EF + Qualifikationsphase (Q1/Q2) · IB Diploma Programme (SL/HL) integrated with NRW Kernlehrplan Biologie GOSt 2022
This curriculum integrates two frameworks: the IB Biology Guide 2023 (First Assessment May 2025) — organised around four conceptual themes (A Unity & Diversity, B Form & Function, C Interaction & Interdependence, D Continuity & Change) across four levels (Molecules, Cells, Organisms, Ecosystems) — and the NRW Kernlehrplan Biologie GOSt 2022, structured as four Q-Phase Inhaltsfelder (Neurobiologie, Stoffwechselphysiologie, Ökologie, Genetik & Evolution) plus one EF Inhaltsfeld (Zellbiologie). Students following this curriculum are prepared to sit both the IB external examinations and the NRW Zentralabitur.
Four guiding principles:
Every content item in this document carries one status tag and, where applicable, one level tag:
ATL Skills (Approaches to Learning)
IB Learner Profile (10 Attributes)
| Course | Hrs/week | Semesters | Total UStd. | IB Practical | IA | CSP |
|---|---|---|---|---|---|---|
| SL / Grundkurs (incl. EF) | 3 | 6 | ~270 | 40 h | 10 h | 10 h |
| HL / Leistungskurs (incl. EF) | 5 (Q), 3 (EF) | 6 | ~380 | 60 h | 10 h | 10 h |
| Phase | Module | Title | SL hrs | HL hrs | IB Themes | NRW IF |
|---|---|---|---|---|---|---|
| EF | M1 | The Cell as a System | 16 | 22 | A2.2, B2.2, A2.1(HL) | Zellbiologie |
| M2 | Biomolecules & Membranes | 14 | 18 | A1.1, B1.1, B1.2, B2.1, A1.2 | Zellbiologie | |
| M3 | Cellular Metabolism & Enzymes | 12 | 16 | C1.1, D2.3, B2.3 (part) | Zellbiologie | |
| M4 | Cell Division & Stem Cells | 10 | 14 | D2.1, B2.3, D3.2 (intro) | Zellbiologie | |
| Q1 | M5 | Photosynthesis | 14 | 20 | C1.3, B4.1 | Stoffwechselphysiologie |
| M6 | Cellular Respiration | 12 | 18 | C1.2, B3.1, B3.2, B3.3(HL) | Stoffwechselphysiologie | |
| M7 | Molecular Genetics | 18 | 26 | D1.1, D1.2, D1.3, D2.2(HL) | Genetik & Evolution | |
| M8 | Evolution, Speciation & Biodiversity | 14 | 20 | D4.1, A4.1, A3.1, A3.2(HL), A4.2 | Genetik & Evolution | |
| Q2 | M9 | Neural & Chemical Signalling | 16 | 24 | C2.2, C2.1(HL), C3.1 | Neurobiologie |
| M10 | Homeostasis, Defence & Reproduction | 14 | 20 | D3.3, C3.2, D3.1 | Neurobiologie + Genetik | |
| M11 | Ecology & Climate Change | 16 | 22 | C4.1, C4.2, B4.2, D4.2, D4.3 | Ökologie | |
| M12 | Human Evolution & Behaviour (LK) / Cancer & Gene Technology | 8 | 18 | A4.1 ext., D1.3 ext. | Genetik & Evolution (LK) |
| NRW Kompetenzbereich | IB Assessment Objective | Primary Focus |
|---|---|---|
| UF – Umgang mit Fachwissen (UF1–UF4) | AO1 Demonstrate knowledge | Facts, terminology, models |
| E – Erkenntnisgewinnung (E1–E17) | AO2 Apply / AO3 Analyse & evaluate | Hypotheses, experiments, data, models |
| K – Kommunikation (K1–K14) | Across all AOs | Scientific writing, presentation, bilingual |
| B – Bewertung (B1–B12) | AO3 (ethical dimension) / IA Evaluation | Ethical, ecological, economic judgement |
| (implicit) | AO4 Apply skills — ethical investigation | Mainly IA; Tools & Inquiry process |
NRW Basiskonzepte: System · Struktur und Funktion · Entwicklung — mapped respectively to IB themes C (Interaction), B (Form & Function), D (Continuity & Change).
Click a module header to expand. ATL and Learner Profile tabs activate module-level filters.
Theme A A2.2 Cell structure (SL+HL) · Theme A A2.1 Origins of cells (HL) · Theme B B2.2 Organelles & compartmentalization (SL+HL)
EF Inhaltsfeld Zellbiologie (UV Z1: Aufbau der Zelle — pro-/eukaryotisch, Kompartimentierung, Endosymbiontentheorie, Zelldifferenzierung). Basiskonzepte: System; Struktur und Funktion.
Theme A A1.1 Water · A1.2 Nucleic acids · Theme B B1.1 Carbohydrates & lipids · B1.2 Proteins · B2.1 Membranes & membrane transport
EF Inhaltsfeld Zellbiologie (UV Z2: Biomembranen — Stoffgruppen, Transport, Signaltransduktion, Zell-Zell-Erkennung). Basiskonzepte: Struktur und Funktion; System.
Theme C C1.1 Enzymes and metabolism · Theme D D2.3 Water potential
EF UV Z4: ATP/ADP, Redox, Anabolismus/Katabolismus, Enzymkinetik & -regulation, Homöostase/Osmoregulation.
Theme D D2.1 Cell and nuclear division · Theme B B2.3 Cell specialization · Theme D D3.2 Inheritance (intro to meiosis)
EF UV Z3: Chromosomen, Mitose, Meiose, Zellzyklus-Regulation, Genommutationen, Stammzellen-Bewertung (Bewertungskompetenz B2). Basiskonzept: Entwicklung.
Theme C C1.3 Photosynthesis (SL+HL) · Theme B B4.1 Adaptation to environment
Q-Phase Inhaltsfeld Stoffwechselphysiologie: Blattaufbau, Chloroplast-Ultrastruktur, Absorptions-/Wirkungsspektrum, Lichtreaktion (Photosystem I/II), Calvin-Zyklus, Limitierungsfaktoren. LK: Lichtsammelkomplexe, C4-Pflanzen, energetisches Modell. Basiskonzept: Struktur und Funktion; Energie.
Theme C C1.2 Cell respiration (SL+HL) · Theme B B3.1 Gas exchange · B3.2 Transport · B3.3 Muscle and motility (HL only)
Q-Phase Stoffwechselphysiologie: Mitochondrium-Ultrastruktur, Glykolyse, oxidative Decarboxylierung, Citratzyklus, Atmungskette, chemiosmotische ATP-Bildung. LK: Gärungen, energetisches Modell, Tracer-Methode. Gas exchange and transport in Sek I (Blutkreislauf, Lunge).
Theme D D1.1 DNA replication · D1.2 Protein synthesis · D1.3 Mutation and gene editing · D2.2 Gene expression (HL)
Q-Phase Genetik & Evolution: DNA-Struktur, semikonservative Replikation, Transkription, Translation, Genregulation Eukaryoten (Transkriptionsfaktoren, DNA-Methylierung). LK: Histonmodifikation, RNA-Interferenz, Krebs-Onkogene, PCR, Gelelektrophorese, Gentechnik, Gentherapie.
Theme D D4.1 Natural selection · Theme A A4.1 Evolution and speciation · A3.1 Diversity of organisms · A3.2 Classification and cladistics (HL) · A4.2 Conservation of biodiversity
Q-Phase Genetik & Evolution: synthetische Evolutionstheorie, Mutation/Rekombination/Selektion/Gendrift, adaptiver Wert, Artbegriff, Isolation, molekularbiologische Homologien, Koevolution. LK: Humanevolution, kulturelle Evolution, Sozialverhalten Primaten. Ökologie: Biodiversität.
Theme C C2.2 Neural signalling (SL+HL) · C2.1 Chemical signalling (HL) · C3.1 Integration of body systems (SL+HL)
Q-Phase Neurobiologie: Bau & Funktion Neuron (Ruhepotenzial, Aktionspotenzial, Erregungsleitung), chemische erregende Synapse, neuromuskuläre Synapse, Stoffeinwirkung. LK: Sinneszellen (primär/sekundär), Hormone & Verschränkung, hemmende Synapsen, räumliche/zeitliche Summation, zelluläre Lernprozesse, neurophysiologische/bildgebende Verfahren, Störungen.
Theme D D3.3 Homeostasis · Theme C C3.2 Defence against disease · Theme D D3.1 Reproduction
EF: Osmoregulation/Homöostase. LK Neurobiologie: Hormone & Verschränkung (Diabetes, Stresshormone). Sek I: Immunsystem ansatzweise. D3.1 (Reproduction) nicht systematisch im KLP GOSt. C3.2 Defence against disease: großer Ergänzungsbedarf — IB-NEU für NRW-Schüler:innen.
Theme C C4.1 Populations & communities · C4.2 Transfers of energy and matter · Theme B B4.2 Ecological niches · Theme D D4.2 Stability and change · D4.3 Climate change
Q-Phase Ökologie: Biotop/Biozönose, abiotische/biotische Faktoren, Toleranzkurven, Nahrungsnetz, Stoffkreislauf (C/N), Energiefluss, intra-/interspezifische Beziehungen, Treibhauseffekt, Biodiversität, Nachhaltigkeit. LK: r-/K-Strategien, exponentielles/logistisches Wachstum, hormonartig wirkende Substanzen, ökologischer Fußabdruck.
Theme A A4.1 Evolution and speciation (LK extension — Human evolution) · Theme D D1.3 Mutation and gene editing (Cancer extension)
LK-Pflicht (nicht im GK): Humanevolution (Homo-Stammbäume, Fossilfunde, kulturelle Evolution, Werkzeuggebrauch, Sprachentwicklung); Sozialverhalten Primaten (exogene/endogene Ursachen, Fortpflanzungsverhalten). GK+LK: Krebs (Onkogene/Tumorsuppressorgene), personalisierte Medizin, Gentherapie vertieft.
The Bewertungskompetenz is a mandatory NRW competency domain with no direct IB equivalent. It requires students to make reasoned ethical, ecological and socio-economic judgements. The table below maps each expectation to the modules where it is authentically developed.
| Code | NRW Expectation (summary) | Primary Module | IB Bridge |
|---|---|---|---|
| B1 | Identify criteria for evaluation (ecological, ethical, economic, social) | All modules | AO3 Evaluation; IA criterion 4 |
| B2 | Apply criteria to biological issues (e.g. stem cells, gene therapy, energy) | M4, M7, M10 | Extended response Paper 2 |
| B3 | Distinguish descriptive from normative statements in biology | M7 (CRISPR), M8 (evolution) | ToK link: fact vs. value |
| B4 | Critically assess sources and identify bias and interest conflicts | M7, M10 (vaccines) | Research Skills (ATL); IA background |
| B5 | Analyse short- and long-term consequences of biological applications | M7, M11, M12 | IM blocks; sustainability |
| B6 | Weigh risks and benefits of biotechnology and medical interventions | M7, M10, M12 | Paper 2 ethical questions |
| B7 | Formulate and justify a personal position on controversial biological issues | M4, M7, M10 | IA Evaluation; Paper 2 extended response |
| B8 | Recognise multiperspectivity: scientific, cultural, religious, political views | M4, M8, M10 | International Mindedness; Open-minded LP |
| B9 | Evaluate sustainable development in ecological and economic contexts | M11, M12 | D4.3 Climate; A4.2 Biodiversity |
| B10 | Analyse consequences of human intervention in ecosystems | M11 | D4.2 Stability; C4.1 Populations |
| B11 | Assess individual and collective responsibility for health and environment | M10 (vaccines), M11 | Caring LP; Social Skills ATL |
| B12 | Evaluate sustainable development from ecological, economic, political and social perspectives | M11, M12 | D4.3; IM blocks throughout |
The CSP is a compulsory IB component (~10 hours) conducted collaboratively across Biology, Chemistry and Physics. It is not externally assessed; students submit a 100-word reflection. Its primary purpose is to develop interdisciplinary scientific thinking and social ATL skills.
| Phase | Timing | Activity |
|---|---|---|
| Planning | EF, Term 2 | Coordinate with Chemistry and Physics teachers; agree on interdisciplinary theme (e.g. water quality, food science, climate systems, biofuels) |
| Investigation | EF/Q1 transition (~10 h) | Students work in mixed-subject groups to collect, analyse and interpret data; each discipline contributes its specific tools and perspective |
| Reflection | Q1, wk 1–2 | Individual 100-word reflection submitted; focuses on interdisciplinary connections and how perspectives complemented each other |
The following content is mandatory in the NRW Leistungskurs (LK) but has no systematic IB parallel. It is taught in addition to the IB modules and is assessed in the NRW Zentralabitur.
| NRW Topic | Module | Key Content | IB Closest Link |
|---|---|---|---|
| Humanevolution | M12 (LK) | Homo habilis, H. erectus, H. heidelbergensis, H. neanderthalensis, H. sapiens; fossil evidence; Out of Africa; ancient DNA (Pääbo); cultural evolution; tool use; language | A4.1 (Evolution) — extended context only |
| Sozialverhalten Primaten | M12 (LK) | Comparative study of great ape behaviour; exogene/endogene Ursachen; Fortpflanzungsverhalten; Altruismus; Dominanzhierarchien; Vergleich mit menschlichem Verhalten | Not in IB |
| Neurophysiologische Verfahren | M9 (LK) | EEG, fMRI, PET, MEG — Möglichkeiten und Grenzen; Neuroenhancement; neurophysiologische Grundlagen von Lernstörungen; Plastizität im Kontext | C2.2 (neural signalling) — basic only |
| Hormonartig wirkende Substanzen | M11 (LK) | Xenoöstrogene (z.B. BPA, Pestizide); Auswirkungen auf Reproduktion und Entwicklung; Ökotoxikologie; Bewertung (B5, B6) | C2.1 (chemical signalling) — principle only |
| Zelluläre Lernprozesse | M9 (LK) | Hebb'sche Synapse; LTP (Langzeitpotenzierung); Habituation; Sensitivierung; molekulare Grundlagen des Gedächtnisses; Demenz | C2.2.4 (LTP) — HL already covers this |
| Krebs / Personalisierte Medizin | M12 (GK+LK) | Onkogene, Tumorsuppressorgene (p53, Rb); Multi-Hit-Hypothese; Checkpoint-Inhibitoren; CAR-T-Therapie; Gentherapie; ethische Bewertung | D1.3 (mutation), B2.3 (cell specialization) — partial |
These topics are taught during M9 and M12 extensions and are assessed in NRW Klausuren with AFB III / Bewertungskompetenz emphasis. IB students benefit from this additional depth even though it is not tested in IB examinations.
The IB requires that conceptual links between Group 4 subjects are explicitly integrated into the curriculum. The following table maps the most significant overlaps between the Biology modules and the Chemistry sequences. These connections are taught in parallel or in sequence and form the basis for the Collaborative Sciences Project (CSP).
| Concept | Biology Module | Chemistry Sequence | Shared Depth | IB Themes / Subtopics |
|---|---|---|---|---|
| Water & Hydrogen Bonding | M2 – Biomolecules & Membranes (A1.1) | Seq 1 – Atombau & Bindungsmodelle (S2.2) | Bio: biological roles, surface tension, cohesion. Chem: H-bonds as IMF, electronegativity, boiling point anomaly | A1.1 ↔ S2.2.8/9 |
| Condensation & Hydrolysis | M2 – Biomolecules (A1.1.3, B1.1.1–3, B1.2.1) | Seq 8 – Organische Reaktionswege (R3.4, Veresterung) | Bio: peptide bonds, glycosidic bonds, ester bonds in lipids. Chem: esterification as condensation; nucleophilic substitution; hydrolysis equilibrium | B1.1.3, B1.2.1 ↔ R3.4 |
| Enzyme Kinetics & Catalysis | M3 – Cellular Metabolism (C1.1.1–3) | Seq 6 – Reaktionskinetik (R2.2) | Bio: active site, Michaelis-Menten (HL), inhibition types. Chem: E_a reduction, activation energy diagrams, rate equations (HL). Both: temperature and concentration effects on rate | C1.1 ↔ R2.2.5 / R2.2.9–13 (HL) |
| ATP & Energy Transfer | M3, M5, M6 – Metabolism, Photosynthesis, Respiration (C1.1–1.3) | Seq 3 – Energetik (R1.1–1.4) | Bio: ATP as energy currency; ΔG of hydrolysis drives biosynthesis; chemiosmosis. Chem: enthalpy, Gibbs energy (HL), spontaneity. Key link: ΔG < 0 for spontaneous reactions → ATP coupling makes non-spontaneous reactions possible | C1.2, C1.3 ↔ R1.1–1.4 (HL) |
| Redox Reactions | M6 – Cellular Respiration (C1.2: NAD⁺/NADH, FAD/FADH₂, ETC) | Seq 5 – Elektrochemie (R3.2) | Bio: biological electron carriers; ETC as redox cascade; O₂ as final electron acceptor. Chem: half-equations, standard electrode potentials, E°, ΔG = −nFE°. Key link: same electron transfer logic, different molecular machinery | C1.2.3 ↔ R3.2.1–2.4 / R3.2.6 (HL) |
| Acid-Base Chemistry | M3, M10 – Enzymes, Homeostasis (pH optima; blood pH; kidney) | Seq 4 – Säuren, Basen & Puffer (R3.1) | Bio: enzyme denaturation at non-optimal pH; blood pH 7.35–7.45; bicarbonate buffer system; kidney tubule H⁺ secretion. Chem: K_a, Henderson-Hasselbalch, buffer calculations, titration curves. Key link: blood as a biological buffer — exact same chemistry | C3.1, C3.2 ↔ R3.1.1–3.1.15 (HL) |
| Photosynthesis & CO₂ Chemistry | M5 – Photosynthesis (C1.3: Calvin cycle, CO₂ fixation) | Seq 7 – Chemisches Gleichgewicht (R2.3: Haber-Bosch); Seq 3 (R1.3: Biofuels) | Bio: RuBisCO fixes CO₂; Calvin cycle produces G3P; C4 plants avoid photorespiration. Chem: CO₂ as reactant/product in equilibrium systems; ocean acidification (CO₂ + H₂O → H₂CO₃). Also: biofuels — combustion enthalpy (Chem Seq 3) vs. fermentation (Bio M6) | C1.3 ↔ R2.3, R1.3, D4.3 |
| Organic Functional Groups & Biomolecules | M2 – Biomolecules (B1.1, B1.2: carbohydrates, lipids, proteins, nucleic acids) | Seq 2 – Funktionelle Gruppen (S3.2); Seq 8 – Organische Reaktionswege (R3.3–3.4) | Bio: –OH (alcohols/sugars), –COOH (fatty acids, amino acids), –NH₂ (amino acids, bases), phosphate. Chem: IUPAC nomenclature; functional group reactions. Key link: amino acids contain –NH₂ and –COOH → peptide bond = amide bond (Chemistry IF 3) | B1.1, B1.2 ↔ S3.2, R3.3–3.4 |
| Polymers | M2, M7 – Biomolecules & Genetics (B1.1–B1.2: polysaccharides, proteins; D1.1–D1.2: DNA, RNA) | Seq 9 – Moderne Werkstoffe (S2.4: Polymere, Polykondensation) | Bio: biological polymers (polysaccharides, proteins, nucleic acids) form by condensation. Chem: synthetic polymers (polyamide/nylon = same amide bond as peptide; polyester = same ester bond as lipids). Key link: identical bond chemistry, different monomers | B1.1, B1.2, D1.1 ↔ S2.4.5–6 |
| Spectroscopy & Molecular Analysis | M7 – Molecular Genetics (bioinformatics; gel electrophoresis as separation technique) | Seq 10 – Spektroskopie (S3.2.8–12 HL: MS, IR, ¹H-NMR) | Bio: gel electrophoresis separates DNA by size (like chromatography). Chem HL: MS identifies molecular mass and fragments; IR identifies functional groups; NMR gives structural detail. Cross-application: forensic DNA profiling uses both electrophoresis (Bio) and MS (Chem) | D1.1 ↔ S3.2.8–12 (HL) |
| Green Chemistry & Sustainability | M11 – Ecology & Climate Change (D4.3: CO₂, ocean acidification) | Seq 6 – Reaktionskinetik (R2.1.5: Atom Economy); Seq 3 (R1.3: biofuels, fuel cells) | Bio: carbon cycle; ecosystem effects of chemical pollutants; biodegradable vs. persistent compounds. Chem: atom economy as measure of synthetic efficiency; biofuels; Green Chemistry principles. Key link: both disciplines assess sustainability through different lenses | C4.2, D4.3 ↔ R2.1.5, R1.3 |
| Membrane Chemistry & Electrochemistry | M2, M9 – Membranes & Neural Signalling (B2.1: transport; C2.2: Na⁺/K⁺ pump, ion channels) | Seq 5 – Elektrochemie (R3.2: electrochemical gradients, ion transport, Nernst) | Bio: Na⁺/K⁺ pump creates electrochemical gradient → resting potential. Chem HL: Nernst equation relates ion concentration to potential. Key link: the resting potential IS an electrochemical potential — same physics, biological context | B2.1, C2.2 ↔ R3.2.4–6 (HL) |
| Nitrogen Chemistry | M11 – Ecology (C4.2.2: nitrogen cycle — fixation, nitrification, denitrification) | Seq 7 – Chemisches Gleichgewicht (R2.3: Haber-Bosch synthesis of NH₃) | Bio: bacteria fix N₂ → NH₃ (same reaction as Haber-Bosch, but enzymatic); nitrifying bacteria oxidise NH₃ → NO₃⁻. Chem: N₂ + 3H₂ ⇌ 2NH₃ as equilibrium; industrial conditions; Le Chatelier. Key link: nitrogen cycle is the ecological consequence of the same chemistry studied in Seq 7 | C4.2.2 ↔ R2.3 (Haber-Bosch) |
| CRISPR & Molecular Biology Tools | M7 – Molecular Genetics (D1.3.2–3: CRISPR-Cas9; D1.1.2: DNA fidelity) | Seq 10 (HL) – Spektroskopie; Seq 7 – Gentechnik context | Bio: CRISPR uses RNA-DNA base pairing specificity; Cas9 is an enzyme (nuclease); repair pathways. Chem: nucleotide structure (A1.2); base pairing rules; enzyme as catalyst (C1.1). Cross-context: same molecular tools underlie both the analytical (Chem: PCR, gel electrophoresis) and editing (Bio: CRISPR) applications | D1.3 ↔ A1.2, C1.1 |
The following modules run approximately in parallel and should be coordinated between Biology and Chemistry teachers:
| Phase | Biology | Chemistry | Key Shared Concept |
|---|---|---|---|
| EF | M2 Biomolecules | Seq 1 (Bindungsmodelle), Seq 2 (Funktionelle Gruppen) | H-bonds; condensation reactions; functional groups |
| EF | M3 Enzymes | Seq 6 (Kinetik — Stoßtheorie, E_a, Katalysator) | Activation energy; catalysis; effect of T and concentration |
| Q1.1 | M5 Photosynthesis | Seq 3 (Energetik — Enthalpie, Gibbs) | Energy transfer; ΔG; ATP; chemiosmosis |
| Q1.1 | M6 Respiration | Seq 5 (Elektrochemie — Redox) | Electron transfer; NAD/FAD as bio-electrochemical carriers |
| Q1.2 | M7 Molecular Genetics | Seq 8 (Organische Reaktionswege) | Peptide bond = amide bond; polymer chemistry |
| Q2.1 | M9 Neural Signalling | Seq 4 (Säuren/Basen — Puffer) | Blood pH buffer; enzyme pH optima; membrane potentials |
| Q2.2 | M11 Ecology | Seq 7 (Gleichgewicht — Haber-Bosch) | Nitrogen cycle; CO₂ equilibrium; ocean acidification |
International Mindedness is embedded in every module through a dedicated 🌍 block. The following guiding principles apply across all teaching:
Cross-subject conceptual links (Biology ↔ Chemistry ↔ Physics) will be added once the Chemistry and Physics curricula are aligned.
The school treats AI as a tool that must be used with competence and declared transparently. AI literacy is part of the ATL dimensions Research Skills and Thinking Skills.
| Level | Context | AI Use | Declaration |
|---|---|---|---|
| 1 – Learning tool | Self-study, revision, practice | Unrestricted | Not required |
| 2 – Work tool | Homework, Facharbeit, reports | Permitted with declaration | Tool, prompt, how used |
| 3 – No AI | IA, Klausuren, Abitur | Not permitted | IBO Academic Integrity Policy applies |
AI use in the Facharbeit is permitted but must be fully declared. A concluding discussion (Abschlussgespräch) with the teacher verifies that the student has independently understood the content.
| Semester | Klausur 1 (NRW style) | Klausur 2 (IB style) |
|---|---|---|
| EF | Zellbiologie (Operatoren, 4 AFB, Bewertung Stammzellen) | Paper 2 mix: M1+M2 short answer + data-based |
| Q1.1 | Stoffwechselphysiologie (Photosynthese) | Paper 1B data-based: photosynthesis limiting factors |
| Q1.2 | Genetik & Evolution (Replikation, Translation, Mutation) | Paper 2: M7 protein synthesis + M8 evolution extended response |
| Q2.1 | Neurobiologie (Aktion-/Ruhepotenzial, Synapse) | Paper 2: M9 neural signalling + M10 immunity |
| Q2.2 | Ökologie + Genetik/Evolution (Bewertung) | Paper 2: M11 ecology extended + Paper 1B data analysis |
| Component | SL | HL | Weighting |
|---|---|---|---|
| Paper 1A (40 MCQ) + Paper 1B (data-based) | 1 h 45 | 2 h 15 | 36 % |
| Paper 2 (data + extended response) | 1 h 45 | 2 h 30 | 44 % |
| Internal Assessment (Scientific Investigation) | 10 h | 10 h | 20 % |
| Phase | Timing | Activity | IA Criterion |
|---|---|---|---|
| Introduction | EF, wk 4–6 | IA format, criteria, example IAs; exploring research question areas | preparatory |
| Research Question | EF end / Q1 start | 1-page proposal: question, hypothesis, variables, method; teacher feedback | Research Design (prep) |
| Data Collection | Q1 | ~10 h class time; raw data secured and digitised | Research Design |
| Analysis | Q1 / Q2 transition | Statistical analysis (mean, SD, t-test / χ²); graphs; uncertainty | Data Analysis |
| Write-up | Q2.1 | Draft all sections; peer review; revision; max 3,000 words | Conclusion + Evaluation |
| Submission | Q2.2, ~8 wks before Abi | Final submission; internal marking; IBO moderation | All 4 criteria (6 pts each) |
| NRW Operator (DE) | IB Command Term (EN) | AFB | Expected performance |
|---|---|---|---|
| nennen, beschreiben | state, describe, list | I | Recall and present factual information |
| erläutern, erklären | explain, outline | II | Give reasons; show cause-and-effect |
| begründen | justify, deduce | II–III | Support a conclusion with evidence |
| vergleichen | compare and contrast | II | Similarities and differences with structure |
| auswerten | analyse, evaluate | II–III | Interpret data; draw conclusions |
| beurteilen / bewerten | evaluate, assess | III | Reasoned judgement against criteria |
| entwickeln / entwerfen | design, suggest, propose | III | Original planning or hypothesis |
| ableiten | deduce, predict | II–III | Logical inference from given information |
| berechnen | calculate, determine | I–II | Quantitative result with working shown |
| skizzieren | sketch, draw, label | I–II | Annotated visual representation |
Version: May 2026 · This document is a working curriculum framework. Cross-subject links (Biology ↔ Chemistry ↔ Physics) will be added when all three curricula are aligned. Formal IB World School authorisation requirements must be met separately.