MYP Year 4 Biology · Cells & Life

Criterion A: Knowing and Understanding

i. Outline scientific knowledge · ii. Apply knowledge to familiar and unfamiliar situations · iii. Interpret information to make scientifically supported judgements

Level	Strand i: Describing Knowledge	Strand ii: Solving Problems	Strand iii: Interpreting Information
7–8	Outline scientific knowledge related to cells, organelles, and reproductive cells.	Apply scientific knowledge to familiar and unfamiliar situations related to cell biology.	Analyse information to make scientifically supported judgements.
5–6	Describe cells and organelles with some scientific accuracy.	Apply knowledge to solve problems mostly in familiar contexts.	Interpret information and make judgements with some scientific justification.
3–4	State basic knowledge about cells and organelles.	Attempt to apply knowledge in familiar situations.	Identify some information and make simple judgements.
1–2	Name some parts of a cell with limited accuracy.	Make limited attempts to solve problems.	Identify limited information.

Question 1Ai · Marks 1–8

The diagram below shows a typical animal cell with six labelled organelles (1–6). Complete the table by selecting the correct name and stating the function of each organelle.

Organelle	Name	Function — what does it do?
1
2
3
4
5
6

Question 2Ai · Marks 1–4

A scientist is studying cells found in a jungle soil sample. They zoom in on one cell under an electron microscope and write the following description in their lab notebook:

      "The cell has an irregular shape with no fixed boundary wall. Its outer layer is thin and flexible. Inside, I can see a large dark-staining body near the centre, connected to a network of folded membranes. Scattered throughout are small bean-shaped structures with their own inner folds. No green pigment-containing bodies are visible. The fluid filling the cell is dense and granular."
    

▶ Click to place slide under microscope

(a) Using the scientist's description, match each observation to the organelle it most likely refers to. Ai · 1–2

Scientist's observation	Organelle it describes
"Large dark-staining body near the centre"
"Small bean-shaped structures with inner folds"
"Thin and flexible outer layer"
"Dense granular fluid filling the cell"

(b) Is this cell most likely from an animal, a plant, or could it be either? Tick one and explain your reasoning using evidence from the description. Ai · 3–4

Animal cell Plant cell Could be either

Question 3Ai · 3–4 / Aii · 5–6

Here are two specialised reproductive cells — the egg cell (ovum) and the sperm cell. Use a colour code in the boxes to match each cell to its correct description.

Specialised cell

Description

Egg cell (ovum)

Contains many mitochondria for movement energy

Sperm cell

Contains large nutrient store for early development

Egg cell (ovum)

Has a tail (flagellum) for swimming

Sperm cell

Is the largest human cell by size

(b) Choose ONE cell. Outline how its structure helps it carry out its function. Aii · 5–6

I chose:

Question 4Aiii · 7–8 / Aii · 5–6

Fertility clinics use In Vitro Fertilisation (IVF) — egg cells are collected from a woman, fertilised by sperm in a laboratory, and the resulting embryo is placed back into the uterus to develop. Scientists track how successful IVF is across different age groups.

IVF Success Rate by Age Group (HFEA, UK 2023)

Age Group	Success Rate (%)	Cycles Recorded
Under 35	32	18,240
35 – 37	25	11,850
38 – 39	19	8,430
40 and above	11	9,110

(a) Using the data table and bar chart, identify which age group has the highest IVF success rate. State the specific value, compare it to the lowest value, and describe the overall trend shown in the graph. Aiii · 7–8

Context for Q4b: When a child is born through IVF, people often notice that the child resembles their mother or father — for example, having the same eye colour or face shape. This is because the characteristics we inherit from our parents are stored as instructions inside our cells. During IVF, the egg and sperm are combined in a laboratory, but the biological process of passing on instructions is exactly the same as in natural conception. The success of this process depends partly on the health and number of reproductive cells available, which changes as a person gets older.

(b) A 36-year-old patient tries IVF three separate times, each using a fresh egg cell. Using the data, calculate the probability that at least one attempt succeeds. Show your full working. Aii · 5–6

Context for Q4c: When we compare a child to their parents, we usually say things like "she has her mum's eyes" or "he laughs just like his dad." These similarities happen because children inherit genetic instructions from both parents. In a normal pregnancy, the egg cell provides these instructions from the mother and the sperm cell provides them from the father. However, in a special type of IVF called mitochondrial donation, a third person is also involved. In this procedure, the nucleus of the donor egg — which holds most of the genetic instructions — is removed and replaced with the nucleus from the intended mother's egg. The resulting egg therefore contains nuclear DNA from the intended mother, but the mitochondria (which have their own tiny set of DNA) come from the donor. Scientists call children born this way "three-parent babies."

(c) Name the organelle that carries most of the genetic instructions that determine what the child looks like, and explain why the child will most closely resemble the intended mother and father — not the donor — even though the donor's egg cell was used. Aii · 7–8

Criterion D: Reflecting on the Impacts of Science

i. Summarise application of science · ii. Describe implications · iii. Apply scientific language · iv. Document sources

Level	Strand i: Application	Strand ii: Implications	Strand iii: Language	Strand iv: Sources
7–8	Summarise how cell biology is applied to address a reproductive health issue.	Describe and summarise social, economic, ethical, or cultural implications.	Apply scientific language clearly and accurately throughout.	Document sources clearly and consistently.
5–6	Describe the application with some accuracy.	Identify and describe some implications.	Use some scientific language.	Document most sources.
3–4	State how science is applied with limited detail.	Identify one implication simply.	Use limited scientific language.	Document one source.
1–2	Make a basic statement about science and the topic.	Identify a basic implication.	Limited or no scientific language.	No sources documented.

Access to reproductive technologies such as IVF depends on where people live, how much money they have, and their cultural beliefs. While science has made it possible to help people start families, these solutions are not equally available to everyone.

Priya, 34My husband and I have been trying for two years. Our doctor mentioned IVF but the cost is far beyond what we can afford. We live in a small town and the nearest clinic is four hours away.

Marcus, 38In our community, there is pressure to have children naturally. Even though IVF is available where I live, my family would not approve. The idea of fertilisation outside the body feels unnatural to some in my culture.

D · Question 1Di · 1–6

(a) State what happens when a sperm cell and an egg cell fuse during fertilisation. Use scientific vocabulary.

(b) Outline two ways scientists apply their understanding of egg and sperm cells to address infertility. Di · 5–6

D · Question 2

Choose one person — Priya or Marcus.

Priya Marcus

D · Question 3Dii · 5–6

Outline one effect or consequence of limited access to IVF for your chosen person in their daily life.

D · Question 4Dii · 7–8

Select one scientific solution that could help your chosen person. Describe and summarise how this solution helps them.

My chosen solution:

D · Question 5

Select the factor most closely related to your chosen person's barrier:

Economic Cultural Social Geographic

D · Question 6Dii · 7–8

Describe one advantage and one disadvantage of your chosen scientific solution in relation to your chosen factor. Explain why each matters.

	What happens because of this solution?	Why does this matter?
Advantage
Disadvantage

SourcesDiv

Document sources used. Cite in MLA9 format.

Source 1

Source 2

Source 3

Source 4

Criterion A: Knowing and Understanding

i. Outline scientific knowledge · ii. Apply knowledge to familiar and unfamiliar situations · iii. Interpret information to make scientifically supported judgements

Level	Strand i: Describing Knowledge	Strand ii: Solving Problems	Strand iii: Interpreting Information
7–8	Outline scientific knowledge related to cells, organelles, and specialised cells.	Apply scientific knowledge to familiar and unfamiliar situations related to cell biology.	Analyse information to make scientifically supported judgements.
5–6	Describe cells and organelles with some scientific accuracy.	Apply knowledge to solve problems mostly in familiar contexts.	Interpret information and make judgements with some justification.
3–4	State basic knowledge about cells and organelles.	Attempt to apply knowledge in familiar situations.	Identify some information and make simple judgements.
1–2	Name some parts of a cell with limited accuracy.	Make limited attempts to solve problems.	Identify limited information.

Question 1Ai · Marks 1–8

The diagram below shows a typical plant cell taken from a leaf. Six organelles are labelled 1–6. Complete the table by selecting the correct name for each organelle and stating its function.

Organelle	Name	Function — what does it do?
1
2
3
4
5
6

Question 2Ai · Marks 1–4

A scientist is growing cells in a laboratory and writes the following observation in their notebook. Read it carefully.

      "The cell has a perfectly regular, box-like shape. Its outer boundary is stiff and does not bend. Inside, I can see a large body near the centre that stains very darkly. There are also oval-shaped green structures scattered throughout the cytoplasm. A very large water-filled space takes up most of the cell interior."
    

(a) Select whether this cell is a plant cell or an animal cell.

Animal cell Plant cell Could be either

(b) State two pieces of evidence from the description that support your answer. Ai · 3–4

📖 Read Before Q3 & D·Q1 Background knowledge — use this to help answer the questions below

How does the eye detect light? — Rod cells, Cone cells & Melanocytes

The back of your eye is lined with a thin layer called the retina. The retina contains two types of specialised cells that detect light — rod cells and cone cells. These cells convert light into electrical signals that travel to your brain, which interprets them as images.

Cell / Term	What it does
Rod cell	Detects dim light — works in low light / darkness. Cannot detect colour. Long and thin shape, packed with a light-sensitive pigment called rhodopsin.
Cone cell	Detects colour — works best in bright light. Three types: red, green, blue. Cone-shaped. Concentrated in the centre of the retina (fovea).
Melanocyte	A specialised skin cell that produces melanin — a dark pigment that absorbs UV rays before they can damage DNA inside skin cells.
Retina	The light-sensitive layer at the back of the eye — contains millions of rod and cone cells.
Melanin	Dark pigment in skin cells that absorbs UV radiation, protecting the cell's DNA from damage.

Key idea: The structure of a cell is linked to its function. Rod cells are long and thin — this gives them a large surface area to catch even tiny amounts of light. Cone cells are shorter and come in three types — this lets the brain compare signals and detect colour.

Cross-section of the human eye

Rod vs Cone — structure comparison

Watch these short videos — then answer Q3 and D·Q1

▶ How do our eyes work? (Kurzgesagt · ~5 min)

▶ Rod & Cone cells explained (BBC Bitesize · ~3 min)

Question 3Ai · 3–4 / Aii · 5–6

Here are three specialised cells found in the human body. Use a colour code in the boxes to match each cell to its correct function.

Specialised cell

Function

Rod cell (in the eye)

Detects colour in bright light

Cone cell (in the eye)

Detects dim light and shapes in the dark

Melanocyte (skin cell)

Produces melanin pigment to protect skin from UV rays

(b) Choose ONE cell — rod cell, cone cell, or melanocyte. Outline how its structure helps it carry out its function. Aii · 5–6

I chose:

Question 4Aiii · 7–8 / Aii · 5–6

Scientists study how UV radiation from the sun damages skin cells. The table below shows data from a study on UV damage and sunscreen use across different age groups.

Age Group	% with UV skin damage (no sunscreen)	% with UV skin damage (with sunscreen)
Under 10	12%	3%
11–18	28%	6%
19–35	47%	9%
36–60	63%	11%
60+	81%	14%

(a) Using the data, identify which age group has the highest UV damage without sunscreen. State the specific value and compare it to the group with the lowest damage. Describe the overall trend. Aiii · 7–8

(b) Using the data, calculate how much sunscreen reduces UV skin damage in the 19–35 age group. Show your working and state whether you think sunscreen is an effective scientific solution. Aii · 5–6

(c) Context: Skin cells contain a protein called melanin produced by specialised cells called melanocytes. People with more melanin have darker skin and naturally more UV protection. However, scientists say everyone — regardless of skin tone — can develop UV-related cell damage over time. Some communities do not use sunscreen because of cost or the belief that darker skin does not need it.

Using your knowledge of cell biology, explain why scientists recommend sunscreen for all skin tones. In your answer, refer to what happens to the DNA inside skin cells when UV rays are not blocked. Aii · 7–8

Criterion D: Reflecting on the Impacts of Science

i. Summarise application of science · ii. Describe implications · iii. Apply scientific language · iv. Document sources

Level	Strand i: Application	Strand ii: Implications	Strand iii: Language	Strand iv: Sources
7–8	Summarises clearly how cell biology is applied to address a real-world problem.	Describes and summarises social, economic, ethical or cultural implications with justification.	Applies scientific language clearly and accurately.	Documents sources clearly and consistently.
5–6	Describes the application with some accuracy.	Identifies and describes some implications with some explanation.	Uses some scientific language.	Documents most sources.
3–4	States how science is applied with limited detail.	Identifies one implication simply.	Uses limited scientific language.	Documents one source.
1–2	Makes a basic statement about science and the topic.	Identifies a basic implication.	Limited or no scientific language.	No sources.

Access to science-based health solutions — like eye tests, sunscreen, and protective medicines — is not equal around the world. The science exists, but social, economic, and cultural factors mean not everyone can benefit from it.

Priya, 11 (India)I have been struggling to read the board at school. My teacher says I might need glasses, but my family cannot afford an eye test. I get headaches every day. I copy from my friend because I cannot see from the front of the class.

Kofi, 12 (Ghana)My science teacher said UV rays damage skin cells and that everyone should use sunscreen. But in my village nobody uses it — it is expensive and my parents say our skin is naturally protected because it is darker. I am confused about who is right.

D · Question 1Di · 1–6

(a) Using the information from the reading section above, state what rod cells and cone cells do in the eye. Then explain how scientists use this knowledge to create eye tests. (Hint: use the vocabulary table — specialised cells, retina, function, detect, dim light, colour)

(b) Outline two ways scientists apply their understanding of specialised cells to help address health problems related to sight or skin. Di · 5–6

D · Question 2

Choose one person — Priya or Kofi.

Priya Kofi

D · Question 3Dii · 5–6

Outline one effect or consequence of your chosen person's situation on their daily life. Use scientific ideas in your answer.

D · Question 4Dii · 7–8

Select one scientific solution that could help your chosen person. Describe and summarise how this solution helps them and why it matters.

My chosen solution:

D · Question 5

Select the factor most closely related to your chosen person's barrier:

Economic Cultural Social Geographic

D · Question 6Dii · 7–8

Describe one advantage and one disadvantage of your chosen scientific solution in relation to your chosen factor. Explain why each matters.

	What happens because of this solution?	Why does this matter?
Advantage
Disadvantage

SourcesDiv

Document sources used. Cite in MLA9 format.

Source 1

Source 2

Source 3

Source 4

Example	Diagram	Level of Organisation	Description
Carbon
Glucose
Mitochondrion
Fat cell
Muscle
Heart
Digestive system
Human

Session 1 — What is Life?

🩺 Pre-Class Diagnostic — Complete before Session 1

🌿 What does it mean to be alive?

🏗️ Cell Theory — the three rules

Session 2 — Levels of Biological Organisation

🔭 From the Smallest to the Largest

🎯 Drag-and-Drop — Match the Example to the Level

Examples (drag these)

Levels (drop here)

🦠 Unicellular vs Multicellular Organisms

Session 3 — Cells, Tissues, Organs & Systems

⚙️ Inside a Cell — Interactive Diagram

🌿 Plant Cells vs Animal Cells — What's Different?

🎯 Specialised Cells — Structure Meets Function

Red Blood Cell (Erythrocyte)

Neuron (Nerve Cell)

Palisade Cell

Root Hair Cell

Sperm Cell

🫀 From Cells → Tissues → Organs → Organ Systems

Criterion A: Knowing and Understanding

Criterion D: Reflecting on the Impacts of Science

Criterion A: Knowing and Understanding

Criterion D: Reflecting on the Impacts of Science

Session 1 — What is Life?

🩺 Pre-Class Diagnostic — Complete before Session 1

🌿 What does it mean to be alive?

🏗️ Cell Theory — the three rules

Session 2 — Levels of Biological Organisation

🔭 From the Smallest to the Largest

🎯 Drag-and-Drop — Match the Example to the Level

Examples (drag these)

Levels (drop here)

🦠 Unicellular vs Multicellular Organisms

Session 3 — Cells, Tissues, Organs & Systems

⚙️ Inside a Cell — Interactive Diagram

🌿 Plant Cells vs Animal Cells — What's Different?

🎯 Specialised Cells — Structure Meets Function

Red Blood Cell (Erythrocyte)

Neuron (Nerve Cell)

Palisade Cell

Root Hair Cell

Sperm Cell

🫀 From Cells → Tissues → Organs → Organ Systems

Criterion A: Knowing and Understanding

Criterion D: Reflecting on the Impacts of Science

Criterion A: Knowing and Understanding

Criterion D: Reflecting on the Impacts of Science

Assessment Results

Tab Switch Detected!