Nucleic Acids >
        • 7.1: DNA Structure and Replication
        • 7.2: Transcription and Gene Expression
        • 7.3: Translation
      • 8: Metabolism, Cell Respiration & Photosynthesis >
        • 8.1: Metabolism
        • 8.2: Cell Respiration
        • 8.3: Photosynthesis
      • 9: Plant Biology >
        • 9.1: Transport in the Xylem of Plants
        • 9.2: Transport in the Phloem of Plants
        • 9.3: Growth in Plants
        • 9.4: Reproduction in Plants
      • 10: Genetics and Evolution >
        • 10.1: Meiosis
        • 10.2: Inheritance
        • 10.3: Gene Pools and Speciation
      • 11: Animal Physiology >
        • 11.1: Antibody Production and Vaccination
        • 11.2: Movement
        • 11.3: Kidney and Osmoregulation
        • 11.4: Sexual Reproduction
    • Options >
      • D: Human Physiology >
        • D.1: Human Nutrition
        • D.2: Digestion
        • D.3: Functions of the Liver
        • D.4: The Heart
        • D.5: Hormones and Metabolism
        • D.6: Transport of Respiratory Gases
  • IB Requirements
    • Learner Profile
    • Group 4 Project
    • External Exam
    • Internal Assessment >
      • Personal Engagement
      • Exploration
      • Analysis
      • Evaluation
      • Communication
    • Extended Essay
  • Investigation Skills
    • Lab Safety
    • Microscopy
    • Lab Drawings
    • Data Tables
    • Measurement
    • Statistics >
      • Descriptive Statistics >
        • Skew
        • Measures of Central Tendancy
        • Measures of Spread
        • Pearson Correlation
      • Inferential Statistics >
        • T-Test
        • ANOVA
        • Kruskal-Wallis
        • X2 Test for Independence
        • X2 Goodness of Fit
    • Graphing >
      • Graphing with Excel
      • Interpreting Error Bars
    • Error Analysis
  • Course Info
    • Above & Beyond >
      • Biology Club
      • Pumpkin Carving
      • Scavenger Hunt
      • Science News
      • IB Bio Dance
      • Wood Duck Project
      • Invasive Crayfish Project
    • Assessment >
      • Class Grading IB Bio I
      • Class Grading IB Bio II
      • Daily Quizzes
      • Lab Practicals
    • Class Photos
    • Recommendations
    • Supplemental Reading
  • Contact
  • About
    • Philosophy
    • Resume
    • Reflection
    • Site Feedback
    • Favorite Quotes
    • AEF Blog
  • Expeditions
    • Bahamas (2009)
    • Trinidad (2010)
    • Trinidad (2011)
    • Ecuador (2012)
    • Trinidad (2013)
    • Peru (2014)
    • Bahamas (2015)
    • Peru (2016)
    • Costa Rica (2017)
    • Costa Rica (2018)
    • Arizona (2022)
    • Florida (2023)
  • Summer Ecology Research