Experimental Sciences 

Group 4: Experimental Sciences

Group 3 and/or 4 – Environmental systems and societies

Environmental systems and societies (ESS) is a course that fits into both group 3 and group 4 and can be studied as both. By choosing to study ESS the student has the option to choose an additional subject from groups 3 or 4, or alternatively, choose another language option and retain Visual Arts as a subject choice. This course has been specifically chosen to support those students who have no intention of continuing with science but have a keen focus on the effect of environmental issues on society.

Content and Methodology

The systems approach provides the core methodology of the ESS course. It is implemented by other influences, such as economic, historical, cultural, socio-political and scientific factors, to provide a holistic perspective on environmental issues. During the course, students will look at examples on a variety of scales, from local to global, and in an

international context.

The aims of the ESS course are to enable students to acquire the knowledge of environmental systems and apply the knowledge, methodologies and skills to analyze them

at a variety of scales. Students are taught to value the combination of personal, local and global perspectives in making informed decisions and taking responsible actions on environmental issues and appreciate the dynamic interconnectedness between environmental systems and societies. The course highlights how resources are finite, and that these could be inequitably distributed and exploited, and that the management of these inequities is the key to sustainability and engage with the controversies that surround a variety of environmental issues. Students will develop an awareness of the diversity of

environmental value systems and a critical awareness that environmental problems are caused and solved by decisions made by individuals and societies that are based on different areas of knowledge. As a result of the course students should create innovative solutions to environmental issues by engaging actively in local and global contexts.

Assessment

The internal assessment investigation is to focus on a particular aspect of an ESS issue and apply the results to a broader environmental and/or societal context. The investigation is recorded as a written report between 1,500 to 2,250 words in length. (25%)

Paper 1 (25% SL)- Students will be provided with a range of data in a variety of forms relating to a specific, previously unseen case study. Questions will be based on the analysis and evaluation of the data in the case study (25%)

Paper 2 (50% SL) – Section A is made up of short-answer and data-based questions. Section B requires students to answer two structured essay questions from a choice of four. 

Prior knowledge

Students should be able to study ESS successfully with no background in, or previous knowledge of, environmental studies. Their approach to learning, characterized by the IB learner profile attributes, will be significant here.

Group 4 – Biology

Content and Methodology

Biologists have accumulated huge amounts of information about living organisms, and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In the Diploma Programme biology course, the aim is for students to acquire a limited body of facts and at the same time, develop a broad, general understanding of the principles of the subject.

Although the Diploma Programme biology course at standard level (SL) and higher level (HL) has been written as a series of discrete statements (for assessment purposes), there are four basic biological concepts that run throughout: structure and function, universality versus diversity, equilibrium within systems and evolutions.

Distinction between SL and HL

Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes. While the skills and activities of group 4 science

subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth.

Assessment

Internal Assessment (20% SL/HL): The internal assessment consists of one task: the scientific investigation.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Paper 1: Paper 1A—Multiple-choice questions

Paper 1B—Data-based questions (four questions that are syllabus related, addressing all themes) (36% SL/HL)

Paper 2: Section A—Data-based and short answer questions

Section B—Extended-response questions (44% SL/HL)

Prior Knowledge

It is recommended that the student has had some previous exposure to biology and scientific

methods if the subject is to be studied at HL.

Group 4 – Chemistry

Content and Methodology

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as a useful preparation for employment. The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not.

Distinction between SL and HL

Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth.

Assessment

Internal Assessment: A final report based on a scientific investigation linked to assessment objectives 1-4 (see subject guide). (20% SL/HL)

Paper 1 (36% SL/HL): 

Paper 1A—Multiple-choice questions

Paper 1B—Data-based questions

Paper 2 (44% SL/HL): 

Short-answer and extended-response questions

Prior Knowledge

It is recommended that the student has had some previous exposure to chemistry and scientific methods if the subject is to be studied at HL.

Group 4 – Physics

Content and Methodology

The Diploma Programme physics course allows students to develop traditional practical skills and techniques and increase facility in the use of mathematics, which is the language of physics. Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our students is our ability to change the world. This is the technological side of physics, in which physical principles have been applied to construct and alter the material world to suit our needs and have had a profound influence on the daily lives of all human beings. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. These concerns have become more prominent as our power over the environment has grown, particularly among young people, for whom the importance of the responsibility of physicists for their own actions is self-evident.

Distinction between SL and HL

Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the options studied. While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, to study additional topics and to study extension material of a more demanding nature in the common options. The distinction between SL and HL is one of breadth and depth.

Assessment

Internal Assessment (20% SL/HL): A final report based on a scientific investigation linked to assessment objectives 1-4 (see subject guide). 

Paper 1 36% SL is presented as two separate booklets

Paper 1A—25 marks - 25 multiple choice questions on standard level material only.
No marks are deducted for incorrect answers.

Paper 1B—20 marks - Data-based questions.

Paper 1 (36% HL) is presented as two separate booklets

Paper 1A—40 marks - 40 multiple choice questions on standard level and additional higher level material.
No marks are deducted for incorrect answers.

Paper 1B—20 marks - Data-based questions.

Paper 2 (44% SL): Short-answer and extended-response questions on standard level material only.

Paper 2 (44% HL): Short-answer and extended-response questions on standard level and additional higher level material.

Prior Knowledge

It is recommended that the student has some background knowledge of mathematics if choosing physics at HL.

Group 4 – Computer science

Content and Methodology

Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The Diploma Programme computer science course is engaging, accessible, inspiring and rigorous. 

Computational thinking involves the ability to think procedurally, logically, concurrently, abstractly, recursively and think ahead. Students are expected to utilize an experimental and inquiry-based approach to problem-solving, develop algorithms and express them clearly and appreciate how theoretical and practical limitations affect the extent to which problems can be solved computationally. During the course the student will develop computational solutions. This will involve the ability to identify a problem or unanswered question then design, prototype and test a proposed solution and liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

Distinction between SL and HL

Students at SL and HL in computer science study a common core consisting of - system fundamentals; computer organization; networks; and computational thinking, problem-solving and programming. The HL course has three additional elements: three further topics (abstract data structures; resource management; control),  additional and more demanding content for the option selected and  an additional externally assessed component based on a pre-seen case study of an organization or scenario; this requires students to research various aspects of the subject — which may include new technical concepts and additional subject content — in greater depth.

Assessment

Internal assessment (30% SL) the development of a computational solution.

Internal assessment (30% HL) the development of a computational solution.

Paper 1 (45% SL): Compulsory short-answer and structured questions testing assessment objectives 1 - 3 (see subject guide). 

Paper 1 (40% HL): Compulsory short-answer and structured questions testing assessment objectives 1 - 3 (see subject guide). 

Paper 2 (25% SL): Compulsory questions linked to the option studied.

Paper 2 (20% HL): Compulsory questions linked to the option studied which is common to both SL/HL and questions for the option chosen relating to the HL extension

Paper 3 (20% HL): Four compulsory questions on a pre-seen case study.

Prior learning

The study of computer science at HL demands a higher level of problem-solving skills and the ability to understand and manipulate abstract concepts. Although no previous knowledge of computer science is required, some exposure to programming is desirable.