Lesson Idea

4 Scientific Articles for the IB DP Biology Curriculum

We’ve put together this collection of 4 scientific articles aligned with the International Baccalaureate (IB) Diploma Programme (DP) biology curriculum. These articles were adapted from original academic research papers published in peer-reviewed journals, re-written for high school students, and reviewed by the researchers. Each article contains an introductory video as well as questions to assess the students’ understanding.

Topic 1: Unity and Diversity

*Why can some monkeys live high in the mountains?*

Abstract: Geladas are an unusual primate. They eat mostly grass instead of fruit or meat. They are known as “bleeding heart monkeys” for the bright red patch of skin on their chests. They also live high in the mountains instead of in the jungle or the savanna. The air is thinner high in the mountains, so it is harder to get enough oxygen. How can geladas thrive in that environment? That’s what we wanted to find out. We studied the DNA of wild geladas. We found a surprising difference in how DNA is packaged between geladas from two different regions of Ethiopia. Also, we know that some animals react to low oxygen by increasing the amount of hemoglobin in their blood. But we learned that geladas don’t do that. Instead, they might have evolved to have larger lungs to help them get more oxygen with each breath.

Key terms: evolution, genetics, species distribution
Scientific figures: map, scatter plot
Scientific method: DNA sequencing, experiment
Additional resources: An audio version is available in English. A written translation is available in Bulgarian. This article includes two Lesson Idea videos about blood oxygen and circulation. This article also includes an Ask-A-Scientist interview with the original researchers talking about how they study monkeys.

Topic 2: Form and Function

*How do octopuses coordinate their arms?*

Abstract: Have you ever tried patting your head and rubbing your stomach simultaneously? Coordinating two arms at the same time can be difficult. So imagine if you had eight arms, like an octopus! The nervous system helps animals coordinate their movements. It also helps them sense and respond to their environment. Each type of animal has a nervous system that is organized differently. We wanted to know how the octopus’s nervous system is organized. To find out, we looked at the nerves inside octopuses’ arms. We found that the main nerve cord in each octopus arm has segments. These segments can communicate with each other. They are also linked to individual suckers. This helps octopuses make large, smooth movements, like swimming. It also helps octopuses make tiny targeted movements, like moving a single sucker. So, the layout of the nerves in the arms tells us how octopuses make such complex movements!

Key terms: cephalopod, evolution, neuroscience
Scientific figures: microscopy image
Scientific method: experiment, fluorescence imaging, microscopy, observation
Additional resources: An audio version is available in English. A written translation is available in Spanish. This article includes a Lesson Idea video on arm coordination.

Topic 3: Interaction and Interdependence

*How can we use genetic engineering to get rid of malaria for good?*

Abstract: Nobody likes the buzzing sound or itchy bite of mosquitoes. But mosquito bites (only females bite, by the way!) are not just irritating: they can carry and spread deadly diseases such as malaria, dengue, yellow fever and many more. Every year, millions of people die from mosquito-borne diseases and most of them are young children. There are ways to get rid of mosquitoes and prevent such diseases, but they are not as effective as we would like. What if we used genetic engineering? Here we modified the genetic makeup of Anopheles gambiae mosquitoes (the main carriers of malaria). The mutation prevented females from biting and laying eggs. It spread through our caged populations quickly and drove them extinct. Our results pave the way for lowering mosquito populations in the wild and getting rid of malaria in the future.

Key terms: biotechnology, genetics, infectious diseases, malaria, molecular biology, mosquitoes, vector borne diseases
Scientific figures: pictograph, time series graph
Scientific method: CRISPR, data validation, experiment, gene editing, scientific modeling
Additional resources: Introductory videos and links to lesson plans

Topic 4: Continuity and Change

*What can tree frogs in Chernobyl tell us about radiation?*

Abstract: Have you ever heard of Chernobyl? It was a nuclear power plant that released large amounts of radiation into the environment after an accident. While the people nearby left the area, the wildlife remained. Many plants and animals died because of the high levels of radiation. But others, such as tree frogs, adapted. We collected tree frogs from different areas surrounding the Chernobyl power plant. We analyzed their skin coloration. We found that the frogs closer to the power plant had darker skin coloration. That’s because they have higher levels of melanin. Melanin is known to protect organisms from radiation. We think that darker colored frogs better survived the higher levels of radiation closer to the power plant.

Key terms: amphibians, disaster, evolution, natural selection, power plant, radioactivity
Scientific figures: bar graph
Scientific method: experiment, field study, observation, representative sampling
Additional resources: An audio version is available in English. A written translation is available in Spanish. This article includes a Lesson Idea video on natural selection.

That’s Not All!

These 4 articles are just a sample of our publications. You can find many other free adapted scientific articles for each of the IB DP Biology topics: