DP Science Curriculum by Raha International School

Group Four: Sciences BIOLOGY CHEMISTRY PHYSICS SPORTS, EXERCISE AND HEALTH SCIENCE ENVIRONMENTAL SYSTEMS AND SOCIETIES COMPUTER SCIENCE DESIGN TECHNOLOGY

BIOLOGY

IBDP HL Biology Course description and aims Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment. The DP Biology course allows students to become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings Through the overarching theme of the nature of science, the aims of the DP Biology course are to enable students to: 1. Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities 2. Acquire a body of knowledge, methods and techniques that characterize science and technology 3. Apply and use a body of knowledge, methods and techniques that characterize science and technology 4. Develop an ability to analyse, evaluate and synthesize scientific information 5. Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. Develop experimental and investigative scientific skills including the use of current technologies 7. Develop and apply 21st century communication skills in the study of science 8. Become critically aware, as global citizens, of the ethical implications of using science and technology 9. Develop an appreciation of the possibilities and limitations of science and technology 10. Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

Curriculum overview DP Year 1

Year 2

Topics Core

Cell Biology Molecular Biology Genetics Nucleic acids Metaboloism, cell respiration and photosynthesis Plant biology Genetics and envolution Mock Exams Ecology Evolution and biodiversity Human physiology Animal physiology Internal Assessment Mock Exams IB Exams

IB DP HL Biology Assessment Types of Assessment Paper 1

Format of Assessment External 30 multiple-choice questions

Time (hours) 4.5 1

Weighting of final grade (%) 80 20

Paper 2

Individual Investigation (IA)

Data-based, short answer and extended response questions Internal Investigation and write up of 6-12 pages

2.25

10 10

20 20

Week

Topic (report periods)

Topic/ Textbook Ref.

Syllabus & Assessment

ATL/TOK links/IM links

2021

August

Introduction to Cells (3)

1.1

Learn about cell theory, unicellular and multicellular organisms. Specialised tissues can develop by cell differentiation in multicellular organisms. Differentiation involves the expression of some genes and not others in a cell’s genome. The capacity of stem cells to divide and differentiate along different pathways is necessary in embryonic development and also makes stem cells suitable for therapeutic uses. Skill: Use of a light microscope to investigate the structure of cells and tissues, with drawing of cells. Calculation of the magnification of drawings and the actual size of structures and ultrastructures shown in drawings or micrographs. (Practical 1) Prokaryotes and eukaryotes structure and function and prokaryotic division Use of electron microscopes. Application: The structure and function of organelles within exocrine gland cells of the pancreas. Application: The structure and function of organelles within palisade mesophyll cells of the leaf.

1.2 September

Ultrastructure of Cells (3)

Skill: Drawing of the ultrastructure of prokaryotic cells based on electron micrographs. Skill: Drawing of the ultrastructure of eukaryotic cells based on electron micrographs. Skill: Interpretation of electron micrographs to identify organelles and deduce the function of specialized cells.

TOK: There is a difference between the living and the nonliving environment. How are we able to know the difference?

IM: Stem cell research has depended on the work of teams of scientists in many countries who share results thereby speeding up the rate of progress. However, national governments are influenced by local, cultural and religious traditions that impact on the work of scientists and the use of stem cells in therapy.

TOK: The world that we inhabit is limited by the world that we see. Is there any distinction to be drawn between knowledge claims dependent upon observations made by sense perception and knowledge claims dependent upon observations assisted by technology? IM: Microscopes were invented simultaneously in different parts of the world at a time when information travelled slowly. Modern-day communications have allowed for improvements in the ability to collaborate, enriching scientific endeavour.

Membrane Structure (3)

Phospholipids form bilayers in water due to the amphipathic properties of phospholipid molecules. Membrane proteins are diverse in terms of structure, position in the membrane and function. Cholesterol is a component of animal cell membranes. Application: Cholesterol in mammalian membranes reduces membrane fluidity and permeability to some solutes.

1.3

Skill: Analysis of evidence from electron microscopy that led to the proposal of the Davson-Danielli model.

TOK: The explanation of the structure of the plasma membrane has changed over the years as new evidence and ways of analysis have come to light. Under what circumstances is it important to learn about theories that were later discredited?

Skill: Analysis of the falsification of the Davson-Danielli model that led to the Singer-Nicolson model.

Membrane Transport (3)

1.4

Skill: Drawing of the fluid mosaic model. Particles move across membranes by simple diffusion, facilitated diffusion, osmosis and active transport. The fluidity of membranes allows materials to be taken into cells by endocytosis or released by exocytosis. Vesicles move materials within cells. Application: Structure and function of sodium-potassium pumps for active transport and potassium channels for facilitated diffusion in axons. Application: Tissues or organs to be used in medical procedures must be bathed in a solution with the same osmolarity as the cytoplasm to prevent osmosis.

TOK: Biology is the study of life, yet life is an emergent property. Under what circumstances is a systems approach productive in biology and under what circumstances is a reductionist approach more appropriate? How do scientists decide between competing approaches?

Skill: Formative Analysis & Evaluation lab write-up: Estimation of osmolarity in tissues by bathing samples in hypotonic and hypertonic solutions. (Practical 2)

Water (2)

2.2

Water molecules are polar and hydrogen bonds form between them. Hydrogen bonding and dipolarity explain the adhesive, cohesive, thermal and solvent properties of water. Substances can be hydrophilic or hydrophilic. Application: Comparison of the thermal properties of water with those of methane. Application: Use of water as a coolant in sweat. Application: Methods of transport of glucose, amino acids, cholesterol, fats, oxygen and sodium chloride in blood in relation to their solubility in water.

TOK: Claims about the “memory of water” have been categorized as pseudoscientific. What are the criteria that can be used to distinguish scientific claims from pseudoscientific claims? IM: There are challenges for the increasing human population in sharing water resources equitably for drinking and irrigation, electricity generation and a range of industrial and domestic processes.

Skill/Application: learning the properties of water via water lab Unit 1 Test (1.1-1.4, 2.2) Summative Analysis & Evaluation lab write-up correlation between BMI and systolic blood pressure

Molecules to Metabolism (2) October

Carbohydrates and Lipids (3)

2.1 2.3

2.1 Life is based on carbon compounds including carbohydrates, lipids, proteins and nucleic acids. Metabolism is the web of all the enzyme catalysed reactions in a cell or organism. Anabolism is the synthesis of complex molecules from simpler molecules. Catabolism is the breakdown of complex molecules into simpler molecules. Application: Urea as an example of a compound that is produced by living organisms but can also be artificially synthesized.

2.3 Monosaccharide monomers are linked together by condensation reactions to form disaccharides and polysaccharide polymers.

TOK: There are conflicting views as to the harms and benefits of fats in diets. How do we decide between competing views?

IM: Variation in the prevalence of different health problems around the world could be discussed including obesity, dietary energy deficiency, kwashiorkor, anorexia nervosa and coronary heart disease.

Application: Structure and function of cellulose and starch in plants and glycogen in humans. Fatty acids can be saturated, monounsaturated or polyunsaturated. Unsaturated fatty acids can be cis or trans isomers. Triglycerides are formed by condensation from three fatty acids and one glycerol. Skill: Determination of body mass index by calculation or use of a nomogram.

17th-21st October MidTerm Break

Proteins (2)

2.4

October Structure of DNA and RNA (1) 2.6

Amino acids. The amino acid sequence of polypeptides is coded for by genes. Structure of proteins and how the amino acid sequence determines the three-dimensional conformation of a protein. Living organisms synthesise many different proteins with a wide range of functions. Application: Rubisco, insulin, immunoglobulins, rhodopsin, collagen and spider silk as examples of the range of protein functions. Application: Denaturation of proteins by heat or deviation of pH from the optimum. The nucleic acids DNA and RNA are polymers of nucleotides. DNA differs from RNA in the number of strands normally present, the base composition and the type of pentose. DNA is a double helix made of two antiparallel strands of nucleotides linked by hydrogen bonding between complementary base pairs. Application: Crick and Watson’s elucidation of the structure of DNA using model-making.

TOK: There are conflicting views as to the harms and benefits of fats in diets. How do we decide between competing views?

TOK: The story of the elucidation of the structure of DNA illustrates that cooperation and collaboration among scientists exists alongside competition between research groups. To what extent is research in secret ‘anti-scientific’? What is the relationship between shared and personal knowledge in the natural sciences?

DNA Replication, Transcription & Translation (3)

2.7

DNA is a double helix made of two antiparallel strands of nucleotides linked by hydrogen bonding between complementary base pairs. The replication of DNA is semi-conservative and depends on complementary base pairing. Helicase unwinds the double helix and separates the two strands by breaking hydrogen bonds. DNA polymerase links nucleotides together to form a new strand, using the pre-existing strand as a template. Transcription is the synthesis of mRNA copied from the DNA base sequences by RNA polymerase. Translation is synthesis of polypeptides on ribosomes. The amino acid sequence of polypeptides is determined by mRNA according to the genetic code. Codons of three bases on mRNA correspond to one amino acid in a polypeptide. Translation depends on complementary base pairing between codons on mRNA and anticodons on tRNA. Application: Use of Taq DNA polymerase to produce multiple copies of DNA rapidly by the polymerase chain reaction (PCR). Application: Production of human insulin in bacteria as an example of the universality of the genetic code allowing gene transfer between species.

November

DNA structure and replication (2)

7.1

DNA structure suggested a mechanism for DNA replication. Nucleosomes help to supercoil the DNA. DNA replication is continuous on the leading strand and discontinuous on the lagging strand. DNA replication is carried out by a complex system of enzymes. DNA polymerases can only add nucleotides to the 3’ end of a primer. Some regions of DNA do not code for proteins but have other important functions. Application: Rosalind Franklin’s and Maurice Wilkins’ investigation of DNA structure by X-ray diffraction. Application: Tandem repeats are used in DNA profiling.

TOK: Highly repetitive sequences were once classified as “junk DNA” showing a degree of confidence that it had no role. To what extent do the labels and categories used in the pursuit of knowledge affect the knowledge we obtain?

Application: Use of nucleotides containing dideoxyribonucleic acid to stop DNA replication in preparation of samples for base sequencing.

Transcription and gene expression (2) 7.2

Gene expression is regulated by proteins that bind to specific base sequences in DNA. The environment of a cell and of an organism has an impact on gene expression. Nucleosomes help to regulate transcription in eukaryotes. Transcription occurs in a 5’ to 3’ direction. Eukaryotic cells modify mRNA after transcription. Splicing of mRNA increases the number of different proteins an organism can produce.

Interim Reports November 3-way Conferences

November

Translation (2)

7.3

Initiation of translation involves assembly of the components that carry out the process. Synthesis of the polypeptide involves a repeated cycle of events. Disassembly of the components follows termination of translation. Free ribosomes synthesize proteins for use primarily within the cell. Bound ribosomes synthesize proteins primarily for secretion or for use in lysosomes. Translation can occur immediately after transcription in prokaryotes due to the absence of a nuclear membrane. The sequence and number of amino acids in the polypeptide is the primary structure. The secondary structure is the formation of alpha helices and beta pleated sheets stabilized by hydrogen bonding. The tertiary structure is the further folding of the polypeptide stabilized by interactions between R groups. The quaternary structure exists in proteins with more than one polypeptide chain. Application: tRNA-activating enzymes illustrate enzymesubstance specificity and the role of phosphorylation.

TOK: The nature versus nurture debate concerning the relative importance of an individual’s innate qualities versus those acquired through experiences is still under discussion. Is it important for science to attempt to answer this question?

Unit 2 Test (2.1, 2.3, 2.4, 2.6, 2.7, 7.1-7.3)

December

Origin of cells (2)

1.5

Cells can only be formed by division of pre-existing cells. The first cells must have arisen from non-living material. The origin of eukaryotic cells can be explained by the endosymbiotic theory. Application: Evidence from Pasteur’s experiments that spontaneous generation of cells and organisms does not now occur on Earth.

December 12th – January 1st Winter Break 2021

Cell Division (2)

1.6

Mitosis is division of the nucleus into two genetically identical daughter nuclei. Chromosomes condense by supercoiling during mitosis. Cytokinesis occurs after mitosis and is different in plant and animal cells. Interphase is a very active phase of the cell cycle with many processes occurring in the nucleus and cytoplasm. Cyclins are involved in the control of the cell cycle. Mutagens, oncogenes and metastasis are involved in the development of primary and secondary tumours.

TOK: A number of scientific discoveries are claimed to be incidental or serendipitous. To what extent might some of these scientific discoveries be the result of intuition rather than luck? IM: Biologists in laboratories throughout the world are researching into the causes and treatment of cancer.

Application: The correlation between smoking and incidence of cancers.

January

Genes (2)

3.1

A gene is a heritable factor that consists of a length of DNA and influences a specific characteristic. A gene occupies a specific position on one type of chromosome. The various specific forms of a gene are alleles. Alleles differ from each other by one or a few bases only. New alleles are formed by mutation. The genome is the whole of the genetic information of an organism. The entire base sequence of human genes was sequenced in the Human Genome Project. Application: The causes of sickle cell anemia, including a base substitution mutation, a change to the base sequence

TOK: There is a link between sickle cell anemia and prevalence of malaria. How can we know whether there is a causal link in such cases or simply a correlation? IM: Sequencing of the human genome shows that all humans share the vast majority of their base sequences but also that there are many single nucleotide polymorphisms that contribute to human diversity.

of mRNA transcribed from it and a change to the sequence of a polypeptide in haemoglobin. Application: Comparison of the number of genes in humans with other species.

Chromosomes (3)

3.2

Prokaryotes have one chromosome consisting of a circular DNA molecule. Some prokaryotes also have plasmids but eukaryotes do not. Eukaryote chromosomes are linear DNA molecules associated with histone proteins. In a eukaryote species there are different chromosomes that carry different genes. Homologous chromosomes carry the same sequence of genes but not necessarily the same alleles of those genes. Diploid nuclei have pairs of homologous chromosomes. Haploid nuclei have one chromosome of each pair. The number of chromosomes is a characteristic feature of members of a species. A karyogram shows the chromosomes of an organism in homologous pairs of decreasing length. Sex is determined by sex chromosomes and autosomes are chromosomes that do not determine sex. Application: Cairn’s technique for measuring the length of DNA molecule by autoradiography. Application: Comparison of genome size in T2 phage, Escherichia coli, Drosophila melanogaster, Homo sapiens and Paris japonica. Comparison of diploid chromosome numbers of Homo sapiens, Pan troglodytes, Canis familiaris, Oryza sativa, Parascaris equorum. Application: Use of karyotypes to deduce sex and diagnose Down syndrome in humans.

IM: Sequencing of the rice genome involved cooperation between biologists in 10 countries.

Meiosis (3)

3.3

One diploid nucleus divides by meiosis to produce four haploid nuclei. The halving of the chromosome number allows a sexual life cycle with fusion of gametes. DNA is replicated before meiosis so that all chromosomes consist of two sister chromatids. The early stages of meiosis involve pairing of homologous chromosomes and crossing over followed by condensation. Orientation of pairs of homologous chromosomes prior to separation is random. Separation of pairs of homologous chromosomes in the first division of meiosis halves the chromosome number. Crossing over and random orientation promotes genetic variation. Fusion of gametes from different parents promotes genetic variation. Application: Non-disjunction can cause Down syndrome and other chromosome abnormalities. Studies showing age of parents influences changes of non-disjunction. Application: Methods used to obtain cells for karyotype analysis eg. chorionic villus sampling and amniocentesis and the associated risks.

January Semester 1 Report Februrary 3-way Conferences February

Meiosis (3)

10.1

Chromosomes replicate in interphase before meiosis. Crossing over is the exchange of DNA material between non-sister homologous chromatids. Chiasmata formation between non-sister chromatids in a bivalent can result in an exchange of alleles. Crossing over produces new combinations of alleles on the chromosomes of the haploid cells. Homologous chromosomes separate in meiosis. Independent assortment of genes is due to the random orientation of pairs of homologous chromosomes in meiosis I. Sister chromatids separate in meiosis II.

TOK: In 1922 the number of chromosomes counted in a human cell was 48. This remained the established number for 30 years, even though a review of photographic evidence from the time clearly showed that there were 46. For what reasons do existing beliefs carry a certain inertia?

Unit 3 Test (1.5-1.6, 3.1-3.3, 10.1)

Genetic modification and biotechnology (3)

3.5

Gel electrophoresis is used to separate proteins or fragments of DNA according to size. PCR can be used to amplify small amounts of DNA. DNA profiling involves comparison of DNA. Genetic modification is carried out by gene transfer between species. Clones are groups of genetically identical organisms, derived from a single original parent cell. Many plant species and some animal species have natural methods of cloning. Animals can be cloned at the embryo stage by breaking up the embryo into more than one group of cells. Methods have been developed for cloning adult animals using differentiated cells.

TOK: The use of DNA for securing convictions in legal cases is well established, yet even universally accepted theories are overturned in the light of new evidence in science. What criteria are necessary for assessing the reliability of evidence?

Application: Use of DNA profiling in paternity and forensic investigations. Application: Gene transfer to bacteria with plasmids using restriction endonucleases and DNA ligase. Application: Assessment of the potential risks and benefits associated with genetic modification of crops. Application: Production of cloned embryos by somatic-cell nuclear transfer.

13th-17th February MidTerm Break February

DNA structure and replication (VNTRs and DNA profiling) (1)

7.1

DNA structure suggested a mechanism for DNA replication. Nucleosomes help to supercoil the DNA. DNA replication is continuous on the leading strand and discontinuous on the lagging strand.

TOK: To what extent do the labels and categories used in the pursuit of knowledge affect the knowledge we obtain?

DNA replication is carried out by a complex system of enzymes. DNA polymerases can only add nucleotides to the 3’ end of a primer. Some regions of DNA do not code for proteins but have other important functions. Application: Rosalind Franklin’s and Maurice Wilkins’ investigation of DNA structure by X-ray diffraction. Application: Tandem repeats are used in DNA profiling. Application: Use of nucleotides containing dideoxyribonucleic acid to stop DNA replication in preparation of samples for base sequencing.

Inheritance (4)

3.4

Mendel discovered the principles of inheritance with experiments in which large numbers of pea plants were crossed. Gametes are haploid so contain one allele of each gene. The two alleles of each gene separate into different haploid daughter nuclei during meiosis. Fusion of gametes results in diploid zygotes with two alleles of each gene that may be the same allele or different alleles. Dominant alleles mask the effects of recessive alleles but co-dominant alleles have joint effects. Many genetic diseases in humans are due to recessive alleles of autosomal genes. Some genetic diseases are sex-linked and some are due to dominant or co-dominant alleles. The pattern of inheritance is different with sex-linked genes due to their location on sex chromosomes. Many genetic diseases have been identified in humans but most are very rare. Radiation and mutagenic chemicals increase the mutation rate and can cause genetic disease and cancer Application: Inheritance of ABO blood groups. Application: Red-green colour-blindness and haemophilia as examples of sex-linked inheritance.

TOK: What factors would encourage the acceptance of new ideas by the scientific community?

Application: Inheritance of cystic fibrosis and Huntington’s disease. Application: Consequences of radiation after nuclear bombing of Hiroshima and Nagasaki and the nuclear accidents at Chernobyl.

Skill: Construction of Punnett grids for predicting the outcomes of monohybrid genetic crosses. Skill: Comparison of predicted and actual outcomes of genetic crosses using real data. Skill: Analysis of pedigree charts to deduce the pattern of inheritance of genetic diseases.

March

Inheritance (3)

10.2

Unlinked genes segregate independently as a result of meiosis. Gene loci are said to be linked if on the same chromosome. Variation can be discrete or continuous. The phenotypes of polygenic characteristics tend to show continuous variation. Chi-squared tests are used to determine whether the difference between an observed and expected frequency distribution is statistically significant. Application: Completion and analysis of Punnett squares for dihybrid traits. Application: Morgan’s discovery of non-Mendelian ratios in Drosophila. Application: Polygenic traits such as human height may also be influenced by environmental factors.

Unit 4 Test (3.4-3.5, 7.1, 10.2) 27th March– 7th April Spring Break

TOK: The law of independent assortment was soon found to have exceptions when looking at linked genes. What is the difference between a law and a theory in science?

April

Enzymes (2)

2.5

Enzymes have an active site to which specific substrates bind. Enzyme catalysis involves molecular motion and the collision of substrates with the active site. Temperature, pH and substrate concentration affect the rate of activity of enzymes. Enzymes can be denatured. Immobilized enzymes are widely used in industry.

TOK: Should knowledge be shared when techniques developed in one part of the world are more applicable in another?

Application: Methods of production of lactose-free milk and its advantages. Metabolism (2)

8.1

Metabolic pathways consist of chains and cycles of enzyme-catalysed reactions. Enzymes lower the activation energy of the chemical reactions that they catalyse. Enzyme inhibitors can be competitive or non-competitive. Metabolic pathways can be controlled by end-product inhibition

TOK: To what degree can looking at component parts give us knowledge of the whole?

Application: End-product inhibition of the pathway that converts threonine to isoleucine. Application: Use of databases to identify potential new antimalarial drugs. Cell respiration (2)

2.8

Cell respiration is the controlled release of energy from organic compounds to produce ATP. ATP from cell respiration is immediately available as a source of energy in the cell. Anaerobic cell respiration gives a small yield of ATP from glucose. Aerobic cell respiration requires oxygen and gives a large yield of ATP from glucose.

Cell respiration (4)

8.2

Cell respiration involves the oxidation and reduction of compounds. Phosphorylation of molecules makes them less stable. In glycolysis, glucose is converted to pyruvate in the cytoplasm.

TOK: For what reasons does falsification not always result in an immediate acceptance of new theories or a paradigm shift?

Glycolysis gives a small net gain of ATP without the use of oxygen. In aerobic cell respiration pyruvate is decarboxylated and oxidized. In the link reaction pyruvate is converted into acetyl coenzyme A. In the Krebs cycle, the oxidation of acetyl groups is coupled to the reduction of hydrogen carriers, liberating carbon dioxide. Energy released by oxidation reactions is carried to the cristae of the inner mitochondrial membrane by reduced NAD and FAD. Transfer of electrons between carriers in the electron transport chain is coupled to proton pumping. In chemiosmosis protons diffuse through ATP synthase to generate ATP. Oxygen is needed to bind with the free protons to form water to maintain the hydrogen gradient. The structure of the mitochondrion is adapted to the function it performs. Application: Electron tomography used to produce images of active mitochondria. Photosynthesis (2)

2.9

Photosynthesis is the production of carbon compounds in cells using light energy. Visible light has a range of wavelengths with violet the shortest wavelength and red the longest. Chlorophyll absorbs red and blue light most effectively and reflects green light more than other colours. Oxygen is produced in photosynthesis from photolysis of water. Energy is needed to produce carbohydrates and other carbon compounds from carbon dioxide. Temperature, light intensity and carbon dioxide concentration are possible limiting factors on the rate of photosynthesis. Application: Changes to the Earth’s atmosphere, oceans and rock deposition due to photosynthesis.

Photosynthesis (4)

8.3

Light-dependent reactions take place in the intermembrane space of the thylakoids. Reduced NADP and ATP are produced in the lightdependent reactions. Light-independent reactions take place in the stroma. Absorption of light by photosystems generates excited electrons. Photolysis of water generates electrons for use in the light-dependent reactions. Transfer of excited electrons occurs between carriers in thylakoid membranes. Excited electrons from Photosystem II are used to generate a proton gradient. ATP synthase in thylakoids generates ATP using the proton gradient. Excited electrons from Photosystem I are used to reduce NADP. In the light-independent reactions a carboxylase catalyses the carboxylation of ribulose bisphosphate. Glycerate 3-phosphate is reduced to triose phosphate using reduced NADP and ATP. Triose phosphate is used to regenerate RuBP and produce carbohydrates. Ribulose bisphosphate is reformed using ATP. The structure of the chloroplast is adapted to its function in photosynthesis. Application: Calvin’s experiment to elucidate the carboxylation of RuBP.

May Interim Report May

Transport in the xylem of plants

9.1

Transpiration is the inevitable consequence of gas exchange in the leaf. Plants transport water from the roots to the leaves to replace losses from transpiration. The cohesive property of water and the structure of the xylem vessels allow transport under tension.

TOK: To what extent is the creation of an elegant protocol similar to the creation of a work of art?

The adhesive property of water and evaporation generate tension forces in leaf cell walls. Active uptake of mineral ions in the roots causes absorption of water by osmosis.

Transport in the phloem of plants

9.2

Growth in plants

9.3

Application: Adaptations of plants in deserts and in saline soils for water conservation. Application: Models of water transport in xylem using simple apparatus. Plants transport organic compounds from sources to sinks. Incompressibility of water allows transport along hydrostatic pressure gradients. Active transport is used to load organic compounds into phloem sieve tubes at the source. High concentrations of solutes in the phloem at the source lead to wateruptake by osmosis. Raised hydrostatic pressure causes the contents of the phloem to flow towards sinks. Application: Structure–function relationships of phloem sieve tubes. Undifferentiated cells in the meristems of plants allow indeterminate growth. Mitosis and cell division in the shoot apex provide cells needed for extension of the stem and development of leaves. Plant hormones control growth in the shoot apex. Plant shoots respond to the environment by tropisms. Auxin efflux pumps can set up concentration gradients of auxin in plant tissue. Auxin influences cell growth rates by changing the pattern of gene expression. Application: Micropropagation of plants using tissue from the shoot apex,nutrient agar gels and growth hormones. Application: Use of micropropagation for rapid bulking up of new varieties, production of virus-free strains of existing varieties and propagation of orchids and other rare species.

Reproduction in plants

9.4

Flowering involves a change in gene expression in the shoot apex. The switch to flowering is a response to the length of light and dark periods in many plants. Success in plant reproduction depends on pollination, fertilization and seeddispersal. Most flowering plants use mutualistic relationships with pollinators in sexual reproduction. Application: Methods used to induce short-day plants to flower out of season. Unit 5 end of unit test

June Mock Exams Jun

IA preparation

21st & 23rd June Group 4 Project 19th June Semester 2 Report

Year 1 (Grade 11)

Year 2 (Grade 12) Week

Topic (report periods)

Topic/ Textbook Ref.

Evidence for Evolution (1)

5.1

Natural Selection (2)

5.2

Gene pools and speciation (1)

10.3

Classification of Biodiversity (3)

5.3

Syllabus & Assessment 2021 Development of melanistic insects in polluted areas. Comparison of the pentadactyl limb of mammals, birds, amphibians and reptiles with different methods of locomotion.

August

Evolution of antibiotic resistance in bacteria plus data analysis

Skill: Comparison of allele frequencies of geographically isolated populations. Application: Speciation in the genus Allium by polyploidy. Application: Identifying examples of directional, stabilizing and disruptive selection.

September

Application: Classification of one plant and one animal species from domain to species level. Application: Recognition features of bryophyta, filicinophyta, coniferophyta and angiospermophyta.

ATL/TOK links/IM links

TOK: Evolutionary history is an especially challenging area of science because experiments cannot be performed to establish past events or their causes. There are nonetheless scientific methods of establishing beyond reasonable doubt what happened in some cases. How do these methods compare to those used by historians to reconstruct the past? TOK: Natural Selection is a theory. How much evidence is required to support a theory and what sort of counter evidence is required to refute it? TOK: Punctuated equilibrium was long considered an alternative theory of evolution and a challenge to the long-established paradigm of Darwinian gradualism. How do paradigm shifts proceed in science and what factors are involved in their success? ATL: Transfer skills: Apply skills and knowledge in unfamiliar situations IM: There are international codes of nomenclature and agreements as to the principles to be followed in the classification of living organisms. TOK: The adoption of a system of binomial nomenclature is largely due to Swedish botanist and physician Carolus Linnaeus (1707–1778).

Linnaeus also defined four groups of humans, and the divisions were based on both physical and social traits. By 21st-century standards, his descriptions can be regarded as racist. How does the social context of scientific work affect the methods and findings of research? Is it necessary to consider the social context when evaluating ethical aspects of knowledge claims? September G12 3-way Conferences (MOCK IA due 9th Sept) Cladistics (3)

5.4

Application: Cladograms including humans and other primates. Application: Reclassification of the figwort family using evidence from cladistics. Skill: Analysis of cladograms to deduce evolutionary relationships. Unit 8 Test (5.1- 5.4, 10.3)

Digestion & Absorption (3)

6.1

The Blood System (3)

6.2

September

Application: Processes occurring in the small intestine that result in the digestion of starch and transport of the products of digestion to the liver. Application: Use of dialysis tubing to model absorption of digested food in the intestine. Skill: Production of an annotated diagram of the digestive system. •Skill: Identification of tissue layers in transverse sections of the small intestine viewed with a microscope or in a micrograph. Application: William Harvey’s discovery of the circulation of the blood with the heart acting as the pump. Application: Pressure changes in the left atrium, left ventricle and aorta during the cardiac cycle. Application: Causes and consequences of occlusion of the coronary arteries.

TOK: A major step forward in the study of bacteria was the recognition in 1977 by Carl Woese that Archaea have a separate line of evolutionary descent from bacteria. Famous scientists, including Luria and Mayr, objected to his division of the prokaryotes. To what extent is conservatism in science desirable?

ATL: Organization skills: Use appropriate strategies for organizing complex information

TOK: Our current understanding is that emotions are the product of activity in the brain rather

The Kidney & Osmoregulation (4)

11.3

Gas Exchange (3)

6.4

Skill: Identification of blood vessels as arteries, capillaries or veins from the structure of their walls. Skill: Recognition of the chambers and valves of the heart and the blood vessels connected to it in dissected hearts or in diagrams of heart structure.

than the heart. Is knowledge based on science more valid than knowledge based on intuition?

Application: Consequences of dehydration and overhydration. Application: Treatment of kidney failure by hemodialysis or kidney transplant. Application: Blood cells, glucose, proteins and drugs are detected in urinary tests. Skill: Drawing and labelling a diagram of the human kidney. Skill: Annotation of diagrams of the nephron.

ATL: Transfer skills: Apply skills and knowledge in unfamiliar situations

October

Application: Causes and consequences of lung cancer. Application: Causes and consequences of emphysema. Application: External and internal intercostal muscles, and diaphragm and abdominal muscles as examples of antagonistic muscle action. Skill: Monitoring of ventilation in humans at rest and after mild and vigorous exercise. (Practical 6)

ATL: Social: Delegate and share responsibility for decision-making

17th-21st October Mid-Term Break Movement (3)

11.2

October

Application: Antagonistic pairs of muscles in an insect leg. Skill: Annotation of a diagram of the human elbow. Skill: Drawing labelled diagrams of the structure of a sarcomere. Skill: Analysis of electron micrographs to find the state of contraction of muscle fibres. Unit 9 Test (6.1-2, 6.4, 11.2-3)

November Defence Against

6.3

Application: Causes and consequences of blood clot

ATL: Transfer skills: Apply skills and knowledge in unfamiliar situations

Infectious Disease (2)

Antibody Production and Vaccination (3)

Hormones, Homeostasis and Reproduction (4)

11.1

6.6

formation in coronary arteries. Application: Florey and Chain’s experiments to test penicillin on bacterial infections in mice. Application: Effects of HIV on the immune system and methods of transmission.

IM: The spread and containment of diseases such as bird flu require international coordination and communication. ATL: Critical thinking: Draw reasonable conclusions and generalizations

Application: Smallpox was the first infectious disease of humans to have been eradicated by vaccination. Application: Monoclonal antibodies to HCG are used in pregnancy test kits. Application: Antigens on the surface of red blood cells stimulate antibody production in a person with a different blood group. Skill: Analysis of epidemiological data related to vaccination programmes.

IM: The World Health Organization initiated the campaign for the global eradication of smallpox in 1967. The campaign was deemed a success in 1977, only 10 years later.

Application: Causes and treatment of Type I and Type II diabetes. Application: Testing of leptin on patients with clinical obesity and reasons for the failure to control the disease. Application: Causes of jet lag and use of melatonin to alleviate it. Application: The use in IVF of drugs to suspend the normal secretion of hormones, followed by the use of artificial doses of hormones to induce superovulation and establish a pregnancy. Application: William Harvey’s investigation of sexual reproduction in deer. Skill: Annotate diagrams of the male and female reproductive system to show names of structures and their functions 27th November Interim Report

ATL: Critical thinking: Draw reasonable conclusions and generalizations Social: Listen actively to other perspectives and ideas

Sexual Reproduction (4)

11.4

November/December

Application: The average 38-week pregnancy in humans can be positioned on a graph showing the correlation between animal size and the development of the young at birth for other mammals. Skill: Annotation of diagrams of seminiferous tubule and ovary to show the stages of gametogenesis. Skill: Annotation of diagrams of mature sperm and egg to indicate functions.

ATL: Critical- Thinking skills: Practise observing carefully in order to recognize problems Draw reasonable conclusions and generalizations

December

Neurons and Synapses (3)

January

6.5

December 12th – January 1st Winter Break 2021 th th 5 -12 January Mock Exams Application: Secretion and reabsorption of acetylcholine by neurons at synapses. Application: Blocking of synaptic transmission at cholinergic synapses in insects by binding of neonicotinoid pesticides to acetylcholine receptors. Skill: Analysis of oscilloscope traces showing resting potentials and action potentials.

ATL: Information Literacy skills: Make connections between various sources of information

Unit 10 Test (6.3, 6.4-5, 11.1, 11.4) Week ending Jan 27 Internal Assessment February

Internal Assessment IB exam revision

Internal Assessment Jan 23-Feb 10 January G12 3-way Conferences IA draft due Feb 20 IB exam revision

ATL: Organization skills: Plan short- and longterm assignments; meet deadlines Research: Collect, record and verify data Transfer skills: Apply skills and knowledge in unfamiliar situations

ATL: Organization skills: Create plans to prepare for summative assessments (examinations and performances) March

IB exam revision

13th-17th February Mid-Term Break IB exam revision Final IA draft Due March 20th Semester 2 Report 27th March– 7th April Spring Break

April-May IBDP Exams 19th June Semester 2 Report

CHEMISTRY

IBDP HL Chemisty Course description and aims Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science. Both theory and practical work should be undertaken by all students as they complement one another naturally, both in school and in the wider scientific community. The DP chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21stcentury. By studying chemistry students should become aware of how scientistswork and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings. Through the overarching theme of the nature of science, the aims of the DP chemistry course are to enable students to; 1. Appreciate scientific study and creativity within a global contextthrough stimulating and challenging opportunities 2. Acquire a body of knowledge, methods and techniques that characterize science and technology 3. Apply and use a body of knowledge, methods and techniques that characterize science and technology 4. Develop an ability to analyse, evaluate and synthesize scientific information 5. Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. Develop experimental and investigative scientific skills including the use of current technologies 7. Develop and apply 21st century communication skills in the study of science 8. Become critically aware, as global citizens, of the ethical implications of using science and technology 9. Develop an appreciation of the possibilities and limitations of science and technology

10. Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

Curriculum overview DP Year 1

Topics Core

Year 2

Redox processes Organic chemistry Measurement and data processing Mock Exams Internal Assessment Option* A. Materials B. Biochemistry C. Energy

Stoichometric relationships Atomic structure Periodicity Chemical bonding and structure Energetics/thermochemistry Chemical kinetics Equilibrium Acids bases Mock Exams Mock Internal Assessment

D. Medicinal chemistry IB Exams

IB DP HL Chemistry Assessment Types of Assessment Format of Assessment External Paper 1 Multiple-choice questions (core) Paper 2 Short answers and extended response questions (core) Paper 3 Data- and practical-based questions, plus short answer and extended response questions on the option Internal Individual Investigation and write up of 6-12 Investigation (IA) pages

Time (hours) 4.5 1 2.25

Weighting of final grade (%) 80 20 36

1.25

10 10

20 20

Year 1 (Grade 11) Topic (report periods)

Week

Topic/ Textbook Ref.

Syllabus & Assessment

ATL/TOK links/IM links

2021

August

•

Class introduction

1.1 Introduction to the particulate nature of matter and chemical change

Stoichometric relationships

1.2 The mole concept 1.3 Reacting masses and volumes

Atomic structure Periodicity

2.1 The nuclear atom 2.2 Electron configuration 12.1 Electrons in atoms 3.1 Periodic table 3.2 Periodic trends 13.1 First-row d-block elements 13.2 Coloured complexes

September

• • October

TOK: What role do models play in the acquisition of knowledge in the human sciences? ATL: Communication TOK: How does the use of numbers, statistics, graphs and other quantitative instruments affect the way knowledge in the human sciences is valued? ATL: Thinking skills TOK: What role do models play in the acquisition of knowledge in the human sciences? ATL: Research skills

18th-22nd October MidTerm Break October

November

•

Chemical bonding and structure

4.1 Ionic bonding and structure 4.2 Covalent bonding 4.3 Covalent structures

Chemical bonding and structure

4.4 Intermolecular forces 4.5 Metallic bonding

TOK: What assumptions underlie the methods used in the human sciences? ATL: Thinking skills TOK: What assumptions underlie the methods used in the human sciences?

14.1 Covalent bonding and electron domain and molecular geometries

ATL: Thinking skills

1st November Interim Reports 9 -10th November 3-way Conferences th

• November

• December

Chemical bonding and structure

14.1 Covalent bonding and electron domain and molecular geometries

TOK: What assumptions underlie the methods used in the human sciences?

Chemical bonding and structure

14.2 Hybridization

ATL: Thinking skills TOK: What assumptions underlie the methods used in the human sciences? ATL: Thinking skills

December 13 – January 2 2022 January

•

Winter Break

5.1 Measuring energy changes 5.2 Hess’s Law 5.3 Bond enthalpies

Energetics/thermochemistry

TOK: What assumptions underlie the methods used in the human sciences?

31st January Semester 1 Report 2 -3rd Februrary 3-way Conferences nd

February

•

Energetics/thermochemistry

15.1 Energy cycles 15.2 Entropy and spontaneity

TOK: What assumptions underlie the methods used in the human sciences?

14th-18th February MidTerm Break March

•

Chemical kinetics

6.1 Collision theory and rates of reaction 16.1 Rate expression and reaction mechanism 16.2 Activation energy

TOK: What role do models play in the acquisition of knowledge in the human sciences? ATL: Research

28th March– 8th April Spring Break April

• •

Equilibrium Acids bases

7.1 Equilibrium 8.1 Theories of acids and bases

TOK: If two competing paradigms give different explanations of a phenomenon,

May

•

Acids bases

8.2 Properties of acids and bases 8.3 The pH scale

how can we decide which explanation to accept?

8.4 Strong and weak acids and bases 8.5 Acid deposition 18.1 Lewis acids and bases

ATL: Research TOK: If two competing paradigms give different explanations of a phenomenon, how can we decide which explanation to accept? ATL: Thinking

10 May Interim Report May

•

Acids bases

18.2 Calculations involving acids and bases 18.3 pH curves

TOK: If two competing paradigms give different explanations of a phenomenon, how can we decide which explanation to accept? ATL: Thinking

30th May- 10th June Mock Exams Jun

IA preparation

21st & 23rd June Group 4 Project 20th June Semester 2 Report

Year 2 (Grade 12) Week

Topic (report periods)

Topic/ Textbook Ref.

Syllabus & Assessment

ATL/TOK links/IM links

2021

9.1 Oxidation and reduction August

•

Redox processes

TOK: What role do models play in the acquisition of knowledge in the human sciences? ATL: Critical thinking

G12 3-way Conferences September

•

• October

Redox processes

9.2 Electrochemical cells 19.1 Electrochemical cells

Organic chemistry

10.1 Fundamentals of organic chemistry

TOK: What role do models play in the acquisition of knowledge in the human sciences? ATL: Critical thinking TOK: Is the role of the human scientist only to describe what the case is or also to make judgements about what should be the case? ATL: Communication

17 -21 October MidTerm Break

• October

• November

Organic chemistry

10.2 Functional group chemistry

Organic chemistry

20.1 Types of organic reactions

TOK: Is the role of the human scientist only to describe what the case is or also to make judgements about what should be the case? ATL: Critical thinking TOK: Is the role of the human scientist only to describe what the case is or also to make judgements about what should be the case? ATL: Critical thinking

Semester 1 Report

• November

•

Organic chemistry

Measurement and data processing

December

20.2 Synthetic routes 20.3 Stereoisomerism

TOK: Is the role of the human scientist only to describe what the case is or also to make judgements about what should be the case?

11.1 Uncertainties and errors in measurement and results 11.2 Graphical techniques 11.3 Spectroscopic identification of organic compounds 21.1 Spectroscopic identification of organic compounds December 12th – January 1st Winter Break 2022 January Mock Exams

January

•

Internal Assessment G12 3-way Conferences

February

• •

Internal Assessment Option* 13th-17th February MidTerm Break

March

•

Option* Semester 2 Report 27 March– 9th April Spring Break th

April-May

ATL: Critical thinking TOK: To what extent can the human sciences use mathematical techniques to make accurate predictions? ATL: Communication

IBDP Exams

IBDP SL Chemisty Course description and aims Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems. Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science. Both theory and practical work should be undertaken by all students as they complement one another naturally, both in school and in the wider scientific community. The DP chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21stcentury. By studying chemistry students should become aware of how scientistswork and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings. Through the overarching theme of the nature of science, the aims of the DP chemistry course are to enable students to; 11. Appreciate scientific study and creativity within a global contextthrough stimulating and challenging opportunities 12. Acquire a body of knowledge, methods and techniques that characterize science and technology 13. Apply and use a body of knowledge, methods and techniques that characterize science and technology 14. Develop an ability to analyse, evaluate and synthesize scientific information 15. Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 16. Develop experimental and investigative scientific skills including the use of current technologies 17. Develop and apply 21st century communication skills in the study of science 18. Become critically aware, as global citizens, of the ethical implications of using science and technology 19. Develop an appreciation of the possibilities and limitations of science and technology 20. Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

Curriculum overview DP Year 1

Topics Core

Year 2

Redox processes Organic chemistry Measurement and data processing Mock Exams Internal Assessment Option* E. Materials F. Biochemistry G. Energy H. Medicinal chemistry IB Exams

Stoichometric relationships Atomic structure Periodicity Chemical bonding and structure Energetics/thermochemistry Chemical kinetics Equilibrium Acids bases Mock Exams Mock Internal Assessment

IB DP SL Chemistry Assessment Types of Assessment Format of Assessment External Paper 1 Multiple-choice questions (core) Paper 2 Short answers and extended response questions (core) Paper 3 Data- and practical-based questions, plus short answer and extended response questions on the option Internal Individual Investigation and write up of 6-12 Investigation (IA) pages

Time (hours) 3 0.75 1.25

Weighting of final grade (%) 80 20 40

10 10

20 20

Year 1 (Grade 11) Topic (report periods)

Week

Topic/ Textbook Ref.

Syllabus & Assessment

ATL/TOK links/IM links

2021

August

•

Class introduction

1.1 Introduction to the particulate nature of matter and chemical change

Stoichometric relationships

1.2 The mole concept 1.3 Reacting masses and volumes

Atomic structure Periodicity

2.1 The nuclear atom 2.2 Electron configuration 3.1 Periodic table 3.2 Periodic trends

September

• • October

18th-22nd October MidTerm Break October

November

•

Chemical bonding and structure

4.1 Ionic bonding and structure 4.2 Covalent bonding

TOK: What assumptions underlie the methods used in the human sciences?

•

Chemical bonding and structure

4.3 Covalent structures

ATL: Thinking skills TOK: What assumptions underlie the methods used in the human sciences? ATL: Thinking skills

1st November Interim Reports

9th-10th November 3-way Conferences

• November

• December

Chemical bonding and structure

4.4 Intermolecular forces 4.5 Metallic bonding

TOK: What assumptions underlie the methods used in the human sciences? ATL: Thinking skills TOK: What assumptions underlie the methods used in the human sciences?

Chemical bonding and structure

ATL: Thinking skills December 13th – January 2nd Winter Break 2022 January

•

Energetics/thermochemistry

5.1 Measuring energy changes 5.2 Hess’s Law

TOK: What assumptions underlie the methods used in the human sciences?

31st January Semester 1 Report 2nd-3rd Februrary 3-way Conferences February

•

Energetics/thermochemistry

5.3 Bond enthalpies

TOK: What assumptions underlie the methods used in the human sciences?

14th-18th February MidTerm Break March

•

Chemical kinetics

6.1 Collision theory and rates of reaction

TOK: What role do models play in the acquisition of knowledge in the human sciences? ATL: Research

28th March– 8th April Spring Break April

• •

Equilibrium Acids bases

7.1 Equilibrium 8.1 Theories of acids and bases 8.2 Properties of acids and bases

TOK: If two competing paradigms give different explanations of a phenomenon, how can we decide which explanation to accept? ATL: Research

May

•

Acids bases

8.3 The pH scale 8.4 Strong and weak acids and bases

TOK: If two competing paradigms give different explanations of a phenomenon, how can we decide which explanation to accept? ATL: Thinking

10th May Interim Report May

•

Acids bases

8.5 Acid deposition

TOK: If two competing paradigms give different explanations of a phenomenon, how can we decide which explanation to accept? ATL: Thinking

30th May- 10th June Mock Exams Jun

IA preparation

21st & 23rd June Group 4 Project 20th June Semester 2 Report

Year 2 (Grade 12) Week

Topic (report periods)

Topic/ Textbook Ref.

Syllabus & Assessment

ATL/TOK links/IM links

2021

9.1 Oxidation and reduction August

•

Redox processes

TOK: What role do models play in the acquisition of knowledge in the human sciences? ATL: Critical thinking

G12 3-way Conferences September

•

• October

Redox processes

9.2 Electrochemical cells

Organic chemistry

10.1 Fundamentals of organic chemistry

17 -21 October MidTerm Break

• October

• November

Organic chemistry

10.1 Fundamentals of organic chemistry 10.2 Functional group chemistry

Organic chemistry

10.2 Functional group chemistry

Semester 1 Report

• November

• December

Organic chemistry

Measurement and data processing

10.2 Functional group chemistry

11.1 Uncertainties and errors in measurement and results 11.2 Graphical techniques 11.3 Spectroscopic identification of organic compounds December 12th – January 1st Winter Break 2022 January Mock Exams

January

•

Internal Assessment G12 3-way Conferences

February

• •

Internal Assessment Option* 13th-17th February MidTerm Break

March

•

Option* Semester 2 Report 27 March– 9th April Spring Break th

April-May IBDP Exams

TOK: Is the role of the human scientist only to describe what the case is or also to make judgements about what should be the case? ATL: Critical thinking TOK: To what extent can the human sciences use mathematical techniques to make accurate predictions? ATL: Communication

PHYSICS

Physics Course description and aims Physics is the most fundamental of the experimental sciences as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides helping us better understand the natural world, physics gives us the ability to alter our environments. 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. The DP Physics course allows students to become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the subject. Teachers provide students with opportunities to develop manipulative skills, design investigations, collect data, analyse results and evaluate and communicate their findings. Through the overarching theme of the nature of science, the aims of the DP Physics course are to enable students to: 1. Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities 2. Acquire a body of knowledge, methods and techniques that characterize science and technology 3. Apply and use a body of knowledge, methods and techniques that characterize science and technology 4. Develop an ability to analyse, evaluate and synthesize scientific information 5. Develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. Develop experimental and investigative scientific skills including the use of current technologies 7. Develop and apply 21st century communication skills in the study of science 8. Become critically aware, as global citizens, of the ethical implications of using science and technology 9. Develop an appreciation of the possibilities and limitations of science and technology 10. Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

The curriculum and assessment have been adapted according to the modifications announced by the IBO concerning the 2022 cohort. The following apply to the corresponding year groups in the academic year 2021-2022.

Curriculum overview DP Year 1 Grade 11

Topics Measurements and uncertainties Mechanics Thermal Physics Circular motion and gravitation Fields Waves Electricity and magnetism Electromagnetic Induction Mock IA Mock Exams

Year 2 Grade 12

Circular motion and gravitation Fields Wave Phenomena Atomic, nuclear and particle physics Nuclear and Quantum Physics Energy production Internal Assessment Mock Exams IB Exams

IB DP HL Physics Assessment Types of Assessment Paper 1 Paper 2 Paper 3

Individual Investigation (IA)

Format of Assessment External 40 multiple-choice questions Short answer and extended response questions (core) Data-based and practicalbased questions plus, short answer and extended response questions on the option Internal Investigation and write up of 6-12 pages

Time (hours) 4.5 1

Weighting of final grade (%) Grade 11 80 20

Weighting of final grade (%) Grade 12 30

2.25

1.25

10 10

20 20

Week

Topic

Measurement and uncertainties

August

Syllabus & Assessment 2021 Errors, precision, uncertainty Propagation of errors Graphs, error bars Review: vectors, motion graphs, components, acceleration Data analysis

Topic 1

Practical work/ATL/TOK /IM

LAB: Density of a metal ATL Communication skills Understand and use mathematical notation Social Skills Collaboration Skills (lab-group work) IM The SI unit system, importance of international collaboration

Topic 2 Mechanics

2.1 Kinematics 2.2 Forces

September

Equations of motion Free fall and projectile motion Newton’s laws of motion Friction

LAB: Coefficient of friction experiment TOK How do you know which mass is “falling” ? ATL Information Literacy (analysis) Critical Thinking Skills (evaluation)

Topic 2 Mechanics

2.3 Work energy and power

Power, Work and mechanical energy Efficiency

October

LAB: determining gravitational acceleration ATL Communication Skills (reporting) TOK Making assumptions, value of estimation IM Efficiency of power production systems

17th-21st October MidTerm Break October November

Topic 2 Mechanics

2.4 Momentum

Impulse and conservation of momentum Collisions TEST 1

LAB: Air track – collisions

Topic 6 Circular

6.1 Circular motion

Uniform circular motion Period, frequency, angular quantities

LAB: Circular motion activities

motion and gravitation

November

Centripetal force and acceleration

Topic 6 Circular motion and gravitation

6.2 Gravitation

Topic 10 Gravitational fields

10.1 Describing fields 10.2 Fields at work

December

Interim Reports 3-way Conferences Newton’s law of gravitation Gravitational force and field Gravitational potential energy Orbital motion Kepler’s laws of planetary motion

ATL Communication Skills (guided self-study) IM: Space debris, and international collaboration on space research

Gravitational potential Gravitational field lines Equipotential surfaces Gravitational work done (potential difference) Escape speed Orbital speed and orbital energy TEST 2

Topic 5 Electricity and magnetism January

5.1 Electric fields 5.2 Heating effects of electric currents

December 12th – January 1st Winter Break 2022 Nature of electric charges Charging by friction, conduction, induction Grounding The Coulomb Force and field Electric field lines (point and plate) Coulomb’s Law Permittivity Current + Drift speed Potential difference Series vs parallel Resistance,resistivity Ohm”s law Equivalent resistance

LAB: Electric field lines with semolina seeds Van de Graff generator Factors affecting resistance of a wire Setting up DC circuits ATL Thinking skills Generate metaphors and analogies TOK What makes it a LAW?

The electronvolt Electric potential and potential energy Electric power

February

Topic 5 Electricity and magnetism

5.3 electric cells 5.4 Magnetic effects of electric currents

Semester 1 Report Februrary 3-way Conferences internal resistance (include graph) emf Electric cells (primary and secondary) Potential dividers Kirchhoff’s Laws Magnetic field and force Magnetic effect of electric currents The Ampere Motion in magnetic field

LAB: Magnetic field due to electric currents demos Internal resistance of a battery ATL Social skills, collaboration skills Manage and resolve conflicts and work collaboratively Research skills: Collect, record and verify data Process data and report results TOK Simple assumptions – modelling

TEST 3

March

Topic 11 EM Induction

11.1 EM Induction 11.2 Power generation and transmission 11.3 Capacitance

13th-17th February MidTerm Break Faraday’s law Lenz’s law (conservation of energy AC generators Average and rms I and V Transformers(step-up step-down) Diode bridges Half-wave and full-wave rectification Capacitance (series, parallel) Energy stored in capacitors Exponential nature of discharging a capacitor RC circuits Time constant

LAB: EM induction demos Diode bridge rectification circuit Capacitors simulation MOCK IA

Thinking skills: Generate metaphors and analogies Apply skills and knowledge in unfamiliar situations Research skills information literacy skills

Create references and citations, use footnotes/endnotes and construct a bibliography according to recognised conventions Understand and implement intellectual property rights Critical thinking skills Gather and organise relevant information to formulate an argument

TEST 4

IM AC vs DC April

May

Topic 4 Waves

Topic 9 Wave Phenomena

4.1 Oscillations 4.2 Travelling waves 4.3 Wave characteristics 4.4 Wave behavior 4.5 Standing waves

9.1 SHM 9.2 Single-slit diffraction 9.3 Interference

27th March– 9th April Spring Break Wave terminology Phase EM waves vs sound Reflection Refraction Diffraction Superposition Polarization Standing waves Intensity Total internal reflection Simple Harmonic motion Single slit diffraction Young’s double slit experiment Thin film interference

LAB: Hooke’s law lab Spring oscillation experiment Determining refractive index experimentally Ripple tank simulation Speed of sound experiment – standing waves in an air column TOK Pitch and frequency, music in societies TOK Small angle approximation

IM The use of color and physics in art across the world

Interim Report May

Topic 9 Wave Phenomena

9.4 Resolution 9.5 Doppler effct

Diffraction grating Multiple slit interference Resolution of diffraction gratings

Revision

TEST 5

ATL Self management skills affective skills Emotional management Resilience TOK

The aesthetics of physics

June Mock Exams June

IA preparation

ATL Self management skills (analyzing results of Mock exams) reflection skills consider ATL skills development

21st & 23rd June Group 4 Project Semester 2 Report

Year 1 (Grade 11)

Year 2 (Grade 12) Week

August

Topic (report periods)

Topic 6

Topic/ Textbook Ref. 6.1 Circular motion

Syllabus & Assessment

ATL/TOK links/IM links

2021 Uniform circular motion Period, frequency, angular quantities Centripetal force and acceleration G12 3-way Conferences

September

Topic 6 Circular motion ad Gravitation

6.2 Gravitation

Newton’s law of gravitation Gravitational force and field Gravitational potential energy Orbital motion Kepler’s laws of planetary motion

Topic 10 Fields

10.1 Describing fields

Gravitational and electric potential Equipotential surfaces Gravitational and electric work done (potential difference) Escape speed Orbital speed and orbital energy

IM: Space debris, and international collaboration on space research

TEST 1 Internal Assessment Data collection

October

17th-21st October MidTerm Break Topic 9 October

9.1 SHM 9.2 Singleslit diffraction 9.3 Interference

Simple Harmonic motion Single slit diffraction Young’s double slit experiment Thin film interference

TOK Small angle approximation

IM The use of color and physics in art across the world

Topic 9

November

9.4 Resolution 9.5 Doppler effct

Diffraction grating Multiple slit interference Resolution of diffraction gratings

ATL Self management skills affective skills Emotional management Resilience TOK The aesthetics of physics

TEST 2 Semester 1 Report Topic 7

November

Topic 7 December

Topic 12 January

7.1 discrete energy and radioactivity 7.2 Nuclear reactions

7.3 The structure of matter

12.1 the interaction of matter with radiation

Discrete energy Atomic models Emission spectrum Mass defect, binding energy Nuclear mass units Nuclear fission and fusion Ionizing radiation Background radiation Half life Elementary particles The Standard model of matter Fundamental forces of nature Higg’s boson December 12th – January 1st Winter Break 2022 January Mock Exams Photoelectric effect Matter waves The wave function Uncertainty principle Quantum tunneling

G12 3-way Conferences

LAB: Emission spectra of known elements TOK Paradigm shifts Uses of fission and fusion

IA final submission ATL Thinking skills Generate metaphors and analogies

TOK The prediction and discovery of neutrinos Applications of quantum physics discoveries Matter waves: “the act of observing changing the results of observation”

February

Topic 12

12.2 Nuclear Physics

Rutherford scattering and nuclear radius Nuclear energy levels The neutrino The law of radioactive decay TEST 3

March

Topic 8

8.1 Energy sources 8.2 Thermal energy transfer

13th-17th February MidTerm Break Primary and secondary energy sources Renewable and non-renewable energy sources Sankey diagrams Nuclear energy production Conduction, convestion, radiation Black-body radiation Albedo and emissivity Greenhouse effect Energy balance Semester 2 Report 27 March– 9th April Spring Break th

April-May IBDP Exams

TOK Fossil fuels vs renewable energy Ethical aspect of nuclear waste ATL Modelling energy balance diagrams IM International responsibility for the dynamic equilibrium in our climate

SPORTS, EXERCISE AND HEALTH SCIENCE

IBDP HL Sports, exercise and health science Course description and aims Sports, exercise and health science (SEHS) is an experimental science course combining academic study with practical and investigative skills. SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition. The DP SEHS course covers a range of core and option topics, and opportunity to carry out practical (experimental) investigations in both laboratory and field settings. The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context. Apart from being worthy of study in its own right, SEHS is good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings Through the overarching theme of the nature of science, the aims of the DP SEHS course are to enable students to: 1. Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities 2. Acquire a body of knowledge, methods and techniques that characterize science and technology 3. Apply and use a body of knowledge, methods and techniques that characterize science and technology 4. Develop an ability to analyse, evaluate and synthesize scientific information 5. Develop critical awerness of the need for, and the value of, effective collaboration and communication during scientific activities 6. Develop and apply 21st century communication skills in the study of science 7. Become critically aware, as global citizens, of the ethical implications of using science and technology 8. Develop an appreciation of the possibilities and limitations of science and technology 9. Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

Curriculum overview DP Year 1

Year 2

Topics Core

Anatomy Exercise physiology Energy systems Movement analysis Skill acquition and analysis Measurement and evaluation of human performance The endocrine system Fatigue Friction and drag Genetics and athletic performance Exercise and immunity Mock Exams Option 1. Optimizing physiological performance 2. Psychology of sports 3. Physcial activity and health 4. Nutrition for sports, exercise and health Internal Assessment Mock Exams IB Exams

IB DP HL SEHS Assessment Types of Assessment Format of Assessment External Paper 1 40 multiple-choice questions (core) Paper 2 One data-based and several short answer questions and two extended response question Paper 3 Several short answer in each of the two options and one extended response Internal Individual Investigation and write up of 6-12 Investigation (IA) pages

Time (hours) 4.5 1

Weighting of final grade (%) 80 20

2.25

1.25

10 10

20 20

Year 1 (Grade 11) Week

Topic (report periods)

Topic/ Textbook Ref.

Syllabus & Assessment

ATL/TOK links/IM links

2021 August

Topic 1 - Anatomy Topic 1 – Anatomy

Page 1-12

1.1 The Skeletal System

Page 13-24

1.2 The Muscular System Revision: Self study questions on page 25-29 Anatomy Topic Test.

September Topic 7 – Further Anatomy (HL) Topic 2- Exercise Physiology October

TOK: Discuss the ethics of acquiring anatomical knowledge from cadavers. TOK: Compare and evaluate the use of dissection vs. online simulations for studying anatomy.

7.1 The skin system Page 30-36

Topic 7 – Further Anatomy (HL)

2.1 Structure and function of the ventilatory system 7.2 Structure and function of the brain Further Anatomy Topic Test.

TOK and IM: To what extent do geographical, social and economic factors determine participation in endurance events and to what extent does this skew the data relating to genes that contribute to aerobic endurance?

18th-22nd October Midterm Break

October

November

Topic 2- Exercise Physiology Topic 8 – The Endocrine System (HL) Topic 2- Exercise Physiology

Topic 13 - Exercise Immunity (HL)

Page 37-47

2.1 Structure and function of the cardiovascular system 8.1 The Endocrine System Endocrine System Topic Test

Page 48-49

Topic 2 Revision: Self-study questions on page 48-49 Exercise Physiology Topic Test.

Topic 13 Exercise Immunity Exercise and Immunity test 1st November Interim Reports 9th-10th November 3-way Conferences

ATL: Critical Thinking and Research: Discuss the limitations of research findings in relation to participant demographics and ecological validity.

ATL: Self organization: Use technology effectively to manage time and tasks.

November

December

January

Topic 3 – Nutrition and Energy Systems

Page 50-61

3.1 Nutrition

Topic 3 – Energy Systems

Page 63-65

3.2 Carbohydrate and fat metabolism

Page 66-72

December 13th – January 2nd Winter Break 2022 3.3. Energy Systems

Topic 3 – Energy Systems Topic 9 Fatigue (HL)

9.1-9.4 fatigue

Topic 3 – Energy Systems

31st January Semester 1 Report 2 -3rd February 3-way Conferences Revision: Self-study questions on page 73-74 Topic 3 Topic Test.

IM: Discuss the concept of a balanced diet in the context of different cultures ToK: To what extent are nutritional guidelines and recommendations influenced by sociocultural factors ToK: To what extent is science communication regarding nutrition helped or hindered by sociopolitical context. Consider the veganism and body-positivity movements.

ToK: Discuss the impact of weight classification, aesthetic evaluation and weight-dependent endurance on the prevalence of eating disorders among athletes.

February

Page 73-74

Practice IA March

Topic 4 – Movement Analysis

Page 75-81

14th-18th February Midterm Break 4.1 Neuromuscular Function 28th March– 8th April Spring Break 4.2 Joint Movement and Type

April

Topic 4 – Movement Analysis

Page 81-87

May

Topic 4 – Movement Analysis

Page 88104

4.3 Fundamentals of Biomechanics Revision: Self study questions on page 105-106 Topic 4 Topic Test. 10th May Interim Report

ATL: Critical Thinking and Research: Discuss the limitations of research findings in relation to participant demographics and ecological validity.

ToK: When does ‘performance optimization’ become cheating?

May

Topic 6 – Evaluating Human Performance

Page 138142

Topic 10 – Friction and Drag Jun

Topic 6 – Evaluating Human Performance

6.1 Statistical Analysis

ToK: What does it mean to know that a fitness protocol works?

10.1.1-10.1.7 – Friction and Drag Topic 10 Test 30th May- 10th June Mock Exams Page 143 145

6.2 Study Design 6.3 – components of fitness

ATL: Critical Thinking and Research: Discuss the limitations of research findings in relation to participant demographics and ecological validity.

21st & 23rd June Group 4 Project 20th June Semester 2 Report

Year 2 (Grade 12) Week

Topic (report periods)

Topic/ Textbook Ref.

Syllabus & Assessment 2021 6.4 Principles of Traiining Programme design

August

Topic 6 - Evaluating Human Performance

p146-153

ATL/TOK links/IM links

ToK and IM: To what extent is normative data skewed towards groups that are most comprehensively represented in fitness testing data (Europeans vs Africans and Asians, men vs women)

8th September G12 3-way Conferences September

October

Topic 5 – Skills in Sport

P154-155 p107-113

5.1 Characteristics and classification of skill 5.2 Information Processing

Topic 5 – Skills in Sport

p114-121 p121-135

5.3 Principles of Skill Learning 11.1 Pedagogy for skill acquisition

Topic 11 – Skill Acquisition and Analysis (HL)

18th-22nd October Midterm Break

ToK: To what extent should children be encouranged towards activities for which they have a natural ‘ability’. ToK: If decision making happens before the consciousness becomes aware of the decision – who or what is responsible for the decision making?

October

Topic 5 – Skills in Sport

page 135137

Topic 11 – Skill Acquisition and Analysis (HL)

November

November December

January

February

March

Option A - Optimizing

p158-174

physiological performance

Revision: Self-study questions on page 135-137 Topic 5 Topic Test.

11.2 Notational Analysis Topic 11 End of topic test A.1 Training A.2 Environmental Factors and Training

Option A - Optimizing

p175-190

27th November Interim Report A.3 Non-nutritional Ergogenic Aids A.4 Recovery from Sports and Exercise (HL)

Option A – AHL Content

P191-215

A.5 Training and Performance at Altitude (HL)

physiological performance

Internal Assessment Option C – Physical Activity and Health

Option C – Physical Activity and Health

P336 p292-295

P336 p295-296 p297-300

P300-310

December 13th – January 2nd Winter Break 2022 thth 5 12 January Mock Exams IA Design and preliminary testing C.1 Hypokinetic Disease C.2 Cardiovascular Disease

ToK: Is the ability to learn physical skills a type of intelligence?

ATL: Critical Thinking and Research: Discuss the limitations of research findings in relation to participant demographics and ecological validity. ToK: What does it mean to know that a fitness protocol works? ToK: When does ‘performance optimization’ become cheating?

ToK and IM: To what extent is normative data on health an disease skewed towards groups that are most comprehensively represented in health data (Europeans vs Africans and Asians, men vs women)

12th January G12 3-way Conferences IA Data collection and processing C.3 Physical Activity and Obesity C.4 Physical Activity and Type 2 diabetes C.5 Physical Activity and Bone Health 14th-18th February Midterm Break C.6 Prescription of Exercise for Health C.7 Exercise and Psychological Wellbeing C.8 Public Health (HL) C.9 Injury and Hazards (HL) Final IA submission

ToK: What is the responsibility of science communicators to differentiate between clinical and statistical significance?

5th March Semester 1 Report 28 March– 8th April Spring Break th

April-May IBDP Exams 20th June Semester 2 Report

IBDP SL Sports, exercise and health science Course description and aims Sports, exercise and health science (SEHS) is an experimental science course combining academic study with practical and investigative skills. SEHS explores the science underpinning physical performance and provides the opportunity to apply these principles. The course incorporates the disciplines of anatomy and physiology, biomechanics, psychology and nutrition. The DP SEHS course covers a range of core and option topics, and opportunity to carry out practical (experimental) investigations in both laboratory and field settings. The course offers a deeper understanding of the issues related to sports, exercise and health in the 21st century and addresses the international dimension and ethics related to both the individual and global context. Apart from being worthy of study in its own right, SEHS is good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. Through the overarching theme of the nature of science, the aims of the DP SEHS course are to enable students to: 1. Appreciate scientific study and creativity within a global context through stimulating and challenging opportunities 2. Acquire a body of knowledge, methods and techniques that characterize science and technology 3. Apply and use a body of knowledge, methods and techniques that characterize science and technology 4. Develop an ability to analyse, evaluate and synthesize scientific information 5. Develop critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities 6. Develop and apply 21st century communication skills in the study of science 7. Become critically aware, as global citizens, of the ethical implications of using science and technology 8. Develop an appreciation of the possibilities and limitations of science and technology 9. Develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

Curriculum overview DP Year 1

Year 2

Topics Core

Anatomy Exercise physiology Energy systems Movement analysis Skills in sport Measurement and evaluation of human performance Mock Exams Option 5. Optimizing physiological performance 6. Psychology of sports 7. Physical activity and health 8. Nutrition for sports, exercise and health Internal Assessment Mock Exams IB Exams

IB DP SL SEHS Assessment Types of Assessment Format of Assessment External Paper 1 30 multiple-choice questions (core) Paper 2 One data-based and several short answer questions and one extended response question Paper 3 Several short answer in each of the two options Internal Individual Investigation and write up of 6-12 Investigation (IA) pages

Time (hours) 3 0.75 1.25

Weighting of final grade (%) 80 20 35

10 10

20 20

Year 1 (Grade 11) Week

Topic (report periods)

Topic/ Textbook Ref.

Syllabus & Assessment

ATL/TOK links/IM links

2021 August

Page 1-12

1.1 The Skeletal System

Topic 1 – Anatomy

Page 13-24

1.2 The Muscular System Revision: Self study questions on page 25-29 Anatomy Topic Test.

Topic 2- Exercise Physiology

Page 30-36

2.1 Structure and function of the venilatory system

Topic 1 - Anatomy

September

October

TOK: Discuss the ethics of acquiring anatomical knowledge from cadavers. TOK: Compare and evaluate the use of dissection vs. online simulations for studying anatomy.

TOK and IM: To what extent do geographical, social and economic factors determine participation in edurance events and to what extent does this skew the data relating to genes that contribute to aerobic endurance?

18th-22nd October Midterm Break October November

November

December

Topic 2- Exercise Physiology

Page 37-47

2.1 Structure and function of the cardiovascular system

Topic 2- Exercise Physiology

Page 48-49

Topic 2 Revision: Self study questions on page 48-49 Exercise Physiology Topic Test. 1st November Interim Reports 9th-10th November 3-way Conferences

Topic 3 – Nutrition and Energy Systems

Page 50-61

3.1 Nutrition

Topic 3 – Energy Systems

Page 63-65

3.2 Carbohydrate and fat metabolism

ATL: Critical Thinking and Research: Discuss the limitations of research findings in relation to participant demographics and ecological validity. ATL: Self organization: Use technology effectively to manage time and tasks.

IM: Discuss the concept of a balanced diet in the context of different cultures ToK: To what extent are nutritional guidelines and recommendations influenced by sociocultural factors ToK: To what extent is science commication regarding nutrition helped or hindered by sociopolitical context. Consider the veganism and body-positivity movements.

January

February

Topic 3 – Energy Systems

Page 66-72

Page 73-74

December 13th – January 2nd Winter Break 2022 3.3. Energy Systems

ToK: Discuss the impact of weight classification, aesthetic evaluation and weight-dependent endurance on the prevelance of eating disorders among athletes.

31st January Semester 1 Report 2nd-3rd Februrary 3-way Conferences Revision: Self study questions on page 73-74 Topic 3 Topic Test.

Practice IA March

Topic 4 – Movement Analysis

Page 75-81

14th-18th February Midterm Break 4.1 Neuromuscular Function 28th March– 8th April Spring Break 4.2 Joint Movement and Type

ATL: Critical Thinking and Research: Discuss the limitations of research findings in relation to participant demographics and ecological validity.

April

Topic 4 – Movement Analysis

Page 81-87

May

Topic 4 – Movement Analysis

Page 88104

4.3 Fundamentals of Biomechanics Revision: Self study questions on page 105-106 Topic 4 Topic Test. 10th May Interim Report

ToK: When does ‘performance optimization’ become cheating?

May

Topic 6 – Evaluating Human Performance

Page 138142

6.1 Statistical Analysis

ToK:What does it mean to know that a fitness protocol works?

30th May- 10th June Mock Exams Jun

Topic 6 – Evaluating Human Performance

Page 143 145

6.2 Study Design 6.3 – components of fitness

21st & 23rd June Group 4 Project 20th June Semester 2 Report

ATL: Critical Thinking and Research: Discuss the limitations of research findings in relation to participant demographics and ecological validity.

Year 2 (Grade 12) Week

Topic (report periods)

Topic/ Textbook Ref.

Syllabus & Assessment 2021 6.4 Principles of Traiining Programme design

August

Topic 6 - Evaluating Human Performance

p146-153

ATL/TOK links/IM links

ToK and IM: To what extent is normative data skewed towards groups that are most comprehensively represented in fitness testing data (Europeans vs africans and Asians, men vs women)

8th September G12 3-way Conferences September

Topic 5 – Skills in Sport

October

Topic 5 – Skills in Sport

P154-155 p107-113

5.1 Characteristics and classification of skill 5.2 Information Processing

p114-121 p121-135

5.3 Principls of Skill Learning

18th-22nd October Midterm Break October

November

Topic 5 – Skills in Sport Option A - Optimizing

December

Revision: Self study questions on page 135-137 Topic 5 Topic Test.

ToK: Is the ability to learn physical skills a type of intelligence?

p158-174

A.1 Training A.2 Environmental Factors and Training

ATL: Critical Thinking and Research: Discuss the limitations of research findings in relation to participant demographics and ecological validity.

physiological performance

Option A - Optimizing

November

page 135137

p175-190

27th November Interim Report A.3 Non-nutritional Ergogenic Aids

P191-215

Revise for mocks

physiological performance

December 13th – January 2nd Winter Break 2022

ToK:What does it mean to know that a fitness protocol works? ToK: When does ‘performance optimization’ become cheating?

January

February

March

Internal Assessment Option C – Physical Activity and Health

Option C – Physical Activity and Health

P336 p292-295

5th-12th January Mock Exams IA Design and preliminary testing C.1 Hypokinetic Disease C.2 Cardiovascular Disease

P336 p295-296 p297-300

12th January G12 3-way Conferences IA Data collection and processing C.3 Physical Activity and Obesity C.4 Physical Activity and Type 2 diabetes C.5 Physical Ativity and Bone Health

P300-310

14th-18th February Midterm Break C.6 Prescription of Exercise for Health C.7 Exercise and Psychological Wellbeing Final IA submission 5th March Semester 1 Report 28th March– 8th April Spring Break

April-May IBDP Exams 20th June Semester 2 Report

ToK and IM: To what extent is normative data on health an disease skewed towards groups that are most comprehensively represented in health data (Europeans vs africans and Asians, men vs women)

ToK: What is the responsibility of science communicators to differentiate between clinical and statistical significance?

ENVIRONMENTAL SYSTEMS AND SOCIETIES

Course description and aims Environmental systems and societies (ESS) is an interdisciplinary course offered only at standard level (SL). This course can fulfill either the individuals and societies or the sciences requirement; it can count as a Group 3 or Group 4 subject. This course enables students to satisfy the requirements of both subject groups simultaneously while studying one course. ESS is firmly grounded in both a scientific exploration of environmental systems in their structure and function, and in the exploration of cultural, economic, ethical, political and social interactions of societies with the environment. As a result of studying this course, students will become equipped with the ability to recognize and evaluate the impact of our complex system of societies on the natural world. The interdisciplinary nature of DP ESS requires a broad skill set from students, including the ability to perform research and investigations, participation in philosophical discussion and problem-solving. The course requires a systems approach to environmental understanding and promotes holistic thinking about environmental issues. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, knowledge transfer and use of primary sources. The ESS course also provide students with opportunities to design investigations, collect and analyze data, collaborate with peers and evaluate and communicate their findings. ESS encourages students to develop solutions at the personal, community and global level. The aims of the DP environmental systems and societies course are to enable students to: 1. Acquire the knowledge and understandings of environmental systems and issues at a variety of scales 2. Apply the knowledge, methodologies and skills to analyse environmental systems and issues at a variety of scales 3. Appreciate the dynamic interconnectedness between environmental systems and societies 4. Value the combination of personal, local and global perspectives in making informed decisions and taking responsible actions on environmental issues 5. Be critically aware that resources are finite, that these could be inequitably distributed and exploited, and that management of these inequities is the key to sustainability 6. Develop awareness of the diversity of environmental value systems 7. Develop critical awareness that environmental problems are caused and solved by decisions made by individuals and societies that are based on different areas of knowledge 8. Engage with the controversies that surround a variety of environmental issues 9. Create innovative solutions to environmental issues by engaging actively in local and global contexts.

Curriculum overview DP Year 1

Year 2

Topics Core

Foundation of environmental systems and societies Ecosystems and Ecology Biodiversity and conservation Climate change and energy production Human systems and resource use Field Trip Mock Exams Core Water and aquatic food production systems and societies Soil systems and terrestrial food production systems and societies Atmospheric systems and societies Internal Assessment Mock Exams IB Exams

IB DP SL ESS Assessment Types of Assessment Format of Assessment Time (hours) External 3 Paper 1 Case Study (Resource booklet with 1 accompanying unseen case study) Paper 2 Short answers and structured essay 2 (core) Internal 10 Individual Investigation and write up (1,50010 Investigation (IA) 2,250 words)

Weighting of final grade (%) 75 25 50 25 25

Year 1 (Grade 11) Month

Core

August

Topic 1 Foundations of ESS

September

Topic 1 Foundations of ESS

October

Topic 1 Foundations of ESS

Topic

Syllabus & Assessment 2021

1.1 Environmental Values systems

Historical events and timelines in environmental movements How environmental values are formed Creating qualitative survey and analyzing results

1.2 Systems & Models

Learning how to study with a system approaches and using models to study complex issues (isolated, closed and open systems); range of scales) Holistic views of natural systems can help us understand problems and target solutions; whilst reductionist 1st and 2nd Laws of Thermodynamics Stable unstable and topping points Positive and negative feedback loops Case studies: humans, resources and physical space/ Krill harvesting in southern oceans/ permafrost melting/ El Nino and La Nina oscillation/ monsoons/ prairie’s

1.3 Energy & Equilibria

ATL/TOK links/IM links Flipped classroom model: the value of reading and notetaking in ESS ATL Organizational Management ATL Using the Textbook features (online and on paper) ATL Command Terms in IBDP ESS exams ATL Composing questionaries’ and data extraction ATL People’s worldview affects the way they see and interact with the environment-TOK Confidence with drawing systems diagrams, interpreting diagrams and evaluating models ATL Holistic versus reductionist approach’s in conventional science TOK Case Study introduction Laws in Science versus Laws in Humanities; comparison and compatibility (exploring the concept and notion of ‘sustainable development’ using both laws) TOK Global Warming-IM

17th-21st October Midterm Break 1.4 sustainability

October

Topic 1 Foundations of ESS 1.5 Humans & Pollution

November

Topic 1 Foundations of ESS

Sustainable development; use of resources; types of resources (natural)ecosystems services; natural capital for countries Ecological footprints (calculator) Environmental Impact Assessments; (before, during and after) Human disturbance in the ecosystems Types of pollution (organic/inorganic; point-source/ non-point-source; primary versus secondary; biodegradable versus persistent) Health effects (acute versus chronic; societal and environmental ‘costs’) Pollution Management (A, B, C; altering human activity, controlling release of pollutant and cleaning up and restoring ecosystems) Case Study: DDT Topic 1 Test

Millennium Ecosystem Assessment 2000-IM EIA: The tension between environmental impact and pursuit of knowledgeTOK Pollution and development; LEDC versus MEDC; should all environmental values and targets be the same? TOK Pollution prevention with behavior change (act local, think global) IM

1st November Interim Reports 9 -10th November 3-way Conferences th

Topic 2 Ecosystems and Ecology

November

December

2.1 Species and populations

2.2 Communities and ecosystems

2.3 Flows of

Species, populations, communities Interactions, relationships, niche Abiotic and biotic components of an ecosystems Carrying capacity, populations curves and limiting factors Types of ecosystems Photosynthesis and respiration Food chains and food webs Pyramids of numbers, biomass and productivity and efficient in the system Solar radiation and pathways through the ecosystem

Data based questions and skills for testing ATL Density dependent and density independent factors in optimal populations of organisms IM Ecosystem in the local environment; case study Mangroves of the Arabian Peninsula and how they differ from other locations globally IM

Calculation in exams; mathematical expectations, formulas and practice

energy and matter

Conservation of energy to biomass Productivity: NPP, GPP, NSP, GSP, R and waste Maximum sustainable yield Carbon, Nitrogen and water cycles; and human activities that interrupt the cycles

calculations for models and data in exams ATL Energy flow at the global level and the impact that humans have had worldwide on the natural ecosystem cycles IM

December 12th – January 1st Winter Break 2022 Topic 2 Ecosystems and Ecology

January

2.4 Biomes, Zonation and Succession

2.5 Investigating Ecosystems

Biomes; types (5 classes of biomes), global location (latitude) Abiotic factors that govern Biomes; insolation, precipitation, temperature Tricellular model of atmospheric circulation; influencing the regional weather Climate change and biomes shifts Zonation and Succession; spatial and temporal changes, r- and K-strategists Human activities impacting biomes Studying ecosystem; techniques and approaches Identification of organisms in the ecosystem (dichotomous keys, IUCN database) Measuring abiotic and biotic components of the ecosystem; pH, temperature, wind, particle size, slope, soil moisture, mineral content, flow velocity, salinity, dissolved oxygen, wave action, turbidity, Lincoln Index, Quadrats, Transects, % frequency, DAFOR scale, Simpson Index, and species diversity Simulation in class where there are restrictions on Field Trips (if needed) Topic 2 Test

Research skills; biome variety and features are explored in group tasks; students are expected to know two contrasting biomes for the exams ATL

*****Opportunity for a Field Trip (PSOW + link to global biomes with similar features or contrasting biomes) IM Literature Review; beginning of the introduction to the IA ATL Fluctuations in environmental conditions can cause problems with recording data; is it acceptable to have difference between controlled laboratory experiment and real-world collection data TOK

31st January Semester 1 Report 2nd-3rd February 3-way Conferences February

Topic 3 Biodiversity and Conservation

3.1 Introduction to Biodiversity

Biodiversity; species, habitat and genetic diversity Diversity indices; richness and evenness and the importance of assessment measurements for conservation strategies

3.2 Origin of Biodiversity

Evolution and drivers of diversity Earth Sciences; plate tectonics, isolation, speciation concepts Mass extinctions; 6th extinction caused by human factors?

Biodiversity is a key concept in discussion about sustainable management of natural resources, conservation matters and global conferences IM Definitions of genetic diversity are changing through scientific findings and technological advances TOK Theory of evolution by natural selection tells us that change in populations is achieved through the process of natural selection; study of theories and evidence TOK Evidence of plate tectonics through fossil records has contributed to speciation but before continental drift hypothesis there was no satisfactory way to explain the distribution of lifeforms on earth; establishing hypotheses TOK

13th-17th February Midterm Break February

March

Topic 3 Biodiversity and Conservation

3.3 Threats to Biodiversity

3.4 Conservation of Biodiversity

Estimations for the total number of species on earth; classification and categorization; rates of species loss and rates of habitat loss International Union of the Conservation of Nature (IUCN) factors; population, habitat, geographical range, reproductive behavior, fragmentation, trophic level and probability of extinction Case Studies of extinct species, near extinct species, endangered and threatened species Tropical Biomes and the diversity cradle; LEDC pressures; conflict and exploitation Impacts of loss of biodiversity NGO and IGO influence on conservation of habitats and organisms; conventions (CITES), community support, breeding in zoos (in situ vs. ex situ practices)

Memorization through the use of acronyms and mnemonics (HIPPO) ATL Using databases: ICUN Red List classification ATL

UNESCO organization and its role in the protection and conservation of species on the planet IM Case Study: Raja Ampat, Indonesia (Netflix Tales by Light Series: Shawn

Design a conservation area; size, shape, edge effects, corridors, proximity to humans Topic 3 Test

Heinrichs photographer); applying theory to practice ATL Ethics of conservation; what is a ‘valuable species’? TOK ******Opportunity for a Field Trip (PSOW + link to global biomes with similar features or contrasting biomes) IM

27th March– 2nd April Spring Break April

Topic 8 Human Systems and Resource Use

8.1 Human Population dynamics

Demographic Transition Models (DTM); age/sex pyramids, Stages, birth and death rates, fertility rates, doubling time, natural increase rates Human populations and stresses on Earth’s natural systems Influences on population from cultural political, economic education, religious and social factors

8.2 Resource use in society

Types of Resource use; Renewable vs. nonrenewable natural capital Environmental consequences of extraction of natural resources; sustainable practices Resource value change over time; trade, consumption and intrinsic value of resources in use historically Abundance and types of SDW Waste disposal methods; cultural, geographical, economic, technical and political barriers to waste disposal Innovation in waste disposal; influencing conception and production habits Quantification of human carrying capacity; estimation difficulties, theories and tools Ecological Footprint (more in depth exploration from Topic 1.4) Topic 8 Test

8.3 Solid Domestic Waste (SDW)

8.4 Carrying Capacity and Ecological Footprints

May

Topic 7 Climate Change and Energy Production

7.1 Energy Choices and Energy Security

Sources of energy for society; fossil fuel, oil, gas, nuclear, geothermal, wind, solar, tidal, microbe, biofuel, hydro electric and ADV and DISADV of each Energy Security; conflict, international borders and negotiation, factors that influence choice of energy including geography and economic factors

Calculation and Data practice ATL Earth Day April 22nd IM Global Demographic Trends and Population Predictions; characterization of LEDC and MEDC population dynamics; Sustainable Development Goals (SDGs) IM Global Population Policies Case Study IM/ TOK Qualitative versus quantitative value of resources TOK Economic models and approaches to ‘value’ models versus ecosystem service ‘value’ models (Dasgupta Report 2021, UK); combining two models TOK/ IM/ ATL Innovation in waste disposal; solving some of the global problems of waste (5Gyres Projects) IM Sanitation is a global problem; can we afford to ignore solid domestic waste? IM/ TOK Esther Boserup, Tomas Malthus, Club of Rome, Sociologist arguments, Georgescu-Roegen and Herman Daly ecological economists and Dasgupta all influence the quantification and qualification of population pressures TOK Case Studies; Renaissance Dam, Arctic Circle, Fracking, Zero Energy development, UAE 2050 Energy Plan IM

10th May Interim Report May

Topic 7 Climate Change and Energy Production

7.2 Climate Change Causes and Impacts

Climate over earth’s history; natural versus human enhanced climate change Weather versus climate; global warming and changing weather patterns, difference between location/latitude, biome shift, cycle changes and the impact on societies, specific heat capacity, ocean circulatory systems, tricellular model of atmospheric circulation, greenhouse Negative and positive feedback loops and geological timeframes; global climate models; accuracy and predictions Debate on climate change; values and conflict

The use of records and statistics in determining climate statistics over long geological time TOK LEDC versus MEDC countries and climate change responsivities TOK Al Gore, Bjorn Lomborg, David Attenborough, Nicolas Stern; complexity in climate models and modelling the problem and outcomes IM/ ATL/ TOK

7.3 Climate Change Mitigation and Adaptation

Mitigation; working upstream of potential problems using predictions Adaptation; managing the impacts of the problems caused by climate change Strategies, international agreements and technological innovation; storage and sequestration, alternative to fossil fuels, reduce consumption, preventing deforestation; policies=carbon tax, trade, offset, removal, storage Topic 7 Test Preparation for Mock Exam; Paper 1 and Paper 2 layout, tips and techniques

International Panel on Climate Change (IPCC) National Adaptation Programme of Action (NAPA) Kyoto Protocol and Paris Agreement (CO2), United National Framework Convention on Climate Change (UNFCCC), United Nationals Initiative on Reducing emissions from Deforestation and forest degradation (UNREDD) programme IM Exam strategies, skills, study techniques, IB expectations, managing

emotions, mark schemes ATL

30th May- 10th June Mock Exams Jun

International Assessment

IA preparation; practical work, literature review and experimentation

21st & 23rd June Group 4 Project 20th June Semester 2 Report

IA write up; criteria, skills and written exemplar review and practice ATL

Year 2 (Grade 12) Month

Topic (report periods)

Topic/ Textbook Ref.

Syllabus & Assessment

ATL/TOK links/IM links

2021 Criteria (6) 2.250-word max.

August

25% of final grade Total marks 30

Internal Assessment

Identifying the Context (CXT) Planning (PLA) Results, Analysis and Conclusion (RAC) Discussion and Evaluation (DEV) Application (APP) Communication (COM)

10 hours are allotted to the IA in the 2-year course • Time for initial explanation of IA requirements • Time to ask question • Time for consultation and discussion of RQ before investigation and during execution of IA • Time to develop the method and collect data • Time to review and monitor progress • Time for writing final report

8th September G12 3-way Conferences September

Internal Assessment Topic 4 Water, aquatic food production systems and societies

Practical hours, write up and feedback on draft 4.1 Introduction to Water Systems

4.2 Access to Fresh Water

October

4.3 Aquatic food production systems

Solar radiation (specific heat capacity) drives the hydrological cycle (evaporation, condensation, precipitation, run off) Distribution of fresh and salty water on earth; storages, flows including evapotranspiration, sublimation, advection, flooding, surface runoff and stemflow, infiltration, percolation and currents Ocean circulation systems and the effect of temperature and salinity (water density) Human impacts on the water cycle (agriculture, deforestation, urbanization) Fresh water storages and access variety on the planet Climate change disrupts the rainfall and precipitation patterns and can impact access and affect multiple organisms Population increases has an impact on fresh water supplies and use (including contamination and unsustainable practices) Water supplies can be enhanced through storages include reservoirs, desalination, cloud seeding, recharging of aquifers, mist nets, grey-water recycling Scarcity of water can lead to conflict/ conservation may need attitudinal and values change towards this human right Aquatic systems provide a source of food for societies; demand for aquatic food is both geographical, (access to coastline or lakes and rivers) dietary (influenced by population and cultural menus), economic or industrial (historical and social factors for work and fishing methods) Unsustainable exploitation of aquatic systems; mitigation and control Aquaculture; pros and cons Harvesting controversial species (whales, seals and biorights, indigenous cultures and international conservation efforts

Studying the drainage basin as a reductionist approach to understanding the hydrological systems may not give the full picture of the global impacts on the hydrological cycles and the various storage and flow on a global scale TOK

As water reservoirs, rainfall patterns and freshwater access varies between countries it has become a source of conflict between countries IM Access to fresh water is a human right (UN) IM Case study Nile Basin IM & map reading skills; geology, geography and topography (including slope for assessing water catchment) ATL

Indigenous practices in aquatic harvesting; UAE perspective, innovation and practices & case studies on indigenous communities and practices and rights IM EU Common Fisheries Policy; students will look at the Policy, its collaboration with the Certified Sustainable Seafood labelling systems (Marine Stewrdship Council-MSC), data gathering/ science and costs of monitoring and enforcing in open seas; student will have to navigate issues of economics, policing in international waters, legal complications with enforcement/ fines interneationally and estimations of gains and losses IM

18th-22nd October Midterm Break Topic 4 Water, aquatic food production systems and societies

4.4 Water Pollution

Topic 5 Soil systems, terrestrial food production systems, and societies

5.1 Introduction to soil systems

October

5.2 Terrestrial food production systems

November

5.3 Soil degradation and conservation

Water pollution include ground water/ aquifers and surface water as a major global problem Fresh water and Marine pollution; organic, inorganic, toxins, synthetics, suspension of solids, temperature, radiative pollutants, light, noise and invasic species Conditions of ditress for aquatic life; BOD, indicator species, abiotic measures, deadzones, eutropifcation Management solutions; reduce human activites causing pollution, manage at the point of release, treat pollutants and remove pollutants and clean up and restore Topic 4 Test Soil Profiles; horizon layers (OAEBC), geographical relevance and geological timeframes Soil Texture; triangle of composition in %; Soil pH and characteristics (location specific examples) Soil Systems; the biosphere (living and lithospheric and hydropheric components of the terrestrial aspects of Earth) forms a major component of the world’s ecosystem Soils influence on Primary Production and the support of the biosphere, including filtering water in the hydrophere and the transfer and transporational of organic materials by decomposers Agrarian timelines and main grains cultivated (wheat, rice and corn/maize) and modern farming practices Socio-political, economic and ecological influences on terrestrial food production Consumers and their role in support of food production systems Supply chain, land suitability, technological developments, conflict and concerns in food production: scale, waste, mechanization, GMO, regulators such as bees, weather changes, population pressures, yield, dietary choices, food labelling and new farming practices, inequities in food supply globally, social systems and values in food production. Fertile soils require time to develop; succession, functional processes of nutrient cycling and root health promote decomposition and hold integrity of soil Human activities reduce fertility of soils and increase soil erosion; deforestation, over farming, intensice grazing, urbanization, monoculture, irrigation, industrialized farming practices Soil conservation strategies exists and can preserve fertility and reduce erosion; subsistence farming, culturavtion techniques, wind and buffer protection, soil conditioners and resting farmland, crop cycing, avoinding the use of marginal lands Topic 5 Test

Case Studies; 1) Great Lakes=eutrophication; 2) 5-Gyres Ocean Plastic=plastic pollution; 3) Deepwater Hoirzon Oil Spill=cost and responsibility of clean up; 4) China’s groundwater 60% polluted=aquifer pollution from highetened development IM & ATL (Data analysis, maping, BOD, Trent Biotic index, Inidicator species; diversity and pollution indication scales)

UAE Mangroves and coastal soil; silt and its role in Mangrove health and development Local UAE context & link to Global Mangroves IM “Kiss the Ground” Netflix documentary; ‘carbon drawdown’ positive influence on climate change; the role of animals in soil health; mixed farming methods and primary producers foundation of microbial activity in the soil IM Soil complexity and soil systems are part of processes that are temporal and spatial records of Earth’s history; how can the soil system and all that it reveals help us to understand Earth’s history and knowledge of our hominid development and human impact in modern times TOK “Follow the Food” (Series 1; 8 episodes & Series 2; 8 episodes) BBC in association with Corteva Agriscience; opitsing science, data, land, water, genetic knowledge and technological practices to increase production for the world, protect varieties from extinction and use resources more wisely to feed the global population and protect natural capital IM Reducing waste; calucation, costs vs. benefits, local vs. global ATL

Practical: techniques in a tray (wind, buffer, contouring and soil mix and planting on the small scale) ATL

27th November Interim Report December

Mock Exam Preparation

Preparation for Mock Exam; Paper 1 and Paper 2 Past Papers; tips and techniques

December 13th – January 2nd Winter Break 2022

Exam strategies, skills, study techniques, IB expectations, managing emotions, mark schemes ATL

5th-12th January Mock Exams January

Topic 6 Atmospheric systems and societies

6.1 Introduction to the Atmosphere

Atmosphere as a dynamic system which is essential to life on Earth;human activities impact atmospheric compisition Behaviour, structure and composition of the atmosphere incluences variations in all ecosystems; trospheric, stratospheric ozone, greenhouse gases, albedo emphasised

Global warming and the enhanced and accerlatered greenhouse effect is often debated and intergovernmental polices and targets changed in relation to lobby groups and economic and political decisions TOK Positive feedback loops relating to the atmospheric composition and changes will affect all organisms on earth IM

12th January G12 3-way Conferences February

Topic 6 Atmospheric systems and societies

IA Final Draft

6.2 Stratospheric Ozone 6.3 Photochemical Smog IA

The role of stratospheric ozone in protecting earth from harmful UV radiation Human activities that have impacts the ozone layer; Montreal Protocol for ODS Combustion of fossil fules at ground level produces both primary and seconday pollutants that lead to ohotochemical smog Photochemical smog impacts living organisms and living systems Student need to submit the final draft and receive feedback before the MidTerm Break so that they have an opportunity to refine their IA based on comments

The Montreal Protocol is a success story for intergovernmental cooperation on a climate issue; there has been some reversal of this success story in more recent times and students should explore why IM Thermal inversaion is a geological issue IM

Use formative feedback meaningfully and accurately to achieve the best results against the criteria & meeting deadlines ATL

14th-18th February MidTerm Break February

March

Topic 6 Atmospheric systems and societies

IA Final Due

6.4 Acid Deposition

Wet and dry acid deposition is a process of pollutants entering the atmospheric circulator systems as well as the hydrological cycle; SOx, NOx CO2 Direcy and indirect affects can be onserved, measured and felt Pollution management strategies; altering human activities, regulating and monitoring (prevention and clean up) are possible to reverse damage IA Uploaded to IB website from Raha

5th March Semester 1 Report 28th March– 8th April Spring Break

April-May IBDP Exams 20th June Semester 2 Report

Acid rain has damaged many of the world iconic buildings, threatened forests and fresh water systems and continues to be a problem in the ocean eqaullying that of atmospheric warming considering the role of the oceans in absorbing CO2. Many issues with acid rain do not necessarily originate in the countries producing the pollutants but are the effects of the circulatory nature of systems IM

COMPUTER SCIENCE

DP Computer Science 2 Year Course Outline See detailed plan on next page for order of content and approximate dates Topic 2: Computer organization (6 hours) Topic 6: Resource management (8 hours)

Year 1

Topic 4: Computational thinking, problem-solving and programming (45 hours) Topic 1: System fundamentals (20 hours)

Revision Mock Exams Topic 5: Abstract data structures (23 hours)

Year 2

Topic 3: Networks (9 hours) Topic 7: Control (14 hours)

Case Study (25 hours) Mock Exams, Revision and Final Exams

Assessment Outline External assessment Paper 1 SL (1 hour 30 minutes) 45%

Section B (60 minutes approximately) consists of three compulsory structured questions that may be subdivided. The maximum mark for this section is 45. Some questions may be common to this paper and HL paper 1, section B.

Paper 1 HL (2 hours 10 minutes) 40%

Section A (30 minutes approximately) consists of several compulsory short answer questions testing mainly objectives 1 and 2. The maximum mark for this section is 25. Some of the questions are common to this paper and SL paper 1, section A. Section B (100 minutes approximately) consists of five compulsory structured questions that may be subdivided. The maximum mark for this section is 75. Some questions may be common to this paper and SL paper 1, section B.

Paper 2 SL (1 hour) 25%

The purpose of the paper is to assess the student’s ability to demonstrate the following objectives in relation to the option chosen

Paper 2 HL (1 hour 20 minutes) 20%

The purpose of the paper is to assess the student’s ability to demonstrate the following objectives in relation to the option chosen

Paper 3 HL (1 hour) 20%

This paper is based on a case study produced annually by the IB

Internal Assessment SL (30 hours) 30% Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. Internal Assessment HL (30 hours) 20% Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations.

Detailed Plan for year 1 (grade 11) Week commencing:

Topic

Syllabus reference

Topic 2 Computer organization

2.1.1 Outline the architecture of the central processing unit (CPU) and the functions of the arithmetic logic unit (ALU) and the control unit (CU) and the registers within the CPU.

Computer Architecture

2.1.2 Describe primary memory.

TOK links / INT / S/E links

2.1.3 Explain the use of cache memory. 2.1.4 Explain the machine instruction cycle.

Secondary memory 2.1.5 Identify the need for persistent storage. September

2.1.6 Describe the main functions of an operating system.

LINK Consequences of data loss.

2.1.7 Outline the use of a range of application software.

TOK If there are no consequences of data loss, why is it stored?

2.1.8 Identify common features of applications.

TOK What are the consquences without the use of persistant storage? S/E This improves usability for a wide range of users.

2.1.9 Define the terms: bit, byte, binary, denary/decimal, hexadecimal.

2.1.10 Outline the way in which data is represented in the computer.

AIM 9 An appreciation of the improvements associated with developments in application software.

Binary Representation

2.1.9 Define the terms: bit, byte, binary, denary/decimal, hexadecimal.

TOK, INT Does binary represent an example of a lingua franca?

2.1.10 Outline the way in which data is represented in the

S/E, INT Comparing the number of characters needed in the Latin alphabet with those in Arabic and Asian languages to understand the need for Unicode.

computer.

Topic 6 Resource Management (HL) System resources

6.1.1 Identify the resources that need to be managed within a computer system. 6.1.2 Evaluate the resources available in a variety of computer systems.

AIM 9 Develop an appreciation of the issues linked to resource availability with continued developments in computer systems.

6.1.3 Identify the limitations of a range of resources in a specified computer system. 6.1.4 Describe the possible problems resulting from the limitations in the resources in a computer system.

Simple Logic Gates October

2.1.11 Define the Boolean operators: AND, OR, NOT, NAND, NOR and XOR. 2.1.12 Construct truth tables using the above operators.

2.1.12 Construct a logic diagram using AND, OR, NOT, NAND, NOR and XOR gates. Unit 2 Test

TOK Is computational thinking possible without the existance of logic gates?

Role of the operating system

6.1.5 Explain the role of the operating system in terms of managing memory, peripherals and hardware interfaces. 6.1.7 Outline OS resource management techniques: scheduling, policies, multitasking, virtual memory, paging, interrupt, polling. 6.1.8 Discuss the advantages of producing a dedicated operating system for a device. 6.1.9 Outline how an operating system hides the complexity of the hardware from users and applications.

INT Issue of localization causing compatibility problems between systems in different countries.

Unit 6 Test

November

Topic 4 Computational thinking, problem-solving and programming Thinking procedurally

4.1.1 Identify the procedure appropriate to solving a problem. 4.1.2 Evaluate whether the order in which activities are undertaken will result in the required outcome.

LINK Connecting computational thinking and program design, introduction to programming.

LINK Thinking ahead, thinking concurrently. Connecting computational thinking and program design, introduction to programming.

MYP Technology, step-by-step instructions.

4.1.3 Explain the role of sub-procedures in solving a problem.

LINK Abstraction, connecting computational thinking and program design, introduction to programming.

Thinking logically

4.1.4 Identify when decision-making is required in a specified situation.

TOK How can decision making affect the outcome of an algorithm? Can we apply the same techniques to realworld problems?

4.1.5 Identify the decisions required for the solution to a specified problem.

4.1.6 Identify the condition associated with a given decision in a AIM 4 Applying thinking skills to identify and resolve a specified complex problem. specified problem.

Thinking ahead

TOK How do we determine which loops/conditional statements to use to direct the decision making process? LINK Connecting computational thinking and program design, introduction to programming. LINK Connecting computational thinking and program design, introduction to programming.

4.1.7 Explain the relationship between the decisions and conditions of a system. 4.1.8 Deduce logical rules for real-world situations. 4.1.9 Identify the inputs and outputs required in a solution. 4.1.10 Identify pre-planning in a suggested problem and solution. 4.1.11 Explain the need for pre-conditions when executing an algorithm. 4.1.12 Outline the pre- and post-conditions to a specified problem.

LINK Thinking procedurally, thinking concurrently. Connecting computational thinking and program design, introduction to programming.

4.1.13 Identify exceptions that need to be considered in a specified problem solution. LINK Connecting computational thinking and program design, introduction to programming.

December

January

Thinking concurrently

4.1.14 Identify the parts of a solution that could be implemented concurrently.

4.1.15 Describe how concurrent processing can be used to solve a problem. TOK How can concurrency increase the efficiency of

4.1.16 Evaluate the decision to use concurrent processing in solving a problem.

Thinking abstractly

4.1.17 Identify examples of abstraction.

4.1.18 Explain why abstraction is required in the derivation of computational solutions for a specified situation.

4.1.19 Construct an abstraction from a specified situation.

LINK Thinking ahead, thinking procedurally. Connecting computational thinking and program design, introduction to programming.

problem solving?

TOK How does the map as an abstraction of the territory eliminate unneccessary data?

4.1.20 Distinguish between a real-world entity and its abstraction.

4.2 Connecting computational 4.2.1 Describe the characteristics of standard algorithms on thinking and program linear arrays. design

4.2.2 Outline the standard operations of collections. 4.2.3 Discuss an algorithm to solve a specific problem. 4.2.4 Analyse an algorithm presented as a flow chart. 4.2.5 Analyse an algorithm presented as pseudocode. 4.2.6 Construct pseudocode to represent an algorithm.

MYP Mathematics: using flow charts to solve problems in real-life contexts, patterns and sequences, logic, algorithms.

MYP Technology: design cycle (inputs, processes, outputs, feedback, iteration). AIM 4 Demonstrate thinking skills to represent a possible solution to a specified complex problem.

February

4.2.7 Suggest suitable algorithms to solve a specific problem.

4.2.8 Deduce the efficiency of an algorithm in the context of its use.

4.2.9 Determine the number of times a step in an algorithm will be performed for given input data.

Nature of programming languages

LINK General principles of computational thinking, introduction to programming.

TOK: How can the efficiency of algorithms have an impact on the automation industry?

4.3.1 State the fundamental operations of a computer. 4.3.2 Distinguish between fundamental and compound operations of a computer. 4.3.3 Explain the essential features of a computer language. 4.3.4 Explain the need for higher level languages.

TOK: English and Java are both languages. How does the structure and symbols used in these languages affect the readers perspective?

4.3.5 Outline the need for a translation process from a higher level language to machine executable code.

March

Use of programming languages

4.3.6 Define the terms: variable, constant, operator, object. 4.3.7 Define the operators =, ≠, <, <=, >, >=, mod, div. 4.3.8 Analyse the use of variables, constants and operators in algorithms. 4.3.9 Construct algorithms using loops, branching.

TOK: Does binary represent an example of a lingua franca? LINK Approved notation sheet. MYP Mathematics: forms of numbers, algebra—patterns and sequences, logic, algorithms.

LINK Approved notation sheet. MYP Mathematics: using flow charts to solve problems in real-life contexts, logic, algorithms 4.3.10 Describe the characteristics and applications of a collection. 4.3.11 Construct algorithms using the access methods of a collection. 4.3.12 Discuss the need for sub-programmes and collections within programmed solutions.

MYP Technology: design cycle (inputs, processes, outputs, feedback, iteration). LINK Connecting computational thinking and program design. LINK HL extension, recursive thinking. LINK General principles of computational thinking, connecting computational thinking and program design. LINK Connecting computational thinking and program design.

LINK General principles of computational thinking, connecting computational thinking and program design.

4.3.13 Construct algorithms using pre- defined subprogrammes, one- dimensional arrays and/or collections.

MYP Technology: use of software such as Alice.

MYP Mathematics: using flow charts to solve problems in real-life contexts, logic, algorithms.

MYP Technology: design cycle (inputs, processes, outputs, feedback, iteration); use of software such as Alice. Students will only be required to analyse flow charts in the externally assessed components. Students will be expected to write and analyse pseudocode in the externally assessed components.

S/E, AIM 8 Appreciate the implications of using available code from sources such as online forums. LINK Connecting computational thinking and program design.

April

Internal Assessment

Criterion A The scenario The following key questions should be considered. • • •

Who is the client/adviser? Is the choice of client/adviser appropriate? Why is the product being developed?

Rationale for proposed solution The rationale behind the choice of the proposed product must be in extended writing, with reference to the student’s consultations with the client and/or adviser, justifying how the choice of this particular product is an effective solution. Before reaching a decision for the proposed product the student and/or computer science teacher must determine: • • •

if the student has the technical skills and access to the software required to develop the product whether the client’s hardware and software is compatible with the product if the data required for the product can be obtained by either the student and/or appropriate third parties

•

how any security implications for the development and operation of the product can be resolved.

Success criteria The success criteria (that are evaluated in criterion E) should be listed in the form of bullet points. If the student is the client, they must have an adviser who can review the success criteria and provide the validation of the product. Topic 1—System 1.1.1 Identify the context for which a new system is planned.

fundamentals

1.1.2 Describe the need for change management.

Planning and system installation

1.1.3 Outline compatibility issues resulting from situations including legacy systems or business mergers.

1.1.4 Compare the implementation of systems using a client’s hardware with hosting systems remotely.

1.1.5 Evaluate alternative installation processes. 1.1.6 Discuss problems that may arise as a part of data migration.

S/E The way that change is managed can have significant effects on employers and employees. INT, S/E When organizations interact, particularly on an international basis, there may be issues of software compatibility and language differences. S/E, INT, AIM 8 The remote host may be in a different time zone and this can have significant effects on endusers. S/E Training issues may require organizations to restructure their workforce. INT These include incompatible file formats, data structures, validation rules, incomplete data transfer and international conventions on dates, currencies and character sets.

1.1.7 Suggest various types of testing.

TOK How can Inadequate testing reduce employee productivity and lead to end-user dissatisfaction?

1.1.8 Describe the importance of user documentation. User focus

TOK How can the quality of user documentation affect the rate of implementation of the new system?

1.1.9 Evaluate different methods of providing user documentation. 1.1.10 Evaluate different methods of delivering user training.

System backup

1.1.11 Identify a range of causes of data loss. S/E Malicious activity may be a result of activities by employees within the organization or intruders.

1.1.12 Outline the consequences of data loss in a specified situation.

TOK: Is it ethical to store medical records without the knowledge of the patient/client?

1.1.13 Describe a range of methods that can be used to prevent data loss. 1.1.14 Describe strategies for managing releases and updates.

May

Components of a computer system

1.2.1 Define the terms: hardware, software, peripheral, network, human resources.

S/E, INT Performance issues related to the inability to install updates may hinder end-users and reduce compatibility between systems in geographically diverse locations.

1.2.2 Describe the roles that a computer can take in a networked world. 1.2.3 Discuss the social and ethical issues associated with a networked world.

AIM 8, AIM 9 Develop an appreciation of the social and ethical issues associated with continued developments in computer systems.

System design and analysis

1.2.4 Identify the relevant stakeholders when planning a new system.

S/E The role of the end-user must be considered when planning a new system.

TOK Utilitarianism, the greatest good for the greatest number. The means justify the ends.

1.2.5 Describe methods of obtaining requirements from stakeholders.

AIM 5 The need for effective collaboration to obtain appropriate information from stakeholders. S/E The question of privacy for stakeholders.

1.2.6 Describe appropriate techniques for gathering the information needed to arrive at a workable solution.

LINK Flow chart symbols, flow charts and pseudocode.

1.2.7 Construct suitable representations to illustrate system requirements.

AIM 5 The need to effectively collaborate to gather appropriate information to resolve complex problems.

1.2.8 Describe the purpose of prototypes to demonstrate the proposed system to the client.

AIM 6 To develop logical and critical thinking to develop proposed systems.

MYP Design cycle.

1.2.9 Discuss the importance of iteration during the design process. 1.2.10 Explain the possible consequences of failing to involve the end-user in the design process. 1.2.11 Discuss the social and ethical issues associated with the introduction of new IT systems.

TOK How can the failure to involve the end- user lead to software that is not suitable for its intended use? Could this have adverse effects on user productivity? AIM 5 The need for effective collaboration and communication between the client, developer and enduser. AIM 8, AIM 9 Develop an appreciation of the social and ethical issues associated with continued developments in specified computer systems.

June

System design and analysis

1.2.12 Define the term usability.

S/E This includes ergonomics and accessibility.

1.2.13 Identify a range of usability problems with commonly used digital devices.

S/E Students should be aware of usability issues in a range of devices including PCs, digital cameras, cell phones, games consoles, MP3 players and other commonly used digital devices.

1.2.14 Identify methods that can be used to improve the accessibility of systems.

1.2.15 Identify a range of usability problems that can occur in a system.

TOK Can ineffective designs and systems deter a client from using technology altogether?

Internal Assessment Criterion B

1.2.16 Discuss the moral, ethical, social, economic and environmental implications of the interaction between humans and machines.

IA Criterion B: Solution overview A Record of tasks form in the zip file must be used for the product proposed in criterion A. The record of tasks form addresses: • •

• •

•

a chronology of the key events in planning, designing, developing, testing and implementing the solution any other issues that may arise that may affect the development of the solution. The design overview should include: design methodologies appropriate to the type of product being designed different levels of draft design, such as the overall structure and the internal layout of the product itself; this can also include investigation into specific elements used within the product (such as classes, subclasses, tables, queries, style sheets, graphic elements, effects) evidence of a testing plan that addresses the main areas of functionality of the product. The student must submit final versions of the Record of tasks form and the design overview. However, the teacher will need to see earlier versions to determine whether the product proposed is appropriate and feasible.

Revision and Mock Exams.

Year 2 (Grade 12)

AIM 8 Raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology.

Week commencing:

Topic

Internal Assessment Criterion C

Syllabus reference

Criterion C: Development The product must be compatible with the information in criterion A and criterion B. The student must present a list of the techniques used in developing the product. The techniques may include algorithmic thinking, data structures, software tools and user interface. This list need not be exhaustive but should illustrate how the major components of the product were developed. The student must provide evidence of algorithmic thinking.

September

The information in the development documentation must provide a detailed account, using extended writing and other appropriate information, to explain the following. • • •

•

The structure of the product and why it is appropriate The algorithmic thinking used in the development of the product The techniques used in the development of the product and reasons why they are appropriate to it (may include screenshots, exemplar data, reference to information in the appendix) Any existing tools that are used in the development of the product, such as code libraries, software packages, web hosting, security information or infrastructure issues

TOK links / INT / S/E links

Any reference material such as templates, program code, applets or other materials that have been used or modified must be acknowledged in this criterion. The code used in the product can be included in the appendix.

Topic 5— Abstract data structures

5.1.1 Identify a situation that requires the use of recursive thinking.

5.1.2 Identify recursive thinking in a specified problem solution.

5.1.3 Trace a recursive algorithm to express a solution to a Thinking Recursively

TOK Can recursive techniques be applied to structures such as snowflakes, fractals, towers of Hanoi?

TOK How can recursive thinking be used to construct binary trees?

problem.

Abstract Data Structures

5.1.4. Describe the characteristics of a two- dimensional array.

5.1.5 Construct algorithms using two- dimensional arrays.

LINK One-dimensional arrays and basic algorithms.

5.1.6 Describe the characteristics and applications of a stack. 5.1.7 Construct algorithms using the access methods of a stack. 5.1.8 Describe the characteristics and applications of a queue. 5.1.9 Construct algorithms using the access methods of a queue.

Linked lists

October

TOK Can we use the theory of stacking to store data in RAM?

5.1.10 Explain the use of arrays as static stacks and queues.

LINK Connecting computational thinking and program design.

5.1.11 Describe the features and characteristics of a dynamic data structure.

TOK How can nodes and pointers form binary tree structures?

5.1.12 Describe how linked lists operate logically.

5.1.13 Sketch linked lists (single, double and circular).

LINK Logical thinking.

5.1.14 Describe how trees operate logically (both binary and non-binary).

LINK Recursive thinking.

5.1.15 Define the terms: parent, left-child, right-child, subtree, root and leaf.

5.1.16 State the result of inorder, postorder and preorder tree traversal. 5.1.17 Sketch binary trees. 5.1.18 Define the term dynamic data structure.

LINK One-dimensional arrays.

5.1.19 Compare the use of static and dynamic data structures. 5.1.20 Suggest a suitable structure for a given situation.

Topic 7— Control Centralized control systems

7.1.1 Discuss a range of control systems

7.1.2 Outline the uses of microprocessors and sensor input in control systems.

7.1.3 Evaluate different input devices for the collection of data in specified situations.

7.1.4 Explain the relationship between a sensor, the processor and an output transducer. 7.1.5 Describe the role of feedback in a control system.

November

7.1. 6 Discuss the social impacts and ethical considerations associated with the use of embedded systems.

Distributed systems

AIM 9 Develop an appreciation of the possibilities for control systems with developments in computer systems.

7.1.7 Compare a centrally controlled system with a distributed system. 7.1.8 Outline the role of autonomous agents acting within a larger system.

Unit 7 Test

TOK How can the collection and accuracy of data be measured in relation to computerized and noncomputerized systems?

LINK Connecting computational thinking and program design. S/E For example, tagging prisoners, surveillance, CCTV, improved safety systems.

December

Revision Internal Assessmnt Criterion D

Mock revision 1. Criterion D: Functionality and extensibility of product This criterion should be completed as two parts and does not require any additional written documentation. Functionality of the product The student must use the video to demonstrate the product functioning. This evidence will be supported, where possible, by the product on the CD-ROM/DVD or USB. Extensibility of product The student should design the product so that it can be maintained by another party and/or be further developed. Therefore the design of the product should include appropriate folder and data structures, intuitive file and/or class naming conventions and, where appropriate, comments in the code.

January

Topic 3— Networks

3.1.1 Identify different types of networks. 3.1.2 Outline the importance of standards in the construction of networks.

3.1.3 Describe how communication over networks is broken down into different layers.

S/E, INT Globalization has been accelerated by the technical advances linked to network development. INT Standards enable compatibility through a common “language” internationally.

3.1.4 Identify the technologies required to provide a VPN.

Data Transmission

TOK Do other forms of communication (email, speech, VOIP, light) involve layers? Can you identify these layers?

3.1.5 Evaluate the use of a VPN.

3.1.6 Define the terms: protocol, data packet. 3.1.7 Explain why protocols are necessary.

S/E, AIM 9 The use of a VPN has led to changes in working patterns.

3.1.8 Explain why the speed of data transmission across a network can vary.

TOK What factors can affect the speed of

transmission in radio signals? Can these factors affect the speed of data transmission? 3.1.9 Explain why compression of data is often necessary when transmitting across a network.

S/E, INT Compression has enabled information to be disseminated more rapidly.

3.1.10 Outline the characteristics of different transmission media. 3.1.11 Explain how data is transmitted by packet switching.

February Wireless networking

3.1.12 Outline the advantages and disadvantages of wireless networks 3.1.13 Describe the hardware and software components of a wireless network.

S/E wireless networks have led to changes in working patterns, social activities and raised health issues.

3.1.14 Describe the characteristics of wireless networks. 3.1.15 Describe the different methods of network security.

S/E, INT Connectivity between different locations. S/E Wireless networks have led to concerns about the security of the user’s data.

Internal Assessment Criterion E

3.1.6 Evaluate the advantages and disadvantages of each method of network security.

Criterion E: Evaluation This criterion should be completed as two parts. Evaluation of the product The evaluation of the product should refer directly to the success criteria in criterion A, feedback from the client/adviser, as well as any other appropriate feedback obtained. Recommendations for the future development of the product The student will use the feedback and the evaluation of the specific performance criteria to recommend possible future developments to the product. These recommendations should explain the benefits of these developments. Revision for final exams

March April

Revision Revision

Revision for final exams Revision for final exams