Biology
Chemistry
Physics
Sports, Exercise and Health Science
Biology
Introduction
The word “biology” was introduced by German naturalist Gottfried Reinhold in 1802. Since then, ourunderstanding of living organisms has expanded considerably with the advent of techniques and technologies such as imaging and molecular sequencing methods. Of all the sciences, biology is a study that takes more of a pragmatic view than a theoretical approach.
The earliest evidence of life on Earth dates from at least 3.5 billion years ago. Through reproduction and natural selection, life has diversified tremendously, occupying a wide variety of niches. This diversity makes biology both a deeply fascinating and significantly challenging study.
The study of life makes progress through not only advances in techniques, but also pattern recognition, controlled experiments and collaboration between scientists. Unifying themes provide frameworks for interpretation and help us make sense of the living world: Form and function, Unity and diversity,
Continuity and change, and Interaction and interdependence are four of the themes around which this biology syllabus is constructed, although other frameworks are possible.
The scale of life in biology ranges from the molecules and cells of organisms to ecosystems and the biosphere. This way of considering complex systems as simpler components—an approach known as reductionism—makes systems more manageable to study. It is the foundation of controlled experiments
and has thus enabled major discoveries, but it provides an incomplete view of life. At each level of biological organization, different properties exist. Living systems are based on interactions, interdependence and integration of components between all levels of biological organization.
A student of biology should gain not only a conceptual understanding of the subject, but also an awareness of how biologists construct knowledge claims and the limitations of these methods.
Distinction between SL and HL
Students at SL and HL share the following.
• An understanding of science through a stimulating experimental programme
• The nature of science as an overarching theme
• The study of a concept-based syllabus
• One piece of internally assessed work, the scientific investigation
• The collaborative sciences project
The SL course provides students with a fundamental understanding of biology and experience of the associated skills. The HL course requires students to increase their knowledge and understanding of the subject, and so provides a solid foundation for further study at university level.
The SL course has a recommended 150 teaching hours, compared to 240 hours for the HL course. This difference is reflected in the additional content studied by HL students. Some of the HL content is conceptually more demanding and explored in greater depth. The distinction between SL and HL is therefore one of both breadth and depth. The increased breadth and depth at HL result in increased networked knowledge, requiring the student to make more connections between diverse areas of the syllabus.
Content
The biology syllabus comprises four themes, each made up of two concepts. Each theme is a lens through which the syllabus content can be viewed.
• Theme A: Unity and diversity
• Theme B: Form and function
• Theme C: Interaction and interdependence
• Theme D: Continuity and change
The arrangement of syllabus content follows four levels of biological organization, which also serve as conceptual lenses.
• Level 1: Molecules
• Level 2: Cells
• Level 3: Organisms
• Level 4: Ecosystems
The content is further arranged into topics, each with two guiding questions as signposts for inquiry. These questions help students view the content of the syllabus through the conceptual lenses of both the themes and the levels of biological organization.
Linking questions strengthen students’ understanding by making connections. Linking questions encourage students to apply concepts from one topic to another. The ideal outcome of the linking
questions is networked knowledge
Standard Level Assessment
Examination 80%
Paper 1 - presented as two separate booklets
(90minutes, 36%)
Paper 1A—30 marks
• 30 multiple-choice questions on standard level material.
No marks are deducted for incorrect answers.
Paper 1B—25 marks
• Four data-based questions related to experimental work and the syllabus
Paper 2
(90minutes, 44%)
Section A - 34 marks
- Data-based questions
- Short-answer questions on standard level material
Section B - 16 marks
- Extended-response questions on standard level material
One of two extended-responsed questions to be attempted by candidates
Internal Assessment 20%
The IA requirement is the same for biology, chemistry and physics. The IA, worth 20% of the final assessment, consists of one task—the scientific investigation.
The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question.The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
Higher Level Assessment
Examination 80%
Paper 1
(120minutes, 36%)
Paper 1A—40 marks
• 40 multiple-choice questions on standard level and additional higher level material.
No marks are deducted for incorrect answers.
Paper 1B—35 marks
• Four data-based questions related to experimental work and the syllabus.
Paper 2
(150minutes, 44%)
Section A - 48 marks
- Data-based questions
- Short-answer questions on standard level and additional higher level material
Section B - 32 marks
- Extended-response questions on standard level and additional higher level material
Two of three extended-responsed questions to be attempted by candidates
Internal Assessment 20%
The IA requirement is the same for biology, chemistry and physics. The IA, worth 20% of the final assessment, consists of one task—the scientific investigation.
The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question.
The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
Chemistry
Introduction
Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. The course is designed to increase the student’s understanding of theoretical and physical concepts in Chemistry through experimentation, discussion and application of ideas through worked problems.
As one of the three natural sciences in the IB Diploma Programme, chemistry is primarily concerned with identifying patterns that allow us to explain matter at the microscopic level. This then allows us to predict and control matter’s behaviour at a macroscopic level. The subject therefore emphasizes the development of representative models and explanatory theories, both of which rely heavily on creative but rational thinking. Given the pattern-seeking nature of chemistry, the development of generalized rules and principles also plays an important part in knowledge production, as do the concrete statements provided by mathematical laws
Distinction between SL and HL
Students at SL and HL share the following.
• An understanding of science through a stimulating experimental programme
• The nature of science as an overarching theme
• The study of a concept-based syllabus
• One piece of internally assessed work, the scientific investigation
• The collaborative sciences project
The SL course provides students with a fundamental understanding of chemistry and experience of the associated skills. The HL course requires students to increase their knowledge and understanding of the subject, including additional mathematical skills, and so provides a solid foundation for further study at university level.
The SL course has a recommended 150 teaching hours, compared to 240 hours for the HL course. This difference is reflected in the additional content studied by HL students. Some of the HL content is conceptually more demanding and explored in greater depth. The distinction between SL and HL is
therefore one of both breadth and depth. The increased breadth and depth at HL result in increased
networked knowledge, requiring the student to make more connections between diverse areas of the
syllabus.
Content
Syllabus Content
Structure 1. Models of the particulate nature of matter
Structure 2. Models of bonding and structure
Structure 3. Classification of matter
Reactivity 1. What drives chemical reactions?
Reactivity 2. How much, how fast and how far?
Reactivity 3. What are the mechanisms of chemical change?
Experimental Programme
Practical work
Collaborative sciences project
Scientific investigation
Standard Level Assessment
Examination 80%
Paper 1 - presented as two separate booklets
(90minutes, 36%)
Paper 1A
• Multiple-choice questions
Paper 1B
• Data based questions
Total 55 marks
Paper 2
(90minutes, 44%)
Short-answer and extended-response questions
Total 50 marks
Internal Assessment 20%
The IA requirement is the same for biology, chemistry and physics. The IA, worth 20% of the final assessment, consists of one task—the scientific investigation.
The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question.
The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
Higher Level Assessment
Examination 80%
Paper 1
(120minutes, 36%)
Paper 1A
• Multiple-choice questions
Paper 1B
• Data based questions
Total 75 marks
Paper 2
(150minutes, 44%)
Short-answer and extended-response questions
Total 90 marks
Internal Assessment 20%
The IA requirement is the same for biology, chemistry and physics. The IA, worth 20% of the final assessment, consists of one task—the scientific investigation.
The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question.
The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
Physics
Introduction
To study physics is to attempt to understand the nature of the universe itself. It is the search for answers from how the universe exploded into life in the Big Bang to what the nature of time is itself. Some of the greatest discoveries in history have been made by physicists and these discoveries have revolutionized our world—and physicists are continuing to change the way we think today.
Physics encompasses everything that we do as human beings. The very meaning of the word is “the study of nature”. Indeed, when the discipline was first defined, it was about observing the Milky Way, the entire known universe at the time, while wondering about the existence of the atom. As with the universe, physics knowledge is constantly expanding. The existence of black holes, gravitational forces so strong that even light is unable to escape, was first theorized in the 18th century. In 2019, an image of a black hole was captured for the first time.
However, physics is not just about staring into the vastness of space or scrutinizing the tiniest particles that make up the fabric of the universe. The fact is that discoveries in physics are the root of ideas that revolutionize the technology used in our daily lives. It is an everyday, grounded science encompassing advances in communication, medical technology and renewable energy.
It is above all a creative discipline. Physics requires solid knowledge of basic principles and a willingness to put them to the test in new ways. It requires curiosity and an appetite to explore what might be.
The IB Physics course covers many of the same areas as the VCE but also offers some expansion on that course. It may be considered more rigorous but also offers a wider range of activities.
Distinction between SL and HL
Students at SL and HL share the following.
• An understanding of science through a stimulating experimental programme
• The nature of science as an overarching theme
• The study of a concept-based syllabus
• One piece of internally assessed work, the scientific investigation
• The collaborative sciences project
The SL course provides students with a fundamental understanding of physics and experience of the
associated skills. The HL course requires students to increase their knowledge and understanding of the subject, and so provides a solid foundation for further study at university level.
The SL course has a recommended 150 teaching hours, compared to 240 hours for the HL course. This difference is reflected in the additional content studied by HL students. Some of the HL content is conceptually more demanding and explored in greater depth. The distinction between SL and HL is
therefore one of both breadth and depth. The increased breadth and depth at HL result in increased
networked knowledge, requiring the student to make more connections between diverse areas of the
syllabus
Content
Syllabus content
Space, time and motion
The particulate nature of matter
Wave behaviour
Fields
Nuclear and quantum physics
Experimental programme
Practical work
Collaborative sciences project
Scientific investigation
Standard Level Assessment
Examination 80%
Paper 1
(120 minutes, 36%)
Paper 1A
• Multiple-choice questions
Paper 1B
• Data based questions
Total 60 marks
Paper 2
(150minutes, 44%)
Short-answer and extended-response questions
Total 90 marks
Internal Assessment 20%
The IA requirement is the same for biology, chemistry and physics. The IA, worth 20% of the final assessment, consists of one task—the scientific investigation.
The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question.
The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
Higher Level Assessment
Examination 80%
Paper 1
(120minutes, 36%)
Paper 1A
• Multiple-choice questions
Paper 1B
• Data based questions
Total 75 marks
Paper 2
(150minutes, 44%)
Short-answer and extended-response questions
Total 90 marks
Internal Assessment 20%
The IA requirement is the same for biology, chemistry and physics. The IA, worth 20% of the final assessment, consists of one task—the scientific investigation.
The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question.
The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,000 words.
Sports, Exercise and Health Science
Introduction
The attainment of excellence in sport is the result of innate ability or skill and the dedicated pursuit of a programme of physical and mental training accompanied by appropriate nutrition. Training programme design should not be left to chance. Rather, it should be designed thoughtfully and analytically after careful consideration of the physiological, biomechanical and psychological demands of the activity. This is the role of the sport and exercise scientist, who, regardless of the athletic event, should be equipped with the necessary knowledge to be able to perform this task competently.
Furthermore, in a world where many millions of people are physically inactive and afflicted by chronic disease and ill health, the sport and exercise scientist should be equally proficient when prescribing exercise for the promotion of health and wellness. Scientific inquiry conducted over many decades, has accumulated a vast amount of information across a range of sub-disciplines that contribute to our understanding of health and human performance in relation to sport and exercise. The Diploma Programme course in Sports, Exercise and Health Science involves the study of the science that underpins physical performance and provides the opportunity to apply these principles.
Sport Science is a human science driven by curiosity about what makes humankind flourish, both physically and mentally. Spanning multiple disciplines, it is the formal study of the impacts of physiology, biomechanics and psychology on human health and athletic performance. Its most prominent advances have occurred from the late 19th century onwards, in tandem with similar advances in other scientific and technological fields.
Like other DP sciences, Sport Science is also an experimental science that combines academic study with the acquisition of practical and investigative skills. Students undertake practical experimental investigations in both laboratory and field settings. This helps them to acquire the knowledge and understanding necessary to apply scientific principles to the critical analysis of humankind and its sporting endeavours.
The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition, which are studied in the context of sport, exercise and health. Students will cover a range of core and option topics and carry out practical (experimental) investigations in both laboratory and field settings. This will provide an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. Where relevant, the course will address issues of internationalism and ethics by considering sport, exercise and health relative to the individual and in a global context.
Distinction between SL and HL
Students at SL and HL share the following.
• An understanding of science through a stimulating experimental programme• The nature of science as an overarching theme
• The study of a concept-based syllabus
• One piece of internally assessed work, the scientific investigation
• The collaborative sciences project
The SL course provides students with a fundamental understanding of SEHS and experience of the
associated skills. The HL course requires students to increase their knowledge and understanding of the subject, and so provides a solid foundation for further study at university level.
The SL course has a recommended 150 teaching hours, compared to 240 hours for the HL course. This difference is reflected in the additional content studied by HL students. Some of the HL content is conceptually more demanding and explored in greater depth. The distinction between SL and HL is
therefore one of both breadth and depth. The increased breadth and depth at HL result in increased
networked knowledge, requiring the student to make more connections between diverse areas of the
syllabus.
Content
Syllabus content
Exercise physiology and nutrition of the human body
Biomechanics
Sports psychology and motor learning
Experimental programme
Practical work
Collaborative sciences project
Scientific investigation
Standard Level Assessment
Examination 76%
Paper 1
(90minutes, 36%)
Paper 1A
Multiple-choice questions
Paper 1B
Data based questions
Total 55 marks
Paper 2
(90minutes, 40%)
Short-answer and extended-response questions
Total 50 marks
Internal Assessment 24%
The IA, worth 24% of the final assessment, consists of one task—the scientific investigation.The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question.
The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,200 words.
Higher Level Assessment
Examination 76%
Paper 1
(105minutes, 36%)
Paper 1A
Multiple-choice questions on standard and higher level material
Paper 1B
Data based questions
Total 65 marks
Paper 2
(150minutes, 40%)
Short-answer and extended-response questions on standard level and additional higher level material.
Total 80 marks
Internal Assessment 24%
The IA, worth 24% of the final assessment, consists of one task—the scientific investigation.The scientific investigation is an open-ended task in which the student gathers and analyses data in order to answer their own formulated research question.
The outcome of the scientific investigation will be assessed through the form of a written report. The maximum overall word count for the report is 3,200 words.
