IB Biology TSM

Biology teacher support material http://xmltwo.ibo.org/publications/DP/Group4/d_4_biolo_tsm_0711_1...
Biology teacher support material
Introduction
Introduction
How to use this teacher support material
How to use this teacher
This teacher support material is designed to support new and experienced support material
teachers in the application of the internal assessment criteria for the group The design criterion in
4 courses. The criteria can be found in the Diploma Programme Biology biology internal assessment
guide, Chemistry guide and Physics guide (published March 2007).
Errors and uncertainties in
biology internal assessment
The first part has three sections of general guidance for teachers. These
focus on the design criterion, errors and uncertainties, and manipulative Manipulative skills in biology
skills. To look at these, simply select the section you wish to look at from internal assessment
the menu on the right.
Assessed student work
The second part shows the application of the criteria in the assessment of Overview
practical work. It consists of a series of investigations or part investigations
Investigation 1
by students that have been assessed by moderators using the assessment
criteria. To look at the investigations featured in the assessed student Investigation 2
work, select the overview table from the menu on the right and select a
Investigation 3
specific investigation by clicking on the title. Each investigation can also be
accessed by selecting the link that leads directly to it from the menu on the Investigation 4
right.
Investigation 5
Investigation 6
Investigation 7
Investigation 8
© IBO 2007
1 of 1 11-Jan-09 02:17
Introduction
Introduction
The design criterion in biology internal
assessment support material
The design criterion in

Deciding upon the most suitable strategy for assessing the design criterion
is one of the most important decisions for the teacher of IB biology. The
questions to be considered when implementing a design strategy are as Errors and uncertainties in
follows. biology internal assessment
How much lesson time is to be allocated to the task? Manipulative skills in biology
internal assessment
How many students are in the teaching group?
What resources are available for use by the students?
Overview
Will the task stimulate a spirit of inquiry in the students and
promote thinking skills in addressing a complex problem? Investigation 1
Do the students have the prerequisite skills and knowledge Investigation 2

base to address the task in a meaningful manner? Investigation 3
Can the teacher ensure that, when completing the written phase Investigation 4
of the investigation outside the classroom, the students work
independently? Investigation 5
Investigation 6
The answers to these questions will differ according to each school’s
Investigation 7
environment, but some common principles remain.
Investigation 8
Students are more likely to work independently if their design
task is unique to them.
© IBO 2007
Students are more likely to work independently if they have
confidence in their own ability to complete the design task
successfully.
Therefore, designing a scientific investigation is not done in a vacuum. For

productive designs to be developed, students will need to have:
acquired some theoretical background

made observations in the relevant field
experience in certain manipulative skills specific to the
investigation
an understanding of the scientific method (the importance of
hypothesis testing where relevant, replicates, independent and
dependent variables, controls, and sampling techniques).
Students will need to have their limits set, and counselling will be
necessary in feasibility (time and cost), safety and ethics. For the sake of
assessment, the students should design their investigations individually.
However, it is possible that an initial brainstorming exercise would be
useful to generate ideas that could then be further developed by
individuals. It is also possible for students to work in groups on their
proposed investigations after their individual designs have been assessed.
To increase the students’ self-confidence in their ability to accomplish the

task independently, it is important for the design setting strategy to
recognize that they need to have some familiarity with the concepts and
techniques involved. Some suggested approaches are as follows.
Set tasks that are an advance on prior work. However, it is

unethical to set students essentially the same task as
previously. Similarly, teachers should avoid setting a task that is
already covered completely in readily available literature such
as the class’s laboratory manual. It is not uncommon to find
whole classes responding in an identical manner to such a
1 of 1 11-Jan-09 02:17
Biology teacher support material http://xmltwo.ibo.org/publications/DP/Group4/d_4_biolo_tsm_0711_1/...
Introduction
Introduction
Errors and uncertainties in biology
internal assessment support material

Biological systems are complex and difficult to control. Nevertheless,
biological investigations require measurements to be made, and biology
students need to be aware of the sources of error in their data, both Errors and uncertainties in
qualitative and quantitative. For the purposes of internal assessment, work biology internal assessment
assessed for data collection and processing must contain quantitative data
Manipulative skills in biology
suitable for processing. The expectations with respect to errors and
internal assessment
uncertainties in internal assessment are the same for both standard level
and higher level students, and are supportive of topic 1.1 of the subject Assessed student work
guide.
Overview
The treatment of errors and uncertainties is directly relevant in the internal Investigation 1
assessment of:
Investigation 2
data collection and processing, aspects 1 and 3 (recording raw Investigation 3
data and presenting processed data)
Investigation 4
conclusion and evaluation, aspects 1 and 2 (concluding and
evaluating procedure(s)). Investigation 5
Investigation 6
Expectations at standard level and higher Investigation 7
level Investigation 8
An appreciation of errors should be apparent at all stages of a report on an
investigation: © IBO 2007
in the design stage, where the limitations of time and the

materials should be assessed, and the potential sources of error
should be controlled. The magnitude and significance of normal
(background) variation in biological systems should be
appreciated.
in the data collection and processing stage, where the
degree of accuracy of a measuring device should be stated as
well as other observed sources of error
in the conclusion and evaluation stage, where the sources of
error should be discussed, along with possible ways of avoiding
them.
Although students should analyse their investigations for sources of error,

they should not be led to conclude that, with all such sources of error and
imprecision, experimental results are worthless. Experimental results are
only estimates.
Terms and concepts in error analysis

(a) Random variation or normal variation
In biological investigations, errors can be caused by changes in the
material used, or by changes in the conditions under which the experiment
is carried out. Biological materials are notably variable. For example, the
water potential of potato tissue may be calculated by soaking pieces of
tissue in a range of concentrations of sucrose solutions. However, the
pieces of tissue will vary in their water potential, especially if they have
been taken from different potatoes. Pieces of tissue taken from the same
potato will also show variations in water potential, but they will probably
show a normal variation that is less than that from samples taken from
different potatoes. Random errors can, therefore, be kept to a minimum by
careful selection of material and by careful control of variables. For
example, you could use a water bath to reduce the random fluctuations in
1 of 1 11-Jan-09 02:17
Introduction
Introduction
Manipulative skills in biology internal
assessment support material

Manipulative skills are assessed summatively. This means that one overall
mark will be given. The skills assessed should cover most of the two-year
course, and the mark given should reflect the student’s general ability near Errors and uncertainties in
the end of the course. This mark is not an average, nor does it relate to a biology internal assessment
particular investigation. It is important therefore that the scheme of work
Manipulative skills in biology
sets the students a variety of tasks and that they carry out a range of
internal assessment
different techniques. The examples below are suggestions to aid
assessment of manipulative skills and are not considered to be a Assessed student work
prescribed list.
Overview
Investigation 1
Note: No supporting evidence is required for moderation of
manipulative skills. Investigation 2
Investigation 3
Investigation 4
Aspect 1: Following instructions
Investigation 5
The student:
Investigation 6
reads/listens to instructions before asking for help
Investigation 7
only starts the investigation after having read/listened to all the
Investigation 8
instructions
is able to follow a sequence of several written or verbal © IBO 2007
instructions with little assistance.
Aspect 2: Carrying out techniques

Measuring volume
The student:
uses a suitable cylinder/pipette/burette size

does not overfill cylinder/pipette/burette
places his/her eyes at the height of the meniscus.
Measuring mass
The student:
handles the balance appropriately when transporting it

adjusts the balance to zero before starting
uses a suitable container for the substance to be measured.
Measuring temperature
The student:
leaves his/her thermometer in a safe place when it is not in use

refrains from touching the sides of the container with the
thermometer when measuring the temperature of a liquid
leaves the thermometer in the liquid when measuring the
temperature of that liquid
stirs the liquid to obtain an even temperature estimate
reads the thermometer avoiding parallax error
1 of 1 11-Jan-09 02:18
Introduction
Overview
support material
Investigation Title D DCP CE The design criterion in
1 Osmosis in plant tissues x x
2 Measuring tannin levels in x x x
piper leaves Manipulative skills in biology
internal assessment
3 Factors affecting enzyme x Assessed student work
activity
Overview
4 Behaviour in invertebrates x x x Investigation 1
5 Metabolism of yeast in x Investigation 2

different temperatures Investigation 3
6 Leaf adaptations of holly x x x Investigation 4

(Ilex aquifolium) Investigation 5
7 Measuring the relative x x Investigation 6

densities of invertebrates Investigation 7
and associated abiotic
factors along a line transect Investigation 8
(ICT type 1)
© IBO 2007
8 Investigating yeast x x x
peroxidase (ICT type 2)
1 of 1 11-Jan-09 02:18
OSMOSIS IN POTATO TUBER CELLS: THE WEIGHING METHOD
For this practical you have to write a full report with an introduction, materials, methods, results and evaluation.
Use the additional information to write the introduction.
When a plant cell is bathed with a solution of the same concentration as its cytoplasm, its mass and volume
remain the same, because water enters and leaves at the same rate. When samples of tissue are immersed in
solutions of different concentration (molarities), the cells will gain water and mass in solutions of lower
concentrations, and lose water and mass in solutions of higher concentrations. The concentration of the tissue is
equal to that of the solution in which it neither gains nor loses water.
Ask for the laboratory material you consider necessary.
DATA COLLECTION AND PROCESSING

a) Record and process raw data
b) Present processed data
Use the provided graph about the "relationship between molarity and solute potential of sucrose solutions" to
estimate the solute potential of your samples.
CONCLUSION AND EVALUATION

a) Describe your results in a written form
b) Evaluate your procedures, limitations and weaknesses
c) Suggest improvements to the procedure
Relationship between molarity and solute potential of sucrose solutions
0
0 0.2 0.4 0.6 0.8 1
-0.5
-1
Solute potential (kPa)
-1.5
-2
-2.5
-3
-3.5
Molarity
Molarity (mol dm–3)
Investigation 1
Water Potential of Potato and Sweet Potato; the Weighting Method.
Research Question: How will the weight vary between the sweet potatoes and potatoes when
placing each sample in different concentration solutions?
Hypothesis: When placing samples in hypertonic solutions they will loose weight. And on the other
hand when they are going to be placed in hypo tonic they will gain weight. But the difference in
weight will vary in potato and sweet potato since the sweet potato tastes sweeter and it has a higher
sugar solution.
Variables: Dependent: - Percentage % (difference in weight)

Independent: - Initial Weight of Potato (grams)
- Final Weight of Potato (grams)
Controlled: - Molarity (0,0; 0,25; 0,50; 0,75; 1.0)
Volume of the solution to submerge the potato
Potato cylinder size
Room temperature (19°C.)
Materials:
Big Potato
Cork Borer
Solutions of water and sugar (Molarities: 0,0; 0,25; 0,50; 0,75; l,0)
Blotting Paper
Electronic Balance
Test Tubes
Test Tube Racks
Procedure:
l) Five test tubes were labelled, each one with the different molarity of the
solutions: (0,0; 0,25; 0,50; 0,75; 1,0)
2) The tubes were filled with the different concentration solutions, according to what was
previously marked, up to three quarters of the tube.
3) With a cork borer five potato cylinders were cut and placed over five different 'blotting
papers that were labelled with the 5 different concentration solutions randomly.
4) The potato cylinders were dry up and weighed on an electronic balance and then
placed in the test tube with the solution according to the concentration describes at the
blotting paper.
5) All the initial data was recorded on a previously prepared table.
6) The samples were left for a day in the test tube racks so the process took place.
7) The next day the potato cylinders were taken from the test tubes and placed on blotting
paper labelled with its respective molarity.
8) The cylinders were weighed and the final data was recorded on the table.
9) The steps were repeated but instead of using potato, this was replaced by sweet potato.
10) Calculations and graphs were prepared.
11) Conclusions were drawn to prove the hypothesis.
© International Baccalaureate Organization 2007

Investigation 1
Data collection:
Potato in different concentration solutions.
DCP 1 Molarity Initial weight (grams) Final weight (grams) Difference in weight Percentage %
DCP 2/3
±0,1g ±0,1g (grams) ±0,1g (difference in
weight)
0 0,9 1,3 0,4 44
0,25 0,9 1,2 0,3 33
0,50 1,0 0,7 -0,3 -30
0,75 1,0 0,8 -0,2 -20
1,00 1,1 0,6 -0,6 -54
Sweet potato in different concentration solutions

Molarity Initial weight (grams) Final weight (grams) Difference in weight Percentage %
±0,1g ±0,1g (grams) ±0,1g (difference in
weight)
0 0,8 1,2 0,4 50
0,25 0,8 1,1 0,3 37
0,50 0,9 1,4 0,5 55
0,75 1,0 1,1 0,1 10
1,00 1,1 0,9 -0,2 -18
Graph:
Potato and Sweet Potato Solute Potential

DCP 2/3
80
60
Percentage (%) of difference in weight
40
20 0,1M = -3,0kpa
0
0 0.2 0.4 0.6 0.8 1 Sweet 1.2
-20 potato
0,45M =
-40 -1,3kpa
Potato
-60
-80
Molarity
"

Investigation 1
-3-
CE 1 Conclusion:
After doing the work and collecting relevant data to know if my hypothesis was right or wrong, I can
state that in my case, by determining my observations my hypothesis was correct because when
placing samples in hyper tonic solutions they loosed weight, and on the other hand when placing them
in hypo tonic ones they gained weight respecting the potato solute potential which is -1.3 kPa and the
sweet potato -3.0 kPa. As I predicted there was a difference in the resulted weights between the potato
and the sweet potato, potato gained more weight since the line is moved to the left of the graph. This
occurred because of the sucrose that the sweet potato contains it will obviously gain more weight in
hyper tonic solutions than potato and gain loose weight in hypotonic solutions. This process basically
occurs by osmosis, that is when substances move from a place of low concentration to a place of a
higher concentration through a semi permeable membrane. The differences in results between potato
and sweet potato are because of the sucrose that sweet potatoes contain.
CE 2 Although the experiment resulted successful there are several problems that appeared along the work
that could certainly be improved so that the results become more accurate. One of the observations
that was clearly pointed out was the exact measurement of potatoes, although we used an electronic
balance the weight isn't exact and that may cause marginal errors. A possible improvement for this
CE 3 could be to try and be as precise as possible to be exact with measurements, but obviously we don't
have the possibility of getting more exact balances. Other problem that surged along the experiment
CE 2 was the lack of samples, of course that doesn't depend on us that's just because we don't have enough
time to dedicate to each experiment, so that more samples are used. Other important factor that could
have influenced in our work is the way we dry up the samples after extracting them from the solutions,
CE 2
although we've tried to do this as equal as possible with each sample its quite difficult that the samples
result dried up all the same. A possible solution for this problem may be not to dry the samples up and
CE 3 used them just as they are taken from the solution.
But besides of the observations that I made and the errors that we made, we could finish the work and
obtain reasonable and relevant data to determine how diffusion occurs at hyper and hypotonic
solutions according to the sample placed in each.

Introduction
Investigation 1: Osmosis in plant tissues
support material

Criterion D DCP CE
Teacher task Achievement 5 4 biology internal assessment
level Manipulative skills in biology
awarded internal assessment
Achievement c, p, p, c, Assessed student work

of aspects c p Overview
Student work Investigation 1
Investigation 2
Assessment Investigation 3
Investigation 4
Design
Investigation 5
Not assessed. The teacher
Annotated student work Investigation 6
decided not to assess this criterion
having given the students a lot of Investigation 7
guidance on the method to be
used. Investigation 8
Data collection and © IBO 2007

Moderator comments processing
Recording raw data
Complete
The correct data is recorded.
Processing raw data

Partial
Raw data has been appropriately
processed. The isotonic molarity
can be calculated from the
intercept of the trend lines with the
x-axis and then converted to solute
potential using the graph provided.
However, as the computer-drawn
graph has no graduations included
on the axes or gridlines to
determine the intercept points
accurately, only a partial can be
awarded.
Presenting processed data

Complete
Good use of trend lines to reveal
the uncertainties in the data and
some conventions for graph
drawing are respected.
Conclusion and
evaluation
Concluding
1 of 1 11-Jan-09 02:19
Investigation 2
INDIVIDUAL PROJECT: MEASURING TANNIN LEVELS IN PIPER LEAVES
Aim
D 1 To measure tannin levels in Piper leaves in areas of different amounts of sunlight in the Tambopata
jungle.
Hypothesis
The leaves in are as with lesser light will have more tannins than in leaves in direct sunlight.
The reasoning behind this hypothesis is the following. Tannins are bitter tasting chemicals produced by
plants to make leaves less appetizing for leaf-eating insects. Plants in deeper areas of the forest compete
heavier for light, because the tall trees in the upper canopy make light a scarce resource. Because the
competition for light is so fierce, plants in shaded areas are forced to take more severe measures to
protect their leaves from surrounding pests. That's why, according to the hypothesis, plants in areas with
lesser light will have more tannins than leaves in direct sunlight.
D 3 Materials
• Piper Leaves
• Plastic Bags
Method
Piper plants from three different areas where studied in this experiment: the football pitch (where plants
were in direct sunlight), the Middle Flood Plain Forest (where plants were in partial sunlight), and the
Older Upper Flood Plain Forest (where plants were in complete shade).
D 3 Two leaves from two different plants in each of these areas were collected and placed in plastic bags to
be carried back to the lodge. Once in the lodge, another person took the leaves and randomly gave me
D 2 one leaf at a time to taste, so that the origin of the leaf was unknown to me upon tasting. After tasting a
D 3 leaf, its bitterness was rated on a scale of lightly bitter, medium bitter, and very bitter. Once this was
D 2 done, the leaf was spat out and I ate a cracker and drank some water to wash the taste out of my mouth.
D 3 This process was repeated for each of the 12 leaves collected.

Investigation 2
DCP 1 Results
Below is a table showing the comparative bitterness of the 12leaves tasted:
Football Pitch
Plant Leaf Bitterness
Plant 1 A Lightly Bitter
B Very Bitter
Plant 2 A Very Bitter
B Medium Bitter
Middle Flood Plain
Plant 1 A Medium Bitter
B Very Bitter
Plant 2 A Very Bitter
B Medium Bitter
Upper Older Flood Plain
Plant 1 A Medium Bitter
B Very Bitter
Plant 2 A Medium/Light Bitter
B Medium Bitter
D 3 By using a bitterness scale of 1 to 5 (5 being very bitter, 3 medium bitter, and 1 lightly bitter, etc),
these results can be averaged and shown in the table below:
DCP 3 Area Average Bitterness Scale

Football Pitch 3.5
Middle Flood Plain 4
Upper Older Flood Plain 3.25
CE 1 As can be seen from this table, the Middle Flood Plain was the area with the leaves with the average
highest bitterness, with 4, followed by the Football Pitch, with 3.5, and the Upper Older Flood Plain,
with 3.25. These results go against the expected results given by the hypothesis, that the Football Pitch
would have the least bitter leaves, and the Upper Older Flood Plain the most bitter.
Conclusions
CE 1 In conclusion, the data collected disproves the assumption of the hypothesis, that plants in direct
sunlight have less tannins than plants in shaded areas of the forest. This result could have taken place
for several reasons. The first of which being problems with using bitterness as a measure for tannin
CE 2 levels. It is possible that tannins aren’t the only chemical which determine the bitterness of a leaf, so as
such the results in bitterness could be completely unrelated to tannin levels of the leaves. In order to
accurately measure tannin levels in this way, the accuracy of using bitterness of a method should have
CE 3
been further researched. Assuming that tannins were the only factor influencing the bitterness of the
leaf, because only one person was used to taste the leaves, it' s possible that the data could be mildly
CE 2
subjective according to the tastes of the tester. Measures like giving the leaves to the taster
anonymously (with their origins unknown) were taken to reduce this subjectivity, however it’s difficult
to say if this really eliminated the possible vagueness of the results. For the tasting method to yield truly
accurate results, many people should have been used as tasters, something which, unfortunately, time
CE 3
did not allow.

Investigation 2
CE 1 Ignoring these possible inconsistencies, there are many possible explanations for the results of this
project. The first has to do with the reality of the piper plants in the football pitch. The football pitch is
a relatively recently cleared area, meaning that though these plants were in direct sunlight, they may not
have had time to adapt their tannin levels to the new situation of increased light. Following this idea, it
could have been possible that these plants, in the past were in a much more shaded area than those in
the Upper Flood Plain. This assumption has some evidence as given in the experiment measuring the
horizontal/vertical ratio of piper plants. In this experiment, the results also hinted at the possibility that
in the past, the Football Pitch was a heavily shaded area. Seeing how this conclusion came up in two
separate experiments, it definitely holds some weight and should be considered.
Also, the plants in the football pitch grow in an area which the lodge uses for a compost pile. The
decomposing organic waste attracts a large amount of insects, meaning that the piper plants in the
football pitch, though in direct sunlight, still have a large need for protection against this massive
potential insect threat. It should be noted as well that the piper plants in the football pitch were only
partially in full sunlight, on the side facing the football pitch, whereas the other side of the plant was
shaded. The continual presence of shade on one side of the plant could give it a greater need for
tannins, leading to the results of this experiment.
In the end, though this individual project had its flaws, it gave me a good opportunity to test the
scientific method in an experiment which I designed myself. Whatever ambiguities experienced in this
experiment will only further my knowledge of controlling variables for accurate testing in the future.
The results disproving my hypothesis created a need for me to look deeper into the situation for other
possible influences on the bitterness, and as such the tannin levels of the leaves. For all these reasons, I
consider this experiment to be a very useful individual project.

Introduction
Investigation 2: Measuring tannin levels
in piper leaves support material


Criterion D DCP CE biology internal assessment
Student work Achievement 2 4 5 Manipulative skills in biology

internal assessment
level
awarded Assessed student work
Overview
Achievement n, c, p, c, c,
of aspects p, p p Investigation 1
p
Investigation 3
Investigation 4
Assessment
Investigation 5
Design Investigation 6
Moderator comments Investigation 7
Defining the problem and
selecting variables Investigation 8
Not at all
© IBO 2007
A focused problem is formulated,
however, the independent and
dependent variables are not
explicitly identified. There is also
no discussion of other variables
that may influence the results (for
example, sampling method, age of
the trees, sampling site).
Controlling variables
Partial
There is some appreciation of the
control needed during the testing
of bitterness levels so that they are
as objective as possible. However,
there is no apparent consideration
of the way the leaf samples are
chosen or the amount of leaf
material tasted.
Developing a method for the

collection of data
Partial
Given the limitations of the field
course it would be unreasonable to
expect quantitative biochemical
measurements of tannins in the
tissues. The student has designed
an appropriate method for testing
bitterness levels. The data is
insufficient given the
semi-quantitative nature of the
tests. It would have been useful if
the student had had the possibility
1 of 1 11-Jan-09 02:20
Investigation 3
Investigating a Factor Affecting Enzyme Activity
INTRODUCTION:
Enzymes are catalysts which speed up chemical reactions. The enzyme pectinase
breaks down pectin present in the peel of fruits. This is a reason why it is used to
increase the amount of juice extracted from fruits. Pectinase will act on its
specific substrate, pectin. If temperature increases, random collision between
substrate and enzyme will also get higher, so the rate of break down of
polysaccharides to simpler substances will increase.
D 1 AIM:
In this experiment I will investigate the effect of increasing temperature on the

activity of the enzyme pectinase, that will be allowed to act on equal sized pieces
of apples and the volume of juice compared.
HYPOTHESIS:
o
Enzymes that are exposed to high temperatures, usually above 42 C, are
denatured, which means their active site changes shape so no longer it can act on
the specific substrate, causing it to lose its function as a catalyst. I expect my
results to show this. At 5oC, little reaction will take place as the temperature is
too low for the enzyme to act so a smaller volume of juice is expected. As the
temperature increases to 15oC, the reaction would increase and at a temperature
of 30oC, the rate of the reaction should have increased, so the volume of juice
should be higher. At 40oC, the enzyme should be even more effective. The
greatest volume of juice is expected here. At 65oC, the enzyme will have been
denatured so little or no difference should be noticed.
D 2/3 APPARATUS:
• water baths at 5oC, 15oC, 30oC, 40oC and 65oC

• pectinase solution at 2%
• 10 boiling tubes
• 2 graduated pipettes
• distilled water
•
3
apples cubes of 1cm each
• 1 tong
• 3 test tube racks
• thermostatically controlled water bath
• thermometer

Investigation 3
D 2/3 • ice
• scalpel
• tile
• watch
• marker pen
• tweezer
• 25 ml measuring cylinder
VARIABLES:
Independent Variable:
D 1 • Temperature – the effectiveness of the enzyme will be tested at 5oC, 15oC,

30oC, 40oC and 65oC. A beaker with ice and water will be used to ensure
that the temperature of 5oC and 15oC will be used. For the other
D 2
temperatures 3 water baths will be used.
Controlled Variables:
D 1
• Precise timing for all experiments – all test tubes will be left for 30
minutes in the water bath, keeping the time available for the enzyme to
act the same. If one of them was removed before the full time designated,
D 2
then the apple would be less affected compared to the rest and it would
indicate that the enzyme activity was lower, leading to the wrong
conclusion.
D 1 • Sizes of the apples will be the same – all apples will be cut in cubes of
3
1 cm . This will keep the test with the enzyme at different temperatures
D 2 fair. The surface area in contact with the enzyme should be made constant
throughout the experiment.
D 1 • PH of the substance – all test tubes will only contain apple pieces and
distilled water, so the pH for all will be the same.
D 1
• Substrate concentration – 2 equal sizes of apple cubes will be placed in
each test tube, together with 7 ml of distilled water. Therefore, the amount
of apple per test tube will be controlled and maintained fair for all
D 2 experiments.
D 1 • Volume of pectinase solution – 2.5 ml of pectinase solution will be added

to all the test tubes. By keeping this the same, the amount of enzyme will
D 2 be equal for all cases, therefore allowing results to be fair. If more were
placed in one of the test tubes, then the rate of activity of the enzyme at a

Investigation 3
D 2 certain temperature would be wrongly judged, leading to incorrect

conclusion.
D 2 • Control – For each temperature tested, apple cubes and distilled water
will also be set.
D 1
Dependent Variable:
• The volume of juice extracted will be measured using a measuring

cylinder.
METHOD:
D 3 1. The apparatus was collected.

2. Test tubes labelled: distilled water at different temperatures and pectinase
at different temperatures.
3. 2 equal sized apple cubes (1 cm3) were placed in each boiling tube and
were labelled according to the temperatures they would be placed into.
D 2 4. By using the dropper, 7 ml of distilled water was added to each of the
boiling tubes.
5. Using the other dropper, 2.5 ml of pectinase was added to each of the
boiling tubes.
D 3 6. The 5 boiling tubes were left for 30 minutes each: tube 1 at a temperature
o o o o
of 5 C, tube 2 at 15 C, tube 3 at 30 C, tube 4 at 40 C and finally tube 5 at
o
65 C.
D 2 7. Repeat the procedure using 9.5 ml of distilled water.
D 3 8. After 30 minutes, the tubes were collected using and placed inside the test
tube rack to be observed.
9. The apples pieces were removed from each boiling tube with a tweezer
and placed in a mortar.
10. The apple pieces were gently crushed.
11. The juice was collected and measured using the measuring cylinder.
12. The results were recorded.
13. The procedure was repeated for the apple cubes in each of the test tubes.
14. The volume of juices was compared.

Introduction
Investigation 3: Factors affecting enzyme
activity support material


Student work Achievement 5 Manipulative skills in biology

internal assessment
level
Overview
Achievement c,
of aspects c, Investigation 1
p
Investigation 3
Investigation 4
Assessment
Investigation 5
Complete
© IBO 2007
The student has identified and
stated a clear and focused
research question. The dependent,
independent and controlled
variables are stated and explained
clearly.
Complete
The method effectively explains
how the independent variable,
temperature, would be altered, and
the temperatures to be
investigated and the methods used
to set the temperatures accurately
are clearly stated. The variables
that should be controlled are listed
and the methods for their control
are clearly described.

collection of data
Partial
The method for measuring the rate
of reaction is unclear. Only one
reading is proposed for each
temperature using two pieces of
apple per solution. This is not
sufficient at this level; five or more
repeats at each temperature would
be better. This would enable the
data to be effectively analysed,
conclusions to be drawn and the
investigation to be fully evaluated.
1 of 1 11-Jan-09 02:20
Behaviour in invertebrates
You have studied the theory of kinetic and taxic responses in invertebrates, e.g.
maggots, woodlice, mealworms.
The task:
Use this information to plan an investigation into a taxic or kinetic response of a
woodlouse, blowfly larva, or other invertebrate of your choice.
The organisation:
One class period will be given to the writing of the plan.
Your experiment should be performed in one double period.
The grading:
A full report is expected and will be graded on all aspects of the internal assessment
scheme, i.e. Design, Data Collection and Processing, Conclusion and Evaluation.
Investigation 4
An examination of the effect of temperature on the rate of maggot movement
Introduction
This experiment aims to analyze the behaviour of maggots. Behaviour can be broadly
defined as the way organisms respond to their environment. In particular, the orientation
behaviour (the movement of motile organisms and gametes in response to external stimuli) of
the maggots will be studied, using temperature as the external stimulus. Maggots are very
simple organisms, and therefore react merely by instinct, a series of complex reflex reactions
that are inherited. These inherited actions are essential for maintaining the individual in a
favourable environment and therefore it would be expected that most maggots will react in a
similar way, to show a general behavior trend.
One environmental condition which may affect the maggots is temperature. Maggots
D 1
rely on the temperature of the environment to determine their internal temperature and
therefore their rate of metabolism. Therefore they most likely move at a rate which is in
accordance with the external temperature. This correlation, between temperature and
movement, is what this experiment aims to determine. The rate of movement of a group of
maggots will be measured at a selection of temperatures. A general trend can be established to
show the effect of temperature on the rate of movement of maggots.
Hypothesis
As was mentioned before, maggots are very simple organisms and therefore rely on the
temperature of their environment to determine their internal temperature and therefore their
rate of metabolism. At higher temperatures, chemical reactions (such as metabolism) occur
more quickly due to the increased kinetic energy of the particle. The particles are moving
more quickly and therefore more collisions occur, causing a reaction. Since metabolism
supplies the organism with energy, at higher temperatures more energy will be produced.
Therefore, at higher temperatures maggots will move more quickly, since their faster rate of
metabolism provides them with the energy to do so.
D 1 However, at very high temperatures, there will most likely be a decrease in the
metabolic rate due to the denaturation of enzymes. Therefore, it would be expected that at
higher temperature, maggots would move more slowly, once they could not be provided with
as much energy from metabolism. However, for humanistic reason the maggots will not e
heated to an abnormally high level, to prevent harming them. Therefore, this trend will
probably not be represented by the result.
D 2/3 Materials
1 15cm by 15cm Piece of thick black paper
Sharp pencil
1 600cm3 Glass beaker
Ice- enough to fill the beaker up to 2cm from the top
2 Table lamps
Tripod
Mercury thermometer
10 Maggots
Stop clock
2 Petri dishes

Investigation 4
Method
D 3 Draw a circle, with a diameter of 1cm in the centre of the sheet of paper. Be careful not
to push down on the pencil to hard to prevent denting the paper.
Draw a second circle, using the same centre point, with a diameter of 10cm.
COOL TEMPERATURE
D 2/3 Place maggots in a Petri dish in the refrigerator for 5 minutes.
Pour the ice into the beaker.
D 3
Place the piece of paper over the beaker so that the circles are centered over the beaker.
D 2 Let the beaker and paper sit for 5 minutes in order to cool off the paper.
Using the thermometer, measure the temperature of the paper and record the result.
D 3
Place a maggot inside the smaller circle and start the stop clock.
D 2
Replace the remaining maggots in the refrigerator immediately, to prevent them from
warming up.
D 3 Record how long it takes the maggot to fully cross the line of the exterior circle.
D 2 Place the tested maggot in the second Petri dish, in order to distinguish which maggots
have been used.
D 3
Repeat with the remaining maggots.
WARM TEMPERATURE
D 2/3 Place the maggots in a Petri dish under the table lamp for 5 minutes.
D 3
Place the sheet of paper on the tripod, so that the circles are centered.
Place the second table lamp centered, underneath the tripod so that it is 5cm from the
paper.
D 2
Wait 5 minutes, then take the temperature of the surface of the paper and record the
results.
D 3
Place a maggot inside the small circle and start the stop clock.
Record how long it takes for the maggot to fully cross the line of the outer circle.
Repeat with the remaining 9 maggots.
D 2 CONTROL
Leave the maggots in a Petri dish at room temperature for 5 minutes.
Lay the sheet of paper flat on the workbench and leave for 5 minutes.
Measure the temperature of the surface of the paper.
Place a maggot inside the small circle on the paper and start the stop clock.
Record how long it takes for the maggot to fully cross the line of the large circle.
Repeat with the remaining maggots.

Investigation 4
D 1
Variables
Independent variable:
Temperature
Dependent variable:
Rate of movement of the maggots
D 1/2 Controlled variables:
Maggots move as a result of the light, not merely of the temperature. A piece of black
paper was used between the maggots and the lamp in order to minimize the amount of extra
light that they receive.
Maggots move as a result of other environmental stimuli rather than temperature. A

control experiment was run, so that the other two experiments could be compared to it, to find
out the differences in movement, due merely to the change in temperature.
Some maggots may not have inherited the gene coding for the correct response to light.
A fairly large sample size is used in order to restrict the influence of abnormal maggots.
The same maggot is used more than once, thus limiting the sample size. The used
maggots were placed in a separate Petri dish in order to distinguish them.
Different maggots move at different speeds. The same maggots were used throughout
the three experiments, so that their change in speed is what is recorded.
DCP 1 Results
A table to show the length of time it took 10 maggots to cross the line of the large circle under
different temperatures; cool, room temperature and warm.
Time taken for maggots to cross line of circle (seconds)
Maggot 1 2 3 4 5 6 7 8 9 10
Number
Cool 112 67 88 65 75 105 96 107 87 91
17C
Room 23 25 49 39 41 20 17 25 30 23
19.5C
Warm 16 18 21 40 25 17 25 17 23 26
35C
Errors and uncertainties:

Temperatures accurate to + or - 1oC (limit of accuracy of the thermometer used)
Times accurate to + or - 1 second (limit of accuracy of the timer used)

Investigation 4
DCP 2/3 A table to show the mean and standard deviation of the length of time it took each maggot to
cross the line of the large circle under different temperatures; cool, room temperature and
warm.
Temperature Average time taken for maggots Standard Deviation

to cross large circle (seconds)
Cool 89.3 16.4

17C
Room 29.2 10.4
19.5C
Warm 22.8 7.1
35C
Rate
Cool temperature: 5 cm in 89.3 sec = 0.056 cm/sec
Room temperature: 5 cm in 29.2 sec = 0.171 cm/sec
Warm temperature: 5 cm in 22.8 sec = 0.219 cm/sec

Investigation 4
DCP 3 Graph to show the average time it took maggots to cross the line of the larger circle under
different temperatures; cool, room temperature and warm.
(The line through each bar represents the value of the standard deviation for each set of results)
110
100
Average time in seconds for 10 maggots cross the line of the
90
80
large circle (uncertainties +/- 1 s)
70
60
50
40
30
20
10
0
Cool 17.0 °C Room 19.5 °C Warm 35.0 °C
Temperature /°C (uncertainties +/- 0.1°C)
Errors and uncertainties:

Temperatures accurate to + or - 1oC (limit of accuracy of the thermometer used)
Times accurate to + or - 1 second (limit if accuracy of the timer used)

Investigation 4
CE 1
Conclusion
The results show that the maggots moved at a rate in direct proportion to the
temperature. At higher temperatures the maggots moved faster than at lower temperature.
This result supports the hypothesis.
Evaluation
Although the results show an increasing trend of rate with increasing temperature, this
trend is not even, i.e. it is not a straight line. This could be explained in several ways. First of
all, maggots could have neared their fastest rate at room temperature, and therefore an increase
in the temperature would not increase their rate substantially. Whereas under cool conditions,
any slight increase in temperature would have a dramatic increase in their rate (despite the
small difference in temperature between the cool and room temperatures, the rate of the
maggots increased significantly.)
Also, the warm temperature may be higher than the optimum temperature of the
maggots. Therefore, although it may be closer to the optimum temperature than room
temperature, and is therefore slightly higher, the maggots’ rate may have been faster at cooler
temperatures, since the warmer temperature may have caused some denaturation of enzymes.
In order to test this theory, the experiment could be repeated at a temperature between
that of room temperature and the warm temperature, perhaps 38C. If the maggots’ rate at that
temperature was higher than that at both the room and warm temperature, then it would suggest
that the warmer temperature was past the optimum temperature for the maggots.
CE 2 Errors
Although the results were expected, errors may still have occurred. One error concerns
the direction taken out of the circle by the maggots. If the maggots did not move in a straight
line across the circle, them the time it took them to cross the line of the outer circle does not
necessarily reflect their rate of movement, but merely their distance travelled from their point
of origin. The maggots were carefully observed throughout the experiment, and although they
appeared to move primarily straight across the circle, it was observed that this error did occur
to a certain extent.
CE 3
Although this error cannot be obliterated, in the future, trials in which it was observed
that the maggot did not move in a straight line could be repeated, so that the results would
show their rate of movement.
CE 2/3
Also, with the time allowed, as many trials were repeated as possible, however given
sufficient time, the experiment should be repeated with a larger number of maggots, so that the
results would be more likely to show the general trend in a maggot population.
CE 2 In addition, the temperature in the room (and therefore the air temperature) did not
necessarily remain constant throughout the experiment. Therefore maggots tested at different
CE 3
times, could have been exposed to slightly different temperatures, which, as this experiment
shows, would affect their rate of movement.

Introduction
Investigation 4: Behaviour in
invertebrates support material


Teacher task Achievement 5 6 3 Manipulative skills in biology

internal assessment
level
Overview
Achievement c, c, c, c p,
of aspects p, p, p Investigation 1
c
Investigation 3
Investigation 4
Assessment
Investigation 5
Complete
© IBO 2007
The student has identified and
stated a clear and focused
research question. It would have
Moderator comments been preferable if the sources of
information stated in the
background had been given. Only
three temperatures are selected.
The dependent and independent
variables are correctly identified.
There is a good attempt to state
and explain the variables that
should be controlled.
Partial
The method effectively explains
how the independent variable,
temperature, would be altered and
the temperatures to be
investigated and the methods used
to set the temperatures accurately
are clearly stated. However, the
method would not allow for the
control of temperature to be
precise enough. The variables that
should be controlled are listed and
the methods for their control are
described but there are some
omissions.

collection of data
Complete
The method for recording the
1 of 1 11-Jan-09 02:21
Investigation 5
Designed Lab
Metabolism of Yeast in Different Temperatures
Research Question:
How will the different temperatures (5 C° 26 C° 40 C° and 80 C°)affect the amount of CO2
produced by the reaction of yeast?
Hypothesis:
If the temperature is increased, the enzymes present in the yeast solution will gain the
energy from the heat to overcome the activation energy. Also, the average kinetic energy of yeast
and glucose will increase. Therefore, the rate of reaction will be increased and CO2 will be
produced more at the higher temperature.
Variables:
Independent: temperature of yeast solution and glucose solution
Dependent: metabolism rate and the amount of CO2
Controlled: room temperature, atmosphere, temperatures of solutions, gas sensor
Materials:
CO2 Gas Sensor
Hot plate
Thermometer
Four 200ml beakers
Three 10ml measuring cylinders
Three syringes
Eight test tubes
Distilled water
Ice cube
Four thermometers
Stop watch
Yeast
1% glucose
Procedure:
1. Prepare four 200ml beakers with 150ml of distilled water
2. Place two of the beakers on the hot plate, and increase the water temperature until 80 C° and
40 C°
3. Leave the third beaker at the room temperature, and put ice cubes in the fourth beaker to
lower the temperature until 5 C°
4. Meanwhile, prepare four sets of 15ml yeast solution and 9ml 1% glucose solution in each
different test tube; use measuring cylinders and syringes to measure the amount of each
solutions
5. Place each set of 15ml yeast solution and 9ml 1% glucose solution in the beakers with
different temperatures, 5 °C, 26 °C (room temperature), 40 °C and 80 °C
6. Wait for l0 minutes to stabilize the temperatures of the yeast and glucose solutions at set
temperatures by using thermometer
7. In the meantime, set up the computer and CO2 Gas Sensor to collect the data
8. After 10 minutes, take out yeast and glucose solutions from 5 °C,and pour them in the
250ml gas sampling bottle
9. Stabilize the gas sensor. for 100 seconds, and as soon as two solutions are poured, close the
bottle with the gas sensor tube and press start button to collect data

Investigation 5
10. After observing 7 minutes, press stop button to stop collecting the data
11. Repeat steps 8-10 for solutions with different temperatures
12. Record the collected data

Investigation 5
Results:
Data Collection:
Graph1: The rate of yeast metabolism and the amount of CO2
Yeast Metabolism
4000
3000
CO2 (ppm)
2000
1000
0 50 100 150 200 250 300 350 400 450 500
Time (s)
Table 1: The change in the amount of CO2 over time

80°C 40°C 26°C 5°C
Time (s) C02 (ppm) Time (s) C02 (ppm) Time (s) C02 (ppm) Time (s) C02 (ppm)
0 1227 0 1214 0 1104 0 1056
20 1202 20 1202 20 1110 20 1056
40 1202 40 1188 40 1104 40 1056
60 1182 60 1163 60 1105 60 1066
80 1075 80 1233 80 1086 80 1160
100 1214 100 1696 100 1220 100 1153
120 1268 120 2011 120 1391 120 1202
140 1299 140 2240 140 1444 140 1250
160 1309 160 2389 160 1527 160 1290
180 1329 180 2502 180 1607 180 1329
200 1339 200 2610 200 1633 200 1369
220 1349 220 2723 220 1761 220 1388
240 1369 240 2841 240 1810 240 1408
260 1368 260 2905 260 1849 260 1427
280 1378 280 2952 280 1878 280 1437
300 1388 300 2997 300 1917 300 1454
320 1398 320 3049 320 1946 320 1466
340 1398 340 3097 340 1976 340 1476
360 1407 360 3147 360 2004 360 1496
380 1417 380 3206 380 2035 380 1506
400 1417 400 3265 400 2055 400 1525
420 1427 420 3334 420 2084 420 1534
440 1436 440 3413 440 2113 440 1547
460 1446 460 3492 460 2142 460 1564
480 1446 480 3539 480 2171 480 1574
*Note: The metabolic reaction starts from 100th second as this period is used to show the stability of the sensor

Investigation 5
Table 2: Total change in the amount of CO2 (100sec to 160 sec)

80°C 40°C 26°C 5°C
232 ppm 1843 ppm 951 ppm 421 ppm
Table 3 Initial rate of reaction (100sec to 160sec)

Temperature 80°C 40°C 26°C 5°C
Calculation 1309 -1214 = 95 2389 -1696 = 693 1527 -1220 = 307 1290 -1153 = 137
CO2
(ppm/min) 95 693 307 137
Before the sample solutions were poured in the 250ml bottle, the CO2 sensor was stabilized
for 100 seconds.. After 100 seconds, the sample solutions were poured, as the procedure indicates,
the yeast started to metabolize sugars, which was indicated by the use of oxygen (O2); therefore,
resulting in the release of carbon dioxide (CO2), The CO2 Gas Sensor measures carbon dioxide gas
by monitoring the amount of infrared radiation absorbed by carbon dioxide molecules (Aerobic
Respiration). In the experiment, four sets of samples in different temperatures, 5 °C, 26 °C, 40 °C,
80 °C, were prepared, and the result shows that the optimum temperature of yeast for metabolizing
sugar (glucose) is 40 °C,. At 7minutes, the concentration of CO2 reached 3538.6 ppm. The yeast
was also reactive in the room temperature, 26 °C, with the result of 2l70.87ppm at 7minutes.
However, at 5 °C, and 80 °C, the concentration of CO2 stayed low, and barely increased over
7minutes, l573.76ppm and l445.8ppm.
CE 1 Discussion:
The result supports the hypothesis, which states that as the temperature increases the
metabolism reaction rate of yeast will increase; therefore it will result in a higher carbon dioxide
concentration in the bottle. The chemical equation for the yeast metabolism is as follows:
C6H1206 + 6 O2 ĺ 6H20 + 6C02 +Energy
Glucose + Oxygen ĺ Water + Carbon Dioxide +Energy
At the temperature of 40 °C, the amount of CO2 increased immediately after the yeast and
the glucose was mixed in the bottle. The rate of reaction was faster than other solutions because at
the higher temperature, the activation energy to overcome the activation barrier to initiate the
chemical reaction is higher. Hence, the initial rate of reaction, such as 307ppm/min, is the fastest.
Also at higher temperature, more energy is converted to the kinetic energy; thus, the average kinetic
energy becomes higher. Both yeast and glucose molecules move faster, and collide to each other
more frequently at higher average kinetic energy. Therefore, the yeast metabolized sugar in glucose
faster at 40 °C, and produced the most amount of l843ppm. Similarly, at the room temperature, the
metabolism occurred immediately after both solutions were mixed in the bottle. However, the total
amount of carbon dioxide at 7minutes was slightly less than 40 °C,
On the other hand, at the lower temperature such as 5 °C, the average kinetic energy is much
lower than at 40 °C,. Thus, only the low amount of carbon dioxide was produced because the
metabolism barely occurred. The total amount of carbon dioxide was l573.76ppm at 7minutes.
However, when the temperature of glucose and yeast was increased to 80°C,, the metabolism
reaction hardly occurred. The reason for this result is that even though the glucose solution
maintained higher average kinetic energy, most of the yeast in the yeast solution was dead by the
temperature at 80 °C,. Hence, the total amount of carbon dioxide produced at 7minutes was
l445.8ppm, which is the similar result as 5°C, •
CE 2
The result of this experiment is fairly valid according to the common results from the
internet. The optimum temperature of yeast from the experiment could be estimated around 30-
40°C,, and the internet sources state that the optimum temperature is between 20-40°C, (AEM).
Therefore, the result of this experiment is reliable. However, there are some sources of errors in the
experiment. First of all, there is uncertainty in the use of technology such as CO2 Gas Sensor. While

Investigation 5
CE 2
the carbon dioxide in the bottle was stabilized for the first minute, the initial amount of carbon
dioxide was different each time. The uncertainty of the Gas Sensor is about ± 150 ppm. Therefore,
there is a slight invalidity with the use of Gas Sensor but the result shows reliable numbers,
therefore, the error could be reduced by controlling the atmosphere as much as possible. Another CE 3
source of error is the temperature change of solutions after taking out test tubes from the beakers
and poured solutions into the Gas Sensor bottle. When the solution was poured into the bottle, the
temperature might have increased or decreased to the room temperature and could have affected to
the result. Therefore, the error could be reduced by placing the bottle in the ideal temperature so
CE 3 that the temperature is always controlled. In addition, there are some limitations in this experiment.
One of the limitations is that there was only limited number of CO2 Gas Sensor available. Thus, the
bottle of CO2 Gas Sensor had to be washed and dried for each samples. Another limitation is the
limited time to finish the experiment, thus the experiment could not be repeated to acquire more
accurate results. In addition, the maximum amount of CO2 that can be measured by the sensor is
5000ppm, and the respiration of yeast did not reach plateau at the maximum time; therefore, there is
clearly mechanical limitation and errors in procedure in this experiment. To reduce the error, the
CE 3 amount of yeast solution and glucose could be reduced to minimize the maximum potential amount
of CO2 that can be produced by the respiration. Most significantly, the multiple trials of the
experiment should not be ignored in order to gain the validity of the experiment.
CE 1 Conclusion:
The samples from 40 C° produced the highest amount of carbon dioxide from the metabolism
reaction. However, the optimum temperature for the yeast is limited to 30-40 C° because the yeast
dies in the high temperature. Therefore, the result of the experiment supports part of the hypothesis,
which states that if the temperature is increased, the average kinetic energy of yeast and glucose
will increase, therefore, the rate of reaction will be increased and CO2 will be produced more.
Sources:
Aerobic Respiration. http://faculty.uca.edu/~march/biol/aer_resp/co2_sensor.htm
AEM. http://aem.asm.org/cgi/content/full/69/3/1861

Introduction
Investigation 5: Metabolism of yeast at
different temperatures support material


Student work Achievement 5 Manipulative skills in biology

internal assessment
level
Overview
Achievement c, c,
of aspects p Investigation 1
Investigation 3
Investigation 5
Design
Investigation 6
Not assessed. The teacher
decided not to assess this criterion
having given the students a lot of Investigation 8
guidance on the method to be
used.
© IBO 2007
Data collection and

processing
The raw data (tables and graphs)
are simply cut and pasted from the
Loggerpro screen. This makes
DCP inappropriate for assessment.
Conclusion and
evaluation
Concluding
Complete
Although the conclusion could be
fuller, the conclusions made by the
student are well argued and are
supported by the data. The
discussion is supported by
reference to literature and the
source documents are cited at the
end of the report.
Evaluating procedure(s)
Complete
The evaluation shows an
understanding of most of the major
limitations of the methods used in
this investigation. The evaluation is
supported by the data and the
performance of the material used.
The error in the control of the
temperature is spotted, and the
student considers the fact that
1 of 1 11-Jan-09 02:22
Investigation 6
Comparing leaf adaptations in two groups of Ilex aquifolium in terms of number

of prickles per leaf
Background
A leaf's form and function reflects the environment in which that plant lives in, for
plants tend to adapt to their habitat. Leaf adaptations happen in terms of
competition and environmental conditions. Temperature, light intensity, carbon
dioxide availability, humidity, water availability among others can act as limiting
factors in the growth and development of plants by influencing the rate of cell
division, cell metabolism and photosynthesis. It is for this reason that the same
plants are not found in all geographical ranges.
Plants tend to modify their features to guarantee survival; such modifications can be
carried through genes leading to successful evolution.
Surface area has a great impact on a leaf's activities because the main substances
needed to carry out important reactions such as photosynthesis and cellular
respiration. Substances need to diffuse into and out of the cell The larger the
surface area, therefore, the greater the amounts of substances that enter and leave
the cell, and at a higher rate: diffusion is more effective. Similarly, the surface area
has an impact on capturing energy from the sun, which is vital for cell functioning.
D 1 Aim
To compare the number of prickles per leaf on branches of Ilex aquifolium coming
from the east side and west side of a holly tree as an indication of leaf adaptations.
Hypotheses
The leaves on the branches on the eastern side of the Ilex aquifolium bush receive
sunlight from the time when the sun rises until noon; the leaves on the branches on
the western side of the tree receive sunlight from noon until the sun sets. Since the
time period for receiving sunlight is almost the same for both sides of the tree there
would be no need for special adaptations in either the east or the west. Thus, the
average number of prickles in both wood sectors of the tree would be the same. If
there are no limitations for either the west or east leaves then no special surface
area adaptations are required and so the average number of prickles for each
should be equal
HO: There is no significant difference between the number of prickles in the leaves
from the east and the west sides of the Ilex aquifolium tree.
HA: There is a significant difference between the number of prickles per leaf in Ihe
east and west sides of the tree.
D 1 Variables
-Independent: location of the branch when attached to the bush: east or
west.
-Dependent: Number of prickles per leaf.
-Controlled: species of the tree and the tree itself.

Investigation 6
D 3
Materials
5 branches of Ilex aquifolium from the east side of the tree
5 branches of Ilex aquifolium from the west side of the tree
Paper
Pen
Calculator
Procedure
D 2 1. Separate the branches from the east side from those from the west side to
make sure they do not get mixed.
2. Label each type 'east' and 'west' to identify them.
D 3 3. Notice any striking feature that may differentiate one side form the other and
record the observations.
4. Draw a label on the piece of paper to collect the data, separating the east side
from the west side.
D 3 5. Collect the data: count the number of prickles per leaf for each branch and
record the information in the table. Do this for the five branches for each side.
6. Study the average number of prickles per leaf on each side.
7. Study if there is a significant difference between the number of prickles of the

two populations using the t-test.

Investigation 6
DCP 1
Raw data
Table 1

Investigation 6
DCP 2/3 Graphs
Graph 1: Frequency distribution of the number of prickles per leaf in the west side.
Frequency distribution of the number of prickles per

leaf in the west side
30
20
Frequency
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Number of prickles per leaf
Graph 2: Frequency distribution of the number of prickles per leaf in the east side.
Frequency distribution of the number of prickles per

leaf in the east side
30
20
Frequency
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Number of prickles per leaf

Investigation 6
DCP 2
Data Processing
Table 2: The student's t-test
Student's t-test
Frequency X-Mean (X - Mean2)

Prickles West East West East West East
1 3 0 -7.8 60.84
2 1 1 -6.8 -8.65 46.24 74.82
3 7 1 -5.8 -7.65 33.64 58.52
4 5 4 -4.8 -6.65 23.04 44.22
5 10 3 -3.8 -5.65 14.44 31.92
6 6 9 -2.8 -4.65 7.84 21.62
7 10 8 -1.8 ·3.65 3.24 13.32
8 15 5 -0.8 -2.65 0.64 7.02
9 8 16 0.2 -1.65 0.04 2.72
10 20 15 1.2 -0.65 1.44 0.42
11 15 25 2.2 0.35 4.84 0.12
12 13 16 3.2 1.35 10.24 1.82
13 4 10 4.2 2.35 17.64 5.52
14 7 11 5.2 3.35 27.04 11.22
15 2 9 6.2 4.35 38.44 18.92
16 2 7 7.2 5.35 51.84 28.62
17 0 1 6.35 40.32
18 0 1 7.35 54.02
Total 128 142
Mean 8.80 10.65

Investigation 6
DCP 2/3
West Side
Ȉ(X - mean)2 = 1488.12
Variance = 1488.12 / n - 1, where n is the number of observations, 128
Variance = 11.72
Variance/n = 0.092
East Side
Ȉ(X - mean)2 = 1467.74
Variance = 1467.74 / n – 1, where n is the number of observations. 142
Variance = 10.41
Variance/n = 0.073
Difference between the means = 10.65 - 8.80 = 1.85
Calculating the t value
differencebetweenthemeans
t=
Varianceeast Variancewest
+
neast nwest
1.85
t=
0.092 + 0.073
t= 4.58
Degrees of freedom = neast + nwest - 2 = 268
The critical t value at 268 degrees of freedom and when P = 0.05 = 1.64

Investigation 6
CE 1
Results
The critical t value for 268 degrees of freedom at P = 0.05 is less than the t value
found 1.64 < 4.58. As t is greater than the critical value, the null hypothesis is rejected
and it is accepted that there is a significant difference between the number of prickles
per leaf at the east and west sides of an Ilex aquifolium tree.
The mean number of prickles per leaf on the west side of the tree (8.80) was less than
the mean for the east side (10.65). The t value measures the amount of overlap
between sets of data -east and west-; a t value greater than the critical value proves
that the difference between the means is significant.
Conclusion and Evaluation

The t value measures the amount of overlap between two sets of data. The larger the
t value, compared to the critical value, the more certain it is that there is a significant
difference between the two populations. In this case, the t-test shows that the number
of prickles per leaf on the east side of the Ilex aquifolium tree is significantly different to
the number of prickles per leaf on the west side of the same tree. Considering that
prickles are a leaf's adaptation to the conditions of the environment and that the
eastern and western leaves seem to adapt in the different way. It can be concluded
that the conditions are different. This, however, can be linked to the availability of
many abiotic factors and it is hard to define precisely. In general, a higher number of
prickles increases surface area, and facilitates diffusion of carbon dioxide and oxygen
and, above all, the capturing of solar energy for photosynthesis. The eastern side
leaves showed a greater number of prickles, and thus a greater surface area. This can
be explained as follows: during day time there is more sunlight available. Plants need
to take advantage of the conditions to carry out their metabolic processes. A higher
surface area allows the plants to be fully efficient because it allows them to use as
much energy from the sun as if is available. Having a greater number of prickles is a
modification that shows how plants adapt to their environment to guarantee survival.
Similarly, the leaves on the western side of the tree have a smaller number of prickles
because the conditions do not require them to increase surface area.
Yet this experiment limits itself to compare the number of prickles per leaf on each
CE 2
side of the tree; it does not provide an explanation for the observed data. Its biggest
limitation, therefore, is that it does not directly account for the effect abiotic factors
have on the adaptations of the tree. Further investigations could provide an insight
and confirmation to the results here obtained.
Nonetheless, it is important to consider the amount of error involved in this
CE 3
experiment. Five branches per side were taken as representatives of the whole tree, a
larger sample would have been needed to give more accurate results and reach
more asserted conclusions. Also, collection error should be accounted for: the
data was collected by counting each prickle and there is a chance that
miscounting occurred. This could have affected the results in some way. In
CE 2
addition the error introduced by the t-test has to be taken into consideration.
Figures need to be rounded up when worked with and this leads to a loss in
accuracy.
Leaf adaptations were considered mainly in relation to light availability, but other
CE 2/3 factors that play a role in leaf adaptations, such as carbon dioxide availability,
were not taken into consideration. The study of the effect of other abiotic factors
CE 2 and limitations in leaf distribution of the same species would complement this
investigation. For example, the rate of photosynthesis could be measured for both
CE 3
sides to compare their efficiency. Also, for further investigations it is suggested
that a more precise sample is studied; it could be either a larger sample or one
that is a representative as possible of the whole tree. Also, the results found could

Investigation 6
CE 3 be compared to those of other trees of the same species, to determine if the

modification in the leaves is an adaptation of this tree or of the species in general.
CE 1
Sources
Green, Stout & Taylor, "Biological Science 2: Systems, Maintenance and Change".
Great Britain: Cambridge University Press, 1989.
"The Leaf". Published at: www.encarta.msn.com. Last modification: 2003.

Introduction
Investigation 6: Leaf adaptations of holly
(Ilex aquifolium) support material


Student work Achievement 4 5 3 Manipulative skills in biology

internal assessment
level
Overview
Achievement p, c, c, p,
of aspects p, p p, p Investigation 1
c
Investigation 3
Investigation 4
Assessment
Investigation 5
Partial
© IBO 2007
The research question stated in
the aim is well focused. The
independent variable, the location
and number of the chosen
branches on the tree, is stated, as
is the dependent variable, the
number of prickles on the leaves
surveyed. However, only some of
the important control variables are
mentioned. There are many
omissions. For example, the
selection of the sampling site and
the tree, and the method used to
sample the branches and leaves
are not mentioned.
Partial
Many of the variables that should
be controlled are not listed and the
methods for their control are not
described. For example, what
height above the ground were the
branches that were sampled?
What criteria were used to select
the leaves to be sampled?

collection of data
Complete
Even though only a single tree is
surveyed in this investigation the
method describes how much data
is to be collected and the results
1 of 1 11-Jan-09 02:22
MEASURING THE RELATIVE DENSITY OF INVERTEBRATES AND
ASSOCIATED ABIOTIC FACTORS ALONG A LINE TRANSECT
Traps can be used to sample invertebrate populations. Sampling in this way provides an idea of
distribution and abundance, but it does not provide an estimate of absolute density.
MATERIALS
25m string marked at 5m intervals, 6 traps, trowel, soil auger, white sorting tray, white plastic
teaspoon, hand lens, CBL2 interface, cable and Texas Graphic calculator (Ti 83 or Ti 84), humidity
probe, 2 temperature probes, light probe. Key to the Orders of invertebrates.
METHOD
1. Lay out the string marked at 5m intervals to make a transect from an area that lies partly in a
lawn, across the lawn to woodland boundary, then entering into the wood.
2. At every fifth metre place a pitfall trap as follows:

a) Using the soil auger, drill out a core of soil as deep as the trap.
b) Using the trowel, clean out the hole large enough to push in the trap. Then using the soil that
you have just removed, make sure that the top of the trap is level with the soil surface.
c) Set up the trap cover.
3. Using data logging every metre over the 25m measure: the soil temperature and one metre
above the ground measure the air temperature, the light intensity and the relative humidity.
Leave the traps for an interval of 24 hours.
4. After 24 hours, repeat the abiotic measurements and take the traps in one by one. Identify the
insects found using a key as far as Order. Record your data in an organised way. Use a white
sampling tray to separate out the similar looking insects into the different parts of the tray before
identification.
5. Note anything else that may have ended up in your traps.
6. Remove all the traps and wooden sticks. Collect them in a rubbish sack to be disposed of in a
suitable manner. Take in the string and look around to make sure that you have left nothing
behind.
7. Present the results in a suitable way.
8. Discuss any trends that are seen in the distribution and abundance of the different invertebrate
groups and the abiotic factors along the transect.
COLLECTING ABIOTIC DATA ALONG A TRANSECT
In ecology it is important to collect information on the various abiotic factors that will influence the
living organisms being studied.
First you must decide on which factors are the most significant. There is no point in measuring
everything. You may also be limited by the instruments at your disposal.
Materials
Tape measure or string marked in metres Any of the following probes:
TI Graphing Calculator with DataMate program installed Temperature probe
CBL2 interface Light probe
Humidity probe
Starting the DataMate Program and setting up

1. Use the following steps to start the DataMate program on your
CH1: TEMP(C) 10.6
calculator:
Press APPS (for TI-73, 82 and 83 press PRGM), then press the
calculator key for the number that precedes DATAMATE. Press MODE: TIME GRAPH-180
ENTER. An introductory screen will appear, followed by the main 1: SETUP 4: ANALYSE
2: START 5: TOOLS
screen. 3: GRAPH 6: QUIT
2. Plug one of the probes into channel CH 1 on the CBL2 interface.

CH1: STAINLESS TEMP(C)
CH2:
3. Start the DataMate program. Press CLEAR to reset the program. CH3:
DataMate will detect the probe and display the current sensor reading. DIG:
MODE: TIME GRAPH-180
4. Press 1: SETUP and using the cursor buttons, or (be

1: OK 3: ZERO
patient it’s a bit sluggish!) 2: CALIBRATE 4: SAVE/LOAD
select MODE press ENTER (scroll up to get to the last item on the
menu). SELECT MODE
1: LOG DATA
2: TIME GRAPH
5. In the SELECT MODE menu press 3: EVENTS WITH ENTRY. 3: EVENTS WITH ENTRY
4: SINGLE POINT
5: SELECTED EVENTS
6. Press 1: OK to return to the main screen.
Collecting data
1. Set the probe in position for measurement, take care that you are not influencing the
measurement.
PRESS [ENTER] TO COLLECT
2. Select 2: START to begin data collection. Press ENTER to record OR [STO] TO STOP
n: 1
your measurement. Then enter the distance (0m at the beginning of the CH1: LIGHT .051
transect). Press ENTER again. CH2: TEMP(C) 27.8
3. Move to the next position and press ENTER. Then type in the distance
(e.g. 2m). Press ENTER again and you will find the calculator ENTER VALUE
?
producing an autoscaled scattergram of the measurements.
4. Continue to take measurements at intervals. They do not have to be regular interval, especially
where there is a significant change in the environment (e.g. passing from shade into sunlight)
5. You may stop data collection at any time by pressing the STOÎ key. Remember for line
graphs you should have at least 5 data points (10 is even better). When you stop data collection
you well see the complete auto-scaled graph.
6. To store your data, if you are satisfied with it, return to the main screen by pressing ENTER.
Press 5: TOOLS, then select 1: STORE LATEST DATA RUN. This stores the data in lists. In
this case “distance” in L1 and the abiotic factor (e.g. soil temperature) will be in L2 with a copy
of it in L3.
To check this press 6: QUIT, then ENTER, then STAT and then select 1:EDIT… You will see
a spread sheet with your data in it in L1, L2 (and L3).
Collecting data from more than one probe

You may plug up to three probes in channels 1, 2 and 3 (e.g. temperature, humidity and light).
However, you will not see a graph appear as you carry out Events with Entry. Otherwise the
procedure is the same.
At the end to see a graph of data from each channel you will have to select the channel you want.
You may even plot the data of one channel against another. This is especially useful if you want to
see if there is a relationship between the abiotic factors.
MOST IMPORTANT Storing your data in the calculator’s archive

If you do not do this your data will be lost. The next time you use a spread sheet the data in L1, L2 etc will get
compressed.
Archiving data will remove it from the RAM memory but it will not stop it from being over-written when new data is
recorded. It needs to be renamed.
To rename a list of data (e.g. L1)

1. Select the list to be stored by pressing 2nd then L1 then STO→ NAMES OPS MATH
6: cumSum(
2. Open the LIST menu by pressing 2nd then LIST and select OPS using the cursor 7: List(
8: Select(
9: augment(
3. Descend the menu using the cursor to B: L press ENTER and type in a code 0: List>matr(
name for the list. It must start with a letter so press the green key ALPHA and chose a A: Matr>list(
B: L
letter. Your list name can consist of one letter and four figures (try today’s date)
To archive or unarchive a list variable (L1) using a Memory Management editor:
This frees up RAM memory so that you can continue recording more data.
1. Press 2nd then MEM to display the MEMORY menu.
2. Select 2:Mem Mgmt/Del... to display the MEMORY MANAGEMENT/DELETE menu.
3. Select 4:List... to display the LIST menu.
4. Press ENTER to archive L1. An asterisk (*) will appear to the left of L1 to indicate it is an archived variable.
To unarchive a variable in this screen, put the cursor next to the archived variable and press ENTER. The asterisk
will disappear.
5. Press 2nd then QUIT to leave the LIST menu.

Section from the spread sheet into which the students down loaded their data from their calculator memory. This section shows the student’s own data which was
subsequently presented by her in the body of the report along with that of the other students. The spread sheet was made available to all the students.
TRAPS Gp 3
Day 1 Day 2
Distance Soil Temp Air Temp Rel Humidity Light Soil Temp Air Temp Rel Humidity Light
0 22.7955 25.0455 69.1 0.43 22 23.9 61.8 0.911
1 22.6136 24.3953 67.1 0.517 22.2 23.5 60.4 0.583
2 22.5227 24.1163 63.8 0.489 21.1 23.5 60.2 0.646
3 22.3409 23.6429 67.2 1 20.8 23.2 61.7 0.786
4 22.25 23.2619 68 0.832 20.6 23.1 60.2 0.893
5 22.0682 22.4318 72.5 0.729 20.1 23.1 61.3 1
6 22.0682 22.8864 73.6 0.403 20 23.5 62.4 0.9
7 22.1591 22.6136 75.3 0.366 19.8 24 62.4 0.95
8 22.1591 22.4318 75.4 0.34 19.3 24.1 59.1 0.978
9 22.25 22.4318 77 0.382 18.8 23.2 58.6 0.872
10 22.4318 21.9762 76.2 0.564 18.4 23.6 55.8 0.978
11 22.0682 19.9048 76.2 0.346 18.9 23.5 57.7 0.973
12 22.1591 20.186 74.4 0.274 18.9 23.7 59.1 0.971
13 22.4318 19.0476 75.1 0.293 19.2 24.1 58.8 0.825
14 22.25 18.2857 75.9 0.31 19 23.7 58.1 0.565
15 24.2093 17.619 75.3 0.261 19.3 23.6 61.3 0.561
16 22.5227 17.8095 76.2 0.25 19.1 23.5 61.7 0.429
17 22.3409 17.9048 79.1 0.255 18.1 23.5 66.5 0.587
18 22.25 17.619 76.2 0.233 17.9 23.5 62.9 0.756
19 22.3409 17.9048 77 0.234 17.2 23.5 61.2 0.578
20 23.1667 17.4286 76.5 0.251 16.7 23.4 59.3 0.43
21 22.7955 17.5238 76.9 0.652 16.3 23.2 59 0.326
22 22.7955 16.4762 77.2 0.772 17.1 23.1 58.1 0.391
23 22.6136 17.4286 77.8 0.355 16.9 23.2 57.6 0.571
24 22.6136 17.8095 79.3 0.391 16.8 23.1 57.3 0.728
25 22.4318 17.9048 79.3 0.335 16.4 23.3 57.1 0.683
Investigation 7
Measuring the relative density of invertebrates along a

line transect and associated abiotic factors
In this investigation traps were laid out along a string in 5 m intervals. The string started in the field
and ended in the wood. Several abiotic factors were measured every meter including the humidity,
the soil and air temperature and the light. These were measured again 24 hours later when the
animals from the traps were collected.
(see method sheet)
Sampling invertebrate populations in this systematic way can give an idea of the distribution and
the abundance, however it does not provide an estimate of absolute density.
D 1 Observations:
In the field there is only grass and the soil is very hard. When going to the forest there is a height
difference, the forest is a bit higher than the field. From the point on where the trees start the ground
changes as it is softer and leaves or little branches can be found. From there on there is a lot of
shadow as well.
On day 2 the measurements had to be done later as it started to rain and we had to stop. Therefore
the abiotic factors were taken after it had rained, which might have for instance increased the
humidity results compared to day 1.

Investigation 7
DCP 1
Data group 3: Animals trapped over a 24 hour period along a transect
from a lawn (trap1) into woodland (trap 6)
Order Trap 1 Trap 2 Trap 3 Trap 4 Trap 5 Trap 6
Arachnida
Acarina 2
Araneae 1 3 3 3
Crustacea
Isopoda 2
Insecta
Hymenoptera 4 10
Coleoptera 4 3 4 2 3
Diplopoda 1 2 2
Molluscs 1
DCP 2 Class results: sum of all organisms found in the traps along the transect
line of each group
Order Common names, examples Trap 1 Trap 2 Trap 3 Trap 4 Trap 5 Trap 6
Class Arachnida 2 2 6 3 11 3
Pseudoscorpiones 0 0 0 0 1 0
Opilones harvestman 0 0 1 0 0 0
Acarina mites 0 0 0 0 2 0
Araneae spiders 2 2 5 3 8 3
Class Crustacea 0 0 0 3 1 2
Isopoda woodlice 0 0 0 3 1 2
Class Insecta 50 25 46 25 14 16
Diplura (type of small soil animal) 0 0 0 0 0 0
Protura (type of small soil animal) 0 0 0 0 0 0
Collembolla springtails 0 3 0 0 0 0
Thysanura (type of small soil animal) 0 0 0 0 2 0
Orthoptera grasshoppers & cockroaches 0 0 0 0 0 0
Demaptera earwigs 2 6 4 4 1 0
Psocoptera booklice 0 1 3 0 0 0
Heteroptera 1 0 0 0 0 0
Homoptera "bugs" 0 0 0 0 0 0
Thysanoptera 0 0 0 0 0 1
Lepidoptera butterflies & moths 0 0 0 0 0 0
Diptera true flies including mosquitos 0 0 0 0 0 1
Hymenoptera bees, ants, wasps 42 9 25 12 2 2
Coleoptera beetles 5 6 14 9 9 12
Others 0 1 0 1 2 4
Class Oligochaeta earthworms 0 0 0 0 0 0
Class Nematoda roundworms 0 0 0 0 0 0
Class Diplopoda millipedes 0 0 0 1 2 4
Class Chilopoda centipedes 0 1 0 0 0 0
Atemetra 0 0 0 0 0 0
Molusca 0 0 0 1 0 0
Mitochory 0 0 0 0 1 0
Mite acaria 0 0 0 0 1 0
DCP 1 In general it can be said that the invertebrates found in the first traps, so in the field, were smaller
compared to the ones caught in the forest, there were for example quite big beetles.

Investigation 7
DCP 2/3
DCP 1

Investigation 7
DCP 2/3
DCP 1

Investigation 7
DCP 2/3
DCP 1

Investigation 7
DCP 2/3
DCP 1

Investigation 7
DCP 2/3
Averages of all abiotic factors of day on 1 and day 2 from the groups
measured every m along a transect line
Soil temperature/ °C ± 0,2 °C Air temperature/ °C ± 0,2 °C
Distance/ m day 1 st. dev. day 2 st. dev. Distance/ m day 1 st. dev. day 2 st. dev.
0 21,76 0,88 25,04 3,10 0 22,16 1,27 23,62 1,28
1 21,72 0,68 25,03 2,28 1 22,00 1,09 23,72 1,11
2 21,51 0,69 24,42 2,22 2 21,92 0,99 23,23 0,95
3 21,14 0,68 23,68 1,58 3 21,73 0,87 23,02 0,77
4 20,68 0,88 22,64 1,64 4 21,64 0,73 22,87 0,67
5 20,28 1,09 21,96 1,70 5 21,46 0,51 22,59 0,85
6 20,11 1,10 21,84 1,81 6 21,53 0,61 22,72 0,70
7 19,87 1,29 21,69 1,74 7 21,38 0,56 22,64 1,15
8 19,85 1,44 21,19 1,95 8 21,36 0,45 22,69 1,19
9 19,65 1,37 21,08 2,12 9 21,41 0,55 22,41 0,95
10 19,52 1,37 20,91 1,96 10 21,36 0,42 22,25 1,19
11 19,29 1,32 20,76 1,94 11 21,08 0,78 22,28 1,23
12 19,11 1,31 20,41 2,08 12 21,11 0,84 22,28 1,45
13 18,73 1,66 20,09 2,07 13 20,94 1,15 22,32 1,60
14 18,42 1,67 19,71 2,10 14 20,74 1,34 22,12 1,77
15 18,11 2,48 19,67 2,05 15 21,25 2,70 22,02 1,84
16 17,88 1,96 19,56 1,98 16 21,11 2,40 21,99 1,84
17 17,97 1,92 18,79 2,33 17 21,01 2,24 22,07 1,67
18 18,04 1,81 18,68 1,90 18 20,90 1,99 22,47 0,81
19 17,97 1,80 18,71 2,02 19 20,86 2,06 22,16 1,40
20 18,07 2,18 18,78 2,15 20 20,77 1,94 22,02 1,68
21 18,14 1,97 19,22 2,04 21 20,73 1,94 22,02 1,51
22 18,12 2,01 19,11 1,98 22 20,64 2,18 21,92 1,67
23 17,52 2,07 18,87 2,21 23 20,80 2,14 21,87 1,73
24 17,87 2,13 18,63 2,21 24 20,94 1,73 21,87 1,71
25 17,90 2,26 18,36 2,33 25 20,94 2,17 21,83 1,62
Relative Humidity/ % ± 10 % Light/ mW cm-2 ± 0.01mWcm

Distance/ m day 1 st. dev. day 2 st. dev. Distance/ m day 1 st. dev. day 2 st. dev.
0 67,00 3,73 59,69 11,17 0 0,61 0,21 0,84 0,21
1 64,46 6,00 57,34 9,34 1 0,57 0,17 0,79 0,15
2 64,01 4,98 56,15 8,96 2 0,51 0,17 0,76 0,10
3 64,22 4,79 56,69 8,81 3 0,58 0,24 0,74 0,15
4 64,43 5,66 57,38 8,86 4 0,58 0,20 0,76 0,17
5 64,99 6,76 57,56 8,45 5 0,54 0,17 0,76 0,20
6 65,37 6,45 58,46 9,20 6 0,56 0,23 0,78 0,15
7 65,85 6,58 58,72 9,35 7 0,43 0,18 0,78 0,17
8 65,48 6,73 58,99 9,81 8 0,55 0,22 0,73 0,15
9 65,42 6,73 59,78 10,95 9 0,40 0,22 0,68 0,18
10 65,28 6,46 58,67 11,02 10 0,51 0,20 0,71 0,17
11 65,44 6,72 59,82 11,10 11 0,43 0,21 0,63 0,23
12 65,64 6,68 60,70 11,23 12 0,60 0,29 0,67 0,25
13 65,98 6,62 60,85 11,18 13 0,57 0,25 0,58 0,17
14 66,01 6,83 60,89 10,86 14 0,56 0,21 0,55 0,23
15 65,84 6,53 60,37 9,58 15 0,48 0,29 0,54 0,18
16 66,18 6,42 60,70 9,81 16 0,56 0,28 0,50 0,16
17 66,49 6,96 62,44 10,40 17 0,49 0,18 0,58 0,22
18 66,39 6,96 66,17 8,76 18 0,51 0,23 0,60 0,24
19 66,27 7,37 64,89 8,89 19 0,46 0,29 0,56 0,20
20 65,95 7,29 63,88 6,91 20 0,43 0,17 0,60 0,29
21 66,32 6,79 66,07 6,58 21 0,47 0,20 0,55 0,25
22 66,83 6,82 64,46 6,65 22 0,54 0,26 0,55 0,27
23 67,08 6,72 63,86 7,70 23 0,39 0,14 0,63 0,23
24 66,67 7,16 65,15 6,90 24 0,55 0,25 0,69 0,11
25 66,67 7,16 63,23 8,49 25 0,58 0,30 0,56 0,10

Investigation 7
DCP 2
For some measurements there were no results or the numbers seemed to be a bit strange (all
marked in red), which is why I did not use these results. I considered these numbers were
probably wrong so the other calculations such as the averages or the standard deviation are
not affected by them as they were not used.
DCP 2/3
Soil Temperature measured every m along the line transect
on day 1 and 2, error bars representing the standard dev.
27,0
Temperature/ °C
25,0
23,0
21,0
19,0
17,0
15,0
0 5 10 15 20 25
Distance/ m
Soil Temperature day 1 Soil Temperature day 2
CE 1 As expected, both the air and the soil temperature decrease on the two days when walking
into the forest, so in the direction of the end of the transect line. The temperatures on day 2
are for both the soil and the air higher than day 1. In later calculations and graphs I used the
averages of the two days of each abiotic factor.
DCP 2/3
Air Temperature measured every m along the line transect
24,0
Temperature/ °C
22,0
20,0
18,0
0 5 10 15 20 25
Distance/ m
Air Temperature day 1 Air Temperature day 2

Investigation 7
DCP 2/3
Relative Humidity measured every m along the line transect
80,00
Rel Humidity/ %
70,00
60,00
50,00
40,00
0 5 10 15 20 25
Distance/ m
Relative Humidity day 1 Relative Humidity day 2
CE 1 The humidity seems to increase on day 2 when going closer to the forest whereas on day 1 it
is not so clear. Overall it is still possible to see that it rather increases in the direction of the
forest, which is logical, in a forest the humidity is usually greater than in an open field! The
CE 2 relative air humidity on day 2 might be lower compared to day 1 because the measurements
were taken after it had rained, which means that the air was not so heavy anymore, not so
humid because the water had already gotten down.
Light measured every m along the line transect on day

1 and 2, error bars representing the standard dev.
1,10
Light/ mWcm-²
0,90
0,70
0,50
0,30
0 5 10 15 20 25
Distance/ m
Light day 1 Light day 2
CE 1 The light on day 2 decreases when going in the direction of the forest. For day 1 it is more
difficult to see a trend, however you can still see that it goes in the same direction and
decreases a bit. The points are more scattered than for the abiotic factors which might be due
CE 2 to the tact that the amount of light can change very rapidly, if there are clouds moving in front
of the sun for instance. Or sometimes there are patches of light in the forest where there is
shadow of the trees which can change the amount of light a lot.
CE 1 In general it can be said that each abiotic factor follows a linear trend and changes
proportionally. The measurements of the two days differ but they follow the same trend. Since
CE 2 the results of the two days are there to give us an idea of the abiotic factors the averages can
be taken.

Investigation 7
DCP 2
It is now possible to look for a correlation between the factors. The light might affect the air
temperature, so I started by looking at their relationship:
Correlation between light and air temperature measured every m

along a line transect, with the trend line and error bars
representing the st. dev.
25,00
24,00
Temperature/ °C
23,00
22,00
21,00
y = 7,449x + 17,361
20,00
19,00
0,45 0,50 0,55 0,60 0,65 0,70 0,75
light/ mW cm-²
CE 1 It is possible to see that there is a correlation between the light and the air temperature. It is a
rather low positive correlation, the points are a bit scattered. The more light, the higher the
temperature.
DCP 2/3
Correlation between air temperature and rel. humidity measured
every m along a line transect, with the trend line and error bars
75,00
70,00
Rel. humidity/ %
65,00
y = -1,3482x + 92,108
60,00
55,00
50,00
19,50 20,00 20,50 21,00 21,50 22,00 22,50 23,00 23,50
Air temp/ °C
Now there can be done a correlation between the air temperature and the relative humidity.
However this time it is a negative correlation, namely a high negative correlation as the points
are not very scattered. As expected the humidity decreases when the temperature rises.
10 © International Baccalaureate Organization 2007

Investigation 7
DCP 2/3
Correlation between air and soil temperature measured every m

along a line transect, with the trend line and error bars
28,00
26,00
Soil temperature/ °C
24,00
y = 2,3496x - 30,976
22,00
20,00
18,00
16,00
14,00
19,50 20,00 20,50 21,00 21,50 22,00 22,50 23,00
Air temperature/ °C
DCP 2/3 CE 1
Finally there is a correlation
Soil temp./ Rel. Light/ mW between the air temperature and
Air temp./ °C °C Humidity/ % cm-± the soil temperature as well. It
± 0,2 °C ± 0,2 °C ± 10% 0.01mWcm makes sense that the higher the air
22,9 23,4 63 0,73 temperature, the higher is the soil
22,9 23,4 61 0,68 temperature. It is a high positive
22,6 23,0 60 0,64
correlation.
22,4 22,4 61 0,66
22,3 21,7 61 0,67
The soil temperature might be the
22,1 21,1 61 0,65
most important for the
22,2 21,0 62 0,67
invertebrates as the soil is their
22,1 20,8 62 0,61
22,1 20,5 62 0,64
habitat.
21,9 20,4 63 0,54
21,8 20,2 62 0,61 The correlation factor was
21,6 20,0 63 0,53 calculated for each of these 3
21,6 19,8 63 0,64 correlations.
average For the relationship between light
21,5 19,4 63 0,58
21,3 19,1 63 0,56 and air temperature r is 0,748
21,4 18,9 63 0,51 which indicates it is a strong
21,3 18,7 63 0,53 positive correlation. This shows
21,3 18,4 64 0,53 the light and the air temperature
21,5 18,4 66 0,52 are well correlated.
21,3 18,3 66 0,48 For the air temperature and the
21,2 18,4 65 0,48 relative humidity the factor r is –
21,1 18,7 66 0,48 0,487. This means that the
21,0 18,6 60 0,51 correlation between these two
21,0 18,2 60 0,48 factors is weak negative, the two
21,2 18,3 66 0,58 factors are related but not as good
19,6 16,9 65 0,53 as the first two.
For the relationship between the
st. dev. 0,7 1,8 2 0,07
air and the soil temperature r is
Covariance 1,1 -1 0,04
0,908 which indicates it is a
correlation r 0,9 -0,4 0,75
strong correlation, the factors are
well related (which is logical!).
© International Baccalaureate Organization 2007 11

Investigation 7
DCP 2/3 This is a graph with the light on the x scale and the other three factors plotted against it. It is
again possible to see the trend where both the air and the soil temperature rise with an
increase in light. The humidity however decreases.
Correlation between the light and the rel. Humidity, the air and the soil
temperature measured every m along a line transect and the trend lines
65,00
Rel. humidity/ % and Temperature/ °C
55,00
45,00
35,00
25,00
15,00
0,45 0,50 0,55 0,60 0,65 0,70 0,75
light/ mW cm-²
Air temperature Soil temperature

Rel. humidity Linear (Rel. humidity)
Linear (Soil temperature) Linear (Air temperature)
Number of invertebrates captured every 5m along a line transect

Number of invertebrates
50
40
30
20
10
0
0 5 10 15 20 25
Distance/ m
Arachnida Crustacea Insecta Others

Investigation 7
CE 1
The results for the Arachnida, Crustacea and the Others follow a rather constant trend whereas
in the Insecta there is an unexpected result for the trap at 5 m. This could be because one
predator fell into the same trap as the Insecta and ate them, resulting in a sudden decrease in
the number.
DCP 2/3
For the graph I did not use every single group of invertebrates but I calculated the sum of each
class. As the graph shows the classes all increase when going towards the trees except for the
Insecta. This and because the numbers and results for the other classes were so low is why I
added the results of the class Arachnida, Crustacea and the others. The following graph now
clearly shows the two different trends. I chose to look at a correlation between the soil
temperature and the invertebrate groups.
Correlation between the soil temperature and the Insecta

and the sum of the other groups along a line transect
with the trend lines
50
40
invertebrates
Number of
30
20
10
0
17,5 18,5 19,5 20,5 21,5
Soil Temperature/ °C
sum Insecta Linear (Insecta) Linear (sum)
CE 1
With an increase in soil temperature there is an increase in Insecta but a decrease in the other
classes. When going into the forest the temperature falls, therefore the number of Insecta
decreases but the number of other invertebrates rises.
As a factor that influences which group can be found along the trend line the soil temperature
can be named. But since the soil temperature depends on other factors the other abiotic factors
should be considered as well.
Light also plays a role as it might influence the air temperature (which affects the soil
temperature) but it also gives the animals a better possibility to hide. This could be a reason
why the Arachnida, Crustacea and the Others increase in the forest. Moreover as was
observed the soil is less hard and there are leaves and branches lying around which provides
other hiding possibilities. It is a better habitat for bigger animals, and as it was observed the
organisms caught were indeed bigger compared to the ones in the field. This could provide a
reason why the Arachnida, Crustacea and the Others increase. With an increase in humidity, a
decrease in light, air and soil temperature the number of these three classes rises.
The Insecta decrease when going into the forest due to a decrease in soil and air temperature
and the increase in relative humidity might affect them as well. However it might also be that
the number of Insecta decreases because in the forest there are more predators. The number of
invertebrates from the other classes increases and there might be predators amongst them
which eat the Insecta. An example could be the spiders of the Arachnida which could eat the
ants from the class Insecta.
© International Baccalaureate Organization 2007 13

Investigation 7
CE 1
This method has been effective for providing us with an idea of how the different invertebrate
groups are distributed along the line transect.
There are some points about this method that can be criticised, as there were several sources
of error:
CE 2 Sources of error:
x Predators that fall into the traps with other invertebrates might eat the other
animals falsifying the results.
x Most of the animals are so small that they can be overseen very easily in the
traps. It is also hard to identify them correctly.
x Some results for the abiotic factors might be less accurate because they were
typed in by hand due to a problem with the calculator. (results were written
down on a paper before)
x The weather changes constantly and is never the same, it is difficult to get
results that are an average of the whole time. On alone the two days when the
measurements were taken the weather differed a lot, on one day the sun was
shining a lot and the following day it rained.
x Group 3 made a mistake concerning the transect line. It is not very clear how
that happened, all I know is that at the beginning the string was tied around a
stick using too much of it and this might have changed the marks with the m
on the string. However this is not the biggest mistake as this happened to other
groups as well and it can be corrected easily. What happened then is that the
traps were not digged into the earth every 5 m but something got messed up. It
started at 0 (so far so good!) but then the next trap was at 3 and the following
7,5 … The group tried to fix the problem by changing the first traps. These
then started a bit before the other groups. I did not understand what exactly had
gotten wrong but there was clearly a mistake made. This consequently might
have affected the results.
CE 3
Nevertheless there are of course good things to which attention was paid. The light probe for
instance was attached to the ruler at 20 cm to ensure it was measured from the same height
each time. Attention was also paid to the fact not to stand in the way of the light and to make
a shadow, this would have changed the results. It would have been better to measure the
abiotic factors again on other days
To improve there should be less mistakes made with the calculator because losing the data
obviously makes the results less accurate (happened to group 3). If there was a next time it
would be necessary to be more careful with setting out the transect line and counting the right
amount of m between each trap!
(…)

Introduction
Investigation 7: Measuring the relative
densities of invertebrates along a line support material
transect The design criterion in


Criterion D DCP CE Manipulative skills in biology

internal assessment
Teacher task Achievement 5 5
level
awarded Overview
Investigation 1
Achievement p, c, c, c,
of aspects c p Investigation 2
Investigation 4
Investigation 6
Design
Investigation 7
As this is an investigation set by
the teacher it is inappropriate to
assess it for design. It is classed
as “data logging within a narrowly © IBO 2007
focused task”.
Data collection and

Moderator comments processing
Recording raw data
Partial
The student has recorded
appropriate data and associated
qualitative data. Uncertainties and
units are given where relevant.
The number of decimal places
used is consistent but they do not
always agree with the degrees of
precision stated for the probes. It
would have been appropriate to
see more associated qualitative
data such as time of day, weather
conditions, and orientation of the
transect.
Processing raw data

Complete
A very thorough analysis is carried
out on the raw data. Statistics such
as mean, standard deviation and
correlation coefficient are standard
®
calculations in the MS Excel
functions menu. Examples of
written calculations are not
expected here.
Presenting processed data
1 of 1 11-Jan-09 02:23
ICT Type 2 Investigating Yeast Peroxidase
Present students with aim of investigating the effect of an environmental factor on the
activity of yeast peroxidase (catalase).
From prior teaching the students know that the peroxidase activity can be measured by
the pressure changes as oxygen is released or as temperature changes as it is an
exothermic reaction.
The students are told that 5% yeast suspension and 20 volume H2O2 solution are
available.
They are made aware that a LabPro interface connected to a computer with LoggerPro
installed along with temperature probes or pressure sensors are also available if they wish
to make use of data-loggers rather than traditional methods.
Other materials may be ordered.

Investigation 8
The effect of an environmental factor on the activity of yeast peroxidase.
D 1 Back ground
Baker’s yeast (Saccharomyces cerevisiae ) is a unicellular fungus. The peroxidase enzyme is found in
peroxisomes and mitochondria1. Peroxidase is responsible for the breakdown of the toxic bi-product
of metabolism hydrogen peroxide into water and oxygen
H2O2 ĺ H2O + ½ O2
The activity of this enzyme can be followed by measuring the temperature change in reaction
mixture as this is an exothermic reaction.
Aim: To determine the maximum velocity of peroxidase enzyme in a suspension of yeast cells
(Saccharomyces cerevisiae).
If the concentration of the substrate, hydrogen peroxide, is increased then the reaction should
proceed faster. This is because the more substrate molecules there are in the mixture the more easy
it is for the enzyme to find a molecule to react with. This will happen until all the enzymes in the
mixture are occupied. At this point the enzymes will be saturated and further increases in the
concentration of the hydrogen peroxide will not result is a faster reaction.
Variables
Independent variable: Hydrogen peroxide concentration
Dependant variable: Rate of peroxidase reaction
Controlled variables:
pH of mixture,
The concentration of yeast suspension
The initial temperature of the mixture
The volumes of the solutions
D 2/3 Materials
Apple notebook with LoggerPro installed
LabPro interface
Temperature probe
5 test tubes
50cm3 of 5% yeast suspension in pH 7 buffer
20 volume H2O2
Distilled water
5cm3 syringe
10cm3 pipette and pump
5cm3 pipette and pump
Marker pen
Safety glasses
1
Marijana Plesnicar, Walter D. Bonner, Jr., and Bayard T. Storey Peroxidase Associated with Higher Plant Mitochondria Plant Physiol. 1967
March; 42(3): 366–370.http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1086543

Investigation 8
D 2/3
Method
Five different concentrations of H2O2 are prepared by diluting 20 volume H2O2 using distilled water
as follows
Amount of 20 volume H2O2 Amount of distilled water Final concentration

(cm3 ± 0.1 cm3) (cm3 ± 0.1 cm3) (Volumes)
20.0 0 20.0
10.0 10.0 10.0
5.0 15.0 5.0
2.5 17.5 2.5
0 20.0 0
D 2
The temperature probe is placed in the test tube with 10cm3 of H2O2 and allowed to stabilise at
room temperature. The Vernier temperature probe has a sensitivity of ± 0.3°C
D 3 The data collection is set for 1 sample per second for 300 seconds.
A syringe is prepared containing 2cm3 of yeast suspension.
The data collection is started and allowed to run for 20 seconds when the yeast suspension is added
to the test tube and stirred in.
The experiment is repeated for each of the different concentrations of H2O2.
DCP 1

Investigation 8
DCP 2 Data processing

The initial reaction rates were taken by using the linear plot facility of the Loggerpro program. The
period from 20 to 60s was considered the appropriate interval for this. The reactions are working at
their maximum rates, they have not yet started to slow down.
The initial reaction rates obtained are taken from the graph and put into Excel.
Initial rate of reaction of yeast peroxidase at different substrate concentrations
H2O2 concentrations Initial rate of reaction

(volumes) (°C / s)
0.0 0
2.5 0.04
5.0 0.08
10.0 0.13
20.0 0.19

Investigation 8
DCP 3
Inital reaction rates of yeast peroxidase at different

concentrations of hydrogen peroxide showing a polynomial
curve fit
0.20
2
R = 0.9953
Rate (°C / s)
0.10
0.00
0.0 5.0 10.0 15.0 20.0
Hydrogen peroxide concentration (volumes)
CE 1 Conclusion
The data shows that the reaction rates do increase with the concentration of the hydrogen peroxide.
The curve fit shows a very good correlation, R² is very close to 1.0. The curve looks as though it
would reach a plateau at about 0.2°C / s for this experiment but it is still rising at 20 volumes H2O2.
CE 2 Evaluation
Unfortunately the rate has not reached its maximum with a concentration of 20 volumes H2O2.
The experiment was only carried out once for each concentration but the uncertainties in the data
are small.
The initial temperatures of the reaction mixtures were not all the same. They varied from 21°C to
23°C. This probably did not affect the results a lot, the initial reaction rates could be determined for
all the runs over that same time period.
CE 3 Suggested improvements
So that the maximum rate of reaction can be determined try the experiment with higher
concentrations of H2O2 or repeat the experiment with a lower concentration of yeast suspension.
Place the test tubes in a water bath to stabilise the starting temperature.
Try the experiment with peroxidases from different organisms.

Introduction
Investigation 8: Investigating yeast
peroxidase support material


Teacher task Achievement 4 6 5 Manipulative skills in biology

internal assessment
level
Overview
Achievement c, c, c, c p, c,
of aspects p, c Investigation 1
p
Investigation 3
Investigation 4
Assessment
Investigation 5
Complete
© IBO 2007
The aim is focused, the organism
used is correctly identified and a
small amount of background
Moderator comments information helps to put the
investigation in context. Reference
sources are clearly indicated in
footnotes. A hypothesis is
presented, though this is not a
necessity for the assessment of
design, it does help to identify the
independent and dependent
variables. These variables,
however, need to be specifically
identified to achieve complete for
aspect 1.
The independent and the

dependent variables are finally
identified. Several important
variables that need controlling are
also listed.
Partial
Some monitoring of the
environmental temperature is
stated but the student does not
attempt to control it when it would
have been easy enough to use a
beaker of water. The concentration
of the yeast suspension will vary
as the yeast cells sediment out of
the liquid. If the suspension is not
stirred before sampling this could
affect the results.
1 of 1 11-Jan-09 02:24

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Biology teacher support material http://xmltwo.ibo.org/publications/DP/Group4/d_4_biolo_tsm_0711_1...

Biology teacher support material

Biology teacher support material

The design criterion in

Do the students have the prerequisite skills and knowledge Investigation 2

Therefore, designing a scientific investigation is not done in a vacuum. For

acquired some theoretical background

To increase the students’ self-confidence in their ability to accomplish the

Set tasks that are an advance on prior work. However, it is

Biology teacher support material

The design criterion in

in the design stage, where the limitations of time and the

Although students should analyse their investigations for sources of error,

Terms and concepts in error analysis

Biology teacher support material

The design criterion in

Aspect 2: Carrying out techniques

uses a suitable cylinder/pipette/burette size

handles the balance appropriately when transporting it

leaves his/her thermometer in a safe place when it is not in use

Biology teacher support material

Assessed student work

5 Metabolism of yeast in x Investigation 2

6 Leaf adaptations of holly x x x Investigation 4

7 Measuring the relative x x Investigation 6

DATA COLLECTION AND PROCESSING

CONCLUSION AND EVALUATION

Relationship between molarity and solute potential of sucrose solutions

Water Potential of Potato and Sweet Potato; the Weighting Method.

Variables: Dependent: - Percentage % (difference in weight)

© International Baccalaureate Organization 2007 

Sweet potato in different concentration solutions

Potato and Sweet Potato Solute Potential

 © International Baccalaureate Organization 2007

© International Baccalaureate Organization 2007 

Biology teacher support material

Assessed student work

The design criterion in

Achievement c, p, p, c, Assessed student work

Student work Investigation 1

Data collection and © IBO 2007

Processing raw data

Presenting processed data

INDIVIDUAL PROJECT: MEASURING TANNIN LEVELS IN PIPER LEAVES

© International Baccalaureate Organization 2007 

Below is a table showing the comparative bitterness of the 12leaves tasted:

DCP 3 Area Average Bitterness Scale

 © International Baccalaureate Organization 2007

© International Baccalaureate Organization 2007 

Biology teacher support material

Assessed student work

The design criterion in

Errors and uncertainties in

Student work Achievement 2 4 5 Manipulative skills in biology

Developing a method for the

Investigating a Factor Affecting Enzyme Activity

In this experiment I will investigate the effect of increasing temperature on the

• water baths at 5oC, 15oC, 30oC, 40oC and 65oC

© International Baccalaureate Organization 2007 

D 1 • Temperature – the effectiveness of the enzyme will be tested at 5oC, 15oC,

D 1 • Volume of pectinase solution – 2.5 ml of pectinase solution will be added

 © International Baccalaureate Organization 2007

D 2 certain temperature would be wrongly judged, leading to incorrect

• The volume of juice extracted will be measured using a measuring

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