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e scientists and their experiments that are explicitly mentioned in the nature of science notes because of the number of experiments that took place in the 20th century i had to split it up into two separate timelines this links us to a classic tok idea about the changing nature of knowledge and in fact is referenced in the nature of science itself for topics 3 1 and b 4 developments in scientific research follow improvements in technology we can see this of course from the number of key experiments carried out in the 20th century these naturally followed on from developments in technology from a tok perspective we might consider the role of technology in the production of scientific knowledge we might also look to the future and consider what knowledge that we hold to be certain today could be overturned in the future due to developments in technology it is an interesting discussion to have with your students and allows us to consider how scientific knowledge changes and is accepted biology syllabus tok personalities technology nature of science practice cells march 28 2019 march 28 2019 simunderhill leave a comment here is a resource i will be using to help students learn and review the nature of science topics in unit 4 cells topics 1 1 1 2 1 3 1 4 1 5 this is an important topic for the nature of science as the osmotic potential prescribed practical and davson danielli have made multiple appearances on past exams this is clearly an area to watch assessment topic 01 cells assessment using the nature of science in class november 22 2018 simunderhill leave a comment with my current grade 11s we have not spent much time on the nature of science in class although resources are provided in their notes we have focused more on experiments and content having just finished our second unit and the end of unit test i developed this resource as an introductory activity that students worked on in groups of three the resource is adapted from one of the many wonderful templates provided at the tmsouthhistorians blog https tmsouthhistorians wixsite com tmsouthhistorians copy of blog resources and often shared through jmosley_history this is the a b starter i chose nos prompts from topics 5 1 5 2 5 3 10 3 4 1 2 1 2 2 2 3 2 4 2 5 and 8 1 which make up the first two units i teach diversity of life and chemistry of life i had the students work together with no resources to begin with and try to identify links to the syllabus topics tok and to using the five categories of nos to help organise the different ideas i tried to emphasise that they didn t need to try and memorise new content but to discuss how these link to the knowledge they already have the task seemed to work well and got them more engaged than if we were just learning the content of the statements i hope to eventually develop templates for each unit that i teach topic 02 molecular biology topic 05 evolution lesson plans 2 4 proteins october 2 2018 simunderhill leave a comment looking for patterns trends and discrepancies most but not all organisms assemble proteins from the same amino acids part of the universality of life is the observation that all living organisms construct proteins out of the same pool of 20 amino acids these 20 were identified in a rapid era of discovery after the development of partition chromatography in 1943 however this has now been expanded to include two additional amino acids selenocysteine and pyrrolysine giving a total of 22 amino acids selenocysteine as the name suggests is similar to the amino acid cysteine but it has a selenium atom as part of its side chain r group it is a highly reactive and potentially dangerous substance cells have to use some tricky metabolic pathways in order to prevent it from moving freely and building up in the cytoplasm it is used in certain redox reactions and has been found in all three domains of life although it is not universal amongst them pyrrolysine is rarer having only been found in some species of archaeans and bacteria it is structurally similar to lysine but with the addition of a a pyrroline ring to the side chain it s role and possible existence in other organisms is the focus of many ongoing studies both of these amino acids are not encoded in the dna they are instead encoded by the stop codons uga for selenocysteine and uag for pyrrolysine and expressed via interactions with specific trna molecules a process known as cotranslation the biochemistry involved is fairly complex and difficult to summarise for ib biology purposes but if you are interested the links below are a good place to start in summary then all living organisms use the traditional 20 amino acids to construct proteins and code for these amino acids in their dna all three domains of life thought not every species in them also use a 21st amino acid selenocysteine in some proteins humans included archaeans and bacteria have developed a mechanism to use a 22nd amino acid pyrrolysine both of these amino acids are not coded for in the dna but are expressed through the use of a stop codon and trna the presence of selenocysteine in all three domains strongly suggests it was present in the last universal common ancestor and is thus a very ancient biochemical pathway selenocysteine and pyrrolysine are powerful examples of the versatility inherent in the genetic code rother and krzycki like so many aspects of biology once a rule is determined the incredible variety of life shows us an exception for an interesting tok linked discussion consider this quote also from the rother krzycki article they further provide examples of how precedent though valuable is not always the best predictor in scientific investigation what do the authors mean by this does this mean that inductive reasoning is not always a reliable form of reason what other examples from science can you think of to illustrate this quote sources das gunajyoti mandal shilpi 2013 nearest neighbor interactions and their influence on the structural aspects of dipeptides biochemistry research international researchgate accessed on 2 october 2018 https www researchgate net figure chemical structures of selenocysteine sec and pyrrolysine pyl_fig1_258037372 dinmann j 2012 control of gene expression by translational recoding advances in protein chemistry and structural biology via sciencedirect accessed on 2 october 2018 https www sciencedirect com topics neuroscience pyrrolysine gutiérrez preciado a romero h peimbert m 2010 an evolutionary perspective on amino acids nature education accessed on 2 october 2018 https www nature com scitable topicpage an evolutionary perspective on amino acids 14568445 rother michael and joseph a krzycki selenocysteine pyrrolysine and the unique energy metabolism of methanogenic archaea archaea 2010 2010 453642 pmc web 2 oct 2018 chemistry of life the objectivity of science tok topic 02 molecular biology patterns and trends 9 1 transport in the xylem of plants february 12 2018 simunderhill leave a comment use models as representations of the real world mechanisms involved in water transport in the xylem can be investigated using apparatus and materials that show similarities in structure to plant tissues this is another nos that provides many links to the prescribed syllabus in topic 9 1 in fact you could teach many of the content using the potometer as a demonstration model and then have students individually use their own and design their own independent variables etc prescribed practical 7 measurement of transpiration rates using potometers application models of water transport in xylem using simple apparatus including blotting or filter paper porous pots and capillary tubing skill design of an experiment to test hypotheses about the effect of temperature or humidity on transpiration rates potometers can be as simple or technical as you like them to be a standard set up might look something like this basic potometer pearson the general plant requirements are to use a woody stemmed branch and that the leaves have a thin waxy cuticle the key to success is ensuring that there are no air bubbles in the tubing as air bubbles will prevent the transpiration stream from working effectively if you have access to vernier data loggers or something similar you can use a gas pressure sensor to record the rate of transpiration this can provide a more reliable quantitative measurement of the rate of transpiration and could be a good option for an individual investigation ia here are some pictures of the ones we set up in the bottom right hand corner you can see that the pressure in the tube is decreasing indicating that transpiration is taking place we did some simple independent variables removing leaves and changing the light intensity you could use a fan to try and stimulate a windier environment and small plastic bags on the leaves to increase humidity the advantage with a data logger is the ease of collecting the data and then analysing it allowing for quick calculations of rate and other statistics sources labbench activity design of the experiment potometer pearson education inc http www phschool com science biology_place labbench lab9 design html web accessed feb 12 2018 measuring rate of water uptake by a plant shoot using a potometer practical biology nuffield foundation http www nuffieldfoundation org practical biology measuring rate water uptake plant shoot using potometer web accessed feb 12 2018 topic 09 plants experimental design models 9 3 growth in plants february 6 2018 simunderhill leave a comment developments in scientific research follow improvements in analysis and deduction improvements in analytical techniques allowing the detection of trace amounts of substances has led to advances in the understanding of plant hormones and their effect on gene expression in this case the nos statement is referring to the use of genomics to analyse gene expression in plants some of the earliest experiments into tropisms were conducted by none other than charles darwin whose 1880 book the power of movement in plants represented the first attempt to synthesise available evidence on tropisms and included many of his own experiments in this field as developments in technology increased the role of hormones became increasingly important and better understood hormones influence gene expression by detecting changes in gene expression we can determine the role of hormones in this process dna sequences have been analysed to determine how these change in response to hormone exposure and mrna levels evidence of transcription and hence gene expression can also be detected pinpointing the cells that are responding to these hormones scientists have detected a range of common short sequences of nucleotides from four to twelve bases in length different combinations of these appear to be linked to specific hormones and allow the genes to be affected by different classes of hormones details on some of these nucleotide sequences can be seen in the table below plants in action experiments have revealed that plant hormones can act extremely fast with mrna changes detected as quickly as 2 5 minutes from exposure image from plants in action 1st ed the advances in microarray analysis of dna and mrna was thus critical to our improved understanding of how plant hormones work sources jennifer j holland diana roberts emmanuel liscum understanding phototropism from darwin to today journal of experimental botany volume 60 issue 7 1 may 2009 pages 1969 1978 https doi org 10 1093 jxb erp113 web accessed 6 feb 2018 modified gene expression plants in action 1st ed australian society of plant physiologists 1998 plantsinaction science uq edu au edition1 q content 9 2 4 modi ed gene expression web accessed 6 feb 2018 topic 09 plants what is science technology 9 2 transport in the phloem february 6 2018 simunderhill leave a comment developments in scientific research follow improvements in apparatus experimental methods for measuring phloem transport rates using aphid stylets and radioactively labelled carbon dioxide were only possible when radioisotopes became available this nos is another example that fits nicely into the syllabus content in 9 2 students are asked to analyse data from experiments measuring phloem transport rates using aphid stylets and radioactively labelled carbon dioxide we can learn about this process through the nos to understand how it works and why it enables us to understand the flow of sap through the phloem two for the price of one radioisotopes have been encountered before in your ib biology studies they become widely available to researchers after the second world war as the molecules that are radioactive can be traced it became possible to track the flow of these molecules through cells tissues and organisms over time phloem transport is based on high hydrostatic pressure thus if the phloem can be punctured the contents should continue to exude out if the plant is exposed to radioactively labelled carbon dioxide the sap can be tested for the presence of the isotopes and the rate of translocation can then be estimated image from d fischer plants in action the use of the aphids can be summarised as follows base on the images above plants in action image d fischer top image aphid feeding inset is the stylet st penetrating to the phloem p image a feeding aphid with stylet penetrating the plant images b d the stylet is removed from the aphid they would be anaesthetised beforehand there are some links here to the use of animals in experiments image e phloem sap starts to accumulate from the stylet the droplet of phloem sap can then be analysed for traces of the isotope to determine transport rate aphids can be placed along the length of the plant stem to show transport along various distances sources fischer d collection of sap from aphid stylet plants in action university of queensland 2018 plantsinaction science uq edu au content 522 techniques collect phloem sap digital image feb 1 2018 5 2 2 techniques to collect phloem sap plants in action australian society of plant scientists 2018 plantsinaction science uq edu au content 522 techniques collect phloem sap online textbook feb 1 2018 topic 09 plants what is science evidence technology 4 2 energy flow january 30 2018 simunderhill leave a comment use theories to explain natural phenomena the concept of energy flow explains the limited length of food chains energy flow is governed through the laws of thermodynamics the first law and i m paraphrasing essentially says that energy cannot be created or destroyed but merely transformed from one form to another the second law the one about entropy says that energy transfer is never 100 efficient and some energy is always lost as heat which can not be regained or reused therefore in a food chain light energy is transformed into chemical energy by producers and then into additional chemical forms as it passes through to consumers as energy is being transformed at each trophic le...