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Course Introduction

Mathematical Studies (Standard Level) caters for students with varied backgrounds and abilities. More specifically it is designed to build confidence and encourage an appreciation of Mathematics in students who do not anticipate a need for Mathematics in their future studies. Students embarking on this course need to be equipped with fundamental skills and a rudimentary knowledge of basic processes.

The course concentrates on Mathematics which can be applied to contexts related to other curriculum subjects and topics that relate to home, work and leisure situations. The course includes project work: students must produce a project, a piece of written work based on personal research, guided and supervised by the teacher.

Course Content

The course covers pure Mathematics and some Statistics and Probability. There is no Mechanics or Decision Mathematics. Below is a brief list of the topic areas that will be covered:

• Number and Algebra
• Sets and Logic
• Geometry and Trigonometry
• Statistics and Probability
• Functions
• Financial mathematics
• Further Statistics and Probability
• Project work

Students complete a project that involves approximately twenty five hours of work in the classroom and at home.
A variety of teaching and learning methods will be used during the course. For example, there will be opportunities for whole group discussions, working through examples and exercises, note taking and problem solving. Graphic calculators are used.

Course Assessment

Internal tests will be set regularly throughout the course. There will be major internal exams at the end of the first year.

The Math Project, a project that is developed over the course, is also assessed internally and moderated by external examiners. The project, which is worth 20% of the overall assessment, will be an individual piece of work taking about 25 hours to complete. It will involve the collection and/or generation of data and the analysis and evaluation of that data.

External assessment is by examinations that are taken at the end of the two years:

• The first examination is 1 hour long, is worth 30% of the overall assessment and consists of 15 compulsory short response questions.
• The second examination is 2 hours long, is worth 50% of the overall assessment, and consists of 8 lengthy compulsory questions.

Nature of the Subject

Mathematics has been described as the study of structure, order and relation that has evolved from the practices of counting, measuring and describing objects. Mathematics provides a unique language to describe, explore and communicate the nature of the world we live in as well as being a constantly building body of knowledge and truth in itself that is distinctive in its certainty. These two aspects of mathematics, a discipline that is studied for its intrinsic pleasure and a means to explore and understand the world we live in, are both separate yet closely linked.

Mathematics is driven by abstract concepts and generalization. This mathematics is drawn out of ideas, and develops through linking these ideas and developing new ones. These mathematical ideas may have no immediate practical application. Doing such mathematics is about digging deeper to increase mathematical knowledge and truth. The new knowledge is presented in the form of theorems that have been built from axioms and logical mathematical arguments and a theorem is only accepted as true when it has been proven. The body of knowledge that makes up mathematics is not fixed; it has grown during human history and is growing at an increasing rate.

The side of mathematics that is based on describing our world and solving practical problems is often carried out in the context of another area of study. Mathematics is used in a diverse range of disciplines as both a language and a tool to explore the universe; alongside this its applications include analyzing trends, making predictions, quantifying risk, exploring relationships and interdependence.

While these two different facets of mathematics may seem separate, they are often deeply connected. When mathematics is developed, history has taught us that a seemingly obscure, abstract mathematical theorem or fact may in time be highly significant. On the other hand, much mathematics is developed in response to the needs of other disciplines.

The two mathematics courses available to Diploma Programme (DP) students express both the differences that exist in mathematics described above and the connections between them. These two courses might approach mathematics from different perspectives, but they are connected by the same mathematical body of knowledge, ways of thinking and approaches to problems. The differences in the courses may also be related to the types of tools, for instance technology, that are used to solve abstract or practical problems. The next section will describe in more detail the two available courses.

Course Content

Objectives

Having followed the Diploma Programme course in Mathematics, Analysis and Approaches, students will be expected to:

• Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.
• Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems.
• Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation; use appropriate notation and terminology.
• Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems.
• Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions.
• Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity.

Teaching Approach

Despite the attitude that mathematics is all around us and everything can be described through its use this structural interconnection of mathematics and real-world is neither self-evident nor easily established. Let us call the process of translating a real-world problem into mathematics mathematicalization. The students should be introduced into mathematicalization slowly, progressively, methodically and systematically passing from very simple examples/cases to more complex ones. The variety of topics in the syllabus creates a conducive environment to this end.

Assessment

Nature of the Subject

Mathematics has been described as the study of structure, order and relation that has evolved from the practices of counting, measuring and describing objects. Mathematics provides a unique language to describe, explore and communicate the nature of the world we live in as well as being a constantly building body of knowledge and truth in itself that is distinctive in its certainty. These two aspects of mathematics, a discipline that is studied for its intrinsic pleasure and a means to explore and understand the world we live in, are both separate yet closely linked.

Mathematics is driven by abstract concepts and generalization. This mathematics is drawn out of ideas, and develops through linking these ideas and developing new ones. These mathematical ideas may have no immediate practical application. Doing such mathematics is about digging deeper to increase mathematical knowledge and truth. The new knowledge is presented in the form of theorems that have been built from axioms and logical mathematical arguments and a theorem is only accepted as true when it has been proven. The body of knowledge that makes up mathematics is not fixed; it has grown during human history and is growing at an increasing rate.

The side of mathematics that is based on describing our world and solving practical problems is often carried out in the context of another area of study. Mathematics is used in a diverse range of disciplines as both a language and a tool to explore the universe; alongside this its applications include analyzing trends, making predictions, quantifying risk, exploring relationships and interdependence.

While these two different facets of mathematics may seem separate, they are often deeply connected. When mathematics is developed, history has taught us that a seemingly obscure, abstract mathematical theorem or fact may in time be highly significant. On the other hand, much mathematics is developed in response to the needs of other disciplines.

The two mathematics courses available to Diploma Programme (DP) students express both the differences that exist in mathematics described above and the connections between them. These two courses might approach mathematics from different perspectives, but they are connected by the same mathematical body of knowledge, ways of thinking and approaches to problems. The differences in the courses may also be related to the types of tools, for instance technology, that are used to solve abstract or practical problems. The next section will describe in more detail the two available courses. 

Distinction between Higher and Standard Level

Students who choose Mathematics: analysis and approaches at SL or HL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns. Students who wish to take Mathematics: analysis and approaches at higher level will have strong algebraic skills and the ability to understand simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

Course Content

Objectives

Having followed the Diploma Programme course in Mathematics, Analysis and Approaches, students will be expected to:

• Recall, select and use their knowledge of mathematical facts, concepts and techniques in a variety of familiar and unfamiliar contexts.
• Recall, select and use their knowledge of mathematical skills, results and models in both abstract and real-world contexts to solve problems.
• Transform common realistic contexts into mathematics; comment on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and using technology; record methods, solutions and conclusions using standardized notation; use appropriate notation and terminology. 
• Use technology accurately, appropriately and efficiently both to explore new ideas and to solve problems.
• Construct mathematical arguments through use of precise statements, logical deduction and inference and by the manipulation of mathematical expressions.
• Investigate unfamiliar situations, both abstract and from the real world, involving organizing and analyzing information, making conjectures, drawing conclusions, and testing their validity. 

Teaching Approach

Despite the attitude that mathematics is all around us and everything can be described through its use this structural interconnection of mathematics and real-world is neither self-evident nor easily established. Let us call the process of translating a real-world problem into mathematics mathematicalization. The students should be introduced into mathematicalization slowly, progressively, methodically and systematically passing from very simple examples/cases to more complex ones. The variety of topics in the syllabus creates a conducive environment to this end.

Assessment

Ευχαριστούμε για το ενδιαφέρον σας στον Διεθνή Μαθητικό Διαγωνισμό "Καγκουρό".

Για το σχολικό έτος 2022-2023 το Anatolia Elementary School θα λειτουργήσει ως εξεταστικό κέντρο μόνο για τους μαθητές του.

Course Description

Computer science requires an understanding of the fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate.

The Diploma Programme computer science course is engaging, accessible, inspiring and rigorous. It has the following characteristics:

• draws on a wide spectrum of knowledge
• enables and empowers innovation, exploration and the acquisition of further knowledge
• interacts with and influences cultures, society and how individuals and societies behave
• raises ethical issues
• is underpinned by computational thinking.

Computational thinking involves the ability to:

• think procedurally, logically, concurrently, abstractly, recursively and think ahead
• utilize an experimental and inquiry-based approach to problem-solving
• develop algorithms and express them clearly
• appreciate how theoretical and practical limitations affect the extent to which problems can be solved computationally.

During the course the student will develop computational solutions. This will involve the ability to:

• identify a problem or unanswered question
• design, prototype and test a proposed solution liaise with clients to evaluate the success of the proposed solution and make recommendations for future developments.

Prior Learning and Distinction between Higher and Standard Level

The school currently offers this subject at Higher Level only.

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

Students at HL are required to study additional topics in the core, a case study and also extension material of a more demanding nature in the option chosen.

Syllabus Outline

The core topics that must be studied, including some practical work, are:

• Topic 1: System fundamentals
• Topic 2: Computer organization
• Topic 3: Networks
• Topic 4: Computational thinking, problem-solving and programming

The Higher Level extension topics relating to the core are:

• Topic 5: Abstract data structures
• Topic 6: Resource management
• Topic 7: Control

Additional subject content will be introduced at HL by the annually issued case study.

Finally, students study one of the following options:

Option A: Databases
Option B: Modeling and simulation
Option C: Web science
Option D: Object-oriented programming (OOP)

Objectives

Having followed the Diploma Programme course in Computer Science, students will be expected to:

• Demonstrate knowledge and understanding of specified content, methods, terminology.
• Apply and use relevant facts and concepts, relevant design methods and techniques, appropriate communication methods to present information.
• Construct, analyse, evaluate and formulate success criteria, solution specifications including task outlines, designs and test plans, appropriate techniques with a specified solution
• Demonstrate the personal skills of cooperation and perseverance as well as appropriate technical skills for effective problem solving in developing a specified product.

Course Assessment

The final Diploma grade in the subject is determined by two assessment components:

External

Paper 1, which consists of two compulsory sections:

Section A consists of several compulsory short answer questions
Section B consists of five compulsory structured questions.

Paper 2, which is linked to the option studied.
Paper 3, which consists of four compulsory questions based on a pre-seen case study.

Internal Assessment

a) The development of a computational solution, including a product and a 2,000 word written
supporting documentation.
b) The group 4 Project, a collaborative activity where students from different group 4 subjects
work together and are assessed using the criterion of Personal skills.

Course Content

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. There is a variety of approaches to the teaching of chemistry. By its very nature, chemistry lends itself to an experimental approach, and this is reflected throughout the course.

Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course in order to meet the needs of their students. Both theory and experiments should be undertaken by all students and they should complement one another naturally, as they do in the wider scientific community. The Diploma Programme chemistry course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of science but also to develop interpersonal skills, and digital technology skills.

The course is available both at standard level (SL) and higher level (HL), and therefore accommodates students who wish to study science in higher education and those who do not. The course at both Standard and Higher Level does not require any particular background or prior learning.

Course Content (Standard Level)

The Chemistry Standard Level course will cover the following topics:

1. Stoichiometric relationships
2. Atomic structure
3. Periodicity
4. Chemical bonding and structure
5. Energetics/thermochemistry
6. Chemical kinetics
7. Equilibrium
8. Acids and bases
9. Redox processes
10. Organic chemistry
11. Measurement and data processing

Course Content (Higher Level)

The Chemistry Higher Level course will cover the topics covered in the Standard level section plus extension material on the same topics, apart from Topic 1 where the material is the same for both levels.

The course also requires selection of one of the following options:

• Materials
• Biochemistry
• Energy
• Medicinal chemistry

The options are common for both levels, but the Chemistry Higher Level students will also cover extension material for each option.

The course will also involve practical work during the 2 years. The practical scheme of the work includes:

• Practical activities
• Individual investigation (internal assessment—IA)
• Group 4 project

Course Assessment

The final grade is the result of external and internal assessment.

The final external assessment involves 3 written papers:

Paper 1: Multiple choice questions on core material.
Paper 2: Short-answer and extended-response questions on core material.
Paper 3: One data-based question and several short-answer questions on experimental work and short-answer and extended-response questions from one option.

The internal assessment task will be one scientific investigation taking about 10 hours and more specifically it will be a practical activity with a purposeful research question and a scientific rationale and also addressing many of the learner profile attributes. The task will have the same assessment criteria for SL and HL. The five assessment criteria are: personal engagement, exploration, analysis, evaluation and communication.

Objectives

Having followed the Chemistry Diploma Programme course, students will be expected to:

• demonstrate an understanding of scientific facts, concepts and terminology.
• apply and use appropriate methods and techniques to present and communicate scientific information.
• construct, analyse and evaluate research questions, predictions and scientific explanations.
• demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

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Standard Level

Course Content

The Physics Standard Level course will cover the following topics:

1. Measurements and Uncertainties.
2. Mechanics.
3. Thermal Physics.
4. Waves.
5. Electricity and Magnetism.
6. Circular Motion and Gravitation
7. Atomic, Nuclear and Particle Physics.
8. Energy Production.

There is one option (topic chosen from a list proposed by the International Baccalaureate Organization) to be studied and provisionally this will be:

9. Astrophysics.

The course will also involve practical work during the two years, which will be internally assessed and externally moderated. The internal assessment consists of one scientific investigation. The criteria for assessment include:

a) Personal engagement
b) Exploration
c) Analysis
d) Evaluation
e) Communication

As part of the internal assessment process of science subjects, all students will participate in an interdisciplinary project called the Group 4 project. During an initial brainstorming session, a general topic will be chosen. In the following weeks, students will split into groups, in order to complete an investigation related with the topic and finally present their results on a poster.

Course Assessment

The final assessment (at the end of the two-year program) involves 3 written papers:

Paper 1: 30 multiple-choice questions to be answered in 45 minutes.
Paper 2: Several short-answer and extended-response questions in 1 hour and 15 minutes.
Paper 3: One data-based question, several short-answer questions on experimental work, short-answer questions and extended-response questions from one option in a total of 60 minutes.

Mathematical Requirements

Physics is a subject closely related to mathematics. Students taking Physics are advised to take Standard Level Mathematics or Higher Level Mathematics. Depending on their overall competency in mathematics, students taking Mathematical Studies SL may experience difficulties in applying certain areas of mathematics to the Physics Course (e.g. logarithms).

Higher Level

Course Content

The Physics Standard Level course will cover the following topics:

1. Measurements and Uncertainties.
2. Mechanics.
3. Thermal Physics.
4. Waves.
5. Wave Phenomena.
6. Electricity and Magnetism.
7. Circular Motion and Gravitation.
8. Fields.
9. Electromagnetic Induction.
10. Atomic, Nuclear and Particle Physics.
11. Quantum and Nuclear Physics.
12. Energy Production.

There is one option (topic chosen from a list proposed by the International Baccalaureate Organization) to be studied and provisionally this will be:

13. Astrophysics.

The course will also involve practical work during the two years, which will be internally assessed and externally moderated. The internal assessment consists of one scientific investigation. The criteria for assessment include:

a) Personal engagement
b) Exploration
c) Analysis
d) Evaluation
e) Communication

As part of the internal assessment process of science subjects, all students will participate in an interdisciplinary project called the Group 4 project. During an initial brainstorming session, a general topic will be chosen. In the following weeks, students will split into groups, in order to complete an investigation related with the topic and finally present their results on a poster.

Course Assessment

The final assessment involves 3 written papers:

Paper 1: 40 multiple-choice questions to be answered in 60 minutes.
Paper 2: Several short-answer and extended-response questions in 2 hours and 15 minutes.
Paper 3: One data-based question, several short-answer questions on experimental work, short-answer questions and extended-response questions from one option in a total of 1 hour and 15 minutes.

Mathematical Requirements

Physics is a subject closely related to mathematics. Students taking Physics are advised to take Standard Level Mathematics or Higher Level Mathematics. Depending on their overall competency in mathematics, students taking Mathematical Studies SL may experience difficulties in applying certain areas of mathematics to the Physics Course (e.g. logarithms).

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Introduction

The IB Biology course provides a body of knowledge on basic biological topics and some recent advances. It is hoped students will acquire scientific facts, terminology and methods of presenting scientific information and, at the same time, develop a broad, general understanding of the principles of Biology together with experimental and investigative scientific skills.

Throughout the course there will be emphasis on understanding the living world at all levels of organization, from the cell and its molecular structure to the interactions between living organisms and the environment that form the ecosystem dynamics.

Course Content

Apart from the theory taught in class, the course includes a large proportion of practical experimental work in the form of activities or investigations.

1. Theory:

There are 6 core topics for both Standard and Higher Level students:

• Cell Biology
• Molecular Biology
• Genetics
• Ecology
• Evolution and Biodiversity
• Human Physiology

Additionally, there are 5 topics for Higher Level students only (AHL):

• Nucleic acids
• Metabolism, cell respiration and photosynthesis
• Genetics and Evolution
• Animal Physiology
• Plant biology

Students must also study 1 further option. The option would be chosen among the topics: Neurobiology and Behaviour, Biotechnology and Bioinformatics, Ecology and Conservation or Human physiology. Higher Level students have additional material in each option.

2. Practical Work:

Different investigations and activities will be carried out during the two-year course. These may include in-class activities, short experiments and experimental projects in the lab, computer simulations, analysis and processing of data from databases, data gathering through questionnaires or surveys and fieldwork.

Course Assessment

Students’ progress will be continuously evaluated on the basis of class participation, diligence and performance in written assignments, quizzes and revision tests. Written work is assessed against criteria specified by the IB.

The final Diploma grade in the subject is determined by two assessment components:

Internal assessment: Individual investigation and Group 4 Project

This component is internally assessed by the subject teacher and externally moderated by the IBO. The grade awarded comprises20% of the final IB Diploma grade. It consists of an Individual investigation and an interdisciplinary science project, known as the Group 4 project.

The individual investigation is a scientific investigation performed by the student on a topic covered by the course. The assessment of the investigation will be based on 6 criteria including personal engagement, exploration, analysis, evaluation and communication. It should be 6-12 pages long.

The Group 4 project is a collaborative experience where concepts across the Group 4 science disciplines are shared. Students choose a broad topic that will then be investigated in each of the science disciplines. The emphasis is on the sharing of ideas, on the planning of investigations and on working successfully within a team.

External assessment: Written examinations

The final written examination takes place in May of the second year and comprises 80% of the final IB Diploma grade. It is externally assessed by the IBO.

It consists of 3 papers:

Paper 1: multiple–choice questions testing core topics for SL students and both core and AHL topics for HL students.

Paper 2: Data-based and short-answer questions plus one extended response question from a choice of two at SL and two extended response questions from a choice of three at HL on the same topics as paper 1.

Paper 3: Short-answer questions based on experimental skills and techniques, analysis and evaluation on experimental data in section A, along with short-answer and extended-response questions from one option in section B.

Progression - Usefulness

Biology is required for a carrier in medicine, paramedical services, veterinary medicine, nursing, dietetics, pharmacy, biotechnology, psychology, food and drugs industry, agriculture, conservation, environmental studies, teaching or performing experimental research. Various areas of research in biology are extremely challenging and many discoveries remain to be made!

Most universities offer courses in Biology and related subjects such as molecular and cell biology, genetics, applied biology, ecology, marine biology, human biology, physiology, biochemistry, zoology, environmental science and many others.

Biology is also a very worthwhile subject for those not intending to follow a scientific carrier because it provides knowledge of how our body functions and how it interacts with the environment and other living organisms. It is important to be aware of these interactions at a time when a growing human population is placing a great pressure on food supplies and on habitats of other species, threatening the planet we live on.

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Course Description

The 21st century is characterized by rapid change and increasing interconnectedness, impacting individuals and societies in unprecedented ways and creating complex global political challenges. Global politics is an exciting, dynamic subject that draws on a variety of disciplines in the social sciences and humanities, reflecting the complex nature of many contemporary political issues. The study of global politics enables students to critically engage with different and new perspectives and approaches to politics in order to comprehend the challenges of the changing world and become aware of their role in it as active global citizens.

The Diploma Programme global politics course explores fundamental political concepts such as power, equality, sustainability and peace in a range of contexts. It allows students to develop an understanding of the local, national, international and global dimensions of political activity and processes, as well as to explore political issues affecting their own lives. The course helps students to understand abstract political concepts by grounding them in real-world examples and case studies. It also invites comparison between such examples and case studies to ensure a wider and transnational perspective.

The core units of the course together make up a central unifying theme of “people, power and politics”. The emphasis on “people” reflects the fact that the course explores politics not only at a state level but also explores the function and impact of non-state actors, communities, groups and individuals. The concept of “power” is also emphasised as being particularly crucial to understanding the dynamics, tensions and outcomes of global politics. Throughout the course, issues such as conflict, migration or climate change are explored through an explicitly political lens: “politics” provide a uniquely rich context in which to explore the relationship between people and power.

Difference between HL and SL

Students of global politics at SL and HL are presented with a syllabus that has a common core. This common core consists of four compulsory units under the central unifying theme of “people, power and politics”. All SL and HL students are also required to undertake an engagement activity. In addition, HL students are also required, through a case studies approach, to explore two HL extension topics (global political challenges).

In summary:

SL and HL students study the four core units and undertake an engagement activity through a case studies approach, HL students also examine and evaluate two global political challenges, which by their nature are complex, contestable and interlinked; this provides further depth at HL.

Syllabus Outline

The programme consists of four core units, studied under the unifying theme of “people, power and politics”:

1. Power, sovereignty and international relations: the nature of power, the operation of state power in global politics, the function and impact of international organisations andnon-state actors in global politics, the nature and extent of interactions in global politics.

2. Human rights: nature and evolution of human rights, protection - monitoring – practice of human rights, debates surrounding human rights and their application.

3. Development: factors that may promote or inhibit development, pathways to development, debates surrounding development (globalisation, inequality, sustainability).

4. Peace and conflict: Contested meanings of peace, conflict and violence, causes and parties to conflict, evolution of conflict, conflict resolution.

At Higher Level, students study two of six global political challenges, researched and presented through a case-study approach:

1. Environment
2. Poverty
3. Health
4. Identity
5. Borders
6. Security

Course Objectives

Having followed the Diploma Programme course in Global Politics, students will be expected to:

• Demonstrate knowledge and understanding of specified content.
• Apply and analyse key political concepts to analyse contemporary political issues in a variety of contexts.
• Demonstrate synthetic and evaluative abilities.
• Select, use and apply a variety of appropriate skills and techniques. At Higher Level only, students are also expected to present ideas orally with clarity.

Course Assessment

The final Diploma grade in the subject is determined by two assessment components:

External Assessment

Paper 1 – a stimulus-based paper on one of the four core units, for both SL and HL students.
Paper 2 – an extended response paper based on all four core units, for both SL and HL students

Internal Assessment

a) 2,000 word written report on a political issue explored through engagement and research, for
both SL and HL students
b) Two recorded video oral presentations of two case studies chosen from two different HL topics
(at HL only).

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Course Description

Environmental Systems and Societies is an interdisciplinary course, offered only at SL, which can be selected either as a Group 3 or as a Group 4 subject. This offers students greater flexibility in their choice of subjects to study as part of their diploma. The course satisfies the requirements for both hexagon groups 3 and 4, leaving students the opportunity to study another subject from any group of the hexagon including another subject from groups 3 or 4.

The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Through the course students should become able to evaluate the scientific, ethical and socio-political aspects of environmental issues while appreciating alternative viewpoints, including the perceptions of different cultures.

Course Content

Apart from the theory taught in class, the course includes a number of practical experimental work in the form of activities or investigations.

The chapter covered are:

• Foundations of environmental systems and societies
• Ecosystems and ecology
• Biodiversity and conservation
• Water, food production systems and society
• Soil systems and society
• Atmospheric systems and society
• Climate change and energy production
• Human systems and resource use

Also, some investigations and activities will be carried out during the two-year course. These may include in-class activities, short experiments, computer simulations, analysis and processing of data from databases, data gathering through questionnaires or surveys and fieldwork.

Assessment

Students’ progress will be continuously evaluated on the basis of class participation, diligence and performance in written assignments, quizzes and revision tests. Written work is assessed against criteria specified by the IB.

The final Diploma grade in the subject is determined by two assessment components:

Internal assessment: Individual investigation

This component is internally assessed by the subject teacher and externally moderated by the IBO. The grade awarded comprises 25% of the final IB Diploma grade. It consists of an Individual investigation.

- The individual investigation is a scientific investigation performed by the student on a topic covered by the course. It should be between 1500-2250 words and is assessed on 6 criteria: identifying the context, planning, results- analysis and conclusion, discussion and evaluation, applications, communication.  

External assessment: Written examinations

The final written examination takes place in May of the second year and comprises 75% of the final IB Diploma grade. It is externally assessed by the IBO.

It consists of 2 papers:

Paper 1: a case study

Paper 2: section A consists of short-answer questions and section B of structured essays.

Relevance

ESS being both a natural and a social science is related, more or less closely, to many topics as biology, ecology, chemistry, geography, but also economy, management and politics. This makes ESS a very relevant background subject for a variety of future field of studies at university. Awareness and ability to make informed choices on environmental issues, as well as the systems approach that is consolidated through this course are important for a number of university studies ranging from law and politics, to business, economics and natural sciences.

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