WAB Learns: DP: Sciences

Sciences information

As one of the three natural sciences in the IB Diploma Programme, biology is primarily concerned with the study of life and living systems. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today. Through the study of DP biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are
better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the DP biology course is the
learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyse data, collaborate with peers, and reflect, evaluate and communicate their findings.
DP biology enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.
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Through the overarching theme of the nature of science, the course aims to enable students to:
1. develop conceptual understanding that allows connections to be made between different areas of
the subject, and to other DP sciences subjects
2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science
3. develop the ability to analyse, evaluate and synthesize scientific information and claims
4. develop the ability to approach unfamiliar situations with creativity and resilience
5. design and model solutions to local and global problems in a scientific context
6. develop an appreciation of the possibilities and limitations of science
7. develop technology skills in a scientific context
8. develop the ability to communicate and collaborate effectively
9. develop awareness of the ethical, environmental, economic, cultural and social impact of science.

As one of the three natural sciences in the IB Diploma Programme, chemistry is primarily concerned with identifying patterns that help to explain matter at the microscopic level. This then allows matter’s behaviour to be predicted and controlled 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. DP chemistry enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Integral to the student experience of the DP chemistry course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.
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Through the overarching theme of the nature of science, the course aims to enable students to:
1. develop conceptual understanding that allows connections to be made between different areas of
the subject, and to other DP sciences subjects
2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science
3. develop the ability to analyse, evaluate and synthesize scientific information and claims
4. develop the ability to approach unfamiliar situations with creativity and resilience
5. design and model solutions to local and global problems in a scientific context
6. develop an appreciation of the possibilities and limitations of science
7. develop technology skills in a scientific context
8. develop the ability to communicate and collaborate effectively
9. develop awareness of the ethical, environmental, economic, cultural and social impact of science.

The Diploma Programme design technology course aims to develop
internationally minded people whose enhanced understanding of
design and the technological world can facilitate our shared guardian-
ship of the planet and create a better world.
Inquiry and problem-solving are at the heart of the subject. DP design
technology requires the use of the design cycle as a tool, which pro-
vides the methodology used to structure the inquiry and analysis of
problems, the development of feasible solutions, and the testing and
evaluation of the solution. A solution can be defined as a model, proto-
type, product or system that students have developed independently.
DP design technology achieves a high level of design literacy by
enabling students to develop critical-thinking and design skills, which
they can apply in a practical context. While designing may take various
forms, it will involve the selective application of knowledge within an
ethical framework.
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Through the overarching theme of the nature of design, the aim of the
DP design technology course is to enable students to develop:
1. a sense of curiosity as they acquire the skills necessary for inde-
pendent and lifelong learning and action through inquiry into the
technological world around them
2. an ability to explore concepts, ideas and issues with personal, local
and global significance to acquire in-depth knowledge and under-
standing of design and technology
3. initiative in applying thinking skills critically and creatively to identi-
fy and resolve complex social and technological problems through
reasoned ethical decision-making
4. an ability to understand and express ideas confidently and crea-
tively using a variety of communication techniques through col-
laboration with others
5. a propensity to act with integrity and honesty, and take responsi-
bility for their own actions in designing technological solutions to
problems
6. an understanding and appreciation of cultures in terms of glob-
al technological development, seeking and evaluating a range of
perspectives
7. a willingness to approach unfamiliar situations in an informed man-
ner and explore new roles, ideas and strategies to confidently artic-
ulate and defend proposals
8. an understanding of the contribution of design and technology to
the promotion of intellectual, physical and emotional balance and
the achievement of personal and social well-being
9. empathy, compassion and respect for the needs and feelings of
others in order to make a positive difference to the lives of others
and to the environment
10. skills that enable them to reflect on the impacts of design and tech-
nology on society and the environment in order to develop their
own learning and enhance solutions to technological problems

Environmental systems and societies (ESS) is an interdisciplinary course, encompassing both the sciences
and individuals and societies and is offered at both standard level (SL) and higher level (HL). As such, ESS
combines a mixture of methodologies, techniques and knowledge associated with both the sciences
and individuals and societies.
ESS is both a complex and contemporary course that engages students in the challenges of 21st century
environmental issues. Consequently, it requires its students to develop a diverse set of skills, knowledge
and understanding from different disciplines. Students develop a scientific approach through explorations
of environmental systems. They also acquire understandings and methods from individuals and societies
subjects whilst studying sustainability issues within social, cultural, economic, political, and ethical
contexts. The interdisciplinary nature of the course means students produce a synthesis of understanding
from the various topics studied. It also emphasizes the ability to perform research and investigations
and to participate in philosophical, ethical, and pragmatic discussions of the issues involved from the
local through to the global level.
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ESS aims to empower and equip students to:
1. develop understanding of their own environmental impact, in the broader context of the impact of
humanity on the Earth and its biosphere
2. develop knowledge of diverse perspectives to address issues of sustainability
3. engage and evaluate the tensions around environmental issues using critical thinking
4. develop a systems approach that provides a holistic lens for the exploration of environmental issues
5. be inspired to engage in environmental issues across local and global contexts.

As one of the three natural sciences in the IB Diploma Programme, physics is concerned with an attempt to understand the natural world; from determining the nature of the atom to finding patterns in the
structure of the universe. It is the search for answers from how the universe exploded into life to the nature of time itself. Observations are 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 leading to a better understanding of the natural world, physics gives us the ability to alter our environments.
DP physics enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the
subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.
Integral to the student experience of the DP physics course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.
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Through the overarching theme of the nature of science, the course aims to enable students to:
1. develop conceptual understanding that allows connections to be made between different areas of
the subject, and to other DP sciences subjects
2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science
3. develop the ability to analyse, evaluate and synthesize scientific information and claims
4. develop the ability to approach unfamiliar situations with creativity and resilience
5. design and model solutions to local and global problems in a scientific context
6. develop an appreciation of the possibilities and limitations of science
7. develop technology skills in a scientific context
8. develop the ability to communicate and collaborate effectively
9. develop awareness of the ethical, environmental, economic, cultural and social impact of science.

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. Students cover a range of core and option
topics, and 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 prepa-
ration 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.
Both the SL and HL have a common core syllabus, internal assessment
scheme, and overlapping elements in the options studied. While the
skills and activities are common to all students, HL requires additional
material and topics within the options.
Through studying any of the group 4 subjects, students should become
aware of how scientists work and communicate, and the variety of forms
of the “scientific method” with an emphasis on a practical approach
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develop an ability to analyse, evaluate and synthesize scientific information
• develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
• develop experimental and investigative scientific skills including the use of current technologies
• develop and apply 21st century communication skills in the
study of science
• become critically aware, as global citizens, of the ethical implications of using science and technology
• develop an appreciation of the possibilities and limitations of science and technology
• develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.